Everyday life provides great opportunities for unplanned storytelling by children (stories to the teacher and friends about events at home, stories of a child returning to kindergarten after illness, etc.). The teacher must not only use these cases, but also create conditions that encourage children to talk.
It is recommended to use such a technique as an assignment: show a friend who was sick a book read without him and tell about it; show planted plants or crafts and tell in order how they were made.
It is necessary to periodically change folders with pictures or drawings of children in the book corner; hang large paintings, as looking at them activates conversational speech and the desire to tell. In such cases, the child’s story is addressed to one or two listeners, so it is easier for the narrator, and also easily turns into dialogue. Such verbal communication has not only educational, but also educational significance.
To develop coherent speech, you can use other cases when children are required to have a more perfect story addressed to a group of listeners: some role-playing games (with narrators), entertainment.
The teacher should know several games in which there are roles of a narrator, for example, “Cinema” (the role of a projectionist-reader), “TV”, “Radio”, “Player” (roles of announcers), “Telephone” (interlocutors), “Tape recorder”, “Cosmos” (the role of an astronaut conveying his story about the flight to Earth).
To successfully carry out these games, it is necessary to enrich children with relevant knowledge in advance; prepare equipment; support their initiative.
Storytelling also takes place in the games “Kindergarten”, “School”, “Birthday”, as well as in games that reflect what is seen in life. At the same time, the teacher must ensure that active roles are more often assigned to children who speak poorly.
In the area for independent artistic and speech activity, the teacher has equipment intended for free use by children.
The ability to tell a story is strengthened in dramatization games on literary themes, and when children show puppet theater. It is recommended to widely use ordinary toys for table theater, as well as for playing with sand, teaching children to act out simple performances for dolls, for kids or friends.
Retellings and creative compositions of children should be included in the programs of matinees and concerts.
Thus, learning must be complemented by various forms of work in everyday life.
Acquaintance with the surrounding reality, a meaningful life in kindergarten - this is the basis for the formation of such a complex skill as storytelling. It is necessary to ensure that every child, moving from kindergarten to school, masters this skill to the accessible extent outlined in the “Kindergarten Education Program.”
Methodological work with teachers
Work on the formation of coherent speech requires serious attention from the leaders of a preschool institution. Since its content is diverse, first of all it is necessary to control the rhythm of planning of all four main types of storytelling (it is known that sometimes educators prefer retelling to all types of storytelling). The methodologist should make sure whether teachers in older groups teach comparative stories and whether children are developing expressive retelling skills.
The methodologist must ensure that each type of storytelling is presented to children using a variety of methods and techniques, including new ones that are not yet widespread (with handouts, logical problems, etc.).
In calendar plans, educators must indicate a set of techniques for teaching storytelling, and present the leading ones textually (sample, story plan, etc.).
Texts of sample stories, as well as artistic material - riddles, passages, etc. - the teacher can write on cards, put them in the pocket of a notebook with a calendar plan and use them repeatedly (and in other classes).
A rather difficult task for a methodologist is to help the teacher in studying the level of development of children’s coherent speech. To do this, he uses everyday observations as well as targeted speech examinations. To make contact with children more relaxed, you can come up with a playful design for question tasks, for example, offer to “read” a short letter from children from another kindergarten, which would contain a request to tell about fish, about a book corner, and then write a response letter asking explain the rules of the game, since the text with instructions was “lost”, etc.
It is advisable that the methodologist prepare portable visual material that can be easily carried with you and that would help determine the state of children’s abilities to describe and compare objects, as well as the accuracy of their vocabulary, for example, two doll rugs made of different materials or oval and square shaped paper different colors, with various details and decorations on the right and left, a plot picture for coming up with a continuation of the story, etc.
The results of the children's survey and observations are then discussed with teachers. Together with teachers, the methodologist draws up digital indicators, paying special attention to which of the children has not mastered which program material. It will be useful if at the beginning of the school year he compiles (according to the teachers) a summary table (shown below) and familiarizes all teachers with it. At the same time, the methodologist takes control of those children who are lagging behind in mastering the program.
When preparing equipment for a teacher’s office, first of all, it is necessary to pay attention to the selection of sets of handouts, as well as the creation of a system for using technical teaching aids (player, projector, tape recorder), including homemade aids (for teaching storytelling).
Here are excerpts from the methodologist’s work plan for teaching storytelling:
1. Familiarize yourself with the methods of teaching storytelling:
senior group - both teachers (September);
preparatory group for school - novice teacher D.;
creative storytelling (October);
middle group - timing of retelling lessons (December).
2. Get an idea of the level of children’s storytelling skills, draw up a summary table (October).
3. When analyzing calendar plans for the first quarter, establish the state of individual work with children in storytelling classes.
4. Outline the sequence of forms of methodological assistance, including holding open classes for teachers of related groups in the 2nd quarter using children’s crafts and large photographs, setting up (within a year) a new stand “Use of TSO in teaching storytelling”, finding out whether the new ones can Teachers use a tape recorder and camera.
5. Prepare a permanent section for parents’ corners on the topic “Our children tell stories”, help educators record and prepare children’s stories for display at a stand.
6. Help educators in drawing up self-education plans on the topic “Methods of conversation in a preparatory group for school”, in organizing an area for artistic speech activities in the senior group.
Throughout the year, the methodologist should not weaken his attention to fulfilling the main task - ensuring that every kindergarten student masters the program for teaching storytelling.
Vocabulary development methodology
Vocabulary work in kindergarten is the systematic expansion of children’s active vocabulary using words that are unfamiliar or difficult for them. It is known that the expansion of the vocabulary of preschoolers occurs simultaneously with their familiarization with the surrounding reality, with the development of a correct attitude towards the environment.
A word is the basic lexical unit expressing a concept. In each word, you can highlight its meaning or the meaning contained in it, its sound composition (sound design), and morphological structure. All these three characteristics of a word must be taken into account when conducting vocabulary work in kindergarten.
The process of children learning the meanings of words and their semantics was studied by L. S. Vygotsky, who established that the child, as he develops, moves from random, unimportant signs to essential ones. As age changes, the completeness and correctness of his reflection in his speech of facts, signs or connections that exist in reality change.
Features of the development of thinking largely determine the features of a child's vocabulary. Visual-effective and visual-figurative thinking explains the predominance of words denoting the names of objects, phenomena, and qualities. The emergence of verbal-logical thinking causes children to master elementary concepts.
Linguistics and psychology reveal such an important issue related to the methodology of speech development as the concept of active and passive vocabulary.
Active vocabulary is words that the speaker not only understands, but also uses (more or less often). An active vocabulary largely determines the richness and culture of speech.
A child’s active vocabulary includes commonly used vocabulary, but in some cases a number of specific words, the everyday use of which is explained by the conditions of his life. For example, children living in a military town use words of military terminology: training ground, parade ground, foreman, captain, review, etc. Children of a timber rafting point - backwater, felling, driftwood, etc. This means that determining the content of the work on developing the active vocabulary of preschoolers , the teacher must take into account the needs of children’s speech practice and the conditions of their speech environment. It is also necessary to constantly remember the main goal of teaching one’s native language: to make the child’s language a means of communication.
Passive vocabulary is words that a speaker of a given language understands, but does not use himself. The passive vocabulary is much larger than the active one; this includes words whose meaning a person guesses from the context, which emerge in consciousness only when they are heard.
Translating words from a passive dictionary to an active one is a special task. Introducing into children's speech words that they themselves have difficulty mastering and use in a distorted form requires pedagogical efforts. Data from psychology, linguistics, and physiology help determine the range of words that make it difficult for children at various age levels.
When carrying out vocabulary work, educators adhere to the following principles:
1) work on the word is carried out while introducing children to the world around them on the basis of active cognitive activity;
2) the formation of vocabulary occurs simultaneously with the development of mental processes and mental abilities, with the education of children’s feelings, attitudes and behavior;
3) all tasks of vocabulary work are solved in unity and in a certain sequence.
Tasks and content of vocabulary work
The methodology for vocabulary work in primary school includes the following areas:
1) enrichment of the vocabulary, i.e. mastering new words previously unknown to students. Moreover, it has been established that every day a student must add 4-6 words to his vocabulary in native language lessons;
2) clarification of the dictionary, i.e. vocabulary and stylistic work, mastering the accuracy and expressiveness of the language (filling with content words known to children, mastering polysemy, synonyms, etc.);
3) activation of the dictionary, i.e. transferring as many words as possible from the passive to the active dictionary, including words in sentences and phrases;
4) elimination of non-literary words, their translation into a passive dictionary (colloquial, dialect, slang).
It is quite natural that these main directions exist in kindergarten. But the content of the dictionary offered to preschoolers is, of course, unique; it is determined by the kindergarten program. Let's take a closer look at each of these main areas.
Enrichment of the dictionary. To carry out this task means to contribute to the quantitative accumulation of words that a child needs for verbal communication with others.
The main part of the vocabulary consists of significant words (nouns, adjectives, verbs, numerals, adverbs). These are the most full-fledged words: they serve as names, express concepts and are the basis of a sentence (act as subjects, predicates, definitions, additions, circumstances). The enrichment of children's speech should come primarily through significant words.
The greatest difficulty for a child to master are numerals, which are the most abstract part of vocabulary; it refers to abstract numbers or the order of objects when counting. The enrichment of children's speech with numerals mainly occurs in classes on the development of elementary mathematical concepts, but consolidation and activation of these words should be a special subject of vocabulary work in classes on speech development.
An important role is played by enriching the speech of preschoolers with words denoting the qualities and properties of objects, as well as elementary concepts. These tasks appear in the middle group and become especially important in the senior group.
The transition to generalizations is possible when the child has accumulated a sufficient supply of specific impressions about individual objects and corresponding verbal designations.
In the senior and preparatory groups for school, children are taught to differentiate the qualities and properties of objects according to the degree of their expression (sour, sour, sweet-sour, sour-sour, sour), as well as previously learned concepts (kitchen utensils, teaware). In these groups, especially in preparatory school, attention is paid to familiarizing children with figurative vocabulary, synonyms, antonyms, epithets, and comparisons.
Preschoolers should also be introduced to the vocabulary used in folklore works (prigozhiy, detushki, grass, mother, darling, etc.).
A child of preschool age, especially an older one, should be taught to perceive, that is, to hear, understand and partly remember, and to use in speech certain expressions from popular colloquial phraseology that are simple in content and accessible to him, including set phrases, proverbs and sayings. It is difficult for a small child to learn the general meaning of a phrase, which does not depend on the specific meaning of the words that make it up (on seventh heaven, etc.). Therefore, the teacher must include in his speech expressions, the meaning of which will be clear to children in a certain situation or with an appropriate explanation, for example: here you are, a drop in the bucket, a jack of all trades, ears wither, you won’t spill water, control yourself and etc.
Teachers need to systematically consult dictionaries, using the most valuable treasures of the Russian language.
Consolidation and clarification of vocabulary. This task is understood primarily as helping the child to master the general meaning of words, as well as to memorize them.
First of all, words that are difficult for children need special reinforcement: collective nouns - shoes, transport, etc., abstract nouns - beauty, silence, cleanliness, etc., numerals, relative adjectives - urban, passenger, iron, etc. ., as well as words that are complex in sound or morphology (sidewalk, metro, excavator).
Along with consolidating the vocabulary, another task is solved: clarifying the meaning of the word, deepening its meaning. This process occurs throughout preschool age. For example, a small child perceives the meaning of the words May Day holiday only emotionally; they simply mean a joyful event for him. The older preschooler already understands the national significance of this workers' holiday.
Over time, the child understands the meaning of a word more broadly, learns to isolate and generalize the most essential features of objects and designate them with a word. Words denoting color, material, spatial and temporal concepts need numerous repetitions and reinforcement.
It is necessary to draw children's attention to the ambiguity of words. This is an interesting phenomenon, when the same word denotes different objects (pen - writing utensil, pen - accessories), attracts the attention of children, arouses interest.
Activation of the dictionary. Activating the vocabulary is the most important task of vocabulary work in kindergarten. In the process of this work, the teacher encourages children to use the most accurate and meaningful words in their speech. Special techniques for activating the dictionary should cause the child to pay attention to the choice of words and form the accuracy and clarity of speech. The “Kindergarten Education Program” specifically emphasizes the requirements for children’s active vocabulary, defining words that they must not only understand, but also use freely, the acquisition of which is a known difficulty for preschoolers (right, left, triangle, narrow, etc. .). Consequently, activation of the dictionary is an increase in the number of words used in speech, the content of which is accurately understood by the child.
K. D. Ushinsky wrote about this task: “...Recalling words and forms of language from children’s memory is very useful: children’s stock of words and forms of their native language is usually not small, but they do not know how to use this stock, and this is then the skill of finding quickly and accurately in memory the required word and the required form is one of the most important conditions for the development of the gift of speech.”
Working on synonyms (words that sound different, but have the same or similar meaning) helps to understand the nuances of the meaning of a word and choose the most suitable word from the entire lexical wealth. Antonyms force you to remember and compare objects and phenomena according to their temporal and spatial relationships, size, properties, etc. (cold - hot, thick - thin, morning - evening).
Elimination of non-literary words. A unique task of vocabulary work is to eliminate vulgarisms and colloquial words (head, heifer, rushing, etc.) from children’s speech.
In language there is a phenomenon of taboo (prohibition) of certain words. In kindergarten, preschoolers also have to deal with this phenomenon. For example, we teach children to replace words denoting natural functions.
All tasks of vocabulary work are solved in unity with other tasks of speech development. At the same time, each of them has its own specifics, and therefore, its own techniques and methods. In the educational process in kindergarten, classes are distinguished, the main goal of which will be the solution of one specific task of vocabulary work, and other tasks (not only vocabulary) are carried out along the way.
Children get to know their surroundings in everyday life, at work, at play, and in classes. Consequently, program requirements for familiarization with the environment are given in the relevant chapters of the “Program”.
The complication of the content of vocabulary work is observed in each age group, it goes in the following directions:
1) mastery of vocabulary in unity with the perception of objects and phenomena in general;
2) growth of vocabulary due to the understanding of words denoting qualities, properties, details of objects and phenomena, their relationships. This process requires the ability to dissect perception, mastery of such mental operations as analysis, comparison;
3) introduction to the lexicon of words denoting elementary concepts. This process presupposes that children have the ability to generalize objects and phenomena according to essential features. Consequently, when carrying out vocabulary work, the unity of speech and mental development of children is necessary.
In the program of ideas about the environment, the following large sections can be roughly distinguished: personal and everyday orientations; phenomena of social life; Mother country; V.I. Lenin - the leader and organizer of our state, his comrades-in-arms; The Soviet Army is the defender of the Motherland; people's labor; human transportation and communications; life of nature.
The “program” provides for the gradual complication of material to familiarize children with the environment. With age, children's horizons expand - from ideas and elementary concepts about objects that preschoolers encounter in routine moments, in their immediate environment (2-3 years old), to concepts of a social nature, events in the public life of the country (6-7 years old).
Personal and household orientations
1st junior group. Children are given information about individual household items that surround them (clothing, furniture, dishes), their purpose, and basic details. Children learn basic information about food, about parts of their body in connection with the development of hygienic skills, and learn to identify certain properties of objects. Every third-year child must remember his first and last name, the first and last names of his teachers and parents.
2nd junior group. Children are given much more information about their group room and other main premises of the kindergarten (head’s office, kitchen, hall). The objects that children are introduced to are more detailed and generalized by similarity. The child must remember his home address, age, names and patronymics of the nanny, nurse, music director.
Middle group. Children in this group should be able to freely navigate the premises of the kindergarten, be able to identify qualities in objects, and compare objects with each other. They should receive information about family life, about the work of parents and relatives at home and at work.
Senior group. When familiarizing themselves with objects, children learn more about the materials from which they are made, their properties, and the rules for handling objects made from this material. Children learn to find common and different things in objects and classify them. They learn about the manufacturing processes of certain items (clothing, furniture, etc.). Every child of this age must remember the address of his kindergarten and navigate the nearest neighborhood.
Preparatory group for school. The task of developing personal and everyday orientation in this group is very important. A child of the seventh year of life must have detailed information about surrounding objects, use them correctly (dishes, washbasins, sewing accessories, clothes, bedding), and freely navigate the premises of the kindergarten. Children must firmly grasp the rules of behavior indoors, in public places, and on the street.
In this way, the range of children’s ideas about the environment expands. The child seems to go beyond the boundaries of his group room, kindergarten, the nearest street and city and is gradually included in the general life of the country.
The “program” makes certain demands on children’s active vocabulary. It is repeatedly emphasized that children must not only know something about the world around them, but also be able to express their knowledge in words and name the perceived object.
In the 1st junior group, by the end of the year, i.e. by the age of three, each child should have a vocabulary of 1200-1500 words. The teacher teaches children to pronounce words correctly (but easier pronunciation of the word is also possible), and to use adjectives more often. In the fourth or fifth year, the child should use commonly used words denoting qualities and actions. In the sixth year, his vocabulary is replenished with generalizing nouns and adjectives denoting the material, properties, and state of objects. By the end of the preschool period, children's speech should be accurate. At this time, a special task is set: to teach the child to find precise and expressive words, especially to indicate size, color, location in space, for example, to use complex adjectives - dark blue, pale green. A more detailed analysis of the requirements for children’s vocabulary can be found in the article by V. I. Loginova “Formation of a dictionary.”
The words that are most difficult for children must be offered to them repeatedly, over a long period, that is, these words must be the program material for many classes (in their native language, the development of elementary mathematical concepts, visual arts, etc.).
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“Speech is an amazingly powerful tool,
but you need to have a lot of intelligence,
to use it"
G. Hegel
Mother tongue plays a unique role in the development of a person’s personality. Language and speech are traditionally considered in psychology, philosophy and pedagogy as a node in which all lines of mental development converge: thinking, imagination, memory, emotions.
From early childhood, human life is connected with language. The child is not yet a year old, but he listens to the sounds of speech, lullaby and begins to master and understand his native language. By one year - the first words, by two - phrases, and by three years the baby uses about 1000 words, speech becomes a full-fledged means of communication.
The linguistic education of a child should begin early and for the first years of life exclusively in the native language.
Language is the most amazing and perfect creation of man. The native language, its unhindered and comprehensive development should be placed at the basis of education, the child should become familiar with its folk spirit, its poetry from the first years of his life.
To master, as perfectly as possible, all types and manifestations of speech means to master the most powerful instrument of human mental development, and therefore, human culture.
Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a condition for solving the problems of mental, aesthetic and moral education of children during the sensitive period of development. The sooner you start learning your native language, the more freely you will be able to use it in the future.
Language arises from a person’s need to communicate with other people, and therefore the inclusion of a child in the social environment and concern for the systematic expansion of his social connections are one of the main conditions for the development of his language.
The totality of speech skills and abilities developed in children constitutes the language ability, which allows him to accept and construct new statements in accordance with the speech situation and within the framework of the system of rules adopted in a given language for the expression of thoughts.
But only a few children spontaneously reach a sufficiently high level in speech development, so it is necessary to conduct special training aimed at mastering the language.
Main tasks of speech development:
- Education of sound culture of speech.
- Vocabulary work.
- Formation of the grammatical structure of speech.
- Development of coherent speech: dialogical and monologue.
- Preparing for literacy.
- Cultivating interest and love for the artistic word.
These tasks are solved at each age stage, however, from age to age there is a gradual complication of each task and the methods of teaching aids change. The specific weight of a particular task also changes when moving from group to group. It is necessary to imagine the main lines of continuity of speech development tasks that are solved in the previous and subsequent age groups, and the complex nature of each task.
Mastery of the native language is the core of the formation of a preschooler’s personality. Full mastery of the native language and the development of linguistic abilities are considered as the core of the full formation of the personality of a preschool child, which provides great opportunities for solving many problems in the mental, aesthetic and moral education of children.
The close connection between the speech and intellectual development of children is especially clear in the formation of coherent speech: meaningful, logical, consistent and organized speech.
In the formation of coherent speech, the relationship between the speech and aesthetic aspects also clearly appears. A related statement shows how much the child masters the richness of his native language, its grammatical structure, and at the same time reflects the level of mental, aesthetic and emotional development of the child. The development of speech in preschoolers is closely connected with solving the problems of forming artistic and speech activity as one of the integral parts of the aesthetic education of children. Thus, learning to retell folklore and literary works, creative storytelling is very important when choosing linguistic figurative and expressive means for embodying the artistic image conceived by the child.
Teaching preschoolers their native language provides an opportunity for moral education - first of all, for instilling love and interest in their native language, its richness, and beauty. The content of literary works, as well as the content of paintings and folk toys, also has an educational effect. Introducing children to literature, retelling, and composing stories contributes to the formation of not only ethical knowledge and moral feelings, but also moral behavior.
Joint, purposeful work carried out in classes and in everyday life helps to bring children to an awareness of the intrinsic value of everything around them, the ability to communicate with adults and peers, and expand their vocabulary and the sound side of the language.
The sounds of speech, individual elements of intonation, voice strength, pitch, tempo, rhythm, timbre - in themselves do not mean anything, but speech cannot exist without them. A child learns to speak, and for this he must first learn: to articulate all the phonemes characteristic of a given language, to pronounce sounds and combinations of sounds in certain positions, in accordance with tradition, to create intonation.
The power of influence on listeners largely depends on the sound design of speech, so special work on the sound side of speech is necessary. The Russian language has a complex sound system, making the most difficult thing for a child to master the articulation of individual sounds. But it is precisely on the basis of an analysis of the sound structure of a language that a basis is created for understanding the processes occurring in the language.
Work on the sound culture of speech with preschool children includes exercises carried out with all elements of phonetics: the development of speech perception, the formation of the speech apparatus, speech hearing, intonation, tempo of speech.
The main task of working with children of the sixth year of life on mastering the phonetic aspect of speech and correct pronunciation of all sounds of their native language is to further improve speech hearing and consolidate the skills of correct expressive speech.
In special exercises, I offer children the differentiation of pairs of sounds, I distinguish between whistling, hissing and sonorant, soft and hard sounds - isolated, in words and phrasal speech. First, I teach children to isolate words with one of the differentiated sounds from a phrase, and then they are asked to alternately isolate words with oppositional sounds.
To process diction, voice strength, and tempo of speech, I use tongue twisters, pure twisters, riddles, nursery rhymes, and poems. Children learn to select not only words that sound similar, but also entire phrases that rhythmically and intonationally continue this sentence.
I teach children to change the volume of their voice, the pace of speech, depending on the conditions of communication, on the content of the statement. Special tasks encourage children to use interrogative, exclamatory, and narrative intonation, and this skill is necessary for them to construct a coherent statement.
In the process of speech development, the child masters the grammatical structure of the language, that is, the rules and norms by which the given language lives.
In the child’s conscious assimilation of the grammatical structure of speech, the prerequisites are laid for the development of coherent monologue speech, awareness of its features, and the formation of generalizations of the phenomena of language and speech.
Word formation and word creation in preschool age are considered as developmental, ensuring the formation of linguistic lexico-grammatical generalizations. K.I. Chukovsky showed that word creation is a natural stage in the acquisition of norms and rules of word formation. In his opinion, a child, through analogies, learns the vocabulary and grammatical structure of his native language.
In the process of forming the grammatical structure of the speech of preschool children, the ability to operate with syntactic units is laid, to ensure a conscious choice of linguistic means, in specific conditions of communication and in the process of constructing a coherent monologue utterance.
It is necessary to teach the child to consciously use grammatical means (words, phrases, sentences) when conveying his thoughts and in constructing any type of statement, as well as to understand the appropriateness of using different types of sentences in different contexts.
When forming the grammatical structure of the speech of children of senior preschool age, they need to be taught those grammatical forms, the acquisition of which causes difficulties. At the same time, I give children an orientation in the typical ways of inflection and word formation, cultivate a sense of language, an attentive attitude to language, a critical attitude towards their own and others’ speech, and a desire to speak correctly. I teach children to choose a word pair from a number of words. They learn to find words with the same root scattered in the text, and vice versa - to form words with the same root based on the meaning of the text.
The development of speech includes not only expanding the total volume of words, but also instilling in children attention to the content side of the word, to its meaning. Each word names a specific representation, image and concept. In the normal development of a child, as reflected in language, the word he has acquired corresponds to the concept he previously acquired. To understand the semantic side of a word, a child goes a long way throughout preschool childhood and at each age stage understands the meaning of words differently. Understanding the speech message of others is determined, on the one hand, by the child’s practical experience in becoming familiar with the surrounding objective world, and on the other hand, by his own experience of linguistic communication.
One of the important principles of vocabulary work with preschoolers is the principle of working with the meaning of a word. First of all, it is associated with combining words into thematic groups and expanding associative connections between words. That is, a child learns a word faster if learning to use it is associated with meaning.
The basis for enriching a child's vocabulary is the introduction into the child's linguistic consciousness of thematic groups of words, synonymous series, antonymous pairs, and polysemantic words. The main point of vocabulary work is to develop in children the ability to select for expression those lexical means that will accurately reflect its intention.
Children learn verbal designations of objects when familiarizing themselves with the surrounding reality. However, the vocabulary of preschoolers needs not only quantitative growth, but also qualitative improvement (clarification of the meanings of words, semantic accuracy of the use of synonyms, antonyms, polysemantic words, understanding of figurative meanings). All types of lexical work are carried out in the form of verbal games, exercises, and creative tasks in conjunction with other speech tasks.
Full mastery of the native language and the development of linguistic abilities are considered as the core of the full formation of the personality of a preschool child and represent great opportunities for solving many problems in the mental, aesthetic and moral education of children.
In the formation of coherent speech – i.e. speech is meaningful, logical, consistent, organized - the close connection between the speech and intellectual development of children is especially clear. In order to talk coherently about something, you need to clearly imagine the object of the story, be able to analyze, select the main properties and qualities, and establish different relationships between objects and phenomena. In addition, you must be able to select the most appropriate words, be able to construct simple and complex sentences and connect them in a variety of ways.
In older preschool age, the development of coherent speech is given a special role. When retelling works of fiction, I teach children to structure the text coherently, consistently and expressively, intonationally conveying the dialogue of the characters and the characteristics of the characters.
When composing a story based on a picture, I develop the ability to independently compose a description or narrative, indicating the place and time of the action, inventing the events preceding and depicted and following it. By telling a series of pictures, I develop the ability to develop a storyline.
I assign a special role to the development of the intonation side of speech, its elements such as melody, rhythm, timbre, voice strength, speech tempo and correct use depending on the situation.
Works of fiction reveal to children the world of human feelings, arousing interest in the personality, in the inner world of the hero. Having learned to empathize with the characters of works of art, children will learn to notice the mood of loved ones and people around them. They develop humane feelings, the ability to show sensitivity, kindness, and discern injustice. This is the basis on which integrity, honesty, and citizenship are brought up.
One of the tasks of introducing fiction is to teach children to listen. Only by learning to listen to someone else’s speech will they be able to remember its content and form, and learn the norms of literary speech.
In the older group, it is planned to read large-sized author's works to help memorize the plot of the work; to better assimilate the text, I use the following techniques: children's playful actions, object-based visualization, explanation of incomprehensible words even before reading the work, introduction of words - ethical assessments of the characters' actions, drawing attention to grammatical constructions of the text, replacing them with synonymous constructions, comparing two works with similar themes or contrasting the behavior of two characters, posing search questions.
Entertaining games with words encourage children to think, reason, search, create, and children develop an interest in cognitive activity.
“A child does not only learn conventional sounds when studying his native language, he drinks spiritual strength and strength from the birthplace of his native word. It explains nature to him, as more than one naturalist could not explain. It introduces him to the character of the people around him, to the society among whom he lives, to its history and its aspirations, as more than one historian could not. It introduces it into folk beliefs, into folk poetry, as no esthetician could introduce it. Finally, it gives such logical concepts and philosophical views that no philosopher could give.”
In these words of the great teacher K.D. Ushinsky indicates not only the expected result of mastering the native language, but also the method of studying it: trust in the language - a teacher who not only teaches a lot, but also teaches surprisingly easily.
Summary of an integrated lesson on the development of speech and visual activity (modeling) preparatory group
“Fauna of hot countries”
Program content:
- develop the ability to write a descriptive story about animals, answer questions, solve riddles;
- teach how to sculpt African animals (elephant, giraffe, lioness, zebra, crocodile) from plasticine, select the appropriate color;
- introduce the structural features of animals in hot countries;
- develop fine motor skills;
- cultivate neatness and a friendly attitude towards animals.
Equipment: illustrations of animals from hot countries, Aibolit, blank background of Africa, plasticine, tablets, stacks, napkins, musical compositions, technical means: projector, laptop, tape recorder.
Progress of the lesson
1. Organizational moment. Slide 1. Greeting “Hello”
Hello, golden sun! Hello, blue sky, Hello, free breeze, Hello, little white snow! Hello, dear guests. Hello, kids: girls and boys Hello, I’ll tell you a riddle!
He is kinder than everyone in the world, He heals sick animals. And one day he pulled a hippopotamus out of the swamp. He is famous, famous, This is Doctor... Aibolit. Slide 2
2. Conversation based on the fairy tale by K. Chukovsky “Doctor Aibolit” Slide 3
Tell children, who wrote the fairy tale about the doctor?
Who does Doctor Aibolit treat?
Who once rode up to him?
What did the telegram say?
Guys, help Doctor Aibolit, let's go with him to Africa.
– What other continents do you know?
- Guys, who helped Doctor Aibolit get to Africa? (Wolves, whale, eagles).
And today I suggest going by train.
Dynamic pause “We are going, going, going to distant lands” Slide 4
Slide 5. This is what Africa is like! It’s just that it’s kind of deserted.
-Who is missing here?
3. Game exercise: Guess who it is?
Guys, do you want to know what animals live in Africa? But to do this you need to solve riddles.
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Oh, and it’s furious! To those who fell into the river, The nose will be bitten off... Crocodile slide 8 |
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That's how many animals you know.
4. Drawing up descriptive stories according to the proposed plan. Slide 12
Let's look at the illustrations to see if we can recognize them.
– What is characteristic of a giraffe? Tell us about it, describe its color, structural features, method of movement, nutrition. Children describe a giraffe.
– What do we know about the elephant, crocodile, lion?
All animals get drunk.
5. Exercise “Say a tongue twister”
What animal begins with the sound “s” (elephant) Slide 13
Let's learn how to say a tongue twister about an elephant at different tempos:
The baby elephant surprised the guys
The little elephant got on a scooter,
I rode around a bit -
And the scooter broke down.
Dynamic pause. “Animal exercise” Slide 14
Slide 15. Guys, the animals didn’t appear.
6. Practical work.
Let's make these animals and put them in Africa. First, everyone will decide which animal they will perform; we will select the necessary plasticine.
What parts does an animal consist of? (torso, head, limbs, tail) Slide 16
Manufacturing of main parts using the rolling method.
Then finishing it with additional details: we will make a long neck for a giraffe and spots, a crocodile’s mouth, a zebra’s stripes, an elephant’s big ears, and a trunk.
We will place the finished animal in Africa.
Summary of the lesson Slide 17
The composition is being considered. What animals did we talk about today that we placed in Africa? (Children list) This is Africa! Well, Africa.
Guys, our journey is over. Doctor Aibolit's parting advice is to wash your hands more often, do exercises and then you won't get sick. Close your eyes and we are transported, as if by magic, to kindergarten. Slide 18
To consolidate the ability to invent stories and fairy tales, as well as for other types of children's storytelling, you can use verbal didactic games. Games like “fables” develop a sense of humor, a critical mind, and the ability to briefly and figuratively construct a similar statement. First, during these games, the teacher teaches children to notice fables in fairy tales, in his comic stories, and then to compose them themselves, creating imaginary situations. The methodology of the games “Who will notice the most fables?”, “What if...”, “Come up with a fable” was developed by A. K. Bondarenko.
Guiding children's coherent speech in everyday life
Everyday life provides great opportunities for unplanned storytelling by children (stories to the teacher and friends about events at home, stories of a child returning to kindergarten after illness, etc.). The teacher must not only use these cases, but also create conditions that encourage children to talk.
It is recommended to use such a technique as an assignment: show a friend who was sick a book read without him and tell about it; show planted plants or crafts and tell in order how they were made.
It is necessary to periodically change folders with pictures or drawings of children in the book corner; hang large paintings, as looking at them activates conversational speech and the desire to tell. In such cases, the child’s story is addressed to one or two listeners, so it is easier for the narrator, and also easily turns into dialogue. Such verbal communication has not only educational, but also educational significance.
To develop coherent speech, you can use other cases when children are required to have a more perfect story addressed to a group of listeners: some role-playing games (with narrators), entertainment.
The teacher should know several games in which there are roles of a narrator, for example, “Cinema” (the role of a projectionist-reader), “TV”, “Radio”, “Player” (roles of announcers), “Telephone” (interlocutors), “Tape recorder”, “Cosmos” (the role of an astronaut conveying his story about the flight to Earth).
To develop the ability to listen, understand and retell the content of a text, you can use stories without visual accompaniment. This allows the child to go beyond the visual situation, promotes the formation of verbal communication and thinking, encourages the use in speech of complex sentences, words denoting the properties of objects and their actions.
Guessing and inventing together is very useful for children’s speech development. riddles In such games, children learn to recognize objects by verbal description, relying on visual perception. For example, you can lay out several toys (or object pictures) on the table and invite the child to find one of them according to its verbal description. Older children can guess simple riddles without relying on visual perception.
Pedagogical techniques used to develop children's speech in everyday life
During the game
During free play, the teacher can sit down with the child and start a conversation with him: “Oh, what a beautiful doll! Is it a girl? What’s her name?” At the same time, the adult’s appeals should not disrupt the flow of the game, they should be organically woven into it and contribute to its enrichment.
The teacher can also gather several children around him, take a toy and turn to the kids: “What is the name of this doll? Lyalya? What a good name! And what a beautiful dress Lyalya has, what shoes!” It is important to attract children’s attention to individual details of the doll’s appearance, calling them: “Where is Lyalya’s nose? Who will show me? (or: “Show me.”) And where are Lyalya’s eyes?
It is advisable to accompany the game with a child with poetry. For example:
I love my horse
I'll brush her fur smoothly.
I'll comb my tail
And I’ll go on horseback to visit.
A bull walks and sways.
Sighs as he walks:
"Oh, the board is shaking,
I'm going to fall now."A. Barto
On a walk
During a walk, drawing children's attention to natural phenomena and animals, the teacher can accompany his speech with short poems. For example:
Rain, rain, more!
I'll give you the grounds
I'll go out onto the porch,
I'll give you a cucumber
I'll give you a loaf of bread too,
Get as much as you want!
Rain, rain,
Pour it full,
Small kids
Get wet!
You are a rainbow-arc,
Take me to the meadows
There's oily porridge there,
The spoon is painted.
The winds are blowing across the sky,
The winds puff out their cheeks,
They blow, they blow, they tear leaves,
They get angry, they get angry, they crush the grass.
Mosquito-makariki,
It's enough for you to fly,
Enough of your buzzing!
In the forest at the edge
In the middle of the lawn
Three old frogs
They strum the balalaika:
Coke-kwaki-kwaki-coke.
A cow came into the yard:
"Moo! I'm healthy.
The sides are swollen.
- Who wants milk?
Wears a dandelion
Yellow sundress.
The rain pattered loudly on the windows.
The drops sang: drip-drip-drip!
The drops of the dolls woke up.
The clubfoot wind wanders.
Sunshine, bucket,
Look out the window.
Sunshine, dress up
Red, show yourself.
Rainbow-arc,
Don't let it rain!
Come on honey,
Bell tower!
You are frost, frost, frost,
Don't show your nose
Go home, frost,
Take the cold with you.
Brook, trickle,
You are not wide, you are shallow,
You go like a thread
So what!
You run and you sing.
Ladybug,
Fly to the sky
Bring us bread!
Once upon a time there were two beetles,
Two funny beetles
In green camisoles,
In beautiful boots
On thin legs.
Snail, snail,
Open your gate
Show me your horns.
Blue, blue cornflower,
You are my favorite flower.
Before bedtime
When putting children to bed, it is useful to hum them short lullabies and quietly recite suitable poems. The teacher can ask parents what songs they sing to their children before bed, what poems they recite. Some kids love for an adult to whisper their favorite rhyme in their ear.
Below are examples of poems that can be read to children before bed.
It's time to sleep, the bull fell asleep.
Lay down in the box on its side.
The sleepy bear lay down in bed.
Only the elephant doesn't want to sleep.
The elephant shakes its head
He bows to the elephant.A. Barto
Do wolves sleep?
They are sleeping, sleeping.
Do bees sleep?
They are sleeping, sleeping.
Are titmice sleeping?
They are sleeping, sleeping.
And the chanterelles?
They are sleeping, sleeping.
And the seals?
They are sleeping, sleeping.
What about the deer?
They are sleeping, sleeping.
What about all the children?
They are sleeping, sleeping.
Everything in the world
They are sleeping, sleeping.A. Vvedensky
The meadows are sleeping, the forests are sleeping,
God's dew fell
The stars are shining in the sky,
The trickles in the river say
The moon is looking through our window,
Tells small children to sleep.A. Blok
Bye-bye-bye-bye,
Go to sleep quickly.
Our purring old cat
Sings songs quietly;
Bye-bye-bye-bye!
Hush, Little Baby, Do not Say a Word,
Don't lie on the edge:
The little gray wolf will come,
He'll grab the barrel
And he will drag you into the woods,
Under a broom bush.
We woke up
Stretched out
From side to side
Turn around!
Pull-ups,
Pull-ups,
Where are the toys?
Rattles?G. Lagzdyn
While getting dressed
When dressing babies after sleep, or getting ready for a walk, you need to name all items of clothing and actions, encouraging children to verbally communicate in different ways. For example: “Okay, we put on our boots. Now what are we going to put on? A jacket? Where is your jacket, Lucy? Oh, what a jacket, red, with pockets! Let’s first put one arm into the sleeve, then the other. Where is the other arm? Where did it hide? Here it is, in your sleeve, push it through here. Well done! Now give me the hat. Now they put the hat on. Now you can go for a walk.”
Masha put on her mitten
- Oh, where am I going?
No finger, gone!
I didn’t get to my little house!
Masha took off her mitten:
Look, I found it!
You search and search and you will find.
Hello, little finger!
How are you?N. Sakonskaya
If the child has scattered his things, the teacher can help him put them away neatly and read the following poems:
Vova the Confused
Where's your shirt?
Maybe gray cats
Did they take her into the bushes?
Maybe the hare came?
Maybe the hedgehog took it away?
Maybe a teddy bear
Did you want to wear it?
I started trying on the shirt -
And he put it under the bed.
Vova the Confused
Here's your shirt!L. Barbas
Bear, Bear, where are your pants?
Lost, lost.
The girls are in trouble
Exchanged, exchanged.
While washing, bathing
When washing, bathing a child, or performing other hygienic procedures, you can accompany the actions with affectionate conversation, poems, and songs. For example.
Speech development in children in the family- one of the important periods that parents need to constantly monitor. This should become a kind of thing for mom and dad, the subject of their constant attention and control.
First of all, this is manifested in how the parents themselves develop speech. They should become an example for the child, demonstrating competent and clear speech, maintaining the required intonation.
When talking with your baby every day in the family, you need to gradually develop his speech, talk about the world around him and discuss it.
A child’s speech develops in parallel in two directions: firstly, his awareness of the speech of the people around him, and, secondly, the formation of his own speech. At the same time, the first direction in development is ahead of the second. And this is especially clearly noticeable in children after one and a half years of age, who are quite capable of understanding almost everything that the people around them tell them, but they themselves still speak very poorly. As a rule, their vocabulary does not exceed forty words.
Mom and dad constantly name the child the objects he sees and talk about them. They also control his actions. For example, asking if he wants to go to the toilet, if the child has not gone to the potty for quite a long time. Or, for example, you can ask the baby: “Bring the towel to mommy” or call him: “Come to me.” Therefore, as a rule, there is no delay in the development of speech understanding in children.
But children in the family may experience a lag in the development of their own speech. To prevent this, you need to interest the child in communication so that he himself has a desire to communicate. For example, you can encourage him to list the objects around him, for example, toys or name the close people who surround him (mom, dad, grandfather, grandmother, brother, etc.). And you need to do this a lot. From the beginning of the second year of life, you need to practice pronunciation with your baby. To do this, you need to repeat even the simplest words a lot so that the child remembers, assimilates and learns to pronounce them correctly.
Often, a delay in the development of speech in a child can manifest itself in such a way that instead of naming objects or asking for something in words, he shows it with facial expressions or gestures. As a rule, parents and other relatives understand him and fulfill his request, expressed by some sound or gesture. But you shouldn't do this. It is necessary to explain to the baby that if he wants something, then he must say it in words, even if it is clear that the baby demands: “Tell me, give me the pear”; or: “If you don’t want to swim, you don’t have to get out of the bath. Just say: I took a bath.”
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Significant progress in the development of a child’s speech in the family occurs from the moment the baby begins to easily repeat the words he has heard. For most children, speech develops most rapidly at about two years of age, although this period of speech development in children can begin much earlier, after the second one has come and gone.
Typically, by the age of two years, children's vocabulary is approximately 300 words, and they use approximately 1200 words and already use many parts of speech. The baby can pronounce all letters clearly, with the exception of the sound “r” and hissing sounds. The baby is already able to construct complex phrases, but cannot yet formulate them grammatically correctly. The baby also uses exclamatory and interrogative intonation in sentences.
The development of speech in children in the family depends on his knowledge of the world around him with the things and objects that he sees, with the natural phenomena that he witnesses, with the everyday life and behavior of the people around him. The baby already remembers and names colors, shapes of toys and other things, and their sizes.
The development of speech contributes to the development of the child’s intellectual activity, his concepts become broader, for example: “Spring has come, now the snow is melting and streams are flowing.” He thinks for himself, draws his own conclusions and conclusions. As the baby’s speech becomes more and more perfect, its importance for him increases. He constantly uses the rel in everyday life, in his games, plans what he will do, and can also analyze what happened and predict what will happen next.
In addition, speech understanding also develops. And now the child is able not only to understand what is said directly to him. He is quite capable of understanding what his parents and other adults communicate with each other.