Consultation “Creating conditions for speech development in preschool settings”
In the traditional preschool method of speech development, the main form is training in special classes. But practice and numerous modern studies have proven that children’s speech develops , and speech classes are not effective enough.
What is effective and why?
To successfully raise a child in kindergarten you need:
• emotional comfort (positive emotions)
;
• partnership, trusting communication style
• sufficient freedom for activity
• a large amount of materials for “research”
, a lot of manuals, games, i.e.
a developing and learning environment .
Mastery of speech occurs in the process of communication and in the course of the child’s knowledge of reality. The adult organizes both the material and linguistic environment, engages him in joint activities and acts as a model, a living carrier of the abilities that the child has to master. The teacher is an example of speech culture . It’s great if he has the talent of communication - the main talent in life. At the same time, for a teacher, the development of children’s speech is one of the most important goals of their work, but the children themselves do not have such a goal. For them, speech is not a goal, but a means of realizing their needs for communication, play, and knowledge.
Therefore, the main form of education will be not so much special classes, but the natural life of a children's group. But this life is also organized and takes place in various forms. Let's list the main ones:
1. Communication
2. Games.
3. Singing.
4. development through the use of media (radio, television, children's periodicals)
.
5. Labor: labor and speech actions .
6. Leisure. Holidays and entertainment as an effective form of speech training.
to develop a child’s speech without including it in any activity!
A child develops through activity , and his speech also develops only through activity. A child is the most hardworking and active creature in the world - this is what all preschool childhood .
Formation of a child's correct speech is one of the main tasks of preschool education . However, a dynamic analysis of the practical situation over the past few years indicates an annual increase in the number of preschool children with speech disorders . And our kindergarten is no exception. In this regard, the question arose of creating optimal psychological and pedagogical conditions for the full speech development of children . In order to achieve a purposeful step-by-step solution to this problem, the annual plan of the preschool educational institution should annually include tasks for the speech development of preschool children . Solving the assigned tasks is carried out through various activities with children, teachers and parents. The goal of all participants in the pedagogical process is the same: to find effective methods for improving the quality of children’s speech development .
Consultation for educators on the topic: “Development of speech in preschoolers with the help of didactic games”
“Everyone can speak, but only a few of us can speak correctly.” These words, which I read once, gave me the idea that it is so important to teach a child not just to speak, but to express his thoughts correctly.
Speech culture is a very important part of personal characteristics. But, unfortunately, in our time, the level of Russian language proficiency among young people is declining, and interest in literature is also declining. As a result, children who are just learning to speak hear incorrect speech. And the inability to speak correctly turns into a vicious circle. Therefore, determining the directions for the development of correct speech in children is one of the most important pedagogical tasks.
According to the Federal State Educational Standard, preschool education “Speech Development” includes:
- mastery of speech as a means of communication and culture;
— enrichment of the active dictionary;
- development of coherent, grammatically correct dialogical and monologue speech;
— development of speech creativity;
— development of sound and intonation culture of speech, phonemic hearing;
— acquaintance with book culture, children’s literature, listening comprehension of texts of various genres of children’s literature;
— formation of a sound culture of speech as a prerequisite for learning to read and write.
A child’s speech develops gradually, along with his growth and development. A one-year-old baby begins to actively move in space and gain experience. This experience is reflected in the beginning of speech development. But the child grows and this experience becomes not enough. The child enters kindergarten, and the teacher needs to continue the formation and development of speech in conjunction with the general development of the child.
And here didactic games come to the rescue, which are not only a game for children, but also an excellent means of their learning and development. K.D. Ushinsky noted that children learn new material more easily during play.
Didactic games are a type of educational activities organized in the form of educational games that implement a number of principles of gaming, active learning and are distinguished by the presence of rules, a fixed structure of gaming activity and an assessment system, one of the methods of active learning. (V.N. Kruglikov, 1988.)
Didactic games promote:
— development of cognitive and mental abilities;
- development of children's speech;
- social and moral development of the child.
Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. All didactic games can be divided into:
- games with objects (toys);
— printed board games;
- word games.
Games with objects are based on children's direct perception of the properties of the object. In these games, children learn to establish the similarities and differences of objects and become familiar with their properties. Examples of such games include “What is this?”, “Describe the object”, “Wonderful bag”, “Pick up the right object”.
Printed board games introduce children to the world around them. Children develop their mathematical abilities, attention, logic, and speech skills. These are games such as “Paired Pictures”, “Part and Whole”, “Loto”, “Travel Games”.
Word games are based on the direct use of speech. This is the most effective method of developing thinking and speech in children. Word games can occur anywhere and at any time, which is very convenient for using them, for example, while walking.
But for the successful development of a child’s speech, it is not enough just to play. The teacher’s competence in this matter is very important. To create conditions for the successful development of a child’s speech, the teacher must:
- be able to speak correctly;
— study methodological literature on this topic;
— rely on the experience of past years and apply modern technologies.
Thus, a teacher, like a child, must constantly develop and self-educate. After all, an educated teacher means educated children, and therefore an educated society in the future.
Mineeva Lyudmila Alexandrovna
teacher
Chelyabinsk region, Korkino,
Municipal state preschool educational institution "Kindergarten No. 12",
Consultation for teachers.
“Development of coherent speech in older preschoolers through teaching storytelling”
The problem of developing children's coherent speech is well known to a wide range of pedagogical workers: educators, specialists, psychologists.
It has long been established that by older preschool age, significant differences in the level of speech of children appear. My experience as a teacher shows this. The main task of developing a child’s coherent speech at this age is to improve monologue speech. This task is solved through various types of speech activity: retelling literary works, composing descriptive stories about objects, objects and natural phenomena, creating different types of creative stories, mastering forms of speech-reasoning (explanatory speech, speech-evidence, speech-planning), as well as writing stories based on a picture, and a series of plot pictures.
In the process of preparing for classes on speech development, the teacher must select such material for stories, on the basis of which the child’s moral ideas and feelings, his emotional and aesthetic experiences are deepened. At preschool age, children are just beginning to master monologue speech. Therefore, they need timely help from adults, their advice and guidance. An important condition for the development of coherent speech is correct vocabulary work and the formation of grammatical skills, since the characteristic shortcomings of children's stories are the monotony of the syntactic structures used (short non-common non-conjunct sentences, often unfinished), repetition of the same words, parts of sentences and even whole sentences. phrases, etc. The teacher helps children master linguistic material that characterizes the qualitative aspects of objects and phenomena (adjectives and participles as definitions), denoting the relationships of objects in place and time, as well as causal and cause-and-effect relationships (adverbs, prepositions , unions). In addition, the teacher teaches them to use vocabulary material that characterizes the level of generalization (generalizing words; nouns denoting specific and generic concepts). It is equally important to constantly pay attention to developing sentence construction skills. Work on a proposal includes the following tasks: developing the ability to compose simple common sentences, use sentences with homogeneous members, with composition and subordination. “Completing these tasks ensures children’s independence in forming sentences and the ability to logically and consistently express their thoughts.” Fiction is an effective means of mental, moral and aesthetic education of preschool children. It has a huge impact on the development and enrichment of the child’s speech.
In kindergarten classes, preschoolers get acquainted with the best works of children's literature. The teacher’s task is to convey to children the content of the work in unity with its linguistic richness, skillfully emphasizing some of the elements of the composition that are most accessible to their understanding.
The figurative, emotional speech of the teacher plays a big role in this. There is no doubt that the development of speech in children of any age is one of the priority tasks in training and education. A child’s speech constantly develops in everyday life, in classes, in play, in communication with peers and adults, and accompanies him in any activity. But how can you make learning easy and free, without strict rules and intrusiveness? The use of theatrical games in the pedagogical process will help solve these questions. They are always loved by children. Preschoolers are happy to join the game, embody images, and turn into artists.
The game is a serious matter, but it’s also fun. Theatrical games make it possible to use them as a strong, but unobtrusive pedagogical tool, because the child feels relaxed and free during the game. Experience has shown that children’s participation in games has a beneficial effect on enriching children’s vocabulary and developing speech abilities. I noticed that children’s mood and self-confidence improve, they feel freer, more relaxed, and communicate more trustingly. Speech development classes allow you to solve several problems simultaneously: speech development and enrichment of theatrical and performing skills, creating an atmosphere of creativity, social and emotional development of children.
We hold theatrical games in the morning and evening hours and organically include them in various activities. Working with children on character images includes the development of expressive speech, and the development of plasticity, motor abilities, emotional state, behavioral norms, and moral development. The practical significance of the experience is that it can be used by preschool teachers in the city and region in working with preschool children. By the age of 5-6, a modern child must master the entire system of his native language: be able to fully and consistently express his thoughts, freely retell stories and fairy tales, describe events that have happened, and correctly pronounce all sounds and complex words.
Coherent speech is the child’s ability to express his thoughts vividly, consistently, without being distracted by unnecessary details. The main types of development of coherent speech in older preschool age are monologue and dialogic.
Each of them has its own characteristics.
For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with the question heard, give the necessary response, supplement and correct the interlocutor, reason, argue, and defend your opinion. When improving the dialogical form of speech, you need to communicate a lot with your child, discuss the events of his life and family. Parents should know that mastering dialogic speech is a necessary condition for the full social development of a child. Developed dialogue allows the child to easily come into contact with both adults and peers.
Monologue speech requires the ability to focus your thoughts on the main thing, not get carried away by details and at the same time speak emotionally, vividly, figuratively. And also, it requires detailedness, completeness and clarity of expression.
Preschool children are very drawn to communication with adults and willingly engage in it. And this should be used in every possible way. Parents have great opportunities to develop their child’s coherent speech.
The main types are story and retelling.
Retelling is the reproduction of a listened work of art in expressive oral speech.
When retelling, the child relies on a ready-made speech sample: the composition of the text is given, the speech material is grammatically correct, and the necessary vocabulary is presented. The child’s task is to remember and reproduce the text without disturbing the finished structure. Retelling literary works has a noticeable impact on the speech activity of preschool children. Children become familiar with artistic speech, memorize figurative words, and learn to speak their native language. The influence of retelling on the formation of coherent speech should be more fully used.
THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF CONNECTED SPEECH IN PRESCHOOL CHILDREN WHEN TEACHING STORYTELLING
Coherent speech and psychological features of its development in preschool children.
Every child should learn in kindergarten to express their thoughts in a meaningful, grammatically correct, coherent and consistent manner. At the same time, children’s speech should be lively, spontaneous, and expressive.
Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech is a semantically expanded statement (a series of logically combined sentences) that ensures communication and mutual understanding between people.
Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it in correct, clear, logical speech. By how a child knows how to construct his statement, one can judge the level of his speech development.
The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also influences the child’s aesthetic development: when retelling and creating his own stories, the child uses figurative words and expressions learned from works of art. The ability to talk helps a child to be sociable, overcome silence and shyness, and develop self-confidence.
Coherent speech should be considered in the unity of content and form. Derogation of the semantic side leads to the fact that the external, formal side (grammatically correct use of words, their coordination in a sentence, etc.) is ahead of the development of the internal, logical side. This manifests itself in the inability to choose words that are necessary in meaning, in the incorrect use of words, in the inability to explain the meaning of individual words.
However, the development of the formal side of speech should not be underestimated. The expansion and enrichment of a child’s knowledge and ideas should be associated with the development of the ability to correctly express them in speech. Thus, coherent speech is understood as a detailed presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.
Connectivity, believed S.L. Rubinstein, this is “the adequacy of the verbal presentation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.”
Consequently, the main characteristic of coherent speech is its intelligibility for the interlocutor.
Coherent speech is a speech that reflects all the essential aspects of its subject content. Speech can be incoherent for two reasons: either because these connections are not realized and not represented in the speaker’s thoughts, or these connections are not properly identified in his speech.
In the methodology, the term “coherent speech” is used in several meanings:
1) process, activity of the speaker;
2) product, the result of this activity, text, statement;
3) the title of the section of work on speech development.
The terms “statement” and “text” are used synonymously. An utterance is both a speech activity and the result of this activity: a specific speech product, greater than a sentence. Its core is meaning.
Coherent speech is a single semantic and structural whole, including interconnected and thematically united, complete segments.
There are two main types of speech: dialogical and monologue. Each of them has its own characteristics. Thus, the form of dialogic speech (a conversation between two or several people, asking questions and answering them) encourages incomplete, monosyllabic answers. Incomplete sentences, exclamations, interjections, bright intonation expressiveness, gestures, facial expressions, etc. are the main features of dialogic speech. For dialogical speech, it is especially important to be able to formulate and ask a question, construct an answer in accordance with the question heard, give the necessary response, supplement and correct the interlocutor, reason, argue, and more or less motivatedly defend one’s opinion.
Monologue speech , as the speech of one person, requires expansion, completeness, clarity and interconnection of individual parts of the narrative. A monologue, story, explanation require the ability to focus your thoughts on the main thing, not get carried away by details and at the same time speak emotionally, vividly, figuratively.
These two forms of speech also differ in motives. Monologue speech is stimulated by internal motives, and its content and linguistic means are chosen by the speaker himself. Dialogical speech is stimulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks). Consequently, monologue speech is a more complex, arbitrary, more organized type of speech and therefore requires special speech education.
Despite significant differences, dialogue and monologue are interconnected. In the process of communication, monologue speech is organically woven into dialogic speech, and a monologue can acquire dialogical properties. Often communication takes place in the form of a dialogue with monologue inserts, when, along with short remarks, more detailed statements are used, consisting of several sentences and containing various information (message, addition or clarification of what was said).
One of the latter is a conversation, which differs from a simple conversation in the slower pace of exchange of remarks, their larger volume, as well as thoughtfulness and free speech. In contrast to a spontaneous (unprepared) conversation, such a conversation is called a prepared dialogue.
The relationship between dialogic and monologue speech is especially important to take into account in the methodology of teaching children their native language.
It is obvious that the skills and abilities of dialogical speech are the basis for mastering a monologue. In the course of teaching dialogical speech, the prerequisites are created for mastering narration and description. This is also helped by the coherence of the dialogue: the sequence of remarks determined by the topic of the conversation, the logical and semantic connection of individual statements with each other. In early childhood, the formation of dialogic speech precedes the formation of monologue, and in the future, work on the development of these two forms of speech proceeds in parallel.
A number of scientists believe that although mastering elementary dialogic speech is primary in relation to monologue, and prepares for it, the quality of dialogic speech, in its mature, expanded form, largely depends on the mastery of monologue speech. Thus, teaching elementary dialogic speech should lead to the mastery of coherent monologue statements, so that the latter can be included in an expanded dialogue as early as possible and enrich the conversation, giving it a natural, coherent character.
Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. The speaker widely uses gestures, facial expressions, and demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The difficulty of contextual speech is that it requires constructing a statement without taking into account the specific situation, relying only on linguistic means.
In most cases, situational speech has the nature of a conversation, and contextual speech has the nature of a monologue. But, as D.B. emphasizes. Elkonin, it is wrong to identify dialogic speech with situational speech, and contextual speech with monologue. And monologue speech can be situational in nature.
It is important in connection with the discussion of the essence of coherent speech to understand the concept of “colloquial speech”. Children of preschool age master, first of all, a conversational style of speech, which is characteristic mainly of dialogic speech. Monologue speech in a conversational style is rare; it is closer to the bookish literary style.
The pedagogical literature often emphasizes the special role of coherent monologue speech. But mastering the dialogical form of communication is no less important, since in the broad sense “dialogical relations. This is an almost universal phenomenon that permeates all human speech and all relationships and manifestations of human life.”
The development of both forms of coherent speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching coherent speech can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child’s independent use of individual words and syntactic structures. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.
Psychologists emphasize that in coherent speech the close connection between the speech and mental education of children is clearly evident. A child learns to think by learning to speak, but he also improves speech by learning to think.
Coherent speech performs the most important social functions: it helps the child establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.
Teaching coherent speech also has an impact on aesthetic education: retellings of literary works and independent children’s compositions develop imagery and expressiveness of speech, enriching children’s artistic and speech experience.
Coherent speech is understood as a detailed, logical, consistent and figurative presentation of any content.
A coherent statement reflects the level of development of the child: mental, speech, emotional. It shows how much the child masters the vocabulary of his native language, its grammatical structure, the norms of language and speech; knows how to selectively use the most appropriate means for a given monologue utterance, that is, knows how to use a word or phrase that would accurately, completely, expressively, competently reflect the speaker’s intention.
Dialogical speech is to a very large extent situational, i.e. related to the setting in which the conversation takes place, and contextual, i.e. Each successive statement is largely conditioned by the previous one.
A monologue develops on the basis of dialogic speech. The very content of monologue speech for the most part includes a mental address to the real or to the intended listener or interlocutor, as is the case in inner speech. Monologue speech is a relatively developed type of speech; it is largely arbitrary. Monologue speech is a very organized type of speech that requires special speech education. The arbitrariness of monologue speech presupposes, in particular, the ability to selectively use the most appropriate linguistic means for a given utterance, i.e. the ability to use a word, phrase, syntactic construction that would most accurately convey the speaker’s intention.
It has been established that already in the first or second year of life, in the process of direct emotional, practical communication with adults, the foundations of future coherent speech are laid. Gradually, speech acquires a detailed, coherent character, and by the age of 4-5, the oral speech of a child who communicates a lot with adults becomes quite rich and complete. However, not a single child who speaks well and fluently is aware of the ways in which his speech is carried out. A speaking child always has in mind only the content of his speech, deals with directly perceived objects, images or thoughts that he wants to indicate in speech, and only in rare cases does he think about how he needs to pronounce this or that word.
A.M. Leushina, who conducted a special psychological analysis of the situational stage of the development of child speech, showed that “... the situational speech of a child is, first of all, a pronounced dialogical, colloquial speech. It is dialogical in its very structure and, moreover, even when outwardly in form it has the character of a monologue; the child talks to a real or imaginary (imaginary) interlocutor or, finally, to himself, but he invariably talks, and does not just tell.”
Only step by step does the child move on to constructing a speech context that is more independent of the situation. Gradually, speech becomes coherent and contextual. The appearance of this form of speech is explained by new tasks and the nature of the child’s communication with others. The evolving function of the message, the complication of cognitive activity require more detailed speech, and the previous means of situational speech do not ensure the intelligibility and clarity of his statements.
According to M.I. Lisina, the form of speech utterance is determined by the interlocutor’s understanding of the child. Already younger preschoolers adapt their speech to the listener, and the latter’s answers influence the structure and content of the future phrase. The sphere of communication between a child and a peer, starting from the age of three, is more verbalized, and it rather stimulates the use of speech than communication with an adult. An adult easily understands a child’s situational speech. A peer perceives his partner only in a specific, present situation. As a result, for mutual understanding, children need expanded, i.e. contextual statements. When communicating with peers, the child's speech becomes coherent and lexically more diverse.
Having identified the conditionality of speech features by the communication situation, the researchers draw a conclusion that is significant for the methodology about the leading role of the adult and his requirements for the child’s speech in its development and the need to take into account the influence of the nature of the task and the communication situation.
Speech communication is a motivated living process of interaction between participants in communication, which is aimed at the implementation of a specific, vital goal, proceeds on the basis of feedback in specific types of speech activity. It is organically included in all other types of human activity (labor, social, cognitive, etc.).
“To fully communicate,” writes A.A. Leontiev, a person must, in principle, have a whole range of skills. He must, firstly, be able to quickly and correctly navigate communication conditions. He must, secondly, be able to correctly plan his speech and correctly choose the content of the act of communication. He must, thirdly, find adequate means to convey this content. Fourthly, he must be able to provide feedback. If any of the links in the act of communication is disrupted, then it will be ineffective.”
In coherent speech, the child’s awareness of speech action clearly appears. Arranging his statement freely, he must realize the logic of the expression of thought, the coherence of the speech presentation.
It should be noted that the ability to speak coherently develops only with the targeted guidance of the teacher and through systematic training in the classroom, but for this you need to know the features of the development of coherent speech in preschool children of different ages.
Mastery of coherent monologue speech occurs gradually in preschool childhood. By the age of five, children begin to intensively master monologue speech. Knowledge of the surrounding reality (objects, their signs, actions, connections and relationships); The need for communication leads to the mastery of different types of speech. All types of speech (description, narration, reasoning) require the speaker to possess general skills of coherent speech. Any statement (monologue) requires the development of the following skills: understand the topic; select material for the statement; systematize the material; improve the statement; construct statements in a certain compositional form, express your thoughts correctly. These general skills are specified when mastering one or another type of speech.
Thus, we have revealed the concept of coherent speech and examined the psychological features of its development in preschoolers.
For educators
WORD GAMES
For younger groups, direct contact between the teacher and children is important, as well as reliance on visual images. The teacher is the leader of the game. The main games for this age are rhyming nursery rhymes. For example: “Ladushki”, “Horned goat”, “Geese”.
We teach children to listen, repeat, and participate in joint activities.
Before starting the game, the teacher should introduce the children to a visual representation of the heroes of the game. For example, if it is “Horned Goat,” then first we introduce the children to the image of a goat. During the game, it is desirable that the teacher is on the same level as the children, the so-called “Eye to Eye” effect. The teacher must recite the text by heart. The teacher needs to actively use facial expressions and gestures, but just don’t scare the children by pretending to be a wolf or a bear. Everything should be well thought out.
Middle preschool age is also called the “why” age. Children are more actively interested in the world around them and are more open to learning new knowledge. At this age, verbal games are added in which comparisons of objects are used (“What is wide, high, low, etc.”), descriptive features (“What was given to Natasha”, “Wonderful bag”), the formation of elementary generalizations (“What is planted in vegetable garden"), etc.
We teach children to compare objects, describe them based on accumulated personal experience, expand their active vocabulary, develop leadership qualities and responsibility.
In the middle group, the teacher still directs the course of the game, but it is already possible to involve the children themselves in the role of presenters in famous games.
Children of senior preschool age actively develop logical thinking. Children are characterized by curiosity, inquisitiveness, observation, and their interest in learning new and interesting things increases. Preschoolers already have access to more complex speech tasks - guessing a riddle themselves, generalizing groups of objects, the ability to independently come up with a story or part of it, etc.
We teach children to use verbal constructions correctly and to use their accumulated experience. We enrich the active vocabulary. We develop coherent speech. We teach how to interact within a team and how to correctly distribute roles during the game.
At this age, the role of the teacher also changes. When conducting verbal games, he moves away from the role of leader, leaving the children the opportunity to independently participate in the game. He observes, guides, and pays more attention to individual work with children who are more withdrawn and shy.
Consultation for teachers "Development of coherent speech in children of senior preschool age"
Consultation for teachers: Development of coherent speech in children of senior preschool age.
One of the main problems of our time is introducing children to reading. Unfortunately, in our age of information, interest in reading has begun to decline. And already at preschool age, children prefer watching TV and videos, and computer games to books. As a result, schoolchildren do not like and do not want to read. Only a book gives the opportunity to speculate, to “fantasize.” It teaches you to think about new information, develops creativity, and the ability to think independently. Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children; it has a huge impact on the development and enrichment of children's speech. In this regard, it is very important to develop in children the ability to actively listen to a work, to listen attentively to artistic speech. Thanks to these skills, the child will develop his own bright, imaginative, colorful, grammatically correct speech. Who introduces a child to the world of books? This is what parents and we, the workers of preschool institutions, do. We introduce children to various genres of literary works. Preschoolers are not only presented with works of art belonging to various genres, but their genre affiliation is revealed and ideas about the features of a particular genre are formed. By perceiving a literary work, understanding its content and moral meaning, the child discovers the ability to notice and identify means of artistic expression. And later, when creating his own composition (fairy tale, story, poem) on the theme of a literary work, the child reflects some phenomenon of reality, turns on the imagination, invents an event, develops an action, builds an image. At the same time, he himself uses a variety of linguistic means, learned from literary material, which make his statement figurative and expressive. It is at senior preschool age, in my opinion, that children begin to become aware of events that were not in their personal experience; they are interested not only in the actions of the heroes, but also in the motives of their actions and feelings. After reading, it is important to find out what the child understood and how. Works to read to a child should be chosen taking into account age, interests and development. Children of older preschool age are more attracted to the content of the text, although they enjoy looking at the book’s illustrations. After reading, it is important to find out what the child understood and how. You don’t have to do this right away; after a while you can talk to your child about what you read. This teaches the child to analyze the essence of what he read, to raise the child morally, and in addition, teaches coherent, consistent speech, and consolidates new words in the dictionary. After all, the more perfect a child’s speech, the more successful his education at school will be.
A journey into the world of fiction develops children's imagination and fantasy, and encourages them to write. Children raised on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak and punishing the evil
The language of works of art serves as an excellent model for children: based on reading, analysis, and memorization of passages, children’s speech is formed and their taste develops.
With the help of fiction, children develop:
1. emotional responsiveness to works, interest in them;
2. the ability to listen to the text and actively respond to its content develops;
3. the ability to listen together with a group of peers is developed when the teacher talks;
4. children learn to perform play actions that contribute to the text of familiar works and fairy tales;
5. children recognize works and their characters through repeated storytelling;
6. the child develops the ability to repeat individual words and expressions from fairy tales, stories, and poems;
7. Children learn to look at illustrations, recognize the heroes of works in them, and answer basic questions about the content of the illustrations.
8. children learn to follow the development of action in short stories, fairy tales with visual accompaniment [pictures, toys], and then without them
9. When familiarizing yourself with a work of poetry, we help the child feel the beauty and melodiousness of the poem and understand the content.
10. During classes, children practice clear diction, work on the expressiveness of speech, and correct speech breathing. After reading the work, the child performs a variety of creative tasks: performing lexical, grammatical, phonetic exercises to select definitions (epithets), comparisons, synonyms and antonyms for a given word, selecting rhymes for rhythmic lines, pronouncing them at different tempos, with changes in voice strength and intonation .
In the group, we refurbished the book corner: we replenished it, divided the books into sections, and created a card index of books. We designed an album of children's creativity, an album of portraits with biographies of writers and poets. We now have a “Hospital for Books”. We introduced the children to the algorithm for handling a book. We made attributes for the game “Library”.
In the parents' corner we place a list of children's literature for children to read at home. Parents took an active part in replenishing the book corner. Parents and children made homemade books on a chosen topic. The Bortsov and Pavlov families themselves came up with fairy tales and designed them with the help of children's drawings.
All this helps to broaden one’s horizons, enriches one’s inner world, and most importantly, teaches family members mutual understanding and brings them closer together.
Discussions on “Reading every day” and “Enriching children’s vocabulary” were held for parents. Consultations “Home library: what books to read to your child at home”, “How to introduce your child to the world of children’s literature.” “How good it is to be able to read!” (based on poems by V. Berestov).
In the future, we plan to develop a love of reading, respect for books, the ability to take care of the safety of books, and the ability to repair them.
Create a desire to learn to read yourself.
In children of senior preschool age, the development of coherent speech reaches a fairly high level. The development of children's ideas and the formation of general concepts is the basis for improving mental activity - the ability to generalize, draw conclusions, express judgments and conclusions. To a certain extent, the ability to formulate questions, give mental feedback, correct and supplement a friend’s answer is demonstrated.
Under the influence of improving mental activity, changes occur in the content and form of children's speech, and the ability to isolate the most essential in an object or phenomenon appears. Older preschoolers participate more actively in a conversation or conversation: they argue, reason, quite motivatedly defend their opinion, convince a friend. They are no longer limited to the name of an object or phenomenon and the incomplete transfer of its qualities, but in most cases they isolate characteristic features and properties and provide the most detailed and fairly complete analysis of the object or phenomenon. The ability to select the necessary knowledge and find a more or less appropriate form of expression in a coherent narrative develops. The number of incomplete and simple uncommon sentences is significantly reduced due to common complicated and complex ones.
The ability to quite consistently and clearly compose descriptive and plot stories on the proposed topic appears. However, children still need a previous teacher model. The ability to convey in a story one’s emotional attitude towards the objects or phenomena described is not yet sufficiently developed. The development of coherent speech in children is carried out in the process of everyday life, as well as in the classroom.
The development of speaking skills means that children learn to listen and understand an adult’s speech, answer his questions, speak out in the presence of other children, and listen to each other.
In older preschool age, children master the basic types of monologue speech - retelling and story. The development of children's coherent speech is carried out, first of all, by teaching storytelling, which begins with a simple retelling of short literary works with a simple plot and is brought to the highest forms of independent creative storytelling.
At senior preschool age, one of the most important periods of a person’s life ends. The child comprehends, within the limits available to him, the secrets of living and inanimate nature, and learns the basics of mathematics. He also takes an elementary course in public speaking, learning to express his thoughts logically and expressively. He also becomes a little linguist, as he learns to realize what sounds a word is made of, what words a sentence is made of. All this is necessary for successful learning at school, for the comprehensive development of the child’s personality.
