Teaching a child to tell means to form his coherent speech. This task is included as an integral part of the general task of developing the speech of preschool children.
The kindergarten program provides for a system of lessons for teaching storytelling. Teaching the child to tell, i.e. independent, coherent and consistent presentation of his thoughts, the teacher helps him find the exact words and phrases, correctly build sentences, logically connect them with each other, observe the norms of sound and word pronunciation. The teacher improves all aspects of the child's speech - lexical, grammatical, phonemic.
One of the types of monologue speech is oral compositions of children according to imagination. Children are happy to come up with a beginning and an end to the pictures, that is, they conjecture what could precede the events depicted in the picture, or what might follow the depicted events.
Children's compositions can be classified as follows:
1. a creative composition based on a painting.
2. contamination on themes of works of art.
3.free composition:
a) fairy tales
b) stories
Creative composition based on the painting it is recommended to be carried out in a senior and preparatory group for school. The teacher puts a picture, for example, "Into the forest for mushrooms", depicting the edge of the forest, girls and boys entering it with boxes, a dog runs with them. After examining the picture, the teacher invites the children to come up with a story about what happened to the boy before he went into the forest with the guys. The teacher helps the child with leading questions: "What is his name?"
“When the guys called him into the forest, what did he say to his mother, and what did she say to him?”, “What did mom give him on the road?”. Try to imagine and tell yourself all this. You can offer to come up with a story about any of the characters in this picture, as well as about the dog. The story can be about any object depicted in the picture: about a box (who, when, from what made it, how he got to this hero), about a tree on the way (who, when, under what circumstances planted it). You can think of who the children will meet in the forest (animals, people) and how they will behave when they meet, how the trip to the forest will end, how they will be greeted at home.
Contamination on the theme of works of art.
Children with great pleasure imagine themselves in situations in which their favorite characters find themselves, ascribe their actions to themselves, telling, correct the authors, creatively rethinking adventures, in their own way changing the behavior of the hero in certain situations. (I would ...)
The method of teaching composition - contamination is simple - the child is asked to retell a certain episode of a fairy tale or story on his own behalf, as if it all happened to him. The teacher sympathetically follows the course of the "composition", pretends that he believes every word, and at the same time necessarily follows the child's speech, non-annoyingly corrects him.
In children's speech creativity great place are occupied by children's stories about themselves, about friendship with peers, about interesting walks and games, etc.
E.I. Tikheeva noted that the child has to talk about what he has seen, heard and experienced almost every day, but the teacher often encounters such a picture: he causes one, the other, the third, and an inconsistent presentation begins with repetitions, contradictions, constant: “No, not like that, I forgot say I don’t remember how it was ”and so on. Such speech difficulties arise because the child does not know what to talk about. It is necessary for the child to be given advice:
“Think carefully about what you are going to say, remember what, where, when it was. And if the story is prepared in this way, it comes easily to the same children who previously could not connect two words.
An important question in the methodology is the choice of topic.
V senior group Topics can be recommended:
"My favourite toy",
"Our games with dolls",
"On a walk",
"Our winter fun"
"About a kitten" and others.
Some topics require the use of collective, group-wide experience (“Our games with dolls”, “How we walked for a walk”), others allow us to express individually accumulated experience in stories (“How I help my mother at home”). At the beginning of the year, a theme may be suggested: "My favorite toy." An important factor for the successful completion of a speech task is the activation of children's memory.
In a preliminary conversation with the children, the teacher asks to remember their favorite toys and name them. Then the teacher says that now the children will talk in detail about toys and how interesting it is to play with them. The teacher will give his sample - a story: “When I was little, my favorite toy was a clockwork chicken. He was yellowish, with round black eyes, and a sharp beak. The chicken was small - it fit on my palm. When he was turned on, he began to quickly - quickly peck: knock - knock and run from place to revenge. I had fun". After finishing the description, the teacher explains that the story consists of two parts and reveals the meaning of each part: “At first I spoke in detail about the toy, about how it looked, what was interesting about it. And at the end, she also spoke in detail about playing with her favorite toy "
The share of the best assimilation of the sample, the teacher can repeat his story or invite one of the children to reproduce the first and then the second part. The assignment is accompanied by instructions from the teacher: “Remember what I said about my favorite toy - a clockwork chicken. Repeat the beginning of the story. Remember how I told you about playing with a clockwork chicken. Repeat this. "
At the end of the conversation, the teacher also gives specific instructions to the children:
“When you talk, try to first tell everything in detail about the toy (what it is called and what is interesting), and then tell how you play with it.
The teacher listens to the stories of children with interest, expresses his approval with a smile or a nod of his head. In the course of the presentation, it is not recommended to ask the child clarifying questions, since he can move from a story to a question-and-answer form of communication. After listening to the child's story, the teacher analyzes and evaluates his story, involving the whole group in this.
In the preparatory group for school the teacher continues to train children in telling from personal experience... The stories of children of the seventh year of life are somewhat more complex in structure and grammatical structure, they contain much more factual material. Increasingly, the child himself, without additional questions and instructions from an adult, explains the events he is talking about. Children six to seven years old may be offered the following topics:
"How we rested in the summer",
"Our new toys",
"How we play with the ball", etc.
Teaching creative storytelling according to the proposed plot is difficult, this work on the formation of a coherent monologue speech.
One of the important methodological issues of teaching creative storytelling is the question of the choice of plots ... A plot can be approved if it makes children want to come up with a story, a fairy tale, with a clear compositional structure, with the inclusion of elementary descriptions in them, if it corresponds to the child's experience, his level speech development, affects moral and aesthetic feelings, activates expression, deepens interest in speech activity.
Plot for making up realistic stories cover the field of children's play and entertainment, for example:
« Serezha was presented with a new toy ",
"Galya is learning to skate",
"Yura and Masha start up boats in the spring", etc.
Some plots reflect children's interest in animals:
"Funny Adventures of a Ginger Kitten"
“Seryozha took his puppy for a walk” and others.
Children actively use the accumulated knowledge, ideas, images in order to develop imaginary events and actions in their stories. According to the plots, children come up with stories not only with one hero, but also with several characters.
At the very beginning of training, it is advisable to use a speech pattern, by analogy with which children will be able to more confidently come up with stories on the proposed plot. It is also recommended to use the method of joint action - the direct participation of the teacher helps the child to better cope with the creative task.
In the initial period of teaching storytelling, the joint compilation of stories on the chosen plot with the teacher is used: the teacher begins to reveal the topic, and the children continue and finish.
Reception of joint actions greatly facilitates the solution of a creative speech problem, therefore it is more often used in the initial period of teaching storytelling, as well as in cases when new, complicated tasks are put forward. The teacher brings the story to the outset of the action, the preschoolers continue and develop the plot to the outset. The teacher's story serves as a speech model for them, which they adhere to throughout the entire work.
Reception of joint actions in creative storytelling classes should be combined with questions, instructions, explanations, etc. For example, when working with children on the plot “How Nadia Lost and Found Her Mitten”, the teacher can start the story as follows: “Grandma tied Nadia blue mittens with white stripes. Nadia tried them on, they just fit her. Thank you, grandmother, ”said Nadia. Nadya got ready to go for a walk, put on new mittens. And what happened next, you tell yourself. Switching the children to the continuation of the story, the teacher informs the plan that should be followed: “What was Nadia doing during the walk?”, “How did it happen that she lost the mitten?” “How did she look for her? ". Children come up with various options further events. In the learning process, the teacher's questions play an important role. They help children to more vividly, more concretely imagine the imaginary events and actions about which they have to tell.
In storytelling classes, questions that are proposed in the form of a story outline play an important role. The teacher introduces the plan to the children after they become aware of the plot and theme of the story. To fix the story plan in children's memory, it is advisable to invite one of the children to repeat the main points.
In the preparatory group for school, children can also create their own stories based on the image of the protagonist.(Vera is a caring granddaughter. She often visits her grandmother. Vera often helps her mother ...)
Children often find it difficult to start a story, they are silent for a long time, they hardly find phrases, sometimes they begin the story in a monotonous way, copying each other. Therefore, the educator should train children in the ability to build the beginning of the story. After that, as the children get acquainted with the plot and outline of the story, the teacher encourages them to think about the beginning of the story. The educator approves best options and he himself shows how a meaningful, dynamic story begins.
In the classroom in the preparatory group, the children, together with the teacher, make up cycle short stories united by one hero. For example, a cycle of stories about meeting a new girl in kindergarten can be in four parts. The first story - "Lena comes to kindergarten" - the teacher begins, and the children continue. “Lena went to kindergarten with her mother quickly. The girl wanted to come there as soon as possible, because she was going to kindergarten for the first time. Lena was greeted by the teacher. Together with her, Lena entered the group room, and then the guys saw the new one.
“Tell us what kind of girl the guys saw, how she looked. Then the teacher offers to listen to the beginning of the second story: “The guys greeted the new girl, asked her name. They started showing her toys. Which toy Lena liked the most. Come up with and tell about it. Third story: “The children showed Lena their drawings. They depicted autumn. What Lena could see in the drawings. Tell us about it. "
The teacher's task is to teach children to tell expressively, figuratively, emotionally, skillfully using available artistic techniques. Most of the lesson is devoted to children's stories, and the teacher simultaneously pays attention to those who speak and those who listen. Comes to the rescue if the child is at a loss in something.
It is advisable to arrange children's stories in such a way that it is possible to carry out repeated work with them, for example, to write them down in order to make a book. The texts of these stories can be illustrated by the drawings of the children themselves.
In creative storytelling classes, children 6-7 years old also learn to come up with fairy tales. When telling a story, the child learns to use previously learned phrases. He uses them here not mechanically, but in new combinations, creating something new of his own. This is the guarantee of the development of the creative abilities of the human mind.
It is accessible and interesting for preschoolers to invent fairy tales about toys - dolls, teddy bears, foxes, etc.
Children of older preschool age can be offered the following fairy-tale themes: "Baby elephant learns to ride a bicycle", "Thumbelina visiting a doll", etc.
In the classroom, the teacher introduces the children to the topic - to come up with a fairy tale about a doll who wanted to go into the forest for mushrooms. The teacher puts trees (forest) on the table. “It will be interesting for you to know which forest she went to pick mushrooms, which mushrooms she picked, whom she met in the forest, who helped her pick up many mushrooms. Then a squirrel appears next to the mushroom, and the children guess that it is she who will help the doll. With the help of questions, the teacher encourages children to talk in more detail about the trees in the forest, about mushrooms ...
In which forest will the doll pick mushrooms? What kind of trees grow in it? What will the doll be happy about? It is fruitful for a child to get acquainted with a toy as a character in a fairy tale without staging a plot. In this case, children learn to compose based on the image of a fairytale hero. The teacher, presenting a toy to children, helps to notice the peculiarity of its appearance, character traits (an agile, cheerful squirrel, a cowardly hare). The teacher teaches children to come up with and convey imaginary episodes in a fairy tale in which these features are manifested.
The lesson begins with the introductory word of the educator, preparing children for the upcoming speech creative activity:
“You know many fairy tales, love to listen to them, today you yourself will try to come up with a fairy tale about funny toy animals. The teacher puts a teddy bear and a squirrel on the table, tells a fairy tale about them. "Now come up with a funny tale about the games the bear and the bunny started."
Toy-based activities are combined with activities in which fairy tales are created according to plots. "Baby elephant learns to ride a bike", "How a hedgehog found his way home." The teacher acquaints children with the plot of a future fairy tale, collects a plan for its presentation, activates the dictionary. The teacher uses the technique of joint actions - the teacher begins the fairy tale, and the children continue it.
Creativity develops successfully in those conditions where the planned and systematic education is ensured, and children have a certain level of artistic development.
Telling children is a means of teaching coherent speech. In the works of E.I. Tikheeva, E.A.Flerina, L.A. Pen'evskaya, O. I. Solovieva, M.M. others show the role of telling in the development of the coherence of children's speech, revealed the originality of the use of methods of teaching different types of monologue speech. The following techniques have been identified and tested in long-term practice.
Shared storytelling. This technique is a joint construction short statements when an adult starts a phrase and a child ends it. It is used in younger groups, mainly in individual work, and in the middle with all the children. The teacher performs the most complex function- plans an utterance, sets its scheme, naming the beginning of a sentence, suggests a sequence, ways of communication ("Once upon a time there was a girl. And to meet her"). Joint storytelling is combined with the dramatization of different plots. Gradually, children are led to simple improvisations.
A sample story is a short, vivid description of an object or a presentation of an event, available to children for imitation and borrowing.
The sample story is most widely used in the initial stages of learning and is intended to be imitated and borrowed by children. The sample tells the child the approximate content, sequence and structure of a monologue, its volume, facilitates the selection of a dictionary, grammatical forms, ways of intra-text communication. The sample shows the approximate result that children should achieve. In this regard, it should be short, accessible and interesting in content and form, lively and expressive. The sample should be pronounced clearly, at a moderate pace, and loudly enough. The content of the sample must have educational value.
The template refers to direct teaching techniques and is used at the beginning of the lesson and during its course to correct children's stories. At the same time, the teacher encourages elements of the independence of children, but admits at first, especially in the younger and middle groups, literal imitation of the pattern. For the development of independence and creativity of children, a sample story should not be exhaustive, cover, for example, the entire content of a picture or any topic. Such a pattern serves as a support for telling about other episodes. Otherwise, he will shackle the child's thought, provoke children to duplicate what they heard from the teacher.
In preschool age, it is simply necessary to develop coherent speech. It has already been said more than once in my posts that retelling, telling by visual material (by pictures, by toys, by a series of pictures and toys) and, of course, it is very important to teach children to tell stories without reliance on visualization, belongs to coherent speech. This task will include teaching children to tell about a topic from personal experience. The solution to this problem is important not only for the general development of the child, but also simply necessary for preparing children for school and for life in general. After all, you must admit that it is much more pleasant to communicate and listen to a person who correctly and competently expresses his thoughts, and not who "neither me". In addition, teaching a child to write about a topic from personal experience also includes teaching a child to write letters. We in modern life very rarely write letters and postcards to each other, but you must agree, it is very interesting to receive some kind of "kind" envelope by regular mail. Plus, it can be a good and rewarding tradition to write letters to each other, at least once a year. But emails have long been included in our everyday life, but they also need to be written competently, observing some formalities and rules for writing a letter.
Teaching children to tell about a topic from personal experience is of great importance:
· First, the child learns to use his life experience, to convey it in a coherent story;
· Secondly, the child has the ability to clearly, clearly, coherently express his thoughts without reliance on visual material.
You can teach children to tell from memory from the moment he began to speak in sentences. This occurs approximately from 1.5 to 2 years, depending on individual development child. Of course, the story of a 1.5-year-old child will not be similar to the story of a 6-year-old child, but he is just learning. For the development of coherent speech of the baby and his memory, ask him more often about those events that have happened to him recently. Where did he go, what he saw, what he did on the walk, etc. Indeed, for a child of this age, the whole world is full of impressions and discoveries. Encourage your child to talk to you by asking him basic questions that he can answer, summarize his answers with coherent beautiful sentences so that the child has a speech role model. And do not forget that our children are our reflection with you.
There are several types of stories from memory:
1. Description of the event from personal experience;
2. Description of the event from collective experience;
3. Didactic games for description without visual material.
The basis for this kind of storytelling is everyday life child. Topics for storytelling from personal experience are taken from observations, excursions, walks, holidays, interesting cases, etc. “How we spent the holiday”, “My favorite season”, “Autumn bouquet”, “My best friend”, “My favorite toy”, “Our games”, “How I went to the theater”, etc.
To successfully learn storytelling from memory, the child must adhere to certain requirements:
ü The theme and content of the story should be close to the child's experience;
ü Clarity of the construction of sentences;
ü Lack of unnecessary details;
ü Dynamism;
ü Clear ending;
ü The language of the story should be emotionally close to the spoken language.
Methodological techniques for teaching a child to tell from memory:
Sample story;
Conversation;
Questions;
Hints;
Directions;
Planning;
Drawing up a story in parts;
Assessment of the children's story.
This is a kind of story that relies on the memory and recreational imagination of the child.
One of the most common and effective techniques for teaching children to tell from memory is a sample story, which is compiled by an adult, and which obeys a number of requirements:
1. The sample story should be based on any case of interest to the child (close to life experience and preferably similar to the case that happened to the child);
2. A sample story should be distinguished by a clear sequence of events.
3. The language of the sample story should be close to the spoken language, should be short, figurative, without long phrases.
Teaching storytelling from personal experience of children 3 - 4 years old.
Younger preschool age (3-4 years) is the initial stage of this type of storytelling. The speech of children is not yet perfect, it is situational, it is difficult for others to understand it. Learning to tell is carried out as a half-conversation, half-conversation on a topic that is close to the child (about animals, about toys, how he spent the weekend, who he visited, etc.). In a conversation, it is desirable to have visual material, tk. it is still difficult for a child at this age to remember some information. The conversation continues as long as the child has interest.
Teaching storytelling on a topic from the personal experience of children 4 - 5 years old.
The speech of children of middle preschool age is more developed, they already construct sentences competently and they do not have to rely on clarity. A story with such children begins with a story about questions and ends with a generalization of an adult or children. Self-composed stories reflect children's individual or collective experiences. You can use a storytelling tool like the adult begins the story and the child finishes. One of the main methods of teaching storytelling will be a sample story, questions and prompts (reminders). One should not expect from a child what he immediately took and told what happened to him. Stories at this age contain many pauses and repetitions, the child's speech is not yet perfect.
Teaching storytelling on a topic from the personal experience of children 5 - 6 years old.
The requirements for the story of a child of this age increase significantly. The story should be coherent, consistent, understandable to others. The adult should focus his efforts on developing memory and recreational imagination. A sample story is used if the child finds it difficult to compose his own story, or as a methodological technique in a speech development lesson after having listened to the stories of 2 - 3 children or at the end of the lesson. At this age, in addition to a sample story, such a methodical technique as a story according to a plan or an adult's instructions is used.
Teaching storytelling on a topic from the personal experience of children 6 - 7 years old .
At this age, the child is actively preparing for school. The child's speech is more perfect and is already close to adult speech. With a child of this age, you can organize stories on moral and ethical topics (about a friend, about mom, about dad, how he helped his mother or grandmother, etc.). The leading methodological technique of teaching composing a story will be drawing up a story plan and telling according to this plan. In kindergarten, a collective story is actively used, joint drawing up and discussion of a plan, as well as drawing up a collective letter to some fairy-tale hero.
How to teach a child to write a letter?
In order to teach a child to write a letter correctly, you need to teach a child to think over each phrase, to accurately express their own thoughts, because written speech is the highest form of coherent speech. You can teach a child to compose the text of a letter to a sick child, grandmother, peers in another kindergarten, a fairy-tale character, etc. It is important that the child learns to select correct sentences, good words. Writing a letter is the child's most successful story, which has its own structure and is of the greatest interest to the preschooler. At 6 - 7 years old, a child can already write a letter on his own, and before that you can help him by writing a letter to his dictation, and then, having read together what happened. Show your creativity and imagination and it will be very interesting for the child to study with you!
Plan
Introduction
1. Styles, lots of paintings. The main requirements put forward by the technique for the picture and work with it
2. The method of teaching storytelling from a picture. The structure of the lesson. Learning problems
3. Make a summary of the lesson on the topic
Conclusion
Bibliography
Introduction
To successfully master the school curriculum, a kindergarten graduate must be able to coherently express their thoughts, build a dialogue and compose a short story on a specific topic. But in order to teach this, it is necessary to develop other aspects of speech: to expand vocabulary, educate the sound culture of speech and form the grammatical structure.
The problem of developing the coherent speech of children is well known to a wide circle of pedagogical workers: educators, narrow specialists, psychologists.
It has long been established that by the older preschool age, significant differences appear in the level of speech of children. The main task of the development of coherent speech of a child at this age is to improve monologue speech. This task is solved through different kinds speech activity: retelling literary works, composing descriptive stories about objects, objects and natural phenomena, creating different types creative stories, mastering the forms of speech-reasoning (explanatory speech, speech-proof, speech-planning), as well as writing stories based on the picture, and a series of plot pictures.
Target test work- consider theoretical and practical basics teaching children storytelling from a picture.
1 ... Types, series of paintings. The main requirements put forward by the technique for the picture and work with it
When choosing plot pictures for storytelling, it is necessary to take into account that their content is accessible to children, is connected with the life of the kindergarten, with the surrounding reality.
For collective stories, paintings are selected with sufficient material in terms of volume: multi-figure ones, which depict several scenes within the framework of one plot. In the series published for kindergartens, such films include "Winter Fun", "Summer in the Park", etc.
A variety of visual material is used in teaching storytelling. So, in the classroom, pictures presented by series are used - depicting an ongoing action. Pictures from the series “We play” (by E. Baturina), “Our Tanya” (by O. I. Solovyova) “Pictures for the development of speech and expanding the ideas of children in the second and third years of life” (authors E. I. Radina and V.A.Ezikeeva) and others.
Children, relying on the successively demonstrated pictures, learn to build logically complete parts of the story, from which, as a result, a holistic narrative is formed. Handouts are also used for the exercises, such as object pictures that each child receives in class.
For more systematization of knowledge and ideas, it is recommended to group pictures by image objects, for example: wild and domestic animals, vegetables, fruits, berries, dishes, furniture, clothes, etc.
General requirements for the organization of work with a painting:
1. Work on teaching children creative storytelling is recommended to be carried out starting from the 2nd junior group of the kindergarten.
2. When choosing a plot, it is necessary to take into account the number of objects drawn: the younger the children, the fewer objects should be depicted in the picture.
3. After the first game, the picture is left in the group for the entire time of classes with it (two to three weeks) and is constantly in the field of view of the children.
4. Games can be played with a subgroup or individually. It is not necessary that all children go through every play with a given painting.
5. Each stage of work (a series of games) should be considered as intermediate. The result of the stage: the child's story using a specific mental device.
Painting classes have essential in the storytelling learning system.
In kindergarten, two types of such activities are carried out: examining pictures with a conversation about them and composing stories by children based on the material of the pictures.
At first, preschoolers master mainly dialogical speech: they learn to listen to the teacher's questions, answer them, ask; the latter contribute to the development of monologue speech: children acquire the skills of composing a story in which all parts are contextually related to each other, logically and syntactically combined.
In accordance with the "Kindergarten Education Program" classes on viewing pictures are held in all age groups... But if children of younger and middle age learn to describe pictures, relying on the teacher's questions, then in the senior and preparatory groups for school, the main attention is paid to independent storytelling.
Looking at the picture, Small child speaks all the time. The teacher must maintain this children's conversation, must speak with the children himself, by leading questions to guide their attention and language. "
Thus, viewing the picture encourages the child to speech activity, determines the theme and content of the stories, their moral orientation.
The degree of coherence, accuracy, completeness of stories largely depends on how correctly the child perceived, comprehended and experienced the depicted, how clear and emotionally significant the plot and images of the picture became for him.
Transferring in the story what is depicted in the picture, the child, with the help of the educator, learns to correlate the word with the visually perceived material. He begins to focus on the selection of words, in practice he learns how important the exact word designation is, etc.
In teaching children to tell from a picture, it is customary to distinguish several stages. V younger age carried out preparatory stage, which aims to enrich the vocabulary, activate the speech of children, teach them to look at the picture and answer the questions of the teacher.
In the middle preschool age, children are taught to compose descriptive stories based on subject and plot pictures, first on the questions of the teacher, and then on their own.
Older preschool age is characterized by increased speech and mental activity of children. Therefore, the child can, independently or with a little help from the teacher, compose not only descriptive, but also narrative stories, come up with the beginning and end of the plot of the picture.
2. The method of teaching storytelling from a picture. The structure of the lesson. Learning problems
Picture telling is a particularly difficult speech activity for a child. The problem of organizing such a lesson is that children must listen to stories from one picture, first by the teacher (sample), and then by their comrades. The content of the stories is almost the same. Only the number of sentences and their development vary. Children's stories suffer from scarcity (subject - predicate), the presence of repetitive words, long pauses between sentences. But the main negative is that the child does not build his own story, but repeats the previous one with very little interpretation. During one lesson, the teacher manages to interview only 4-6 children, while the rest are passive listeners.
Nevertheless, it is difficult to argue with the fact that a child should be able to tell from a picture before school. Therefore, this type of work must be carried out and give positive results.
The contradiction that has arisen can be resolved using game methods of teaching storytelling from a picture, including A.A. Nesterenko, as well as adapted methods of imagination development and elements of the theory of inventive problem solving (TRIZ). With this approach, the result is quite guaranteed: the ability to compose a creative story based on a picture against the background of the preschool child's steady interest in this type of activity. Two types of storytelling can be distinguished.
1. Descriptive story.
Purpose: the development of coherent speech based on the display of what he saw.
Types of narrative story:
Fixation of the objects depicted in the picture and their semantic relationships;
Description of the picture as a disclosure of a given theme;
A detailed description of a specific object;
Verbal and expressive description of the depicted using analogies (poetic images, metaphors, comparisons, etc.).
2. Creative storytelling based on a picture (fantasy).
Purpose: to teach children to compose coherent fantasy stories based on what is depicted.
Types of stories:
Fantastic content conversion;
A story on behalf of the depicted (represented) object with a given or independently chosen characteristic.
The most justified form of teaching storytelling to preschoolers is a didactic game, which has a certain structure: a didactic task, game rules and game actions.
One of the ways to plan a coherent statement can be the technique of visual modeling.
Using the technique of visual modeling makes it possible to:
· Independent analysis of a situation or object;
· Development of decentration (the ability to change the starting point);
· Development of plans and ideas of the future product.
In the process of teaching coherent descriptive speech, modeling serves as a means of planning an utterance. In the course of using the technique of visual modeling, children get acquainted with a graphical way of providing information - a model.
As placeholders for initial stage works are used geometric figures, resembling the object being replaced by their shape and color. For example, a green triangle is a herringbone, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account external signs object. In this case, they are guided by the qualitative characteristics of the object (evil, kind, cowardly, etc.). As a model of a coherent statement, a strip of multi-colored circles can be presented - the manual "Logic-baby".
Elements of the story plan, drawn up from a landscape painting, can serve as silhouette images of its objects, both clearly present in the painting, and those that can be distinguished only by indirect signs.
The visual model of the statement acts as a plan that ensures the coherence and consistency of the child's stories.
A special type of coherent statement is the description of a landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and composing a story based on a plot picture, the main elements of a visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.
In this case, objects of nature act as elements of the story model. Since they are usually static in nature, special attention is paid to describing the qualities of these objects. Work on such pictures is built in several stages:
· Selection of significant objects of the picture;
· Consideration of them and a detailed description of the appearance and properties of each object;
· Determination of the relationship between the individual objects of the picture;
· Combining mini-stories into a single plot.
As a preparatory exercise in the formation of the skill of composing a story from a landscape painting, we can recommend the work "Bring the painting to life". This work is, as it were, a transitional stage from composing a story based on a plot painting to telling from a landscape painting. Children are offered a painting with a limited number of landscape objects (swamp, hummocks, clouds, reeds; or a house, vegetable garden, tree, etc.) and small images of living objects - "revivals" that could appear in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by the inclusion of descriptions and actions of living objects.
Gradually mastering all kinds of coherent utterance through modeling, children learn to plan their speech.
In the second younger group only the preparatory stage of teaching storytelling is carried out. Children of this age cannot yet compose a coherent description on their own, so the teacher teaches them to name what is drawn in the picture with the help of questions. We can say that the completeness and sequence of the child's transmission of the content of the picture is entirely determined by the questions proposed to him. The teacher's questions are the main methodological technique; they help children to most accurately determine the properties and qualities of objects.
It should be noted that in the practice of kindergartens, conducting classes on teaching storytelling from a picture causes significant difficulties. This is mainly caused by mistakes that educators make in the methodology of conducting such classes. For example, due to the lack of an introductory conversation, children turn out to be unprepared for the perception of the picture, and questions like "What is drawn in the picture?" or "What do you see in the picture?" they often encourage babies to list everything that falls into their field of vision. Follow-up questions “What else do you see in the picture? What else? " violate the holistic perception of the picture and lead to the fact that children, without connection of some facts with others, point to the depicted objects. In addition, it sometimes happens that, starting to examine paintings that are different in theme, plot and genre, the teacher each time turns to the kids with the same words: "What is drawn in the picture?" This question becomes stereotyped, stereotyped, the children's interest in the lesson decreases, and their answers in such cases are in the nature of a simple enumeration.
Sometimes, when examining a picture, the teacher does not highlight in it from the very beginning that which is essential and at the same time emotionally attractive. For example, analyzing the painting "Autumn", the teacher drew the attention of the children to how Tanya is dressed. It is necessary to talk about the hero's clothes, but first you should arouse the children’s interest in this character, in his actions, a desire to tell in more detail about him.
It is especially necessary to dwell on the question of the teacher's speech: it should be clear, laconic, expressive, since a work of painting, influencing children with visual and colorful images, requires that they talk about it figuratively, emotionally.
Thus, the teacher should teach children to perceive the picture consistently and meaningfully, to highlight the main thing in it, to note vivid details. This activates the child's thoughts and feelings, enriches his knowledge, and develops speech activity.
In the middle group, in speech development classes, pictures published as teaching visual aids for kindergartens are widely used. The goal of learning remains the same - to teach children to describe what is depicted in the picture. However, by the age of four to five, the child's mental and speech activity increases, speech skills improve, in this regard, the volume of coherent statements expands somewhat, and independence in building messages increases. All this makes it possible to prepare children for composing small coherent narratives. In the middle group, children develop skills of self-description of the picture, which will develop and improve in the older group.
As before, one of the main methodological techniques is the teacher's questions. Questions should be formulated so that, by answering them, the child learns to build detailed coherent statements, and not be limited to one or two words. (A long answer may consist of several sentences.) Overly granular questions teach children to answer one-word answers. Vaguely posed questions also inhibit the development of speech skills in children. It must be borne in mind that easy, free statements allow children to more vividly express their impressions of what they saw, therefore, when looking at pictures, everything that will entail the constraint of children's statements should be eliminated, and the emotional immediacy of speech manifestations should be eliminated.
It is very important to purposefully train the child in the ability to compose statements from several sentences of a simple structure. To this end, in the process of considering plot picture it is recommended to select certain objects for a detailed description of them, without violating at the same time the integrity of perception. First, the teacher gives an example of a harmonious, concise, accurate and expressive statement. Children, with the help of questions and instructions from the teacher, try to cope with the description of the next object, relying on a speech pattern. A statement relating to a particular object will organically enter the conversation about the picture as a whole.
Thus, in the classroom for looking at pictures, preschoolers practice building statements consisting of several sentences united by a single content. They also learn to listen intently to the teacher's stories from the pictures, so that their experience of perceiving descriptive stories is gradually enriched. All this undoubtedly prepares children for independent compilation of stories in the upcoming stages of education - in senior and preparatory groups.
In the older preschool age, when the child's activity increases, and speech improves, there are opportunities for independent compilation of stories from pictures. In the classroom, it is decided whole line tasks: to instill in children an interest in composing stories from pictures, to teach them to correctly understand their content; to form the ability to coherently, consistently describe what is depicted; activate and expand vocabulary; teach grammatically correct speech structure, etc.
In the process of teaching storytelling based on pictures, the teacher uses a variety of methodological techniques: a conversation regarding the key moments of the depicted plot; reception of joint speech actions; collective story; speech sample, etc.
In the older group, children, perceiving a speech pattern, learn to imitate it in general. The teacher's description reveals mainly the most difficult or less visible part of the picture. Children speak about the rest themselves. Children of this age compose stories from well-known pictures (in most cases, the pictures were examined in the classroom in the middle group). In order for the storytelling lesson to be successful, a lesson on looking at the picture is organized two or three days before it. This combination of activities takes place mainly in the first half of the year, when children acquire the initial experience of composing stories from pictures on their own. This revives the impressions they received earlier, activates speech. A storytelling lesson begins with re-viewing the picture. The teacher conducts a short conversation in which he touches on the main points of the plot.
In order for the children to start telling stories more purposefully and more confidently, the teacher turns to them with questions that help convey the content of the picture in a logical and temporal sequence, reflect the most significant. For example: “Who walked with the ball? What caused the balloon to fly away? Who helped the girl to get the ball? " (Based on the painting "The balloon flew away." From the series "Paintings for kindergartens." accessible form explains a speech task (for example, it is interesting to talk about a girl whose balloon flew away). During the lesson, the teacher applies various methodological techniques, taking into account what speech skills have already been formed in children, that is, at what stage of teaching storytelling the lesson is held (at the beginning, middle or end school year). If, for example, a lesson is held at the beginning of the school year, the teacher can apply the technique of joint actions - he begins a story based on a picture, and the children continue and finish. The teacher can also involve preschoolers in a collective story, which consists of several children in parts.
When assessing stories, the teacher notes their compliance with the content of the picture; completeness and accuracy of what he saw, vivid, figurative speech; the ability to consistently, logically move from one part of the story to another, etc. He also encourages children who listen carefully to the speeches of their comrades. With each lesson, children learn to delve deeper into the content of the paintings, show more and more activity and independence in composing stories. This makes it possible to combine two types of work in one lesson: considering a new picture and composing stories on it.
In the structure of a painting lesson, preparation of children for storytelling is essential. Speech practice of preschoolers - the main thing is assigned to storytelling school time... Assessment of the assignment is organically included in the structure of the lesson.
In the preparatory group for school, pictures continue to be widely used in teaching storytelling. Throughout the academic year, work is underway to improve and consolidate speech skills. When setting tasks, the experience previously acquired by children and the level of their speech development are taken into account. The requirements for children's stories are increasing in terms of content, logical sequence of presentation, accuracy of description, expressiveness of speech, etc. Children learn to describe events, indicating the place and time of action; independently come up with events that preceded those depicted in the picture and subsequent ones. The ability to purposefully listen to the speeches of peers, to express elementary value judgments about their stories is encouraged.
In the course of classes, children develop skills of joint learning activities: watch pictures together and compose collective stories. The transition from looking at a picture to composing stories is an important part of the lesson, during which the teacher gives instructions on the collective nature of the speech task and outlines a story plan: “Let's start composing a story based on a picture about children's winter activities. You will speak in turn: one begins the story, and the others continue and end. First, it is necessary to tell about what the day was when the guys went for a walk, then tell about the children who sledged down the hill, made a snowman, skated and skied. " At the request of the teacher, one of the children once again reproduces the sequence of the presentation of the material. Then the preschoolers begin to collectively compose the story. Children cope well with such a difficult task, since they were actively preparing for this and, in addition, they feel the constant support and help of the teacher (he corrects the narrator, suggests the right word, encourages, etc.). Thus, preparation for storytelling is directly reflected in the quality of children's performances.
As preschoolers gain experience in perceiving visual material and composing stories, it becomes possible to increase their activity and independence in this type of class.
Already in the second half of the academic year, the structure of classes changes somewhat. After clarifying the topic and content of the picture, you can immediately proceed to composing stories. The question "What needs to be done to make the stories good and interesting?" the teacher focuses children on the detailed study of the picture. This develops their observation skills. Children mostly look at the picture on their own in order to prepare stories. At the same time, the educator, with his questions and instructions ("What should be said first of all? What should be said in particular in detail? How to end the story? What words need to be remembered in order to say something more accurately and more interestingly?" the main, essential material, is to outline the sequence of presentation, to think over the choice of words. The teacher preliminarily outlines a plan for constructing a story and selects verbal material, but he is in no hurry to tell the children the finished version, but orientates them to independent decision tasks, teaches to take the initiative in the selection of facts for the story, when thinking about the sequence of their location.
One of the important tasks is drawing up riddle stories from pictures. The child constructs his message so that by the description, in which the object is not named, one can guess what exactly is drawn in the picture. If the listeners find it difficult to solve this problem, the child, at the suggestion of the teacher, makes additions to the description. Such exercises form in children the ability to identify the most characteristic signs, properties and qualities, to distinguish the main from the secondary, accidental, and this contributes to the development of more meaningful, deliberate, evidence-based speech.
3. Make a summary of the lesson on the topic
Topic “Composing stories based on the painting“ Cat with kittens ”.
Purpose: Exercise in solving riddles. To form the ability to carefully consider the picture, to reason over its content (with the help of the educator's questions). To form the ability to compose a detailed story on the picture, based on the plan. Exercise in the selection of words that are close in meaning; select words for the actions of objects. Develop a sense of teamwork, healthy competition.
Material: sheets, pencils, ball, two easels, two Whatman paper, felt-tip pens.
Stroke: Today we will learn to compose a story from a picture of a pet. What kind of animal you are going to talk about, you will find out when each of you will guess his own riddle and quickly draw a clue. I will make riddles in my ear.
· Sharp claws, soft pillows;
Fluffy coat, long mustache;
· Purrs, lapping milk;
· Washes with tongue, hides nose when cold;
· He sees well in the dark, sings songs;
· She has good hearing, walks inaudibly;
· Knows how to bend the back, scratches.
What answer did you get? This means that today we will compose a story about a cat, or rather about a cat with kittens.
Look at the cat. Describe her appearance... What is she like? (big, fluffy). Look at the kittens. What can you say about them? What are they? (small, also fluffy). How do kittens differ from each other? What are they different? (one kitten is red, the second is black, the third is motley). That's right, they differ in coat color. And how are they different? See what each kitten does (one is playing with a ball, the second is sleeping, the third is lapping milk). How are all kittens alike? (all small). Kittens are very different. Let's give nicknames to the cat and kittens so that you can guess from them what kind of kitten is in character.
Kitten: (calls the nickname) plays. How else can you say about him? (frolics, jumps, rolls a ball). Kitten: (calls the nickname) is sleeping. How else can you say? (asleep, closed his eyes, resting). And a kitten named: lapping milk. How else can you say? (drinks, licks, eats).
I invite you to stand in a circle. I will take turns to throw you a ball, and you will select answers to the question: "What can cats do?"
Let's go back to the picture. Listen to an outline to help you write your story.
· Who is depicted in the picture? Where does the action take place?
· Who could leave a basket of tangles? And what happened here?
· What can happen when the hostess returns?
Try to use the words and phrases that you used when viewing the picture in the story.
Children take turns composing 4-6 stories. Others choose whose story is better and give reasons for their choice.
At the end of the lesson, the teacher proposes to split into two teams. Each team has its own easel. Each team will need to draw as many kittens or cats as possible in a certain amount of time. At the signal, the team members take turns running to the easels.
Lesson summary.
Conclusion
When developing speech skills in children, it is very important to develop the creative and mental abilities of children, to deepen knowledge about the world around them, to develop in children the desire to create, changing the world for the better. The fulfillment of these tasks is possible through familiarizing children with art, fiction, which positively affect the feelings and mind of the child, develop his sensitivity, emotionality.
The problem of teaching preschoolers creative storytelling becomes really solvable if the teacher, presenting the children with a new picture, then purposefully works out mental operations with them to analyze the picture as an integral system and the individual objects depicted on it.
The main difficulty organizing and carrying out work with a painting as an integral system with children 4-7 years old is that they have not yet formed the classification and systemic skills of working with a specific object. Therefore, it is necessary to work in parallel in this direction with any (not necessarily all) object depicted in the same picture.
Bibliography
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3. Gusarova N.N. Conversations on the picture: The Seasons. - SPb .: CHILDHOOD-PRESS, 2001.
4. Elkina N.V. Formation of speech coherence in children of the fifth year of life: Author's abstract. diss. ... cand. ped. sciences. - M., 1999.
5. Korotkova E.P. Teaching preschool children to tell storytelling: A guide for the teacher of children. garden. - M .: Education, 1982.
6. Korotkova E.P. Teaching storytelling in kindergarten. - M., 1978.
7. Development of speech in preschool children: A guide for the teacher of children. garden. / Ed. F. Sokhina. - 2nd ed., Rev. - M .: Education, 1979.
8. Tkachenko T.A. Teaching children creative storytelling from pictures: A manual for a speech therapist. - M .: Vlados, 2006.
9. Petrova T.I., Petrova E.S. Games and classes for the development of speech of preschoolers. Book 1. Junior and middle groups. - M .: School Press, 2004.
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Telling children is a means of teaching coherent speech. In the works of E.I. Tikheeva, E.A.Flerina, L.A. Pen'evskaya, O. I. Solovieva, M.M. others show the role of telling in the development of the coherence of children's speech, revealed the originality of the use of methods of teaching different types of monologue speech. The following techniques have been identified and tested in long-term practice.
Shared storytelling. This technique is a joint construction of short statements, when an adult begins a phrase, and a child ends it. It is used in younger groups, mainly in individual work, and in the middle with all children. The teacher performs the most difficult function - he plans an utterance, sets its scheme, naming the beginning of a sentence, suggests a sequence, ways of communication ("Once upon a time there was a girl. Once she. And to meet her"). Joint storytelling is combined with the dramatization of different plots. Gradually, children are led to simple improvisations.
A sample story is a short, vivid description of an object or a presentation of an event, available to children for imitation and borrowing.
The sample story is most widely used in the initial stages of learning and is intended to be imitated and borrowed by children. The sample tells the child the approximate content, sequence and structure of the monologue, its volume, facilitates the selection of vocabulary, grammatical forms, methods of intra-text communication. The sample shows the approximate result that children should achieve. In this regard, it should be short, accessible and interesting in content and form, lively and expressive. The sample should be pronounced clearly, at a moderate pace, and loudly enough. The content of the sample must have educational value.
The template refers to direct teaching techniques and is used at the beginning of the lesson and during its course to correct children's stories. At the same time, the teacher encourages elements of independence for children, but at first, especially in the younger and middle groups, allows literal imitation of the model. For the development of independence and creativity of children, a sample story should not be exhaustive, cover, for example, the entire content of a picture or any topic. Such a pattern serves as a support for telling about other episodes. Otherwise, he will shackle the child's thought, provoke children to duplicate what they heard from the teacher.
Some Methodists do not recommend offering a sample story at the end of the session because the children will no longer be able to imitate it. However, for example, in older groups, in this case, it can be offered for comparison with children's monologues and their assessment.
As a kind of story model, a partial pattern is used - the beginning or end of the story. This technique also makes it easier for children to create a text on their own and is used to consolidate the ability to tell or to demonstrate to children creative options for completing an assignment.
Analyzing a sample story draws the children’s attention to the sequence and structure of the story. First, the teacher himself explains where the story begins, what is said later and what is the ending. Gradually, children are involved in the analysis of the content and structure of the sample. This technique is aimed at familiarizing children with the construction of different types of monologues, it tells them the plan for future stories.
The outline of the story is 2 - 3 questions that determine its content and sequence. It is first applied along with the model and then becomes the leading teaching technique. The story plan is used in all kinds of storytelling. When describing toys, objects, he helps to consistently isolate and characterize their details, signs and qualities, and in narration - to select facts, describe heroes, place and time of action, and develop a plot. In experiential storytelling, outline questions help you remember and replay events in a specific order.
In creative storytelling, the plan makes it easier to solve the creative problem, activates the imagination and directs the child's thought. So, in a creative story on the topic "How a Boy Found a Puppy" L. A. Penievskaya proposed the following plan: where did the boy find the puppy? (aimed at identifying the circumstances of the place and time of action); what was the puppy? (assumes a description of the puppy's appearance); what did the boy start to do with him? (helps the development of the storyline). Plan points can also be given in a narrative form.
In the older group, children may deviate from the plan, the teacher gradually teaches them to a certain sequence in the story, pays attention to the violation of logic, the incompleteness of the story. In the preparatory group for school, children can reproduce the plan (the term “plan” is not used) and control the following by the storytellers. It also uses the joint drawing up of a plan by the teacher and the children, as well as the independent thinking of the plan by the children for their stories.
The outline of the story can be followed by brainstorming. This technique is especially necessary in creative storytelling, it helps to diversify and enrich the content of monologues, to consolidate ideas about their structure, to choose the most suitable language means.
Collective storytelling is primarily used in the early stages of storytelling training. Children continue sentences started by the caregiver or other children. In the process of sequential discussion of the plan, they, together with the teacher, select the most interesting statements and combine them into a holistic story. The teacher can repeat the entire story as a whole, inserting his own phrases. Then the children repeat the story. The value of this technique is that it allows you to visually represent the entire mechanism of composing a coherent text, to activate all children.
Another variation of this technique is the compilation of a story by subgroups - "teams". For example, in the storytelling of a series of plot pictures, the children themselves determine within the group who will tell about each of the pictures; in storytelling on a free topic, children discuss the content and form of the story, together they compose its text and offer it to the attention of the whole group.
Piece-by-piece storytelling is essentially also a kind of collective storytelling, in which each of the storytellers creates a piece of text, as in the example of storytelling above using a series of plot pictures. This technique is used when describing multi-episode pictures, in telling from collective experience, when it is easy to single out individual objects, subtopics.
A plan is drawn up for each of them, and then 2 - 3 statements, which are finally combined by a teacher or a well-told child.
Modeling is used in high school and pre-school groups. A model is a diagram of a phenomenon that reflects its structural elements and connections, the most essential aspects and properties of an object. In models of coherent speech utterances, these are their structure, content (properties of objects in the description, the relationship of characters and the development of events in the narrative), means of intra-text communication.
Various types of models are used. A common pattern is a circle divided into three unequal moving parts, each representing the beginning, body, and end of a story. First, the model acts as an image of the structure of the perceived text, and then as a reference point for the independent compilation of a story (research by N.G. Smolnikova).
Landmarks for a consistent, logical description of toys, natural objects, seasons can also be diagrams that reflect, through a certain symbolism, the main microthemes of description. An interesting experience of using such schemes is described in the article by T. Tkachenko (FOOTNOTE: Tkachenko T. Using schemes in compiling descriptive stories // Preschool education. - 1990. - №10).
A sheet of cardboard 45 x 30 cm is divided into squares according to the number of signs of objects that need to be told. In each square, symbols are placed that tell the children the sequence of presentation. To describe toys, for example, 6 squares are offered: 1) color (color spots); 2) shape (several geometric shapes); 3) size (two balls of different sizes); 4) material (glued foil, wood); 5) parts of the toy (pyramid with disassembled rings); 6) actions with a toy (hand with fingers apart). Symbols help children to identify the main features of a toy, to retain the sequence of descriptions in their memory.
You can also use abstract symbols to replace words and phrases at the beginning of each part of a narrative or reasoning. For example, it can be geometric shapes: a circle is the beginning of a story, a rectangle is the main part, a triangle is an ending; the functions of substitutes are explained to children. First, they learn to construct such models on ready-made well-known texts, then learn to perceive, analyze and reproduce new texts based on the model, and, finally, create their own stories and reasoning based on substitute pictures.
The works of L.A. Wenger and his students on the problems of modeling in various activities have become widely known. To teach coherent speech, schematic images of characters and the actions they perform are used. First, a pictorial-schematic plan of the semantic sequence of parts of the heard texts of works of art is created. Then the skills are taught to build a model from ready-made elements in the form of cards with drawn substitute characters, which are connected by arrows. Then the children come up with stories and fairy tales according to the proposed model. Gradually, the child develops generalized ideas about the logical sequence of the text, which he is guided by in independent speech activity.
Evaluation of children's monologues is aimed at analyzing the child's disclosure of the topic of the story, its sequence, coherence, expressive means of language. The assessment is educational in nature. First of all, the teacher emphasizes the merits of the story so that all children can learn from them (interesting and original content, unusual beginning, dialogue of characters, figurative words and expressions). In the younger and middle groups, the assessment is rewarding, and in the older groups, it also points out deficiencies so that the children know what else they have to learn. Children are involved in the analysis of stories in the senior and preparatory groups.
In the process of teaching monologue speech, other techniques are also used: auxiliary questions, instructions, correcting mistakes, prompting the necessary words, children listening to their stories recorded on a tape recorder. Auxiliary questions, as a rule, are asked after narration for clarification or addition, so as not to disrupt the coherence and fluency of speech. Directions can be directed to all children or to one child (tell in detail or briefly, think over the story, speak loudly, expressively). Listening to a tape recording of your speech increases self-control in working on the text.
In teaching storytelling, the enrichment of the motives of children's speech activity is of particular importance. Motivational attitudes make the learning process interesting, attractive, increase the activity of children and the quality of their stories. In the younger and middle groups, these are mainly play motives (“Let's talk about a bunny who wants to play with the guys”; “Dunno asks to teach them to tell a fairy tale about”). In older groups, these are social motives ("Think of fairy tales for kids"; "Let's write down the most interesting fairy tales and compose a book").
Thus, the methods of teaching storytelling to preschoolers are diverse. The methodology for using them changes at different stages of learning and depends on the type of storytelling, on the tasks at hand, on the level of children's skills, on their activity, independence.