Games for the development of children's dialogical speech. Games and exercises for the development of dialogic speech in preschoolers. Structure of dialogic speech
Dialogical unity “question-answer” in nursery rhymes, poems
“Little kitten”, “White hare, where did you run?”, in poems by “E. Blaginina “Bird cherry”, V. Orlov “Why are you black, cat.”
Here children learn various questions and answers, interrogative and narrative intonation by role.
Dialogical unity “impulse - response to motivation": different forms of replicas:
- Come on, bunny, jump and jump!
- Why not jump? I'll jump!
- Paw, bunny, knock, knock!
- Why not knock? I'll knock!
In this playful dialogue, children learn to respond kindly to impulses.
In other poems, children borrow polite forms of motivation:
- Mosquitoes, mosquitoes! Please be so kind
- Don't bite me so many times in broad daylight.
- We are already kind to you, but that’s why we are mosquitoes.
- And we bite you, even until you bleed, but lovingly.
Dialogical unity “message–reaction to message”:
S. Marshak “Gloves”, E. Blaginina “Frost”:
- Frosts are severe this year!
- I'm worried about the apple trees in our garden!
- I'm worried about Zhuchka. In her kennel
- The same frost as outside.
Here every two lines contain a complete judgment. Acting out this poem one by one, the children exchange anxious thoughts about the frost with each other. This results in a meaningful conversation in which children support and develop one topic.
Short folklore miniatures are interesting for children to play with. Children act out small theatrical miniatures and show scenes based on them.
Children’s borrowing of forms of dialogical interaction also occurs in didactic and outdoor games.
Question answer
(games “Mail”, “Fanta”, “Colors”, “Kite”)
"Paints"
Goal: teach children to ask and answer questions.
Participants in the game choose the owner and two buyers. The rest of the players are paint. Each paint comes up with a color for itself and names it to its owner. Then the buyer comes:
- Knock Knock!
- Who's there? - Buyer
- Why did you come? - For paint.
- For which one? - For the blue one.
If there is no blue paint, the owner says: “Walk along the blue path, find blue boots, wear them, and bring them back!” If the buyer guesses the color of the paint, he takes it for himself. A second buyer arrives and the conversation with the owner is repeated. So they take turns sorting out the paints. The buyer who collects the most colors wins.
Developed dialogic skills:
— the ability to ask questions of different content: cognitive, social and personal;
- ability to use question words and sentences;
— ability to ask targeted questions;
— answering questions in a communicative manner;
- do not answer a question with a question;
— be tactful when asking and answering questions;
- do not leave the issue unattended;
- stick to the topic of conversation;
- speak in turns.
- message - reaction to the message:“The Gardener”, “Bees and Swallows”, “And We Just Sowed”
"Gardener"
Target: consolidate the ability to listen carefully to the remarks of your playing partners, entering into a game dialogue in turn.
The driver assigns each player the name of the flower. After this, the game dialogue begins:
“I was born a gardener, and I was seriously angry.” “I’m tired of all the flowers, except for the dahlia,” says the driver.
- Oh! – the player reacts when he hears the name of his flower.
- In love! - answers the dahlia.
- In whom? — is the gardener surprised?
- To the aster, says the dahlia.
“Oh,” the aster reacts, and the game continues.
The player who misses his turn pays a forfeit. The driver monitors the progress of the game. To notice the inattention of the players, he needs to remember who he named which flower to whom.
Developed dialogical skills (monitoring of assimilation)
- ability to communicate to interlocutors:
a) about your opinion, point of view
b) about new facts, impressions, events
c) about your desires, feelings, experiences
- the ability to respond to messages with tolerance, expressing:
a) consent
b) disagreement
c) surprise
d) objection
e) assessment or explanation
- avoid immodesty and boastfulness
- the ability to be restrained when expressing one’s feelings
- be tolerant of different opinions
- give everyone the opportunity to speak
Replies from the pair impulse - reaction to impulse
(poems, word games “Pass the letter”, “Magic key”)
Mustachioed - Striped(Excerpt from a poem by S. Marshak)
The girl began to teach the kitten to say:
- Kitty, say ball.
- And he says: “Meow!”
Say: horse.
And he says: “Meow!”
Say: e-medicine-three-thing.
And he says: “Meow-meow!”
All “meow” and “meow”.
"Pass the letter"
Target: activate various options for expressing requests in children’s speech.
Material. Multi-colored envelopes, a set of pictures.
5-7 children participate in the game.
They sit on chairs in a row. The teacher-postman takes an envelope out of his bag and says: “Letter to Sasha.” The named child sits on the last chair. The postman passes the envelope along the chain with the words: “Please give the letter to Sasha,” or “Can’t you give the letter to Sasha?” and so on. Children pass the letter along the chain, repeating the phrase spoken by the teacher. The recipient of the letter thanks. Game continues. The teacher changes the options for expressing the request.
Complication: Attaching to the speech etiquette phrase: “Vera, I beg you, pass the letter...”
Additional tasks can be used.
Educator. A letter from Furry? Please tell me who she turned into, what she became?
Child. Furcat turned into a tiger cub. The tiger cub is dressed in a warm fur coat because it is winter. He plays snowballs with the guys.
Note. During the game, it is necessary to ensure that the children, when passing the letter, do not forget to pronounce the request.
Approximate formulas for expressing requests used in the game:
- If you do not mind
- Could you...
- Do a good deed, pass it on
- Be kind
- Please pass it on
- I beg you.
"Magic Key"
Target: consolidate children’s ability to use various options for expressing a request - permission.
The game is organized during the regime processes. For example, a teacher invites children to wash their hands (on a walk, in the bedroom). He stands in the doorway and, smiling, says: “The door is locked. Whoever finds the key will open the door. Remember the proverb: “Kind words open locks.” Whoever says kind words, the door will open for him.
The children pronounce the request, and the teacher encourages them to use different versions of the request formulas: “Masha already said so. Is there another way you can open the lock?”
Approximate formulas for expressing a request for permission:
- Let me pass
- Allow me, please
- Let me pass
- Let me through, please
- Could you let me through?
- If possible, please let me in
- Excuse me, can I come in?
"Dare to refuse"
Target: teach children to politely decline an offer (refuse to comply in response to an impulse), motivating their refusal.
The driver addresses each player in turn with encouragement; players respond, motivating their refusal:
- Choose the best one from these brushes in a glass and brush your teeth.
— Sorry, you can’t use these brushes: they’re foreign..
XXXXXXXXX
-Drop that cup on the floor!
-Sorry, I can’t do this: I’m sorry to break the cup!
Shout out loud: I am the most dexterous!
Sorry, I can't, because I'm not a braggart.
In this case, the driver can be assigned any role: carabas. Barmaleya, shapoklyak.
"Connoisseurs"
Target: Teach children to politely formulate impulses and respond to them kindly; consolidate knowledge about your hometown.
Material: photos, postcards with views of your hometown, city map, chips.
Children are divided into two teams and sit at the table opposite each other. The starting team is selected by drawing lots or some other method. One of the players on this team gives one task to the player sitting opposite. Tasks may be different:
- name the longest street, the shortest street, a beautiful building on the river bank, a monument;
- show a street or landmark on a map or photo;
- tell us about some landmark of the city, a city holiday, a famous fellow countryman;
The child who receives the task completes it and receives a token for completing it correctly. After this, the player sitting next to him addresses the players of the opposing team with a response task. If the players cannot complete the task, they turn to its author with a polite refusal: “Unfortunately, I cannot name (show) ... won’t you name (show) yourself?” If he completes it himself, then the chip goes to him, and his team formulates the task again.
The team with the most chips wins.
She is presented with a set of medals depicting the city's coat of arms.
Game option. The theme of the game may change: “Signs of spring”, “Animals of our region”, etc.
Outdoor games
« Snake"
Goal: To teach children to express impulses with polite intonation and respond to impulses
The driver (snake) approaches one of the children and says:
- I'm a snake, snake, snake.
- I'm crawling, crawling, crawling.
- Be my tail!
- - Fine.
- -Well, then get through.
After these words, the player crawls between the driver’s legs and becomes his tail. Then the snake, along with its tail, approaches another child and says the same words again. The game continues until all children become the tail of the snake.
"Lamb"
Target: teach children to express and respond to impulses
The players stand in a circle, the lamb inside the circle. Players walk in a circle and say the words:
- -You are a little gray lamb,
- With a little white tail!
- We gave you something to drink
- We fed you.
- Don't butt us.
- Play with us!
- Hurry up and catch up!
At the end of the words, the children run in all directions, and the lamb catches them with the words: “I’ll catch up, I’ll catch up.”
Thus, reproducing ready-made literary dialogues helps children master not only the forms of dialogical remarks, interrogative, narrative and incentive intonations, but also teaches them to follow the basic rules of dialogue: turn-taking, maintaining and developing the topic of conversation.
Developed dialogical skills (monitoring of assimilation):
- ability to express in communication with peers and adults:
a) motivation to take some action
b) requests
c) advice
d) proposals
d) apology
- the ability to express readiness to fulfill an impulse or refuse to fulfill it;
- ability to use speech etiquette:
a) use various variants of speech etiquette formulas (SEF)
b) address and motivate the EDF
c) friendliness of tone and facial expressions
At the second stage the task of teaching dialogic speech becomes more complicated. For this purpose, games are used in which preschoolers operate not only with memorized (reproductive) cues, but also self-built(productive).
Means: theatrical games, retelling by roles, dramatization of prose literary works, director's games based on works
Each dialogic unity is worked out separately. To do this, first, works with a predominance of any one dialogic pair are selected.
Question answer
(didactic games in which children construct dialogues)
Game “What's in the wonderful bag?
Target: familiarization with the question as a form of obtaining information and knowledge; activation of speech search activity
Material. A bag, any object of a simple geometric shape, familiar to the child (soap); a ball or any other object used to transfer it to each other, chips.
Progress of the game
The game can be played in addition to the lesson.
Educator:“Children, I have something in my bag. Want to guess what's in there? To guess, you need to ask questions. And I will answer them. We will ask questions in turn: whoever gets the ball in their hands asks the question. Everyone who asked a question takes a chip. Remember that questions cannot be repeated. At the end of the game, we'll see who has the most chips. Begin!
Educator gives the ball to one of the children and invites them to ask a question. Next, the ball is passed around the circle or to the child who asks.
If the children guess right, ask why they think so. If they don’t guess right, at the end of the game, give a hint: this item is needed to keep your hands, body, and face clean; You can find a riddle about this item.
At the end of the game, the number of chips received is counted.
Message – reaction to message
(K. Ushinsky) – may be staged
White, sleek hedgehog bunny:
-What an ugly, scratchy dress you have, brother!
“True,” the hedgehog answers, but my thorns save me from the teeth of the dog and the wolf. Does your pretty skin serve you the same way?
Instead of answering, the bunny just sighed.(independent continuation from a child)
Later works are taken where different dialogical pairs are intertwined. You can use folk tales and works of writers:
“How to treat a boa constrictor”, “ I want to be a baby elephant» G. Ostera, "Ladybug", « Wrongly cut, but tightly sewn"K. Ushinsky, "Animal Dispute" (Russian folk tale), "The Adventures of Mishka Ushastik" by Ch. Yancharsky
The desire of preschoolers to participate in staged games increases if you invite children of younger groups to performances (puppet and play) and arrange theatrical gatherings.
I want to be a baby elephant
(G. Oster)
It was very hot and everyone was sitting on the shore of the lake.
“I,” said the monkey, “can be an acrobat in the circus.”
“And I, the parrot boasted, can use a tape recorder.”
“And I can rope on a ship,” said the boa constrictor.
- Who can you be? - they asked the baby elephant. The little elephant thought and thought and answered:
- I can be a baby elephant.
- Just think! Everyone started laughing. – You’re already a baby elephant. It is not interesting.
“That’s interesting,” the little elephant was offended.
He went to the zoo and got a job as a baby elephant. And it turned out to be really interesting. If you don't believe me, go and have a look.
Ladybug
(K. Ushinsky)
- Look, dad, what a nice, round bug I caught. Its head is black, its wings are red, and there are spots on its wings. Is he alive? Something doesn't move.
“He’s alive, but he only pretended to be dead.” This is a ladybug, a very useful bug. She, and also her caterpillar, destroy many harmful aphids.
- Look, dad, the bug woke up and climbed onto my finger. He will climb somewhere further.
- But you'll see. Look how he spreads his hard elytra and spreads real wings from under them - light and transparent.
- So he flew away. What a cunning bug he is!
At this stage, you can also teach children to drive dialogue on the phone. To do this, games with the telephone are used, in which the teacher demonstrates various situations related to telephone conversations: calling a friend, calling mom (grandmother), calling a clinic, a flower shop and many others. By playing out situations, the teacher introduces children to the etiquette of telephone conversations and traditional speech phrases. Then the children act out similar situations.
At the third stage games are used that should encourage children to independently construct dialogic lines. These are verbal games without ready-made texts, telephone games - improvisation, creative types of games (theatrical and director's games with invented plots). Verbal games play a special role, since they allow the teacher to direct the speech behavior of children to create certain replicas.
Children’s skills to ask and answer questions are strengthened in such word games as “ Yes and no", “Questions with a hint”, “Forbidden words”, “Smiley”, “Tournament of experts”, “You give me - I give you.”
"Yes and no"
Goals: Familiarity with the question as a form of obtaining information and knowledge; activation of speech search activity..
Material. Seven to eight items for various purposes - toys, household items, vegetables, clothes.
Progress of the game
Items are laid out on the table.
The teacher says: “Consult with each other and wish for some object, but don’t tell me. And then I will ask different questions. To guess what item you wished for, and you can only answer “yes” or “no”. Do you understand everything?
Children are given time to think. Then the teacher begins to ask questions.
Is this item needed on the farm?
— do they eat it?
— is it put on the body?
— It lies in the middle of the table, it lies next to...?
- Is it round? Is it brown? And so on.
You need to adhere to a certain logic:
From the purpose of the item
- to his location
- to clarify external signs; only then name the answer.
“Now let’s switch roles. I will make a wish for one of the objects, and you will ask questions.”
Game option
Children are divided into teams. Each has its own table with objects. First, one team makes a guess about an object, and the other guesses using questions. Then the children change roles. The team that asks the most questions wins.
Participation in such games requires from preschoolers an effort of memory, thought, and activation of children’s knowledge about objects, nature, and their hometown.
For example, in the Yes and No game, children are encouraged to construct questions in a certain logical sequence. They ask a chain of questions so that, receiving only “yes” and “no” in response, they can guess what object, animal or plant is “hidden” in the magic chest. The accuracy of the questions depends on the clarity of the child’s ideas about objects or animals, about classification characteristics.
Games using models promote the use of a variety of question forms , symbolically reflecting the focus of the questions:
1. A card with images of colored spots guides children to the question about the color of an object.
2. Card with images of geometric shapes - about shape.
3. Pictures of large and small objects encourage children to ask questions about size.
4. If the card shows a circle in different locations (on the table, under the table, in a glass), then it symbolizes the question word “where.”
5. The image of a clock is the question word “when”.
6. Image of numbers - “how much”.
Ability to use cues from a dialogue pair “ message - reaction to messages" are consolidated in the games “Who will confuse whom”, “It happens or not” (“Tall Tales”), “Mistake”, “Guess who I am”? In these games, children learn cues with which they learn to express their point of view, judgments, opinions, etc., as well as respond to the statements of their interlocutor, prove that they are right, and show patience.
"Error"
Goals. Develop attention to speech judgments and the ability to be tolerant of erroneous judgments and correct them kindly; express agreement in response to correct messages.
Progress of the game
Educator: “I will tell you about something. If you notice a mistake in my reasoning. Correct her and explain why you think so. And if you agree with my statement, then say this: “Yes. You are right, I.O.” or “I agree with you I.O.”
Examples of judgments:
Carlson lived in a small house near the forest.
— Friday comes after Wednesday.
— Pinocchio is one of the inhabitants of the flower town.
— Washing your hands is harmful to your health.
“If you listen to adults, then nothing interesting will happen.”
— If there are leaves on the trees, then it’s summer.
Favorite places
Target: teach children to share their impressions of their hometown, clarify information with their interlocutors; cultivate attachment to native places.
Progress of the game
One of the players starts the game.
My favorite place in the city is located near the river.
— Is this the embankment? (one of the players clarifies)
- No. This is a small, cozy cafe.
— Cafe “Pizza”?
— No, in this cafe you can enjoy ice cream.
— this is probably the Baskin Robins cafe
The player who guesses their favorite place describes another corner of the city.
For example:
— I also like this cafe. And I also love to be on the same street near the most beautiful building.
The participants in the game clarify what kind of building it is.
Games selected for the development of dialogic speech are designed to:
- to develop in children the ability to use various types of initiative remarks in dialogue (questions, messages, prompts) and the corresponding responses, as well as the ability to observe elementary rules in dialogue (rules of turn and thematic unity of remarks);
— reflect the natural logic of the formation of speech skills: from the perception and borrowing of patterns of dialogical remarks to their use in a combination of reproductive and productive speech and the creative transfer of learned patterns into independent speech practice.
Using games to develop children's dialogical speech does not exclude the teacher's conversations with them. Additional targeted use of gaming techniques will help increase the efficiency of the process of developing dialogic skills in preschoolers.
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Development of dialogic speechpreschoolersVprocessgameactivities
Introduction
Chapter I. Psychological and pedagogical foundations for the development of coherent speech in preschoolers
1.1 The concept of coherent speech and features of its development
1.2 Structure of dialogic speech
1.3 The concept of the game, its structure
Chapter II. Experimental work on the development of dialogic speech in the process of gaming activities
2.1 Study of dialogical speech of preschool children
2.2 A system of didactic games aimed at developing dialogical speech in preschoolers
Conclusion
Application
Introduction
The relevance of research. The topic of developing dialogic speech in preschool children is a very important and complex topic in modern preschool pedagogy. The fact is that it is during this age period that the ability to correctly use vocabulary and positively enrich an individual’s vocabulary is formed, activity in word creation, which leads to positive lexical results, at this time the foundations of correct pronunciation of words and spelling, activation of the vocabulary, and the basics of speech culture are laid . That is, preschool childhood is the most favorable time for laying the foundations of correct personal speech, both written and oral speech.
But in modern specialized literature, despite all the diversity of coverage of the topic of speech development of a preschool child, there are significant gaps. For example, the problem of developing dialogic speech seems to be the most common topic for teachers of preschool institutions, but there is very little theoretical material on this topic. The existing information vacuum is filled, and then only partially, by the publications of practicing teachers in special periodicals (magazines “Preschool Education”, “Preschool Pedagogy”, “Hoop” and the supplement to the newspaper “First of September” - “Preschool Education”). All these publications are the result of the practical activities of educators.
It is this state of affairs that determined the relevance of the chosen topic for study within the framework of this final qualifying work, which has a research topic. In the course of our work, we tried to generalize the basics of theoretical knowledge, both from the field of pedagogy and methodology.
Purpose: To identify the pedagogical possibilities of gaming activities in the development of dialogic speech of preschoolers.
Object: educational process in preschool educational institutions
Subject: development of dialogical speech of preschoolers in the process of play activities.
Research hypothesis: the process of teaching preschoolers dialogical speech will reach a higher level if:
The features of speech development of preschool children were studied;
In the process of speech development of preschoolers, psychological age and individual characteristics are taken into account;
The structure of gaming activity is highlighted;
A system of didactic games that promote the development of coherent speech is proposed.
1. Consider the features of dialogical speech of children in a modern preschool educational institution.
2. Develop a system of didactic games aimed at developing the dialogical speech of preschoolers.
The methodological basis of the work is the fundamental research in the field of psychology and pedagogy on speech development by L.S. Vygotsky, S.L. Rubinstein. D.B. Elkonina, A.V. Zaporozhets, A.A. Leontyev. L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdeva, V.V. Vinogradova, K.D. Ushinsky, E.I. Tikheyeva, E.A. Florina, F.A. Sokhina, A.M. Leushina, M.M. Konina and others, revealing the features of solving problems of speech development of preschool children.
The work used such research methods as theoretical analysis of psychological, pedagogical and methodological literature, pedagogical diagnostics, direct and indirect observation, conversation, systematic analysis of speech development, and experimental work.
ChapterI. Psychological and pedagogical foundations for the development of coherent speech in preschool children
1.1 The concept of coherent speech and features of its development
Coherent speech is understood as a detailed presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.
Coherent speech is inseparable from the world of thoughts: coherence of speech is coherence of thoughts. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it correctly. By the way a child constructs his statements, 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 aesthetic development: when retelling and composing his stories, the child tries to use figurative words and expressions learned from works of art.
The ability to tell an interesting story and interest listeners (children and adults) with one’s presentation helps children become more sociable and overcome shyness; develops self-confidence.
The development of coherent expressive speech in children must be considered as an essential link in the education of a culture of speech in its broad sense. All subsequent development of speech culture will be based on the foundation that is laid in preschool childhood.
The development of coherent speech is inseparable from solving other problems of speech development: enriching and activating the vocabulary, forming the grammatical structure of speech, nurturing the sound culture of speech.
Thus, in the process of vocabulary work, the child accumulates the necessary vocabulary, gradually masters the ways of expressing certain content in words, and ultimately acquires the ability to express his thoughts most accurately and completely.
The formation of the grammatical structure of speech is aimed at developing the ability to express one’s thoughts in simple and common, complex and complex sentences, and to correctly use grammatical forms of gender, number, and case. Work on nurturing the sound culture of speech helps to ensure that the child’s speech is clear, intelligible, and expressive.
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 what is heard, supplement and correct the interlocutor.
Monologue speech is characterized by expansion, completeness, clarity, and the interconnection of individual parts of the narrative. A monologue, a story, an explanation require the speaker to pay more intense attention to the content of speech and its verbal design; At the same time, it is very important to maintain liveliness and spontaneity of speech.
One of the most important features of monologue speech is its arbitrariness and awareness. By arbitrariness we mean the ability to selectively use linguistic means, that is, to use words, phrases, syntactic structures that most fully and accurately convey the speaker’s thoughts.
In the studies of E. I. Tikheyeva, A. P. Usova, O. I. Solovyova and other scientists devoted to the development of coherent speech, it is noted that the ability to speak coherently develops only with the targeted guidance of the teacher and through systematic training in the classroom.
Children of three years old have access to a simple form of dialogic speech (answering questions), but in this case the child is often distracted from the content of the question. Children of primary preschool age are just beginning to master the ability to coherently express their thoughts, making many mistakes in constructing sentences, especially complex ones, and in coordinating words.
The speech of a small child is situational, expressive presentation predominates. The first coherent utterances of three-year-old children consist of two or three phrases, but they must be considered precisely as a coherent presentation. Teaching conversational speech in early preschool age and its further development is the basis for the formation of monologue speech.
In middle preschool age, the development of coherent speech is greatly influenced by the activation of the vocabulary, the volume of which by this time reaches approximately 2.5 thousand words. Children's statements become more consistent and detailed, although the structure of speech is still imperfect.
In the middle group, children begin to be taught how to compose short stories based on pictures and toys. However, for the most part, Doc's children's stories simply copy the adult model.
At this age, intensive development of contextual speech occurs, i.e. speech that is understandable in itself.
In children of senior preschool age, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of comrades, supplement or correct them is developed. In the sixth year of life, a child can quite consistently and clearly compose descriptive and plot stories on the topic proposed to him. However, children still need a previous teacher model. The ability to convey in a story their emotional attitude to the objects or phenomena described is not sufficiently developed.
The development of coherent speech in children is carried out in the process of everyday life, as well as in the classroom.
A lot of preparatory work is carried out with children of primary preschool age, which contributes to the development of coherent speech skills. Particular attention is paid to the development of speaking skills. 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. First, children are taught to carry out actions according to a verbal instruction (bring a toy, show something or someone in a picture), then answer the teacher’s questions, listen to him, and repeat after him the songs of the characters from the fairy tale. Questions should be specific and understandable for the child (“What toys do you like? Tell me about this toy. Who is drawn in this picture?”).
The teacher grasps the meaning of the child’s statement, which often consists of one or two short phrases, and with his questions encourages the child to make a more complete statement and express it grammatically correct. Each child’s initiative statement must be treated with care and supported.
In older preschool age, children master the basic types of monologue speech - retelling and story.
A story, compared to a retelling, is a more complex type of coherent speech, since creating a new text is more difficult than reproducing a finished literary work. The development of children's coherent speech is carried out primarily through 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.
We describe the methodology for teaching children of senior preschool age the main types of storytelling provided for by the “Education Program in Kindergarten” (retelling literary works, telling from a picture, telling about toys, telling from personal experience, various types of creative storytelling).
Retelling is the creative reproduction of a literary text.
In retelling classes, children become familiar with truly artistic speech, remember emotional, figurative words and phrases, and learn to speak their living native language.
The high artistry of the works offered for retelling, the integrity of the form of composition and language teach the child to clearly and consistently construct a story, without getting carried away by details and without missing the main thing, i.e. they develop his speech skills.
When selecting works for retelling, the teacher must take into account the following requirements for them: high artistic value, ideological orientation; dynamic, concise and at the same time figurative presentation, clarity and consistency in the unfolding of action, entertaining, as well as accessibility of content; small volume. These requirements are met, for example, by folk tales and short stories by K. D. Ushinsky, L. N. Tolstoy, M. Prishvin and V. Vianka.
In older preschool age, the method of teaching retelling has its own characteristics, but there are also general methodological techniques. The lesson plan for retelling a work in all age groups looks like this: primary reading of the work, conversation on questions, re-reading, retelling.
An important point is the questions of the teacher. Before starting the retelling, they remind children of the logic of the story, the relationships and interactions of the characters; in the process of retelling, they supplement or clarify the child’s answer; after the retelling they help to analyze it.
The teacher’s instructions are also an important methodological technique. It is used if the child has forgotten the text or a single word. Directions help children understand or clarify the meaning of a particular expression, phrase, word, and develop the expressiveness of speech when retelling.
When working with children of senior preschool age, new tasks are put forward in teaching the retelling of literary works: to be able to coherently, consistently, expressively convey the content of a story or fairy tale without the help of questions from the teacher; convey dialogic speech, changing intonation in accordance with the experiences of the characters; use expressive means.
Children are offered works with more complex plots. In the senior group, Russian folk tales and stories by L. N. Tolstoy, D. Ushinsky and other Soviet writers are retold.
In a preparatory group for school, you can lead children to retell texts of a descriptive nature.
The method of teaching retelling depends on the level of development of coherent speech in children of this group, on the tasks set by the teacher, as well as on the characteristics of the proposed literary text. A retelling lesson may consist of the following parts:
1) an introductory conversation, setting up the perception of the work; a question that, in some cases, reveals and clarifies children’s ideas; examining artistic illustrations that evoke the desired emotional mood, etc.;
2) reading a literary work. Before the initial reading, you should not make an intention to memorize the text; this can disrupt the integrity of the perception of the work of art. It is very important to read (or tell) the text expressively, intonationally highlighting the dialogues of the characters and thereby helping children determine their attitude to the characters and events of the story;
3) conversations on the content and form of the read work. The teacher's questions must be carefully thought out. In addition to questions that reveal the child’s understanding of what is said in this story (fairy tale), what he learned new, what are the main character traits of the main characters and why he liked them, questions are also necessary that reveal the artistic form of the literary work. These are questions that find out how the author describes this or that phenomenon, what he compares it with, what interesting words and expressions were most remembered and liked by the children, and seemed unusual to them. Such a conversation consolidates a holistic perception of a literary work in the unity of content and artistic form. This part of the lesson should not be long. It is enough to ask children 4-5 questions;
4) re-reading a literary text. Before reading, instructions are given to carefully listen to the content and memorize it. The teacher tells the children to listen carefully to the work again and try to remember it, since after reading they will have to retell this story (fairy tale) on their own;
5) retelling the work by children. It must be remembered that the main thing in the lesson of retelling a literary work is the retelling itself. Children learn the ability to express themselves, construct sentences grammatically correctly, and convey content coherently and consistently, using both the author’s words and expressions and their own words, which accurately convey the meaning of what they read. It is very important that when retelling a literary text, artistic and figurative speech becomes the property of the child.
In the preparatory group for school, new types of activities are introduced to retell literary works from several fairy tales (stories), children choose and retell one; children come up with a continuation to a story they read or compose a story by analogy; dramatization of a literary work.
Older preschoolers are involved in evaluating the stories of their friends. Conducting such discussions is methodically difficult. This requires great tact from the teacher and knowledge of the individuality of children. Another difficulty lies in the fact that it is difficult for children to retain all the stories in their memory, so it is advisable for the teacher to write them down and read some of them before discussing them.
1.2 Structure of dialogic speech
The dialogical form of speech, which is the primary, natural form of linguistic communication, consists of the exchange of statements, which are characterized by questions, answers, additions, explanations, objections, and remarks. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. It is also important to take into account the conditions, forms and purposes of verbal communication.
Dialogue is characterized by a change in the statements of two or more speakers on the same topic related to any situation. The dialogue presents all types of narrative (message, statement), incentive (request, demand), interrogative (question) sentences with minimal syntactic complexity, particles and interjections are used, which are enhanced by gestures, facial expressions, and intonation.
In spontaneous dialogue, replicas are not characterized by complex sentences; they contain phonetic abbreviations, unexpected formations and unusual word formations, as well as violations of syntactic norms. At the same time, it is in the process of dialogue that the child learns the arbitrariness of his statement, he develops the ability to follow the logic of his statement, that is, in the dialogue the emergence and development of monologue speech skills occurs.
It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, request, make a remark, support); using a variety of linguistic means in accordance with the situation.
To do this, conversations are held on a variety of topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is in dialogue that the ability to listen to the interlocutor, ask a question, and answer depending on the surrounding context develops. It is also important to develop the ability to use the norms and rules of speech etiquette, which is necessary to cultivate a culture of verbal communication. Most importantly, all the skills and abilities that developed in the process of dialogical speech are necessary for the child to develop monologue speech.
Full mastery of the native language and the development of linguistic abilities are considered as the core of the full formation of the personality of a preschool child. It provides great opportunities for solving many problems of mental, aesthetic and moral education of children,
The close connection between the speech and intellectual development of children appears especially clearly in the formation of coherent speech, that is, speech that is meaningful, logical, consistent, and organized. In order to talk coherently about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main properties and qualities; establish different relationships (cause-and-effect, temporal) between objects and phenomena. In addition, it is necessary to be able to select the most suitable words to express a given thought; be able to construct simple and complex sentences and connect them in a variety of ways.
In the formation of coherent speech, the relationship between the speech and aesthetic aspects also clearly appears. A coherent statement shows how much the child speaks, the richness of his native language, its grammatical structure, and at the same time reflects the level of mental, aesthetic, and emotional development of the child.
Mastery of coherent monologue speech is the highest achievement of speech education for preschool children.
Dialogue is a conversation between several people, at least two. The purpose of a conversation is usually to ask about something and provoke an answer, to encourage some action.
The style of dialogue is mainly colloquial.
Conversational speech, writes L. V. Shcherba, “consists of mutual reactions of two individuals communicating with each other, reactions that are normally spontaneous, determined by the situation or the statement of the interlocutor. Dialogue is essentially a chain of remarks.”
Each individual replica of the dialogue participants does not have a complete meaning, but they are all perceived in “dialogical unity.” In dialogical coherent speech, incomplete sentences are often used, the missing members of which are guessed by speakers from the speech situation, and very often complete sentences of standard construction (stamps) of the conversational style are used: “He can’t help but come” (i.e. “He will certainly come”) , “He will start working!” (i.e. “It won’t work”), “I’ll get help from you!” (i.e. “YOU will not provide help”), “Found a master!” (i.e. “He’s a bad master”), “I need your toy!” (i.e. “I didn’t take your toy”), etc. Sentences of this structure are not used in monologue speech.
Children learn dialogic speech quite easily, since they hear it every day in everyday life.
In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized planned conversations can be individual (in the case of speech retardation, character traits and behavior) and collective. It should be noted the great importance of collective conversations in the junior and middle groups. They help bring children together and shape their behavior. The teacher asks, for example, where the children went today, what they did on the site or in a corner of nature. It is especially necessary to involve silent children in such a conversation by asking them prompt questions and encouragement.
To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.
To develop the initial forms of speech during an interview, the teacher organizes a joint examination of pictures, children's drawings, and books. Short stories from the teacher can stimulate an interview on a certain topic. Such stories evoke similar memories in children's minds and activate their judgments and assessments.
A very effective technique is to unite children of different ages and organize a visit to another group. Guests ask about the little owners’ toys, books, etc.
Children's games and their work provide great opportunities for verbal communication. Role-playing games “to the family”, “to kindergarten”, “to the store”, and later “to school”, on a military theme, reinforce speaking skills and introduce professional vocabulary. The teacher should help deepen the content of games with such attributes as telephone, radio, information desk, cash register.
In older groups, the same techniques are used, but the topics of conversations and the content of instructions and stories become more complicated. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are asked to complement, correct a friend, ask again or question the interlocutor. These are the main ways in which children develop their spoken language in everyday life. It is important to create situations in which the child will have to explain something to the teacher or peers (a mistake in a friend’s story, a rule of the game), convince others of something, prove something to them.
It is necessary to teach children to understand questions and answer them correctly (“How would you do this?”, “How can I help?”, etc.). When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The teacher should evaluate not only the content of the answer, but also its verbal presentation.
Conversational speech is the simplest form of oral speech: it is supported by the interlocutors; situational and emotional, the speakers perceive each other using various expressive means: gestures, glances, facial expressions, intonation, etc. The speakers usually know the subject of discussion. This form of speech is also simpler in syntax: unfinished sentences, exclamations, interjections are used; it consists of questions and answers, replicas and brief generalizations. In psychology, the difference between ordinary dialogue and conversation is revealed. A conversation is a kind of dialogue guided by a specific topic. The purpose of the conversation is to discuss and clarify some issue. To conduct a conversation, preliminary preparation of the persons involved is required; it contains more detailed appeals. Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot become a means of communication. Preschool children master spoken language under the guidance of adults. A child of 2 and 3 years is characterized by slight distractibility from the content of the conversation.
There is no need to avoid talking while eating. The teacher asks the children general questions: “is it tasty, is the dish cold?” etc. He accustoms them to quiet, restrained conversation.
In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized scheduled conversations can be individual. They help bring children together and shape their behavior. It is especially necessary to involve silent children in such a conversation by addressing them, asking a prompt question, or encouraging them. To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.
Great opportunities for verbal communication are provided by children's games and their work. Role-playing games “to the family”, “to kindergarten”, “to the store”, and later “to school”, on a military theme, reinforce speaking skills and introduce professional vocabulary. The teacher should help deepen the content of games with such attributes as telephone, radio, information desk, cash register.
In older groups, the same techniques are used, but the topics of conversations, the content of instructions and stories become more complicated. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are invited to add, correct a friend, ask again, or question their interlocutor.
The meaning of conversations and their topics.
Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and children on a specific topic. In kindergarten, conversations of a reproducing and generalizing nature are mainly used. Conversation is used to systematize children's knowledge; it leads them to correct and clear conclusions.
Topics of conversations are planned in accordance with the program of familiarization with the environment. In the practice of kindergartens, conversations are widely held about people’s work, about transport, about nature
They are very interesting for children and take place with maximum activity, since their topics are equally close to everyone. Conversations unite the team and increase interest in each other, because children have to talk about their tastes and their skills.
In a conversation, it is very easy to detect errors in children’s speech and misconceptions.
Consequently, the conversation has great educational significance. It consolidates the knowledge and ideas of children, influences their speech: the vocabulary is activated, grammatical forms are improved.
Conversation is an effective teaching method if done correctly. An important methodological issue is the choice of conversation topic that corresponds to the experience of the children: the tasks of educational work in this group. A conversation is advisable only when children have something to generalize, that is, they have knowledge, impressions, experience. You need to think about when it is most appropriate to have a conversation.
1.3 The concept of the game, its structure
Play is the life of a child, his joy, the activity necessary for him.
In the game, the preschooler assimilates the experience gained; but does not copy those around him, but expresses his attitude to what he hears.
The specificity of role-playing games is that the child is especially independent in it: he is free to choose the theme of the game, plot, role; in a certain change in the content, direction of the game (of course, in agreement with partners); in choosing playmates, game materials, determining the beginning and end.
The uniqueness of children's play, of course, requires great delicacy from an adult in the pedagogical guidance of this activity. Meanwhile, the mistakes typical of previous years still occur to a large extent today.
Teachers and psychologists are well aware of the directions of pedagogical research in the field of children's play by D. V. Mendzheritskaya, R. I. Zhukovskaya, A. P. Usova, N. Ya. Mikhailenko, S. L. Novoselova.
D. V. Mendzheritskaya defined as the subject of research the plot of the game, its ethical content, which allows the child to most clearly express role behavior (and helps him in this). Children, of their own volition, are guided by a play image that is attractive to them. It evokes positive emotions in them, increases intellectual activity and the desire to act like a hero in the game, that is, children express their attitude towards him; combine existing ideas and sincerely experience the events depicted.
Positive roles and role relationships are more successfully embodied by children in play and in a certain way influence children's relationships outside of play.
P. Usova put forward the real social relations of children in play as the subject of research, defining this activity as a form of organizing their life and a means of influencing its favorable development; especially in a kindergarten setting.
Usova emphasized that in play a child does not learn to live, but lives his own life, and learns from his own experience “what is good and what is bad.”
Assessment of play as a powerful means of education, the formation of a child’s personality, and the development of its various content aspects.
A good game should give children joy and maintain freedom in choosing a theme, plot, and partners.
Regardless of the type, a didactic game has a certain structure that distinguishes it from other types of games and exercises.
A game used for learning must contain, first of all, an educational, didactic task. While playing, children solve this problem in an entertaining way, which is achieved through certain play actions. “Game actions form the basis of didactic games - without them the game itself is not possible. They are like a picture of the plot of the game"
An obligatory component of the game are its rules, thanks to which the teacher during the game controls the behavior of children and the educational process.
Thus, the mandatory structural elements of a didactic game are: a teaching and educational task, game actions and rules.
However, in the practice of kindergartens, these concepts are not always clearly differentiated: sometimes the rules act as actions at the same time, which makes it difficult for the teacher to use the game correctly.
Let us consider in more detail each of the components of the didactic game.
Didactic task
To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas. In other words, when defining a didactic task, one must first of all keep in mind what knowledge and ideas of children (about nature, about surrounding objects, about social phenomena) should be acquired and consolidated by children; what mental operations should be developed in this regard, what personality traits of children can be formed through the means of this game (for example, honesty, modesty, observation, perseverance in achieving a set goal, activity, independence, etc.). For example, in the “Toy Store” game, which is well known to all educators, the didactic task can be formulated as follows: “To consolidate children’s knowledge about toys, their properties, purpose; develop coherent speech, the ability to identify essential features of objects; cultivate observation, politeness, and activity.”
Such a didactic task set for children in the game will help the teacher organize the game: select toys that are different in purpose, material, appearance; give a sample description of the toy, polite address to the seller, etc. Each didactic game has its own educational task, which distinguishes one game from another. When defining a didactic task, one should avoid repetitions in its content and cliched phrases (to cultivate attention, memory, thinking, etc.).
As a rule, these tasks are solved in each game, but in some games more attention must be paid, for example, to the development of memory, in others - attention, in others - thinking. The teacher should know this well in advance and determine the didactic task accordingly. So, the game “What has changed?” use for memory exercises, “Toy Store” - for the development of thinking and speech, “Guess what you are planning” - observation, attention.
The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can prohibit, allow, prescribe something for children in the game, make the game entertaining, tense. “The stricter the rules, the more intense and sharp the game becomes. “The fact of creating an imaginary situation from a developmental point of view can be considered as a path to the development of abstract thinking, and the rule associated with this, it seems to me, leads to the development of the child’s actions, on the basis of which the division of play and labor that we encounter in general becomes possible.” school age as with the basic fact” (L. S. Vygotsky).
Compliance with the rules of the game requires children to have a certain amount of willpower, the ability to deal with peers, and to overcome negative emotions that appear due to an unsuccessful result. It is important, when determining the rules of the game, to place children in conditions under which they would receive joy from completing the task. Using a didactic game in the educational process, through its rules and actions. Children are taught correctness, goodwill, and self-control.
A didactic game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions. For example, in the game “Does it happen or not?” the rules of the game require: notice in the poem “Is this true or not?” L. Stancheva is all fables. The game is often played in such a way that children take turns, raising their hands, calling out all the fables they notice. But to make the game more interesting and all the children to be active, the teacher introduces game action.
The development of play actions depends on the imagination of the teacher. Sometimes children, preparing for the game, make their own suggestions: “Let’s hide it, and someone will look for it!”, “Let me choose the driver with a count!”, “Remember when we played “Hot - Cold!”, How interesting was!".
Thus, any game becomes didactic if its main components are present: a didactic task, rules, game actions. A game action, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (For example, one of the children peeks when they need to close their eyes); determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders); summing up the results of the game is a crucial moment in its management, since by the results that children achieve in the game, one can judge its effectiveness, whether it will be used with interest in children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is only possible through overcoming difficulties; attention and discipline are important here.
At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be just as interesting. Children usually look forward to this day.
The analysis of the conducted game is aimed at identifying methods of its preparation and implementation: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will reveal the individual characteristics of the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.
Let's take a closer look at some of the techniques and methods for managing didactic games.
A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces children to the rules, game actions, and teaches how to carry them out. Children operate with existing knowledge, which is acquired, systematized, and generalized during the game.
With the help of didactic games, a child can acquire new knowledge: by communicating with the teacher, with his peers, in the process of observing the players, their statements, actions, acting as a fan, the child receives a lot of new information. And this is very important for its development. Children who are inactive, unsure of themselves, and less prepared, as a rule, first take on the role of fans, while they learn from their comrades how to play in order to complete the game task and become a winner.
Before starting the game, it is necessary to arouse children's interest in it and the desire to play. This is achieved by various techniques: using riddles, counting rhymes, surprises, an intriguing question, agreement to play, reminders of a game that children willingly played before. The teacher should direct the game in such a way that, unnoticed by himself, he does not stray into another form of teaching during classes. The secret of successfully organizing a game is that the teacher, while teaching children, at the same time preserves the game as an activity that pleases the children, brings them closer together, and strengthens their friendship. Children gradually begin to understand that their behavior in play may be different than in class. Here they can react violently to various actions of the players: clap their hands, encourage, empathize, joke. The teacher helps to ensure that the children remain in a playful mood throughout the game so that they are captivated by the gaming task.
The pace of the game set by the teacher is of great importance.
The development of the tempo of the game has a certain dynamics. At the very beginning, children seem to “play out”, assimilate the content of game actions, the rules of the game and its course. During this period, the pace of the game is naturally slower. As the game progresses, when the children are interested in it, the pace increases. Towards the end, the emotional mood decreases somewhat and the pace of the game slows down again.
A teacher who knows the peculiarities of game development does not allow excessive slowness and premature acceleration. The explanation of the rules and the teacher’s story about the content of the game are extremely brief and clear, but understandable to the children. The teacher demands the same clarity and brevity from children: “Say briefly, but so that everyone understands you.” Therefore, in didactic games it is advisable to use proverbs, sayings, riddles, which are expressive and concise.
From the very beginning to the end of the game, the teacher actively intervenes in its course: notes the successful decisions and discoveries of the children, supports the joke, encourages the shy ones, and instills in them confidence in their abilities.
In some games, for incorrectly solving a problem, the player must pay a forfeit, that is, any thing that is won back at the end.
Didactic games, as a unique learning tool that meets the child’s characteristics, are included in all preschool education systems.
The first didactic games were created by folk pedagogy and still among the favorite games of children are the folk games “Fanta”, “Colors”, “What flies?” etc. They have a lot of funny jokes and humor. The essence of a didactic game is that children solve mental problems presented to them in an entertaining way, and find solutions themselves, while overcoming certain difficulties. The child perceives a mental task as a practical, playful one, which increases his mental activity.
There are some types of didactic games with objects or pictures to activate the vocabulary: (“What is the same, what is different”, “Who needs what”).
In addition to didactic games with visual material, verbal game exercises are used.
The game task of verbal exercises is to quickly select the exact word - an answer to the presenter. These exercises and games are carried out in older groups. Exercises should be short-term (5-10 minutes) and form only part of a lesson in your native language.
In the future, the exercise can become a game in which participants receive chips for a successful answer or are eliminated from the game.
These exercises and games do not require lengthy preparation and can easily be included in native language classes.
In such exercises, each child answers with one or more suitable words.
The teacher needs to include verbal games in the children’s everyday life, encourage children’s initiative in their implementation, and from time to time plan familiar verbal games on the calendar.
Role-playing games promote children’s independent expression and activate a certain group of vocabulary: the “professional” language of a teacher, doctor, sailor, housewife. The teacher’s participation in the game helps to enrich the children’s vocabulary, as well as their education, culture, and verbal communication. It is important to group children in games taking into account their age and speech skills, promoting the development of the language of weaker children, including children in the games of older children. Construction games enrich and activate the vocabulary that is most difficult for children. Active musical games with text and dramatization games form the expressiveness of children's speech, develop the correct tempo and breathing, and good diction.
The didactic game is used to consolidate knowledge and vocabulary, and train speech skills. Children should be provided with educational board games for independent use, including sports ones, which facilitate the acquisition of special expressions and teach them to speak in a controlled manner.
Older children should be taught intelligently, thoroughly explain the rules of the game to comrades who are not familiar with them, and organize general conversations - memories of their games.
All this is a good way to develop dialogical speech.
Coherent speech is a semantically expanded statement (a series of logically combined sentences) that ensures communication and mutual understanding between people. The development of coherent speech is one of the main tasks of kindergarten. The formation of coherent speech and changes in its functions are a consequence of the child’s increasingly complex activities and depend on the content, conditions, and forms of communication between the child and others. The functions of speech develop in parallel with the development of thinking; they are inextricably linked with the content that the child reflects through language.
Gradually, speech becomes coherent and contextual. The appearance of this form of speech is explained by the nature of the child’s communication with others. The evolving function of the message and the increasing complexity of the child’s cognitive activity require more detailed speech, and the previous means of situational speech do not ensure the intelligibility and clarity of his statements. The content of contextual speech is revealed in the very context of speech and thanks to this it becomes understandable to the listener.
ChapterII. Experimental work on the development of dialogic speech in the process of gaming activities
playful dialogic speech preschooler
2.1 Analysismodernpreschooleducationalprograms
1. “Program of education and training in kindergarten” M.A. Vasilyeva on speech development in the senior group, includes:
development of dialogical speech.
Continue to develop speech as a means of communication in everyday life and in games;
Continue to improve dialogic speech.
Speech component.
2. Program “Childhood” V.I. Loginova
improving children's coherent speech, enriching their vocabulary.
The “Childhood” program pays attention to the development of children’s dialogical speech. This is due to the fact that interest in the inner world of people and the peculiarities of their relationships determines the new prevailing type of communication. Communication becomes a way of learning norms of behavior, a way of determining a person’s mood and emotional state, a way of understanding one’s own inner world. Children of senior preschool age are characterized by a critical, evaluative attitude towards the speech of others and the development of control over the accuracy of their statements.
Numerous exercises in the use of language are typical for children of senior preschool age. They actively experiment with the word, modifying it and inventing new words, and are happy to engage in creative speech activities to invent riddles, fairy tales, and stories.
3. “From childhood to adolescence” program by T.N. Doronova
Improving coherent speech.
Comprehensive development of all components of oral speech: voluntary side, connected speech.
From the program:
Coherent speech exists in two forms - dialogue and monologue. However, adults (educators and parents) should remember that for a preschool child, mastering dialogic speech is of paramount importance - a necessary condition for the child’s full social development. Developed dialogue allows the child to easily come into contact with both adults and peers. Children achieve great success in the development of dialogical speech in conditions of social well-being, which implies that the adults around them (primarily the family) treat them with a feeling of love and respect, and also when adults consider the child, sensitively listening to his opinion and interests , needs, etc., when adults not only speak themselves, but also know how to listen to their child, taking the position of a tactful interlocutor.
A child’s speech manifestations in the first year of life constitute the preparatory stage of speech formation. Under the influence of emotional communication with an adult, a child in the first months of life experiences vocal responses (they should be distinguished from the cry of a child, which most often does not have a communication function, but is a reaction to an unfavorable condition).
During communication with an adult, the child gets the opportunity to concentrate on the face of the speaker, on the object being shown, begins to respond with a smile, movement, and gradually acquires the need to communicate with others, adults. From the age of three months, the child begins to repeat the audible sounds of the human voice: gurgles (pronounces short combinations of consonants and vowels - agy, khy, gee), gurgles (pronounces vowels in a sing-song manner - a-a-a,..uh-uh... ). In the second half of the year, babbling appears (pronunciation of isolated and repeated syllables, first with hard consonants: ba-ba-ba, Ma-Ma-Ma, yes-da-da; then with soft consonants: dy-dya-dya, tya-tya- up to 2.5-3 months, the child develops the ability to listen to various sounds: to the speech and singing of an adult, to the sound of a rattle. In the third to fifth week, the child begins to respond to the adult’s voice, to his smile with a reciprocal smile and joyful sounds; the adult should encourage these actions of the child.
At the 2-3rd month, joy when communicating with an adult manifests itself more fully and variedly in the so-called “revival complex”: the child smiles, moves energetically and makes sounds, the adult must imitate these sounds and thereby make the child want to repeat them.
From 2.5-3 to 5-6 months, the child develops the ability to listen carefully and distinguish sounds: a familiar voice immediately attracts his attention, makes him happy, and calms him down. By four months, the baby is already turning his head and looking for a sounding rattle or an adult calling him. During periods of wakefulness, the child’s attention must be specially occupied with singing, musical toys, and his attention must be drawn to the movements of an adult accompanied by music. From four months, the child begins to laugh loudly, he becomes attached to people who communicate with him on a daily basis, and willingly imitates their speech actions, taking mutual imitation of the pronunciation of sounds as a game.
By constantly talking with the child, the teacher evokes and develops vocal reactions in him: at 3-4 months - guttural sounds, at 5 months - melodious vowels (humbling, pipe); at 5-6 months - syllables (ba, .ma, pa), i.e. babble. Humming, fluting, and babbling contribute to the development of the articulatory apparatus and auditory concentration - prerequisites for the development of speech.
From 5-6 to 9-10 months, the child’s imitative sound reactions weaken somewhat, so they should be artificially stimulated: encourage the child to repeatedly repeat sounds pronounced by an adult; With the help of musical toys and instruments, cultivate auditory concentration in the child; ensure that the child listens intently to his own vocal reactions.
From 9-10 months to 1 year it is necessary to continue the education of auditory concentration when listening to singing, the sound of musical toys and instruments; it is necessary to support and develop imitation of an adult in the pronunciation of syllables and ever new combinations of sounds, so that by the age of 1 the child has learned easy-to-pronounce words and sound combinations: mom, dad, grandma, grandpa, give-dai, go-go, KS-KS, av- aw, etc.
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Plan for a seminar for educators on the topic:“Development of dialogical speech of preschool children”
Target:
creating an information space for the exchange of teaching experience and improving the professional competence and skills of preschool teachers in the development of children's speech.
1. Opening address - senior teacher O.V. Novikova
2. Report of the teacher - speech therapist Gladkikh T.V.
3. Practical part
Mastering coherent dialogic speech - one of the main tasks of speech development of preschool children. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality characteristics, cognitive activity of the child, etc.), which must be taken into account in the process of targeted speech education.
Speech performs multiple functions in a child’s life. The main and initial function is the communicative function - the purpose of speech to be a means of communication. The purpose of communication can be both maintaining social contacts and exchanging information. All these aspects of the communicative function of speech are represented in the behavior of a preschooler and are actively mastered by him. It is the formation of speech functions that encourages the child to master the language, its phonetics, vocabulary, grammatical structure, and to master dialogical speech.
Dialogical speech is speech conditioned by the situation and context (meaning) of the previous utterance. Dialogical speech is not only a higher form of speech development, but also historically the first. Dialogue is an involuntary and reactive (quickly comprehended) process of two-way exchange of information; it is a conversation in turns, where for each partner the period of speaking and listening alternates. The development of dialogue is a two-way process when the interlocutors communicate as equals, with mutual understanding and respect for each other, even if one of them is a child.
Dialogical speech acts as the main form of speech communication, in the depths of which coherent speech is born. Dialogue can unfold in everyday conversation and can subsequently reach the heights of philosophical and ideological conversation.
At an early age, the child is involved in dialogue by an adult. Addressing the baby with questions, motives, judgments, he thereby actively responds to his statements and gestures, interpreting, “expanding”, spreading the incomplete situational statements of his little interlocutor, completing them to a full form. The child transfers the experience of verbal communication with adults into his relationships with peers. The preschooler has a clearly expressed need for self-presentation, the need for the attention of a peer, and the desire to convey to his partner the goals and content of his actions.
1.1.Methods and techniques for developing dialogic speech.
Dialogical speech is a clear manifestation of the communicative function of language. Linguistic scientists call dialogue the primary natural form of linguistic communication. Work on the development of dialogical speech is aimed at developing the skills necessary for communication, creating one’s own remarks, questions, and occurs simultaneously with the perception of someone else’s speech. Participation in dialogue requires complex skills:
- - listen carefully and correctly understand the thought expressed by the interlocutor;
- - formulate your own judgment in response;
- - express it correctly using language;
- - change the topic of verbal interaction following the thoughts of the interlocutor;
- -maintain a certain emotional tone;
- - listen to your speech, make the necessary changes and amendments.
Several groups of dialogic skills can be distinguished:
1. Speech skills themselves:
- - enter into communication (be able to know when and how you can start a conversation with an acquaintance or stranger who is busy talking with others);
- - maintain and complete communication (take into account the conditions and situation of communication; listen and hear the interlocutor; take initiative in communication, ask again; prove your point of view; express your attitude to the subject of conversation - compare, express your opinion, give examples, evaluate, agree or object, ask, answer; speak logically, coherently;
- - speak expressively at a normal pace, use the intonation of the dialogue.
2. Speech etiquette skills. Speech etiquette includes: address, introduction, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy, disapproval, congratulations, gratitude, farewell, etc.
3. Ability to communicate in pairs, a group of 3 - 5 people, in a team.
4. Ability to communicate to plan joint actions, achieving results and discussing them, participating in the discussion of a specific topic.
5. Non-verbal (non-verbal) skills - appropriate use of facial expressions and gestures.
Dialogue speech is distinguished by its brevity and simplicity of construction. The specific conditions of reality in which the conversation takes place, direct communication with the interlocutor allow them to understand each other without resorting to detailed statements. From here Dialogue is typical incomplete sentences, clear answers, short questions.
Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary.
Dialogue is characterized by:
a) colloquial vocabulary;
b) brevity, reticence, abruptness;
c) simple and complex non-union sentences;
d) short-term preliminary deliberation;
e) the use of templates, speech cliches, speech stereotypes,
stable formulas of communication, i.e. speech etiquette;
f) use of gestures, facial expressions, postures.
Speech clichés make dialogue easier. Dialogical speech is stimulated by internal motives and especially by the situation in which the dialogue takes place, and by the interlocutor’s remarks.
The building unit of dialogical speech is dialogic unity - a combination of two or more interrelated remarks. To master this form of speech, you need to master various types of dialogic unities.
Dialogical unities are built according to certain schemes:
- question answer
- question-answer-question
- message-question
- message-message
- incentive-message, etc.
The kindergarten program provides for the teaching of dialogical speech. Work on the development of dialogical speech is aimed at developing the skills necessary for communication.
1.2. Methodological techniques for teaching children dialogical speech
A) Conversation as a type of formation of dialogical speech.
Conversation- an organized conversation between a teacher and the entire group of children, dedicated to one particular issue.
In a conversation, the teacher:
1) clarifies and organizes the experience of children, that is, those ideas and knowledge about the life of people and nature that children acquired during observations under the guidance of a teacher and in various activities in the family and in kindergarten;
2) instills in children a correct attitude towards the environment;
3) teaches children to think purposefully and consistently, without being distracted from the topic of conversation;
4) teaches you to express your thoughts simply and clearly. In addition, during a conversation, the teacher develops in children stable attention, the ability to listen and understand the speech of others, to restrain the immediate desire to immediately answer a question without waiting for a call, the habit of speaking loudly and clearly enough for everyone to hear.
In conversations, children in the kindergarten preparatory group acquire the knowledge, skills and abilities that are necessary for learning at school.
Conversations on everyday topics we concern those everyday phenomena that children observe and in which they themselves participate. In conversations, children say with whom they live at home, what the names of family members are, and where they work, what they do at home, how they relax; talk about their games, activities and entertainment at home, about helping adults as much as possible; The environment at home and the environment in kindergarten are compared.
Conversations about the work of adults in kindergarten help children understand the meaning of the activities of kindergarten employees who create convenience and well-being for all children.
Conversations on topics of social life clarify children's ideas about their hometown, about preparation for holidays in kindergarten, in the family, on the streets.
Conversations on natural history topics clarify and consolidate children’s ideas about the seasons, animals, plants, and people’s work.
In conversations about favorite fairy tales and books, children remember their content and express their attitude towards the characters.
In conversations about household and labor items, for example, about furniture, about dishes, about clothes, about toys, about some tools, about means of transportation on land, water and air, it is discussed what objects are needed for, what and how they are made, what are the characteristic features (color, shape , size), who made these items and where, how to take care of the item so that they can be used longer.
Talking to children about school, and also about where their older brothers and sisters study, parents, the teacher reinforces the children’s desire to learn, interest in school and books.
When selecting program material for conversations, it is necessary to take into account the personal experience of the children in the group, the stock of their ideas and knowledge, because children can take an active part in the conversation when they have some more or less clear and varied ideas about the subject of the conversation. A child cannot be allowed to describe something, to judge something that he does not have sufficient data that he has completely and clearly mastered.
The child’s personal experience, acquired through observations, in activities or through fiction, serves as the material on which to build a conversation and impart new knowledge to children.
During the conversation, the teacher’s questions, which are the main methodological technique in this lesson, reveal the content of the intended topic and, guiding the children’s thoughts, teach them to answer correctly. The teacher must think through the content and wording of his questions so that they are understandable to all children. With his questions, the teacher should direct the children’s thoughts to significant, characteristic signs and phenomena.
When conducting a conversation, depending on the children’s answers, sometimes it becomes necessary to ask additional questions, but you should not move away from the content of the main topic of the conversation.
To clarify children's ideas or to give a visual image of an object unknown to them, it is necessary to use visual material: a picture, a toy, a model, an object in kind. Visual material arouses great interest and speech activity in children. Their statements in this case are directly based on sensations and perceptions.
When conducting a conversation, the teacher should strive to ensure that all children are active participants. To do this, you must follow the following rules: pose a question to the whole group, then call one child to answer. You cannot ask children in the order in which they are sitting. This leads to the fact that some children stop working: it is not interesting to wait in line when you know that you are still far away.
It is unacceptable to ask the same children (the most lively).
If the teacher talks to one child for a long time, then the other children stop participating in the conversation. The same thing happens when the teacher himself, during a conversation, talks a lot about what the children already know well, or unnecessarily repeats everything that the children say.
Children's answers during the conversation are in the nature of short or more or less detailed remarks; One-word answers are also acceptable if the content of the question does not require more.
Children should answer loudly enough, clearly, in a cheerful voice.
When preparing and conducting such introductory conversations, the teacher must follow the same rules. Conversations in a detailed form are conducted with middle-aged and older children.
This form of conversation corresponds to children’s interests and serves as an excellent means of activating children’s dialogical speech
b) Dramatization games as a type of formation of dialogical speech.
To make the conversation lively and bring joy, children are read funny poems, fairy tales, and look at pictures with them. So, the purpose of the conversation in this case is not to test the children’s knowledge, but to exchange feelings, ideas, experiences, express one’s own opinion, reasoning.
When telling a story together with an adult, the following technique is used: the adult begins the sentence, and the child completes it. It turns out to be a kind of dialogue. This technique is widely used when describing objects and toys, and when composing stories based on a picture, a toy, a series of paintings, a set of toys, a nursery rhyme, a proverb, etc.
The motives of the teacher and the children often do not coincide; there is no incentive. But now you have restructured the pedagogical process and invited children to play a fairy tale. We show children elements of fairy tale costumes and a “magic wand” and instantly the meaning of the communicative situation changes. This is no longer a retelling, but an interesting thing for children: dressing up, dramatization, a game. Children are not interested in describing a toy that everyone can see. To make the description interesting, you can use the following technique: the animals boast about which of them is more beautiful, which one has a more elegant skin. The technique of dramatization has a high motivating power, which can be used when drawing, when telling a fairy tale, and when writing based on a picture.
Folk pedagogy knows a lot outdoor games, which are built as a dramatization game based on a ready-made plot and include a variety of character dialogues. These are games such as “Geese-Swans”, “Colors”, “We won’t tell you where we were, but we’ll show you what we did”, “Gardener”, etc.
Folk games use different ways to establish dialogic communication between children and peers.
First. Focus on the partner, the need to listen and hear his voice, speech, look into his eyes. These are games like “Guess by Voice” (guess who called by voice); "What changed?" (carefully examine and remember your partner’s appearance and guess what changes he has made in his appearance).
The purpose of creating orientation towards a partner is served by a variety of round dance games in which children speak and move at the same pace, holding hands (tactile and auditory contacts).
Second. An attitude to respond, the need to listen carefully to your partner’s speech and the willingness to quickly answer him in a timely manner. Let's remember the game "Gardener". After the words “I’m tired of all the flowers, except…” the partner must respond before the end of the count “one, two, three.”
Third. Maintaining dialogue through the exchange of statements (questions, comments, incentives). These are various dialogues within games, which contain rituals (formulas) of greeting, farewell, and treatment.
c) Theatrical games, as a type of formation of dialogical speech.
Theatrical games can be divided into two subgroups: theater games and various elements of theater in amateur role-playing games. The games of the first subgroup are characterized by a focus on the viewer and an orientation towards the aesthetic value of the action. Games of the second subgroup are played for oneself, “for fun”, do not involve a spectator and do not strive for aesthetic expressiveness.
For the development of communication with peers and the development of dialogic speech, both subgroups of games are important.
When preparing the performance, much attention is paid to the expressiveness of children's speech and movements. Diction, intonation, speech volume, and methods of playful interaction with a partner are practiced. By taking on a role, the child moves away from his own egocentric position.
Children use their experience of participating in organized theatrical games in amateur theater games, acting out role-playing dialogues based on fairy tales, using dolls, costumes, and scenery elements. At the same time, the plot of the fairy tale and the experience of acting out the play together allow children to establish interaction, look for lines for role-playing dialogue, act in concert and receive joy from communicating with each other. The role of an adult in organizing joint independent theatrical games is not direct, but indirect.
According to my observations, when playing with dolls, children show more independence and speak more when addressing their play partner. In games with pretending, children admire themselves more and speak for themselves. However, with the intervention of the teacher, they are actively involved in improvised role-playing dialogues and show imagination in searching for means of expressiveness of the image.
d) Game as a type of formation of dialogical speech.
Developing the ability to answer questions.
First, it is necessary to develop in children the ability to answer and ask questions. Pay special attention to developing the ability to listen and hear your interlocutor, using various games for this.
"WRONG FALL"
You need to replace the answer to the question asked with an answer to another topic. If the child answers the question asked, he leaves the game.
"DISTRIBUTION OF OFFERS"
Based on the plot picture, the first student makes up a simple, unexpanded sentence, and each next student adds a word to it.
"SNOWBALL"
It is required to compose a story on a given topic in a circle. Each participant begins his phrase by repeating the end of the phrase of the previous one.
"MAGIC BAG"
1. Children take turns putting their hand into the bag, choosing one of the objects, feeling it and calling it. Then they pull out the object to test themselves.
2. One child chooses an object and tries to guess what it is. The rest ask questions that help determine which item is chosen.
Generalization.
Here the communication of children with each other comes to the fore. For this purpose, various communicative situations and games are created to develop non-verbal thinking.
“WHERE WE WERE, WE WILL NOT TELL, BUT WE WILL SHOW WHAT WE DID”
Children break into pairs and choose one animal or bird for themselves and their partner. The chosen animal must be depicted in such a way that other children recognize it.
“SAW-SHOWED-NAMED, NAMED-SAW-SHOWED”
With the help of leading questions, children are given incorrect dynamic characteristics of the depicted objects (is the plane plowing?, is the tape recorder jumping?, is the iron singing?, etc.). This directs children’s thinking to highlight the main functional feature of the concept-image and helps to form a dynamic psycholinguistic model “subject-predicate”. As a result, children come to the conclusion that an object can only be shown through its function - action. Then the “subject-predicate-object” model is introduced (I peel potatoes, Lena prepares a salad, I fasten the wheels) at the same time the vocabulary is expanded and clarified, the grammatical structure and pronunciation side of speech develops.
Improving acquired skills.
At this stage, dialogues, role-playing games, dialogues with unfamiliar adults and peers are used. Thematic role-playing game meets the need of children to realize their own ideas and express their experiences. During the game, they move from implementing well-learned plots to independently constructing new ones. In a joint game, individual plans collide, which then need to be agreed upon.
d) A variety of activities for children to develop dialogical speech.
Dialogue communication with a peer is also served by the technique children writing a story together: one the child begins the story, the second continues it, and the third completes it. Children choose their partners themselves, agree on the content and order of storytelling. This could be an essay on a painting, a series of paintings, a set of toys, or a nursery rhyme. Stories can be recorded and made into an album of children's verbal creativity.
A wonderful technique that creates the ground for children’s dialogue is joint drawing of illustrations for stories.
Particularly important for the development of dialogical speech are activities of the cooperative type, first of all creative role-playing game, in which children jointly create an object-based play environment, come up with a theme and develop a plot, act out role-playing dialogues and, along the way, enter into a variety of real relationships. Develop dialogic communication in role-playing game can be , but not directly, but by exerting a developmental influence on the game itself through the creation of an object-based play environment, enriching children’s knowledge about the environment (primarily about social relationships), through the participation of an adult in children’s games as a partner.
For the active influence of an adult on the communicative activity of children, and therefore the improvement of dialogic speech, theatrical games, folk outdoor games and games with rules are more suitable.
2. Review of pedagogical literature on the development of dialogic speech in children
Dialogical speech is a clear manifestation of the communicative function of language. Linguistic scientists call dialogue the natural primary form of linguistic communication.
Characteristics of dialogical speech are given in a number of works: L. Yakubinsky “On dialogical speech”; Vinokur T. G. “On some syntactic features of dialogic speech.”
T. G. Vinokur defines dialogue from the point of view of the specifics of language: “... we can define dialogue as a special, functional-stylistic form of speech communication, which is characterized by: the presence of two or more participants exchanging speech; a more or less fast pace of speech, when each component is a replica; comparative brevity of remarks; brevity and ellipticity of constructions within replicas."
Games and exercises for the development of dialogical speech of preschoolers have been developed
O.S. Ushakova and E.M. Strunina, as well as researchers and teachers from pedagogical universities who conducted their research under the guidance of F.A. Sokhina and O.S. Ushakova (L.G. Shadrina, A.A. Smaga, A.I. Lavrentieva, G.I. Nikolaychuk, L.A. Kolunova).
Ushakova Oksana Semenovna - Doctor of Pedagogical Sciences, Professor, head Laboratory of Speech Development and Speech Communication Institute of Preschool Education and Family Education Russian Academy of Education. In the books by O. S. Ushakova “Development of Speech of a Preschooler” and in “Program and Methods for the Development of Speech of Preschool Children in Kindergarten,” the author-compiler O. S. Ushakova describes some techniques for developing children’s dialogical speech. She believes that dialogical speech is more situational and contextual, therefore it is folded and elliptical (much is implied in it due to the knowledge of the situation by both interlocutors). Dialogical speech is involuntary, reactive, and poorly organized. A huge role here is played by clichés and templates, familiar lines and familiar combinations of words. Thus, dialogic speech is more elementary than other types of speech.
In articles on the topic of dialogic communication by the authors Arushanova A., Rychagova E., Durova N., some scenarios are given for children 3-5 years old for the development of dialogic speech. The authors conducted experimental studies in Moscow preschool institutions and found that children experience difficulties communicating with peers. The authors developed scenarios and introduced them into the practice of developing dialogic communication in preschool institutions. They used games and activities as the main form of training.
Noting that the dialogical form of a child’s speech in early childhood is inseparable in its essential links from the activity of an adult, D.B. Elkonin emphasized: “On the basis of dialogical speech, active mastery of the grammatical structure of the native language occurs” [Elkonin, 1966, p. 367]. Analyzing the stages of a child’s acquisition of the grammatical structure of his native language (according to A.N. Gvozdev), he noted that “within the dialogic form, the child’s speech acquires a coherent character and allows him to express many relationships” [ibid., p. 368].
Many experts believe that the ability to conduct a dialogue needs to be taught (V.I. Yashina, A.A. Pavlova, N.M. Yuryeva, etc.). In developed forms, dialogue is not just an everyday situational conversation; This is an arbitrary contextual speech rich in thoughts, a type of logical interaction, meaningful communication.
The dialogue is preceded by a “collective monologue” (J. Piaget) - verbal communication, when each partner actively speaks out in the presence of a peer, but does not respond to his remarks, not noticing his reaction to his own statements.
Kolodyazhnaya T.P., Kolunova L.A. emphasize that in preschool childhood it is necessary to develop a dialogical form of speech. Throughout preschool age, it is necessary to develop in children the ability to build a dialogue (ask, answer, explain, object, make a remark). To do this, you should use conversations with children on a wide variety of topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is important to develop the ability to listen to your interlocutor, ask questions and answer depending on the context. Kolodyazhnaya T. P. Kolunova L. A. “Speech development of a child in kindergarten: new approaches.” - Rostov-n/D: TC “Teacher”, 2002. 21 p.
The literature also describes studies on the peculiarities of the development of dialogic speech by scientists such as L. S. Vygotsky, S. L. Rubenstein. They believe that in mastering speech, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences... The final stage is coherent speech, consisting of a number of expanded sentences.
3. Proposals for the development of dialogic speech as a means of communication in children.
1. Teach children to answer questions briefly and in complete sentences:
What is Nastya doing? 1) plays; 2) Nastya plays on the sofa with a doll and a teddy bear;
2. Exercise children in asking questions about picture material, toys and in life situations (practical mastery of question words: Who is this? What is this? Where? Why? How much? Where from? What color? Which one?)
3. Use mnemonic tables, diagrams, models for logical
constructed utterances.
4. Enrich vocabulary in various types of work (dramatization of speech material, lexical exercises, comparison, description of objects, actions, human states, didactic and role-playing games).
5. Teach the use of speech etiquette formulas in children’s communication with peers and adults.
6. Develop coherent monologue speech (retelling, description)
7. Reading fiction of an educational and entertaining nature, followed by discussion, analysis of the semantic part, lexical, intonation expressiveness). Memorizing poems, nursery rhymes, riddles, counting rhymes.
8. Free conversations between adults and children on social and moral topics.
9. Learn to express your feelings verbally.
10. Use of various visual materials.
11. The use of puzzles and crosswords to enrich the speech, intelligence, and logical thinking of children.
12. Use of small forms of folklore.
13. Teach talking on the phone.
14. Teach role-playing games and their use in children’s everyday lives.
15. Inventing fairy tales on given topics, at the request of the children, using sayings, magical transformations, repetitions, “magic” objects.
16. Conducting lessons on politeness and etiquette.
17. Compilation of creative stories for the development of fantasy, thinking, monologue, speech.
18. Involving parents in the process of forming dialogical speech.
CONCLUSION.
The development of dialogic speech plays a leading role in the process of speech development of a preschool child and occupies a central place in the overall system of work on speech development in kindergarten.
Many experts believe that the ability to conduct a dialogue needs to be taught (V.I. Yashina, A.A. Pavlova, N.M. Yuryeva, etc.). In developed forms, dialogue is not just an everyday situational conversation; This is an arbitrary contextual speech rich in thoughts, a type of logical interaction, meaningful communication.
At an early age, the child is involved in dialogue by an adult. Addressing the baby with questions, motives, judgments, he thereby actively responds to his statements and gestures, “repairs” the dialogue (E. I. Isenina), interpreting, “expanding”, spreading the incomplete situational statements of his little interlocutor, completing them full form.
The dialogue is preceded by a “collective monologue - verbal communication, when each partner actively speaks in the presence of a peer, but does not respond to his remarks, not noticing his reaction to his own statements.
T. I. Grizik believes that the most socially significant form of communication for preschoolers is the dialogical form of communication. Dialogue is a natural environment for personal development. The absence or deficiency of dialogic communication leads to various kinds of distortions in personal development, an increase in problems of interaction with other people, and the emergence of serious difficulties in the ability to adapt to changing life situations.
The development of communicative abilities of preschoolers is an important part of the cultural and speech education of children. Constant attention of teachers and adults is needed in organizing the development of dialogic speech, active assistance in mastering the art of verbal communication.
Bibliography.
1. Vetrova V.V., Smirnova E.O. A child learns to speak. - M.: Knowledge, 1988
2. Gerbova V.V. Classes on speech development with children 2-4 years old. - M.: Education, 1993
4. Classes on speech development in kindergarten / Ed. O. S. Ushakova. - M.: Modernity, 1999
5. Kozlova S. A., Kulikova T. A. Preschool pedagogy. - M.: Academy, 2000
6. Krylova N. M. The influence of conversation on the mental and speech development of children // Reader on the theory and methodology of speech development in preschool children / Comp. M. M. Alekseeva. - M.: Academy, 1999
7. Maksakov A.I. Does your child speak correctly? - M.: Education, 1988
8. Novotvortseva N.V. Development of children’s speech. - Yaroslavl: Gringo, 1995
9. Think of a word: Speech games and exercises for preschoolers. - M.: Publishing House of the Institute of Psychotherapy, 2001
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11. Psychological and pedagogical issues of speech development in kindergarten. Sat. scientific works Redkol. F. A. Sokhin. - M.: APN USSR, 1987
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13. Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. - M.: Education, 1966
14. Tikheyeva E.I. Development of children's speech - M.: Education, 1972
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Application.
Games for the development of speech communication
It is recommended to include in the game situation a dialogue with any fairy-tale character (“Leopold the Cat visiting the guys”, “Pinocchio came to us”). During the game, the teacher gives instructions to the children on how to conduct a dialogue (“First ask our guest what his name is, then say your name”). “Tell me where you live, give your address. Then you can ask the guest where he lives." In the future, we can recommend conducting game forms of work with complication of speech tasks; At the same time, children practice composing detailed answers to questions (for example, in the game “Dunno Asks”), and also take turns asking questions to a guest character in a fairy tale, cartoon, etc.
An approximate list of remarks and questions used in dialogues.
Let's get acquainted. My name is Petrushka, what about you? Where do you live? (What is the name of the village (city) where you live?). What street do you live on? What is it called? What is the name of your mom/your dad/sister?
Such conversation games can be conducted on the topics: “How we play”, “On our site”, “The yard where I live”, “Our living corner”, as well as based on impressions from walks, excursions to the zoo, visits to children’s exhibitions creativity, etc.
In the initial period of teaching dialogue, a large place is given to communication between an adult and a child (conversation, conversation). We recommend such educational games as “Wonderful Bag” (“Wonderful Chest”), “Let’s Make a Picture for the Hare”, “Let’s Dress Tanya the Doll for a Walk”, “Bathing the Doll”, etc.; It is necessary to conduct classes on memorizing stereotypical questions and answers.
“Merry Journey” (“On the Tram”).
Several children (6-8 people) can participate in the game. In the middle of the game room, chairs are placed in pairs, between which a passage is made for the “conductor”. The “conductor” sells tickets, asking which stop to which 
every passenger travels. The child passengers answer him. First, each child, together with the teacher, must determine to which stop he is going and for what purpose. Along the way, children get off at different stops, where various games and exercises can await them, corresponding to the name of the stop (“Playground”, “Stadium”, “Post Office”, “Park”, etc.). On the way back, the “passengers” again take their seats on the tram. The teacher (“conductor”, “tour guide”) organizes an exchange of impressions about what the children did “during the day”.
Didactic games for the development of dialogic speech.
“Wonderful chest” (“Wonderful bag”).
The teacher takes an object out of the bag and asks: “What is this?” Children answer the question. The basis for dialogue is the ability to answer a question or 
use the desired hand gesture, facial gesture, head movement. For speechless children, it is very important to master gestures and facial speech. It is recommended to use the following gestures and facial expressions: “joy” (the child’s lips are stretched in a smile), “please” (extend the hand palm up towards the interlocutor), “distress”, “surprise”, etc. these gestures are selected to be of the same type for a certain period of training and have a signaling value in the dialogue until the child is able to replace the gesture with the corresponding word.
"Find a match."
At the initial stage of training, the speech therapist is the leader in the game. The children are given pictures (first two at a time, then 3-4 at a time), and the presenter is left with pictures paired to them. The presenter asks, for example: “Who has the ball?” A child who has 
there is the same picture raising it up. To complicate the task, the teacher requires that the action be voiced with the answer: “I have a ball.” The visual material in this game is varied, so the range of questions can be wide. You can ask questions about the color, shape, purpose, and details of the item. This game helps to work on increasing the complexity of syntactic structures (one-word answers, two-word sentences, sentences of 3-5 words).
This game can be built according to the “little teacher” principle. When children acquire the skill of independent play, the speech therapist gives them the place of leader. In this way, a dialogue is formed between children.
“Question or not?”
The adult invites the one who answers correctly to sit down: is what he said a question or not?
Mom bought paints. – Mom bought paints?
The nanny brought lunch. - Did the nanny bring lunch?
Game "Closed Picture".
The adult shows the upside down picture and explains that something very interesting is drawn here. Then he asks the children:
Do the same thing as the girl in this picture. Give me the same ball as in this picture. Give me the same number of cubes as in this picture.
Children are faced with the need to ask an adult: What does a girl do? Which ball? How many cubes? Etc.
Game "Fairytale Beast".
An adult talks about a portrait of an extraordinary animal. This beast is fabulous, wonderful, unprecedented. He himself came up with this beast, and if the children ask the right questions, they too will be able to imagine this beast and even draw it.
Children ask questions like this: Who does he look like? How many paws does he have? What shape is his muzzle? Does it have fur or a tail? Is he small or big?
In case of difficulties, the adult prompts the children: “Ask about the eyes and neck, paws and tail, fur, etc.”
Game "Telephone".
An adult takes out a ringing phone. He picks up the phone and asks the children to guess what, for example, the head of the kindergarten is asking him. The adult loudly answers imaginary questions, after each of them the children give their own version of the question:
- I'm teaching a class. (What are you doing?)
- They are doing well. (How are the guys doing?)
- Musical lesson. (What activity will they have next?)
- Millet porridge. (What was for breakfast today?), etc.
If the children are fascinated by this game, you can take out a second device and invite the two children to talk, for example, about their favorite games, about a fun summer. Each child, having answered, must ask the interlocutor a question.
Game "I'll tell you - I won't show you."
On each table, an adult puts a small box with a toy in it for two children. Allows the children to carefully look into it so that at the next table it is not visible what is hidden in the box. Then he gives the children a task: asking any questions, guess what is in their neighbors’ box. You can’t just ask – what’s in the box?
Children ask each other familiar, pre-practiced questions. For example, what color is the object? What shape? What is it made of? What can you do with it? Etc.
If those who asked the questions guessed what was in the box and correctly named the item, those who answered show the toy.
All didactic games are carried out first with the direct participation of an adult, and then by the children themselves.
Games and exercises for the development of dialogic speech in preschoolers
Exercise "Let's get acquainted"
Goal: development of communication skills, the ability to make contact.
Calm music sounds. Children are divided into pairs, stand opposite each other, get to know each other: look their peers in the eyes, shake hands or touch each other and say their name: “I am Dima, and you?” After this, the children hold hands and spin to the music.
A game "Pasha - Natasha - Julia"
Goal: to consolidate the ability to address peers by name.
Children stand in a circle. The teacher has a ball in his hands. He starts the game and names the route along which he will throw the ball: “Tanya - Zhenya” and throws the ball to the children whose names were named. You can name more complex routes. If there are children in the group with the same names, the participants agree to use other name options.
Exercise "Request"
Goal: to teach children to formulate a request and give thanks. The teacher acts as a leader. While preparing for the walk, the children take turns turning to him with a request. For each politely formulated request and use of polite words, the child receives a chip.
A game “What should I ask when we meet?”
Goal: to teach children to make contact and maintain communication. Children sit (stand) in a circle. One of the children holds an object (ball, doll, etc.). The players' task is to pass the item, ask each other a question and get an answer.
Sample questions: What is your name? How old are you? Who do you live with? Do you have Brother or sister? How is your mother's name? Who are you friends with? What do you like to play with? Don't you want to sleep? Are you going to go for a walk outside? What do you like to eat?
At the initial stage of training, the teacher can formulate the question and answer, then ask only a guideline for posing the question (ask about a toy, mood, friend, weather, clothes, etc.).
Exercise "Question answer"
Goal: to develop children’s ability to answer their partner’s questions. Children stand in a circle. One of them is holding a ball in his hands. When asking a question, the player throws the ball to a partner. The partner, having caught the ball, answers the question and throws it to the other player, while asking his own question, etc. (for example: “What is the name of the teacher?”, “What game do you like?”: - “Traps”, etc. .).
A game "Polite words"
Goal: to teach children to politely end a dialogue using polite words and gentle intonations.
Children sit in a circle and, passing each other an attractive object, name the words that are most often used when completing a dialogue (goodbye, see you, all the best, see you later, good night, etc.). The teacher draws attention to the fact that when saying goodbye (when leaving home from kindergarten, after finishing a conversation, and in other situations), you need to look your friend in the eyes. The skill is practiced in natural communication situations.
A game "Invitation"
Goal: to teach children to invite each other and politely respond to the invitation.
Children are divided into pairs. Some children, together with the teacher, discuss options for inviting friends (where they could go, travel, what to do). Then one player invites a peer. The other one accepts the invitation. After this, the children change roles: the first child invites a friend, the second accepts the invitation.
The invitation can be accompanied by the presentation of a beautiful postcard.
A game "Talking on the phone"
Goal: developing the ability to conduct a dialogue over the phone on a relevant topic (the topic is set by the teacher - congratulate you on your birthday, invite you to visit, arrange to go out, etc.). The participants of the game hold the telephone receiver, dial the phone number and conduct a dialogue.
Work plan.
1. Introduction:
The importance of working on dialogic speech in the system of correctional and developmental education for children with special needs development
2. Development of coherent dialogic speech in the system of correctional and developmental education in a speech therapy group for children with special needs development disorders.
A) Characteristics of coherent speech and dialogic speech as one of its forms
B) Stages of teaching children coherent speech
C) Objectives of the preparatory period of study
D) Methodology for working on a proposal
D) Formation of skills in writing questions
E) Consolidation and development of verbal communication skills
3.Practical part:
Didactic games for the development of dialogic speech
4. List of used literature.
One of the most important tasks of speech therapy work with preschoolers with ODD is the formation of their coherent monologue speech. This is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for schooling.
The success of children's education at school largely depends on their level of mastery of coherent speech. Adequate reproduction of textual educational materials, the ability to give detailed answers to questions, independently express your opinions - all these and other educational activities require a sufficient level of development of coherent (dialogue and monologue) speech.
Coherent speech is defined as a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole.
However, in the broad sense of the word, coherent speech should be understood as any unit of speech, the constituent linguistic elements of which (significant and function words, phrases) represent a single whole organized according to the laws of logic and the grammatical structure of a given language. In accordance with this and " each independent individual sentence can be considered as one of the varieties of coherent speech"(A.V. Tekuchev).
The concept of “coherent speech” refers to both dialogic and monologue forms of speech.
Dialogue speech (dialogue) is the primary form of speech in origin. Having a pronounced social orientation, it serves the needs of direct live communication. Dialogue as a form of speech consists of replicas (individual utterances), a chain of sequential speech reactions; it is carried out either in the form of alternating addresses, questions and answers, or in the form of a conversation (conversation) of two or more participants in verbal communication.
Dialogue is based on the commonality of perception of the interlocutors, the commonality of the situation, and knowledge of the subject in question. In dialogue, along with the actual linguistic means of spoken speech, non-verbal components also play an important role - gestures, facial expressions, as well as means of intonation expressiveness.
The structure of the dialogue allows for grammatical incompleteness, the omission of individual elements of a grammatically developed utterance, the presence of repetition of lexical elements in adjacent remarks, and the use of stereotypical constructions of conversational style (speech strains). The simplest forms of dialogue (for example, replicas - statements such as an affirmative or negative answer, etc.) do not require the construction of a statement program.
In linguistics, the unit of dialogue is considered to be a thematically united chain of remarks characterized by semantic, structural and semantic completeness - “dialogical unity”. Sufficient (“exhaustive”) disclosure of the topic (subject of speech), semantic completeness and structural unity, determined by the adequate use of linguistic and extralinguistic means in a specific situation of verbal communication, are the criteria for the coherence of expanded dialogical speech.
Dialogue is the main form of communication among preschoolers. For them it is both speech practice and a school for the formation of social skills and habits.
In preschool childhood, the child masters, first of all, dialogical speech, which has its own characteristics, manifested in the use of linguistic means acceptable in colloquial speech.
Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication.
The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements.
Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary.
Dialogue is characterized by:
· colloquial vocabulary and phraseology;
· brevity, reticence, abruptness;
· simple and complex non-union sentences;
· short-term preliminary consideration.
The coherence of the dialogue is ensured by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and clichés, speech stereotypes, stable communication formulas, habitual, often used and seemingly attached to certain everyday situations and topics of conversation (L. P. Yakubinsky). Speech clichés make dialogue easier.
The structure of the dialogue includes the following initiative and response statements (dialogue pairs):
· Question answer
· Message (informing, statement) – expression of attitude towards the message
· Inducement (request, offer, order) – reaction to impulse (fulfillment or refusal to fulfill).
The rules of the order of remarks are especially significant for dialogue, since dialogue involves the exchange of them, and the thematic unity of statements forming a chain of interconnected remarks.
Dialogical speech is simulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks).
The development of dialogic speech is especially important to take into account in the methodology of teaching children their native language. In the course of teaching dialogical speech, the prerequisites are created for mastering narration and description. 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. Elkonin emphasizes, it is wrong to identify dialogical speech with situational speech, and contextual speech with monological speech.
Having set herself the task of studying the features of the development of forms of coherent speech, A. M. Leushina collected significant material regarding children's utterances under various tasks and in various communication conditions. Based on her materials, A. M. Leushina comes to the conclusion that dialogic speech is the primary form of child speech.
It is important in connection with the discussion of the essence of coherent speech to understand the concept of “colloquial speech”. Children of pre-school age master, first of all, a conversational style of speech, which is characteristic mainly of dialogical speech. It is important to master the dialogical form of communication, since in a broad sense “dialogical relationships... are an almost universal phenomenon that permeates all human speech and all relationships and manifestations of human life” (M. M. Bakhtin).
The development of dialogic speech plays a leading role in the process of a child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching dialogue 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 dialogic speech, and at the same time, the development of dialogic 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.
Monologue speech occurs in a child on the basis of dialogic speech.
Regardless of the form (monologue, dialogue), the main condition of speech is coherence, as well as consistency and logical-semantic organization.
In the program of correctional education and upbringing of children with special needs development and methodological instructions it contains recommendations for the formation of coherent speech of children in accordance with the periods of training. In the 1st period of the first year of study (September - November) Children should master the skills of composing simple sentences based on questions, demonstrated actions and pictures, followed by composing short stories. In the 2nd period (December – March) dialogue skills are improved; teaching children to compose a simple description of an object, short stories based on paintings and their series, descriptive stories, simple retellings is being introduced. In the 3rd period (April-June), along with improving dialogue and skills in these types of storytelling, training is provided in composing a story on a topic (including inventing its ending and beginning, adding episodes, etc.).
Dialogue speech skills are developed and consolidated at speech therapy classes on the formation of lexical and grammatical means of language, coherent speech and during all types of educational work with children (training classes, thematic conversations, organized games, walks and excursions, etc.).
Formation of dialogical speech includes the following stages (Karpukhina I.V.):
Answers to questions - direct, leading, clarifying - in one word.
Learning stereotypical answers and questions.
Didactic games like “little teacher”
Use of poems, nursery rhymes, fairy tales.
Teaching children to tell stories precedes preparatory work (1 period of 1 year of study). The goal of this work is to achieve the level of speech and language development necessary to compose different types of detailed statements. Preparatory work includes: the formation of the lexical and grammatical basis of coherent speech, the development and consolidation of skills in constructing sentences of different structures, as well as communicative skills for the full communication of children with the teacher and among themselves during the lessons.
The tasks of the preparatory stage of training include:
· Development of directed perception of the teacher’s speech and attention to the speech of other children.
· Forming an attitude towards the active use of phrasal speech when answering the teacher’s questions, consolidating skills in composing answers to questions in the form of detailed sentences.
· Formation of skills to adequately convey in speech the simple actions depicted in the pictures.
· Mastering a number of linguistic means, primarily lexical ones (definition words, verbal vocabulary, etc.), necessary for composing speech utterances.
· Practical mastery of simple syntactic models of phrases composed on the basis of direct perception and existing ideas; the formation of mental operations associated with mastering phrasal speech - the ability to correlate the content of a phrase-statement with the subject and topic of the statement (whether the subject and object of the action are correctly defined, whether the action being performed is named, whether this or that quality of the object is reflected, etc.).
The implementation of these tasks is carried out in speech therapy classes during exercises for composing statements based on demonstrated actions, situational and plot pictures, during specially selected speech games and exercises, and preparatory exercises for describing objects.
Exercises for making sentences based on pictures (subject, situational, etc.) can be carried out using different methodological techniques.
When teaching children with special needs, the following is recommended: methodology(V.P. Glukhov). For exercises, 2 types of pictures are used: 1) pictures in which you can see the subject and the action he is performing; 2) pictures depicting one or more characters and a clearly marked location. Using them, children practice sequentially composing sentences of various semantic-syntactic structures. Let us give examples of sentence structures compiled from pictures depicting actions.
According to the pictures of the first type:
Subject - action (The boy is running. The plane is flying. The children are planting trees. The girl is riding a bicycle.)
Subject – action – object (Girl reading a book).
Subject – action – object – instrument of action (A boy hammers a nail.)
According to the pictures of the second type:
Subject – action – place of action (tool, means of action): The guys are playing in the sandbox. The boys are skiing down the hill.
When selecting pictures, you should also take into account exercises for composing a series of sequential sentences by spreading the initial structure of subject + predicate. For example:
The boy writes. - the boy writes a letter.
A girl draws - A girl paints a house - A girl paints a house with paints.
The following questions are asked about the pictures and a sample answer is used. The latter is used at the beginning of working with this type of pictures, and also in the future - when there are difficulties in constructing phrases. If necessary, the first word of the phrase or its initial syllable is suggested. Techniques such as joint composing of sentences by 2-3 children can also be used (one makes the beginning of the phrase, the others continue); making sentences based on pictures using chips: the child pronounces a phrase and after each word removes one of the chips located in front of him.
Many authors (Tkachenko T.A., Filicheva T.B., Lagutina A.V., Ilyina) suggest using special cards (blue and red rectangles; cards with symbols corresponding to the members of the sentence; pictograms) when composing sentences. Moreover, prepositions and conjunctions are also indicated by special symbols (Tkachenko T.A., Filicheva T.B., etc.).
In the future, it is planned to move on to composing sentences of a more complex structure, primarily sentences with “double predicativity.” This includes sentences with homogeneous predicates (Grandfather is sitting in a chair and reading a newspaper - using an auxiliary question: where is grandfather sitting and what is he doing?); complex structures of 2 symmetrical parts, where the second part duplicates the first (the hare loves carrots, and the squirrel loves nuts, etc.). exercises for composing such sentences can be carried out on the basis of a variety of didactic games (game activity “Who loves what?”).
The number of exercises carried out using game techniques also includes the game-exercise “Be Attentive”, when children, in a chain, make up a series of sentences that differ in some detail; Children are required to notice this difference and make appropriate changes to the answer compiled by the previous child. The next technique is that one child makes sentences based on several pictures, united by a common character, and the second, using color signals, controls the correctness of the answer given. When making sentences, they change roles.
At the same time, attention is paid to the formation of certain grammatical generalizations and contrasts in children. Thus, when composing sentences based on paired pictures depicting one or more characters, attention is paid to the differentiation of the singular and plural forms of verbs and the correct design of the predicative connection. For example:
The girl collects // berries (strawberries, raspberries).
The guys are picking // flowers, mushrooms.
Gaming techniques are also aimed at activating attention, perception, and developing visual and auditory control over the content of the statement.
From composing sentences based on a separate situational picture, you can subsequently move on to composing a phrase based on several subject pictures (first 3-4, then 2). For example, from the pictures: girl, watering can, flower bed; boy, blocks, house; boy, birdhouse on a tree, etc.
In the process of preparatory work, attention is paid to the formation and consolidation in children practical skills in composing answers to questions in the form of detailed phrases(3-4 or more words). Children learn a certain type of response phrase, which includes the supporting content elements of the teacher’s question. First, children practice composing answers - statements that begin with a repetition of the last word (or phrase) from the teacher’s question. For example:
This technique makes it easier for children to compose an answer in the form of a detailed sentence and thus provides them with the opportunity to actively participate in dialogue and conversation on the topic of the lesson.
Special attention is paid to the formation and consolidation question writing skills for which situations that arise during routine moments, classes on subject-specific practical activities, discussion of a listened text, etc. are used. When teaching how to write questions, instructions-tasks like: “Sasha, ask Misha where he is lying/standing...( name of the object?”, “Vanya, ask Lena where Mishka is? (ball, doll)”, which include the expected question.
Consolidation of these communication skills is carried out by asking interrogative sentences based on given instructions, speech patterns, and also by correcting the child’s statements by the teacher and other children in the process of live speech communication. It is important for children to assimilate key interrogative words as supporting semantic units (where, where, when, etc.). on this basis, the general structural and semantic scheme of the question phrase is assimilated:
An interrogative word is a word denoting an action associated with an object - a word denoting a particular object (object of action).
The indicated scheme is then supplemented with words of definitions, words with adverbial meaning, etc.
Tkachenko T.A. highlights the following stages of teaching children to ask questions:
· The ability to determine whether a phrase is interrogative or not. Analysis of intonation features of sentences.
· Consolidation of stereotypical interrogative sentences in children’s independent speech.
· Training in independently formulating questions.
Consolidation and development of verbal communication skills involves developing the ability to make contact, conduct a dialogue on a given topic, play an active role in the dialogue, etc. attention is paid to developing the skills to participate in a collective conversation, the ability to perceive it, and the ability to engage in dialogue as directed by the teacher. In order to develop dialogue skills, the speech therapist and teacher organize conversations on topics close to children (from personal and collective experience), as well as special games and game exercises, for example, role-playing and didactic games: “In our kindergarten”, “School” , “At the doctor’s appointment”, “Toy store”, “Train”, “Tanya’s doll has a birthday”. You can invite children to choose one or another role before the game starts. At the same time, with the help of the teacher, it is determined what each child will look like, what he will wear, what he will say, what actions he will perform, etc.
“Merry Journey” (“On the Tram”).
Several children (6-8 people) can participate in the game. In the middle of the game room, chairs are placed in pairs, between which a passage is made for the “conductor”. The “conductor” sells tickets by asking which stop each passenger is going to. The child passengers answer him. First, each child, together with the teacher, must determine to which stop he is going and for what purpose. Along the way, children get off at different stops, where various games and exercises can await them, corresponding to the name of the stop (“Playground”, “Stadium”, “Post Office”, “Park”, etc.). On the way back, the “passengers” again take their seats on the tram. The teacher (“conductor”, “tour guide”) organizes an exchange of impressions about what the children did “during the day”.
It is recommended to include in the game situation a dialogue with any fairy-tale character (“Leopold the Cat visiting the guys”, “Pinocchio came to us”). During the game, the teacher gives instructions to the children on how to conduct a dialogue (“First ask our guest what his name is, then say your name”). “Tell me where you live, give your address. Then you can ask the guest where he lives." In the future, we can recommend conducting game forms of work with complication of speech tasks; At the same time, children practice composing detailed answers to questions (for example, in the game “Dunno Asks”), and also take turns asking questions to a guest character in a fairy tale, cartoon, etc.
An approximate list of remarks and questions used in dialogues.
Let's get acquainted. My name is Petrushka, what about you? Where do you live? (What is the name of the city where you live?). What street do you live on? What is it called? What is the name of your mom/your dad/sister?
Such conversation games can be conducted on the topics: “How we play”, “On our site”, “The yard where I live”, “Our living corner”, as well as based on impressions from walks, excursions to the zoo, visits to children’s exhibitions creativity, etc.
In the initial period of teaching dialogue, a large place is given to communication between an adult and a child (conversation, conversation). We recommend such educational games as “Wonderful Bag” (“Wonderful Chest”), “Let’s Make a Picture for the Hare”, “Let’s Dress Tanya the Doll for a Walk”, “Bathing the Doll”, etc.; It is necessary to conduct classes on memorizing stereotypical questions and answers.
Didactic games for the development of dialogic speech.
“Wonderful chest” (“Wonderful bag”).
The teacher takes an object out of the bag and asks: “What is this?” Children answer the question. The basis for dialogue is the ability to answer a question or use the desired hand gesture, facial gesture, or head movement. For speechless children, it is very important to master gestures and facial speech. It is recommended to use the following gestures and facial expressions: “joy” (the child’s lips are stretched in a smile), “please” (extend the hand palm up towards the interlocutor), “distress”, “surprise”, etc. these gestures are selected to be of the same type for a certain period of training and have a signaling value in the dialogue until the child is able to replace the gesture with the corresponding word.
"Find a match."
At the initial stage of training, the speech therapist is the leader in the game. The children are given pictures (first two at a time, then 3-4 at a time), and the presenter is left with pictures paired to them. The presenter asks, for example: “Who has the ball?” The child who has the same picture raises it up. To complicate the task, the teacher requires that the action be voiced with the answer: “I have a ball.” The visual material in this game is varied, so the range of questions can be wide. You can ask questions about the color, shape, purpose, and details of the item. This game helps to work on increasing the complexity of syntactic structures (one-word answers, two-word sentences, sentences of 3-5 words).
This game can be built according to the “little teacher” principle. When children acquire the skill of independent play, the speech therapist gives them the place of leader. In this way, a dialogue is formed between children.
“Question or not?”
The adult invites the one who answers correctly to sit down: is what he said a question or not?
Mom bought paints. – Mom bought paints?
The nanny brought lunch. - Did the nanny bring lunch?
Game "Closed Picture".
The adult shows the upside down picture and explains that something very interesting is drawn here. Then he asks the children:
Do the same thing as the girl in this picture. Give me the same ball as in this picture. Give me the same number of cubes as in this picture.
Children are faced with the need to ask an adult: What does a girl do? Which ball? How many cubes? Etc.
Game "Telephone".
An adult takes out a ringing phone. He picks up the phone and asks the children to guess what, for example, the head of the kindergarten is asking him. The adult loudly answers imaginary questions, after each of them the children give their own version of the question:
I'm teaching a class. (What are you doing?)
They are doing well. (How are the guys doing?)
Musical activity. (What activity will they have next?)
Millet porridge. (What was for breakfast today?), etc.
If the children are fascinated by this game, you can take out a second device and invite the two children to talk, for example, about their favorite games, about a fun summer. Each child, having answered, must ask the interlocutor a question.
Game "Fairytale Beast".
An adult talks about a portrait of an extraordinary animal. This beast is fabulous, wonderful, unprecedented. He himself came up with this beast, and if the children ask the right questions, they too will be able to imagine this beast and even draw it.
Children ask questions like this: Who does he look like? How many paws does he have? What shape is his muzzle? Does it have fur or a tail? Is he small or big?
In case of difficulties, the adult prompts the children: “Ask about the eyes and neck, paws and tail, fur, etc.”
Game "I'll tell you - I won't show you."
On each table, an adult puts a small box with a toy in it for two children. Allows the children to carefully look into it so that at the next table it is not visible what is hidden in the box. Then he gives the children a task: asking any questions, guess what is in their neighbors’ box. You can’t just ask – what’s in the box?
Children ask each other familiar, pre-practiced questions. For example, what color is the object? What shape? What is it made of? What can you do with it? Etc.
If those who asked the questions guessed what was in the box and correctly named the item, those who answered show the toy.
All didactic games are carried out first with the direct participation of an adult, and then by the children themselves.
List of used literature.
1. Arushanova A. Organization of dialogical communication of preschoolers with peers / Preschool education. – 2001. - No. 5
2. Arushanova A., Rychagova E., Durova N. Origins of dialogue / Preschool education. – 2002. - No. 10
3. Bizikova O. Game as a factor in the development of dialogue / Preschool education. – 2007
4. Glukhov V.P. Formation of coherent speech of preschool children with OHP - 1995.
5.Identification and overcoming of speech disorders in preschool age. Methodological manual / compiled by I.Yu. Kondratenko.
6. Tkachenko T.A. We learn to speak correctly. – 1998
7. Zhukova N.S., Mastyukova E.M., Filicheva T.B. Speech therapy. Overcoming OHP in preschool children. -1990
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Sources of illustrations:
1.http://kiddi.com.ua
3.http://piemonte.com.ua
4.http://elephant.ru
