The development of coherent speech in preschoolers. Recommendations for the development of coherent speech in preschool children

As a child grows up, parents are worried about the development of their creative potential, thinking, logic, and sometimes they miss such an equally important detail as the development of coherent speech. Often parents proceed from the consideration that children, while watching them, will independently learn to express their thoughts coherently. But this is not the case; the child needs to be helped to establish logical connections in his own speech. To do this, there are a lot of exercises, which we describe in this article.

What is connected speech?

Connected speech is the ability of a child to express his thoughts vividly, consistently, without distraction to unnecessary details. The main types of connected speech are monologue and dialogic.

In the dialogue, the sentences are monosyllabic, they are filled with intonations and interjections. In dialogue, it is important to be able to quickly and accurately formulate your questions and give answers to the questions posed by the interlocutor.

In a speech of a monologue type, the child must speak figuratively, emotionally, and at the same time thoughts should be focused without distraction to detail.

Formation of coherent speech in preschoolers

The method of development of coherent speech includes not only the child’s training in the logical presentation of his own thoughts, but also the replenishment of his vocabulary.

The main means of developing coherent speech are:

• fairy tales;
• educational games;
• dramatized games.

In classes with a child, you can use the tools most suitable for his age and interests, or you can combine them.

Connected speech development games

“Tell me which one?”

The child is shown an object or toy, and he must describe it. For example:

• the ball is big, rubber red, light;
• cucumber - long, green, crisp.

If the child is still small and cannot describe the object on his own, he needs help. For the first time, parents can describe the subject themselves.

"Describe the toy"

Gradually, the exercises can be complicated by adding new features of objects and expanding them.

Before the child should put a few toys of animals and describe them.

1. Fox is an animal that lives in the forest. The fox has red hair and a long tail. She eats other small animals.
2. The hare is a small animal that jumps. He loves carrots. The hare has long ears and a very small tail.

"Guess who?"

Hiding a toy or an object behind her back, mother describes it to the child. According to the description, the child must guess what kind of subject it is.

"Comparison"

Before the child must put a few toys of animals, dolls or cars. After that, he is given the task to compare them.

For example:

• the bear growls loudly, and the mouse has a thin voice;
• sveta’s doll has red hair, and Masha’s doll is blond;
• the truck has big wheels and the car has small ones.

Exercises for the automation of sounds in a coherent speech

If the child is still poorly pronounced individual sounds, in the framework of teaching children coherent speech, you can engage in the automation of sounds.

In this exercise cycle, as well as in the previous one, the principle is to study the material from simple to complex.

Before automating the desired sound from the child, it is necessary to properly learn how to pronounce it isolated from others. This will help articulation exercises. It is important to remember that it is impossible within the same class to teach a child to pronounce sounds similar to one another or belonging to the same group.

"Call"

Cards with images are shown to the child. Depicted should be objects or animals, the title of which contains an automated sound. If the child pronounces the sound correctly, then the next card is shown to him, and if wrong, then the adult rings the bell.

"Clock"

The child is given the task to pronounce the word with an automated sound as many times as the arrow on the clock indicates.

Under the coherent speech understand a detailed statement, consisting of several or even very many coherently interconnected sentences, united by one theme and constituting a single semantic whole.

The development of coherent speech in children of preschool age is possible only in conditions of targeted education. This is one of the main tasks of the speech development of preschoolers in terms of their preparation for the start of schooling. Therefore, the work on the education of children coherent dialogue and monologue speech provided by the kindergarten program.

However, one job in kindergarten is not enough. It must be supplemented by homework with the child.

The sequence of work on a coherent speech:

Nurture understanding of coherent speech;
  - fostering dialogical coherent speech;
  - education of monologue coherent speech, methods of work:
  - work on the preparation of the story - description;
  - work on the compilation of the story on a series of plot pictures;
  - work on the compilation of the story on one plot picture;
  - work on the retelling;
  - work on an independent story.

Methods of work on the formation of a coherent speech.

1. Conversations with a child using colorful pictures, expressive intonation, facial expressions, gestures.

2. Reading stories or tales, after which you should consider the pictures. If the child has understood the story, then at the request of an adult he can show the characters depicted in it, the actions they perform, etc. An adult can ask questions about the content of the story in order to clarify the child’s understanding of the cause-effect relationships (Why did this happen? Who was to blame? Did he do the right thing? Etc.) The ability to retell it in his own words also testifies to understanding the meaning of the story.

3. It is necessary to teach the child to participate in the conversation (dialogue). In conversation the vocabulary is expanded, the grammatical structure of the sentence is formed. You can talk on various topics: about books, movies, excursions, as well as it can be conversations on pictures. The child must be taught to listen to the interlocutor without interrupting, to follow the course of his thoughts. In an interview, the questions of an adult should be complicated gradually, as well as the answers of children. We start with specific questions that can be answered with one short answer, gradually complicating the questions, and requiring more detailed answers. This is done with the aim of a gradual and imperceptible for the child transition to monologue speech.

Let us give an example of a “complicated” conversation.

What kind of animals do you see on this picture?
  - Wolf, bear and fox.
  - What do you know about the wolf?
  - He is gray angry and lives in the forest. He also howls at night.
  - What can you say about a bear?
  - It is big, brown, winters.
  - What do you know about the fox?
  - She is very clever, red and has a big bushy tail.
  - Where did you see these animals?
  - In the zoo, there they live in cages.
  - What do you know about fairy tales about a bear, a fox, a wolf? etc.

4. When drafting descriptive stories, the child masters the first skills of a coherent presentation of thoughts “on one topic”, at the same time he firmly learns the signs of many subjects, and, consequently, expands the vocabulary.

To enrich the vocabulary, it is very important to carry out preparatory work to compile each narrative description, reminding the child about the signs of the objects being described or even re-introducing them to these signs.

Starting with the description of single objects, you need to go to the comparative descriptions of homogeneous objects - learn to compare different animals, different fruits and vegetables, different trees, etc.

Let us give an example of making a descriptive story according to the proposed scheme.

5. The difficulty for the child to correctly track the main points of the story’s development is easiest to overcome if you start by making a story on a series of plot pictures arranged in the sequence in which the events occurred.

The number of plot pictures in the series gradually increases, and the description of each picture becomes more detailed, consisting of several sentences. As a result of drawing up stories on a series of pictures, the child must learn that the stories need to be built in strict accordance with the sequence of the arrangement of pictures, and not according to the principle “What was first remembered, say so.”

We give examples of consecutive pictures.

6. When composing a story for one story picture it is very important that the picture meets the following requirements:

It should be colorful, interesting and attractive to the child;
  - the plot itself must be clear to the child of this age;
  - there should be a small number of actors in the picture;
  - it should not be overloaded with various details that are not directly related to its main content.

It is necessary to offer the child to come up with the name of the picture. The child must learn to understand the very meaning of the event depicted in the picture and determine its attitude to it. Beforehand, an adult should think over the content of the conversation in the picture and the nature of the questions asked to the child. Examples of plot pictures:

7. In the process of working on the retelling of a child, attention and memory, logical thinking, and an active vocabulary are developed and improved. The child remembers grammatically correct speech turns, patterns of its construction. Acquaintance of the child with the information contained in the tales and tales of new information for him expands the range of his general ideas and contributes to the improvement of his monologue speech as a whole.

When working on the retelling of a specific text, you first need to expressly read or tell the child an interesting and accessible story for the content and then ask if he liked it. You can also ask a few clarifying questions on the content of the story.

Be sure to explain to the child the meaning of unfamiliar words. It is important to pay attention to the "beautiful" turns of speech. You can consider illustrations. Before re-reading the story, suggest that the child once again carefully listen to it and try to remember.

Considering all the above, invite your child to retell this tale. Before reading the tale, be sure to acquaint the child with the lifestyle and habitat of white and brown bears, having considered the pictures and answered all the questions of interest.

"Polar bear and brown bear"

Once a forest brown bear went north to the sea. At this time the sea polar bear went over the ice to the south, to the ground. They met at the very shore of the sea. In a polar bear wool stood on end. He said:

What are you doing, brown, in my land?

Bury answered:

When did you have it, earth? Your place in the sea! Your land is ice floe!

They grabbed and the fight began. But did not overcome one another. The first to speak brown:

You white turns out to be stronger. But I - more agile, smarter. Therefore, none of us will not take the top. And what should we share? After all, we bear brothers.

The polar bear said:

True, we are brothers. And we have nothing to share.

Forest bear said:

Yes, my forests are huge. I have nothing to do in your ice.

Sea bear said:

And I have nothing to do in your forests.

Since then, the owner of the forest lives in the forest, and the owner of the sea lives in the sea. And no one interferes with each other.

It is important to exercise the child in other types of retelling:

Selective retelling. It is proposed to retell not the whole story, but only a certain fragment of it.

A brief retelling. It is proposed, omitting less significant points and not distorting the general essence of the story, to correctly convey its main content.

Creative storytelling. It is necessary for the child to supplement the listened story with something new, to bring something of his own into it, while showing elements of fantasy. Most often it is proposed to come up with a story beginning or end.

Retelling without reliance on clarity.

When assessing the quality of children's retelling, it is important to consider the following:

Completeness of retelling;
  - the sequence of events, the observance of cause-effect relationships;
- the use of words and turns of the author’s text, but not a literal retelling of the entire text (a retelling in “in his own words” is very important, indicating its meaningfulness);
  - the nature of the sentences used and the correctness of their construction;
  - the absence of long pauses associated with the difficulty of selecting words, building phrases or the story itself.

8. The transition to self-compilation of stories should be sufficiently well prepared by all previous work, if it was carried out systematically. Most often these are stories from the personal experience of the child.

A story from personal experience requires the child to be able to independently select the right words, correctly construct sentences, and also to identify and keep in memory the entire sequence of events. Therefore, the first small in size independent stories of children must necessarily be associated with a visual situation. This will “revive” and complement the child’s vocabulary necessary for composing the story, create the corresponding inner mood in him and allow him to more easily observe the sequence in the description of the events he has recently experienced.

Exemplary themes for such stories are the following:

The story of the day spent in kindergarten;
   a story about impressions from visiting the zoo (theater, circus, etc.);
   the story of a walk in the autumn or winter forest, etc.

In conclusion, I would like to remind once again that it is in a coherent speech that all speech “acquisitions” of a child are most clearly manifested - the correctness of sound pronunciation, and the richness of vocabulary, and the possession of grammatical norms of speech, and its imagery and expressiveness. But in order for the child’s coherent speech to acquire all the qualities necessary for it, one must consistently go along with it all that difficult, interesting and quite accessible way.

1. Naming of objects (nouns) by thematic groups with and without visibility.

Main subject groups:

Pets;
  - wild animals;
  - domestic birds;
  - wild birds;
  - fish;
  - insects;
  - trees;
  - flowers;
  - mushrooms;
  - berries;
  - vegetables;
  - fruits;
  - furniture;
  - dishes;
  - instruments;
  - clothes;
  - shoes;
  - hats;
  - transport;
  - toys;
  - natural phenomena;
  - Food;
  - school supplies;
  - electrical appliances.

It is important to know such concepts as: seasons, time of day, names of months and days of the week.

You can use the following game moments:

  "Months of Autumn"

In the fall, nature falls asleep

September October November

The “fourth superfluous” The child must determine which picture is superfluous and tell why.
   The days of the day.

2. Selection of word signs:

By color;
   to taste;
   temperature;
   form;
   the material from which the item is made;
   accessories of this item to a human or animal (mother, father's, bear, rabbit, etc.)

People and animals also differ in their "characterological" features (evil, cowardly, good-natured, etc.)

You can describe the object with the help of word signs, to make riddles.

Red round
  sweet, garden.

Orange, Crispy,
  elongated, sweet.

Round, striped,
  green, sweet.

Game "Whose tail?"

Game “What? Which one? Which one What kind?"

yellow yellow yellow
  sour
  bright
  fluffy
  oval
  round
  funny

3. Selection of verbs for nouns.

The most common verb groups are:

People's actions;

boy draws

Ways of movement of animals, birds, insects;

flies
  jumps
  crawling

Sounds made by animals, birds and insects;

croaks
  mumbles

Phenomena occurring in nature.

lightning sparkles
  It is raining

4. Selection of adverbs to verbs.

Adverbs of mode of action (how? How?);

Slowly the river flows
  Smoothly in her fish swims,
  Quietly sitting fisherman,
  Cleverly throwing the hook.

Adverbs of place (where? Where? Where?)

Up rising waves
  with a roar rush Down
  On the right - only one darkness full,
  On the left you can see the cape.

Adverbs of time (when?)

When does this happen?

winter spring summer autumn

Adverbs of cause and purpose:

out of spite, on purpose, unintentionally, by chance, inadvertently.

There are not many such adverbs.

5. Comparative designs.

In order to prevent school difficulties, it is very important to teach a child to compare different objects in height, width, length, thickness, etc., already at preschool age.

In the river water is cold,
  The well is even colder.
  There are sour apples,
  Lemons are even more sour.

Tea in a glass is hot,
  And the kettle is hot.
  Mom's eyes are blue,
  My daughter is even bluer.

It is necessary to explain to the child that the thickness can be compared not only trees, but also ropes, and books, and pencils. Narrow is not only a stream, but also a path, and a ribbon, and a river. Not only air can be cold, but compote, coat, etc.

6. Selection of synonyms.

Different parts of speech can act as synonyms: nouns, adjectives, adverbs, verbs.

For example:

He is a friend, comrade, mate.
  The man is brave, courageous, brave.
  Alone at home - sad, sad, sad.
  On the street - overcast, rainy.
  People work, work.

7. Selection of antonyms based on visibility and without it.

The game "Say the opposite"

good evil
  thick thin
  day Night
  left - right
  joy is grief
  day - night
  kind angry
  early - late
  smart - stupid
  White black
  close - far
  bitter - sweet
  low - narrow
  soft - hard
  wide - narrow
  liquid - thick
  deep - shallow
  ringing - deaf
  cold - hot
  heavy - light
  big small
  greedy - generous

8. The formation of new words.

Prefixal word formation.

Self-reliance, commitment, finding a place in society - all this is directly related to the development of speech, the ability to correctly and clearly express their thoughts. Connected speech is the union of fragments denoting one specific topic and carrying a single semantic load.

At birth, the child laid the makings of speech. The main task of adults and teachers is to develop them correctly. After all, the child’s coherent speech is a pledge of the future successful development of the personality. What does this concept mean? Connected speech is the ability to formulate and express your thoughts.

Types of speech

There are two main types of coherent speech:

• Monologue.
• Dialogic.

The first requires great communication skills. It depends on how correctly a thought is expressed how those around it will understand. A good memory is required from the narrator, the correct application of speech turns, a developed logical thinking, so that the narration sounds consistently and clearly.

When dialogue is usually not difficult verbal turns. Speech does not have a clear logical sequence. The direction of the conversation can change arbitrarily and in any direction.

Bookmark speech skills

The formation of a coherent speech occurs in several stages.

Stage 1 - preparatory, from 0 to 1 year. At this stage, the baby gets acquainted with the sounds. In his first weeks, he just listens to adult speech, while he forms a passive set of sounds, he emits the first screams. Later, babble appears, which consists of random sounds.

In the same period, objects are shown to the child and the sounds characterizing them are called. For example: a watch is tick-off, a little water is a drop cap. Later, the baby reacts to the name of the object and looks for it with a look. By the end of the first year, the crumb pronounces individual syllables.

Stage 2 - preschool, from one to three years. First, the child utters simple words denoting both the object and the action. For example, the word “give” a baby means both an object, and its desires, and a request, therefore only close people understand it. After a period of time, simple sentences appear, the child begins to express his thoughts more precisely. For three years, prepositions are used in speech. The coordination of cases and gender begins.

3rd stage - preschool, from 3 to 7 years. This is a period of more conscious personality formation. Closer to 7 years, the sounds are clear and correct. The child begins to build sentences correctly, he already has and constantly replenishes vocabulary.

Stage 4 - school, from 7 to 17 years. The main feature of speech development at this stage in comparison with the previous one is its conscious assimilation. Children learn to learn the grammatical rules for constructing statements. The leading role belongs to

These stages do not have strict, clear boundaries. Each of them smoothly goes to the next.

The development of coherent speech preschoolers

After the start of going to the kindergarten, the child's environment changes, and with it the form of speech. Since up to 3 years old, the baby is always close to people close to him, then all communication is built on his requests to adults. There is a dialogical form of speech: adults ask questions, and the child answers. Later, the baby has a desire to tell about something, to convey his feelings after a walk, and not only close people can already be listeners. So the monologue form of speech begins to be laid.

All speech is connected. However, the forms of developmental connectivity are changing. Connected speech presented by a child is the ability to tell in such a way that what he hears becomes understandable based on his own content.

Speech components

Speech can be divided into two components: situational and contextual. Expressing his thoughts or describing the situation, a person should build a monologue so that the listener can understand what the conversation is about. At first, children are not able to describe the situation without specifying concrete actions. Adult, listening to the story, it is difficult to understand what the conversation, not knowing the situation. Thus, the situational coherent speech of preschoolers is formed first. In this case, it is impossible to completely exclude the presence of the context component, since such moments of speech are always interrelated.

Contextual speech

Having mastered the situational component, the child begins to master the context. At first children are saturated with the pronouns “he”, “she”, “they”. In this case, it is not clear who exactly they belong to. The concept of “such” is used to characterize objects and is actively complemented by gestures: it shows with hands what such, for example, large, small. The peculiarity of such a speech is that it expresses more than it expresses.

Gradually, the child begins to build a speech context. This becomes noticeable when a large number of pronouns disappear from a conversation and replace them with nouns. Connected speech is determined by the logical thoughts of a person.

You can not master the connectivity and do not have logic. After all, speech directly depends on thoughts. Connected speech is a sequence and logic of thoughts expressed out loud and combined into grammatically correct sentences.

From a child’s conversation, it is clear how developed the logic is and how vocabulary is present. With a shortage of words, even a logically correctly constructed thought will cause difficulties speaking out loud. Therefore, speech should be developed in the complex: logic, memory, rich vocabulary. Everything should be harmonious.

The main types of formation of coherent speech

The development of coherent speech in children occurs through various techniques. The main ones are:

• Development of dialogue skills.
• Retelling.
• Story by pictures.
• Drafting descriptive stories.

The first type of conversation that a child masters is - Children are taught:

• Listen and understand the speech of an adult.
• Communicate with other children.
• Build a dialogue by answering questions.
• Repeat words, phrases after teacher.

Children aged 4-7 years are taught simple forms of building a monologue.

Retelling requires child care and perseverance. To begin, there is a preparation for the retelling, then the teacher reads the text, and then the children answer questions related to the read material. A retelling plan is made, then the tutor reads the story again, and the retelling begins. Children younger do almost everything with the teacher. Older children themselves develop a retelling plan. Thereby maintain the link between logic and speech.

Pictures - a tool for developing connectivity

Learning coherent speech occurs with the help of pictures. The story on the pictures facilitates the usual independent retelling. Since the course of the story is depicted in the pictures, you do not need to memorize everything. For younger preschool age, single-piece images with the objects depicted on them are used. Children, answering questions of the tutor, describe the image.

From the age of 4, children are taught to make up a story from a picture. This requires such preparation:

• Examining the picture.
• Answers to questions tutor.
• The story of the teacher.
• The story of children.

In the process of the story, the teacher prompts the supporting words. He controls the right direction of speech. By the age of 5, children are taught to make a plan and talk about it. At the age of 6-7 years old, the child is able to focus attention on the background of the picture, to describe the landscape, minor at first glance, details. Telling the picture, the child, based on the image, must tell what happened before the events shown and may occur after.

The tutor with his questions outlines the storyline that goes beyond the boundaries of the picture. When telling a child, it is necessary to follow the correct grammatical construction of the sentence, the sufficient vocabulary.

Particular attention should be paid to the stories of landscape pictures. Since it requires the ability to use words in a figurative sense, make comparisons, use synonyms and antonyms.

Description Story

Great importance in the development of coherent speech of preschoolers plays and the ability to describe a specific object, situation, time of year.

In the younger preschool children are taught to make a story-description on a toy. The teacher asks questions and guides the narrator. The main reference words for which the description is kept are considered: the size of the toy, the material, the color. The older the child becomes, the more independent he tells. Begin to conduct a comparative description of objects and living objects, two different objects. Teach children to find common characteristics and opposites. The plot stories are composed, with the inclusion of the described items.

Also, children in the senior preschool age tell stories from personal experience, describe the situations that occur with them, the content of the cartoons viewed.

Method of connected speech - mnemonics

The technique is based on the use of pictures. All stories, poems are encoded by pictures, which later is the story. The technique is based on the fact that preschool children rely more on visual memory than on auditory memory. Learning takes place with the help of mnemonic paths, mnemo-tables and schematic models.

The characters that encode words are as close as possible to the speech material. For example, when talking about pets, a house is painted next to the animals depicted, and a forest for wild animals.

The study goes from simple to complex. Children consider mimic squares, and later - mimic tracks with depicted symbols, the meaning of which they know. The work takes place in stages:

• Examining the table.
• Encoding information, the conversion of the material presented from the characters in the images.
• Retelling.

With the help of mnemotechnics, speech absorption in children is intuitive. At the same time they have a good vocabulary and the ability to coherently conduct a monologue.

Levels of speech connectivity

After practicing various techniques in their work, educators check the level of coherent speech in children. If some of its development is at a lower level, other methods are applied to them that will be more effective when working with such children.

Connected speech of preschoolers is divided into three levels:

• High level - the child has a large vocabulary, grammatically and logically builds sentences. Can retell the story, describe, compare items. Moreover, his speech is consistent, interesting in content.
• The average level - the child builds interesting sentences, has high literacy. Difficulties arise when building a story based on a given storyline; here it can make mistakes, but when remarking adults it can correct them.
• Low level - the child has difficulty in building the story on the plot lines. His speech is inconsistent and illogical, semantic errors are made because of the difficulties of building relationships. Present

Conclusion

The formation of a coherent speech of children is a continuous process of learning by a tutor using various techniques and play forms. As a result, the child begins to express his thoughts coherently and grammatically correctly, to conduct a monologue, to use literary techniques.

According to the GEF to the structure of the main general educational program of preschool education, the speech development of preschool children is of great importance. The accumulated experience of cognitive, speech, play activity, a rich stock of ideas, the development of creative imagination and imagination allows children to creatively use the wealth of their native language.

The researchers note that the development of creative abilities in the preschool period, continuous improvement of speech skills, mastering the literary language are necessary components of education and intelligence in the future, therefore the formation of coherent speech, the development of the ability to meaningfully and logically form a statement is one of the main tasks of preschool children speech development. This is primarily due to its social significance and role in the formation of personality. It is in a coherent speech that the main communicative function of language and speech is realized. Only special speech education brings the child to master the coherent speech, for the development of which it is necessary to apply various didactic games, classes, including fairy tales.

Children draw a lot of knowledge from fairy tales: the first ideas about time and space, about the relationship between man and nature, fairy tales allow the child to see good and evil.

With the development of mass television and electronic media, children have become much less read. The child sits more often at the TV or at the computer than with a book: it is easier and more interesting to watch the show.

For a child, good connected speech is the key to successful literacy and development.

Speech is a tool for the development of higher divisions of the human psyche. Teaching the child native language, adults contribute to the development of his intellect and higher emotions, prepare the conditions for successful learning in school.

A child of senior preschool age (5-6 years old) should be clear, intelligible, without disturbing the sound pronunciation, because at this age the process of mastering sounds ends. Speech activity increases: the kid not only asks questions himself and answers the questions posed by an adult, but also willingly, and for a long time talks about his observations and impressions.

Connected speech - one of the components of the oral form of speech of children.

Connected speech is characterized by the presence of four main groups of links:

Logical - the relation of speech to the objective world and thinking;

Functionally - style - the relation of speech to communication partners;

Psychological - the relation of speech to the areas of communication;

Grammar - the relation of speech to the structure of the language.

These connections determine the correspondence of the statement to the objective world, the attitude towards the addressee and the observance of the laws of the language. Consciously mastering the culture of connected speech means learning to distinguish different types of connections in speech and to connect them together in accordance with various norms of verbal communication.

Speech is considered connected if it is characterized by:

Accuracy (truthful image of the surrounding reality, the selection of words and phrases that are most suitable for this content);

Logical (consistent presentation of thoughts);

Clarity (clarity for others);

Correctness, purity, wealth (variety).

It is known that the development of speech in children takes place under the guidance of an adult. But the impact of the teacher depends on the activity of the child in terms of speech activity. In this case, the teacher must conduct a focused systematic work on teaching storytelling using effective techniques that contribute to the development of interest in this type of speech activity.

There are two types of coherent speech - dialogue and monologue, with its own characteristics. Despite the differences, dialogue and monologue are interrelated.

The nature of the coherent utterance is also influenced by the mood, emotional state and well-being of the child.

Russian folk tales affect the coherent speech of preschoolers, which reveal the accuracy and expressiveness of the language to children, show how rich the native speech is in humor, lively and figurative expressions. The inherent extraordinary simplicity, brightness, imagery, the peculiarity of reproducing the same speech forms and images make it necessary to put forward fairy tales as a factor in the development of coherent speech of children.

The main thing is to teach children new speech forms, to promote the formation of the rules of this activity. It will be easier for the child to express his thoughts in everyday life, when studying at school, if he learns this in an interesting way under the guidance of an adult.

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Purpose:  increase the competence and success of teachers in teaching and developing skills of coherent speech in children of preschool age; introduce modern technologies for the development of coherent speech of preschoolers.

Tasks:

1. To attract the attention of teachers to the problem of children's speech development.

2. To systematize the knowledge of teachers about the features and conditions of the development of children's speech in preschool.

3. To analyze the level of organization of work on the development of speech in the DOE.

4. To intensify the work of teachers.

Agenda:

Relevance. Almost everyone knows how to speak, but only a few of us are able to speak. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the basic needs and functions of a person.

It is through communication with other people that a person realizes himself as a person.

In kindergarten, preschoolers, learning the native language, master the most important form of verbal communication - oral speech. Among the many tasks of the upbringing and education of preschool children in kindergarten, teaching one’s mother tongue, developing speech and speaking is one of the most important.

The problem of the development of coherent speech has long attracted the attention of well-known researchers of various specialties, and the fact that our speech is very complex and diverse, and that it is necessary to develop it from the first years of life, remains undeniable. Preschool age is a period of active learning by a child of the spoken language, the formation and development of all aspects of speech.

Connected speech as it absorbs all the achievements of the child in mastering the native language. By the way children build a coherent statement, one can judge the level of their speech development.

Observations show that it is the coherent speech that many children have not developed, therefore the problem of speech development is one of the most urgent and the task of the educator is to pay attention to the speech development of the child in time, because with the child’s speech at the time of entering the school there may be many problems such as :

A monosyllabic speech consisting of simple sentences (the so-called “situational” speech). The inability to grammatically correctly construct a common sentence;

Poverty of speech. Insufficient vocabulary;

Littering speech with slang words (the result of watching television programs), using non-literary words and expressions;

Poor dialogic speech: the inability to correctly and clearly formulate a question, to construct a short or detailed answer, if necessary and appropriate;

Inability to build a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words; (But for the school to acquire this skill is simply necessary!)

Lack of rationale for their statements and conclusions;

Lack of skills of culture of speech: inability to use intonation, to regulate the volume of voice and rate of speech, etc .;

1. Analytical information on the results of the thematic "The performance of teachers to develop coherent speech of children of preschool age"

Objective: to identify the state of educational work of teachers in teaching and developing skills of coherent speech in children of preschool age.

Thematic control was carried out in the following areas:

1. Evaluation of work planning

2. Examination of the level of development of children

3. Evaluation of professional skills of teachers

5. Evaluation of the forms of interaction with parents.

2. Consultation "The development of coherent speech in preschool age."

Currently, the problems associated with the development of coherent speech are the central task of speech education of children. This, above all, is associated with social significance and role in the formation of personality. Connected speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and educating children, since it acts as a means of obtaining knowledge and a means of controlling this knowledge.

What does the term "connected speech" mean, what is the meaning of coherent speech, which distinguish the forms of utterance, what are the peculiarities of the development of coherent speech in the preschool years, and what are the means of developing coherent speech.

3. Consultation "The influence of folklore on the development of coherent speech of children of younger preschool age."

Children's folklore gives us the opportunity, not only in the early stages of a child’s life, to introduce him to folk poetry, but also to solve practically all the tasks of a speech development technique. Folklore is an indispensable aid in the development of coherent speech, it serves as a powerful, effective means of mental, moral and aesthetic education of children.

What does the term "folklore" mean, what is the impact of folklore on the development of coherent speech of children of primary school age.

4. Consultation "The effect of visual modeling on the development of coherent speech of children of preschool age."

Pedagogical impact in the development of speech preschoolers - a very difficult thing. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the surrounding life.

Considering that at this time children are oversaturated with information, it is necessary that the learning process be interesting, entertaining and developing for them.

According to S. L. Rubinshtein, A. M. Leushinoy, and L. V. Elkonin, one of the factors facilitating the process of becoming connected speech is the method of visual modeling.

What does the term “visual modeling” mean, what are the goals and objectives of the “visual modeling” method, the relevance of using the “visual modeling” method, which includes this method.

5. The practical part. - Business game.

I suggest you to play, but, as you know, you can learn a lot from the game, a lot of new, necessary and interesting. In order for the spoken language of children to be well developed, the teacher must have a knowledge base on the formation of a coherent speech.

Acquisition of new and development of old baggage of knowledge we will deal with today. I suggest you split into 2 teams. You have to complete a number of tasks, I think that for you, experts in your work, this will be easy, but I wish you good luck!

1. Game "Daisy"  (each team receives a daisy, on the petals of which questions are spelled out)

Purpose:  intensify the work of teachers; facilitate their collective work experience; improve practical skills of professional activity; help self-actualization in the pedagogical field.

Dialogue communication, through which expands, systematized ideas about objects and phenomena, actualized personal experience (conversation)

Presentation of the listened work (retelling)

What are the forms of a coherent utterance (monologue, dialogue, narration, description, reasoning)

Methodical technique used in the first stages of learning the description of paintings, toys (sample) (observation)

What serves as the basis of the story from memory (experience)

Reception used by the child after telling for clarification. (question)

Reception that allows you to evaluate a children's story (analysis)

Conversation of two or several people on a topic related to a situation (dialogue)

Meaningful statement (a number of coherently combined sentences that ensure communication and mutual understanding of people. (Connected speech)

Reception used in older groups when retelling literary works (dramatization)

What is the main type of oral folk art, the artistic narrative of a fantastic, adventure or domestic character. (fairy tale)

6. What forms of work used in teaching children coherent speech? (retelling, description of toys and subject pictures, storytelling from experience, creative storytelling)

What is the speech of one interlocutor, addressed to the audience. (monologue)

7. What is the name of a short story, most often a poetic, allegorical content with a moral conclusion? (fable)

A rhythmic phrase difficult to pronounce or a few rhyming phrases with often identical sounds (patter)

8. Correct, pre-worked speech (language) activities of the teacher. (speech sample)

2. Game "Complete two lines"

Preschool age is a period of intensive development of creative possibilities. It is in the preschool years that all types of artistic activity arise, their first assessments, the first attempts at independent composition. The most difficult type of creative activity of a child is verbal creativity.

Verbal creativity is expressed in different forms:

In word creation (inventing new words and turns)

In the composition of mysteries, fables, own stories, fairy tales

In composing poems

A special role is assigned to the teacher, as far as he is a creative person.

"I came to the garden today,

Very Glory I was pleased.

I brought him a horse,

Well, he gave me a scoop "

"Finally, winter has come,

Details on the website dohcolonoc.ru

when familiarizing with others;

in the process of labor;

during holidays and entertainment;

during non-speech special classes: on the formation of elementary mathematical concepts, drawing, modeling, designing, physical education, music.

Thus, the process of development of the speech of a child of preschool age is a complex and multifaceted process, and for its successful implementation a set of all components that affect the quality and content of speech is necessary. One such tool is fiction.

The use of fiction as a means of developing coherent speech in preschoolers

The speech of the preschooler develops in natural conditions. Of great importance is the creation of special psychological and pedagogical conditions conducive to its development.

The communicative function of language as a means of communication makes it a powerful tool for the development of thought, and, in turn, the development of thinking entails the development of children’s speech and writing, enhances their speech culture.

The whole process of learning, if it is properly organized and carried out in a strict system, must at the same time be a process of developing the logical thinking and speech of preschoolers.

For a child, good speech is the key to successful learning and development. Who does not know that children with poorly developed speech are often not successful in different subjects.

The system of enrichment and development of speech of children is necessary.

We need systematic work, clearly and definitely metering material - vocabulary, syntactic constructions, types of speech, skills in compiling a coherent text

As noted above, the use of works of fiction in the development of the speech of a preschooler child contributes to the development of correct and meaningful speech in a preschooler child.

Initially, the educator should begin by exploring the role of fiction in the comprehensive education of children. Especially it is necessary to emphasize its importance for the formation of moral feelings and assessments, norms of moral behavior, education of aesthetic perception and aesthetic feelings, poetry, musicality.

In order to fully realize the educational potential of literature, it is necessary to know the psychological characteristics and possibilities of perception of this type of art by preschool children.

Studying the method of familiarization with the book in the classroom, you should carefully study the literature, drawing attention to such questions:

- preparation of the educator and children for reading and telling fiction;

- submission of the work to children;

- a combination of several works in one lesson;

- The structure of classes for familiarization with the literary work;

- conversations in connection with reading;

- time and place of reading;

- technique of artistic reading and telling.

When considering the method of memorizing poems, one should proceed from the fact that the poetic work has two sides: the content of the artistic image and the poetic form. Memorizing a poem includes the perception of a poetic text and its artistic reproduction, which allows you to use further epithets in your own speech, which contributes to its development

The following factors influence the memorization and reproduction of poetry:

- psychological age characteristics of learning and memorizing material;

- techniques used in the classroom;

- individual characteristics of children.

It is necessary to fill these provisions with content, studying the relevant literature. It is important to imagine the structure of the lesson and the peculiarities of learning the poems depending on the age of the children.

Games and exercises for the development of coherent speech.

"Correct the error"

Objective: to learn to see the discrepancy between the features of familiar objects depicted in the figure and name them.

The adult draws himself or shows a picture and suggests the child to find inaccuracies: the red chicken bites the carrot; teddy bear with ears of a hare; fox blue without a tail, etc. The child corrects: the chicken is yellow, the seeds are pecking; the bear has small round ears; The fox has a long tail and a red coat.

"Compare different animals"

Objective: to teach to compare different animals, highlighting the opposite signs.

The teacher suggests considering the bear and the mouse. - The bear is big, and the mouse is ... (small). What kind of teddy bear ... (fat, fat, clumsy)? And what a mouse ... (small, gray, fast, agile)? What Mishka loves ... (honey, raspberries), and the mouse loves ... (cheese, crackers). - Bear's paws are thick, and the mouse ... (thin). The bear is screaming in a loud, rough voice, and the mouse ... (thin). Does anyone have a longer tail? The mouse has a long tail, and Bear has ... (short). Similarly, you can compare other animals - the fox and the hare, the wolf and the bear. On the basis of clarity, children learn to call words with the opposite meaning: Katya is a big doll, and Tanya ... (small); red pencil is long and blue ... (short), green ribbon is narrow, and white ... (wide); one tree is tall and the other is ... (low); Katie's hair is blond, and Tanya ... (dark). Children form an understanding and use of generalizing concepts (a dress, a shirt is ... clothes; a doll, a ball are toys; a cup, a plate are dishes), develops the ability to compare objects (toys, pictures), to correlate the whole and its parts ( locomotive, pipes, windows, cars, wheels - train). Children are taught to understand the semantic relations of words of different parts of speech in a single thematic space: a bird flies, a fish ... (swims); build a house, soup ... (cook); the ball is made of rubber, a pencil ... (made of wood). They can continue the started series of words: plates, cups ... (spoons, forks); jacket, dress ... (shirt, skirt, trousers). On the basis of clarity, work is carried out with familiarity with ambiguous words (the leg of the chair is the leg of the table — the leg of the mushroom; the handle of the bag — the handle of an umbrella — the handle of the cup; the sewing needle — the needle of the hedgehog on the back — the needle of the Christmas tree).

“Spread the pictures”

Objective: to highlight the beginning and end of the action and correctly name them.

Children are given two pictures each depicting two consecutive actions (Fig. 1) (the boy is sleeping and doing exercises; the girl is eating and washing the dishes; the mother is washing and hanging clothes, etc.). The child must name the actions of the characters and make up a short story in which the beginning and end of the action must be clearly visible.

"Who can do what?"

Objective: to pick up verbs, denoting the characteristic actions of animals.

The child is shown pictures of animals, and he says that they like to do as they cry (Fig. 2). For example, a cat - meows, purrs, scratches, lacquered milk, catches mice, plays with a ball; the dog barks, stalls the house, gnaws bones, growls, wags its tail, runs.

This game can be carried out on different topics. For example, animals and birds: a sparrow chirps, a rooster crows, a pig grunts, a duck quacks, a frog croaks.

"Who will call more action"

Objective: to pick up verbs, denoting actions.

What can you do with flowers? (To tear, plant, water, look, admire, give, smell, put in a vase.) What does the janitor do? (Sweeps, cleans, waters the flowers, cleans the tracks from the snow, sprinkles them with sand.) What does the plane do? (Flies, buzzes, rises, takes off, sits down.) What can you do with a doll? (Play, walk, feed, treat, bathe, dress up.) For each correct answer, a child is given a colored ribbon. The winner is the one who collects ribbons of all colors.

"How to say it differently?"

Purpose: to replace multi-valued words in phrases.

Say different! Hours go ... (go). The boy is coming ... (walks). It's snowing ... (falling). The train is coming ... (going, racing). Spring is coming ... (coming). The steamer is coming ... (sailing). Complete the sentences. The boy went ... The girl left ...

People came out ... I came ... Sasha is going slowly, and Vova is going ... We can say that he is not going, but ...

Drawing up a fairy tale "The Adventures of Masha in the Forest"

The teacher asks: “Why did Masha go to the forest? Why go to the forest at all? (For mushrooms, berries, flowers, for a walk.) What could happen to her? (Lost, met someone.) This technique prevents the appearance of identical plots and shows the children possible ways of its development.

"Is it true or not?"

Purpose: to find inaccuracies in the poetic text.

Listen to L. Stanchev's poem “Is it true or not?”. It is necessary to listen carefully, then you can see what the world does not happen.

Warm spring is now,

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The development of coherent speech in preschoolers

As a child grows up, parents are worried about the development of their creative potential, thinking, logic, and sometimes they miss such an equally important detail as the development of coherent speech. Often parents proceed from the consideration that children, while watching them, will independently learn to express their thoughts coherently.

But this is not the case; the child needs to be helped to establish logical connections in his own speech. To do this, there are a lot of exercises, which we describe in this article.

What is connected speech?

Connected speech is the ability of a child to express his thoughts vividly, consistently, without distraction to unnecessary details. The main types of connected speech are monologue and dialogic.

In the dialogue, the sentences are monosyllabic, they are filled with intonations and interjections. In dialogue, it is important to be able to quickly and accurately formulate your questions and give answers to the questions posed by the interlocutor.

In a speech of a monologue type, the child must speak figuratively, emotionally, and at the same time thoughts should be focused without distraction to detail.

Formation of coherent speech in preschoolers

The method of development of coherent speech includes not only the child’s training in the logical presentation of his own thoughts, but also the replenishment of his vocabulary.

The main means of developing coherent speech are:

• fairy tales;
• educational games;
• dramatized games.

In classes with a child, you can use the tools most suitable for his age and interests, or you can combine them.

Connected speech development games

“Tell me which one?”

The child is shown an object or toy, and he must describe it. For example:

• the ball is big, rubber red, light;
• cucumber - long, green, crisp.

If the child is still small and cannot describe the object on his own, he needs help. For the first time, parents can describe the subject themselves.

"Describe the toy"

Gradually, the exercises can be complicated by adding new features of objects and expanding them.

Before the child should put a few toys of animals and describe them.

1. Fox is an animal that lives in the forest. The fox has red hair and a long tail. She eats other small animals.
2. The hare is a small animal that jumps. He loves carrots. The hare has long ears and a very small tail.

"Guess who?"

Hiding a toy or an object behind her back, mother describes it to the child. According to the description, the child must guess what kind of subject it is.

"Comparison"

Before the child must put a few toys of animals, dolls or cars. After that, he is given the task to compare them.

For example:

• the bear growls loudly, and the mouse has a thin voice;
• sveta’s doll has red hair, and Masha’s doll is blond;
• the truck has big wheels and the car has small ones.

Exercises for the automation of sounds in a coherent speech

If the child is still poorly pronounced individual sounds, in the framework of teaching children coherent speech, you can engage in the automation of sounds.

In this exercise cycle, as well as in the previous one, the principle is to study the material from simple to complex.

Before automating the desired sound from a child, it is necessary to properly learn how to pronounce it isolated from others. This will help articulation exercises. It is important to remember that it is impossible within the same class to teach a child to pronounce sounds similar to one another or belonging to the same group.

"Call"

Cards with images are shown to the child. Depicted should be objects or animals, the title of which contains an automated sound. If the child pronounces the sound correctly, then the next card is shown to him, and if wrong, then the adult rings the bell.

"Clock"

The child is given the task to pronounce the word with an automated sound as many times as the arrow on the clock indicates.

Formation of connected speech

The formation of a coherent speech in children with OHR is of paramount importance in the general complex of corrective measures. The organization of teaching children with speech underdevelopment involves the formation of skills to plan their own utterance, to independently navigate the conditions of the speech situation, to independently determine the content of their utterance.

L. N. Efimenkova in her work "Formation of speech in preschoolers" makes an attempt to systematize the methods of work on the development of speech in children with ONR. All correctional work is divided into three stages. At each stage, work is carried out to develop a dictionary, phrasal speech and preparation for a coherent utterance. The formation of a coherent speech - the main task of the third stage. Children are given the concept of a word, about the connection of words in a sentence. The author proposes to teach children with OHP first detailed, then selective and finally creative retelling. Any type of retelling is preceded by text analysis. The work on coherent speech is completed by drawing up a story based on personal experience. V.P. Glukhov offers a system of teaching storytelling, consisting of several stages. Children master the skills of monologue speech in the following forms: making statements for visual perception, playing the text heard, making a description story, telling with elements of creativity.

When working on the formation of coherent speech in children with OHP, TA Tkachenko uses aids, such as visibility and modeling of the utterance plan. Exercises are arranged in order of increasing complexity, with a gradual decrease in visibility and "curtailing" the plan of utterance. As a result, the following work order is indicated:

1) retelling the story on visual action;

2) the story in the footsteps of visual (demonstrated) actions;

3) retelling of the story using flannel;

4) retelling of the story on a series of narrative paintings;

5) composing a story on a series of narrative paintings;

6) retelling the story on the plot picture;

7) the story of the plot picture.

The use of this system allows you to form a coherent speech in those children who did not initially have developed detailed semantic statements.

The special literature does not fully reflect the content of the correctional and pedagogical work of teaching older preschoolers the skills and abilities to build a coherent utterance that includes elements of creativity, for example, such as inventing stories and fairy tales.

The study of the state of a coherent monologue speech of children with OHP is carried out in the preparatory group of the kindergarten in order to reveal the readiness of children for speech creativity in the process of connected expressions.

By this time, children with a certain measure of success can convey the content of the plot picture, a series of plot pictures, literary texts, describe a favorite toy or a familiar subject.

In assessing the readiness for creativity of children, the following are taken into account:

Whether the purpose of the story is transmitted correctly;

What is the degree of accuracy in describing the characters;

What are the autonomy and logical sequence of presentation;

What are used artistic means;

The use of intonational expressiveness (semantic pauses, accents, intonational coloring).

To identify the features of monologue speech and the ability of children to make stories with elements of creativity, such tasks are offered.

1. Make a story about any incident that happened with a girl (boy) in the forest. For example, a picture is offered, where children are depicted with baskets in a forest on a glade, looking at a hedgehog with ezhati. Children should independently invent their own story.

2. Complete the story on the finished start (based on the picture). The task allows to reveal the possibilities of children in solving the set creative task, the ability to use the suggested speech and visual material in the preparation of the story. Children should continue the story about the hedgehog with ezhatami, come up with an ending about what the children did after they watched the hedgehogs family.

3.Listen to the text and find semantic errors in it.

(“In the autumn, wintering birds — starlings, sparrows, nightingales — returned from hot countries.” “In the forest, children listened to songs of song birds — nightingales, larks, sparrows, daws.”) After correcting semantic errors, make sentences using words instead of flyother, more characteristic words: circling, glimpses swallows; sparrows scurry around; sweep swifts.

4. Retell the short text. To assess the possibilities of retelling, the story by L. N. Tolstoy “Katya and Masha” is used. The following creative tasks are offered:

Come up with a continuation of events;

Stage the story;

Introduce new characters.

5. Create a story-description of your favorite toys or toys that you want to receive on your birthday.

By the end of the first year of study in a speech therapy group, children with OHP have an insufficiently high level of development of all components of speech (phonetics, vocabulary, grammar). The amount of understanding of reversed speech is close to the age norm, children have a full phrasal speech, the vocabulary includes a sufficient number of words in everyday everyday vocabulary, agrammatism is observed in speech, the formation of coherent speech lags significantly behind.

Children have difficulty in compiling a detailed story based on a picture, a series of plot pictures, and sometimes they find it difficult to identify the main idea of ​​the narrative, to determine the logic and sequence in the narration of events.

In the stories, external, superficial impressions are reproduced, cause-effect relationships escape the attention of children.

Children do not fully understand the meaning of what they have read, omit details that are essential to the presentation, disrupt consistency, allow repetitions, unnecessary introductions, and find it difficult to choose the necessary word.

The descriptive story in children is poor, suffers repetitions; some may not use the proposed plan; others reduce the description to a simple enumeration of individual signs of a favorite toy or familiar object. The vocabulary of children is limited, the phrase is agrammatic.

Children are fairly fluent in everyday everyday speech, but have difficulty, to a greater or lesser extent, when using narrative narrative.

Based on the data from a survey of children, the main directions of correctional work are being developed to teach children with ONR to compose stories and retellings with elements of creativity in the preparatory group, in the second year of study.

Teaching storytelling with elements of creativity begins immediately after the children have developed the skills to build various types of sentences.

Tasks are selected:

1. Preparation of proposals for two subject pictures (grandmother, armchair; girl, vase; boy, apple), followed by the distribution of homogeneous definitions, other minor members of the sentence (A boy eats an apple. A boy eats a juicy sweet apple. A little boy in a checkered cap eats a juicy sweet apple.)

2. Restoration of various kinds of deformed sentences when words are scrapped (lives, in, fox, forest, dense);when one or several, or all words are used in the initial form (live, in, fox, forest, thick);when there is a word skip (Fox ... in a dense forest);there is no beginning (... lives in a dense forest)or end of sentence (Fox lives in thick ...).

3. Compilation of proposals for "live pictures" (for subject pictures cut along the contour) with a demonstration of actions on the flannel pattern.

This type of work is very dynamic, allows you to simulate situations, including spatial reference points, helps to fix many prepositions and prepositional sentences in speech (cock, fence- The rooster took off on the fence. The rooster flew over the fence. Rooster sits on the fence. Rooster is looking for food behind the fence.etc.).

4. Restoration of sentences with semantic deformation (“A boy cuts paper with rubber scissors.” “There was a strong wind because children put on hats”).

5. Drawing up sentences with words from the number mentioned by the speech therapist (boy, girl, read, write, draw, wash, book).

Children learn to place sentences in a logical sequence, to find supporting words in the text, which promotes them in the ability to make a plan, determine the theme of the utterance, highlight the main thing, consistently build their own message, in which the beginning, continuation, end are highlighted.

In the process of performing these tasks in children, the previously formed notion of the semantics of words and phrases is activated, the skill of selecting language means for the precise expression of one's own thoughts is improved.

In children of the third level of speech development, vocabulary approaches the age norm (2.5 - 3 thousand words). However, it does not contain or there are less commonly used words in the distorted form, denoting the names of objects, actions and their signs.

Children have difficulty learning the meaning and naming:

Parts of objects and objects (cabin, seat, eyebrows, eyelashes, mane, hooves);

Verbs expressing shades of action (lacquer, lick, nibble, bite, chewreplaced by the word is eating);

Antonyms (smooth-rough, brave, cowardly, deep-shallow, thick-liquidetc.);

Relative adjectives (wool, clay, sandy, cherry, strawberry).

Speaking about the features of mastering grammatical structure, it is necessary to note the errors:

In the use of prepositions in, to, with (co), from under, from, between, through, above(“The handkerchief lies in the pocket.” “Mom took the book from the shelf.” “The boy went to the closet,” “The cat got out from under the bed,” etc.);

In the connections of different parts of speech (“I came up to two horses”. “I took care of a hedgehog”. “We watched monkeys”);

In the construction of proposals ("Peter Peter went to collect the forest mushrooms." "Why that hedgehog injected." "Why that girl and crying").

Connected speech is characterized by all the listed features, including phonetic violations. The expanded semantic statements of children with a general underdevelopment of speech are characterized by the lack of clarity, consistency of presentation, fragmentaryness. They reflect external, superficial impressions and no cause-effect relationships. The hardest thing for such children is given an independent storytelling from memory and all kinds of creative storytelling. But in the reproduction of texts on the model, there is a noticeable lag from normally speaking peers. It is characteristic that the lack of feelings of rhyme and rhythm in children prevents them from learning poems.

Consider the process of the formation of descriptive-narrative speech in children of the third level of general speech development on the example of teaching how to tell by the plot picture and by the series of plot pictures. Types of work are presented in Appendix 6.

Teaching storytelling based on the finished story begins with work on plot pictures that depict only one action, and first the pictures are presented, where the main character is a person, a child or an adult. (A boy is washing himself. A girl is washing dishes. Dad is repairing a typewriter. Mom knits. Grandmother is lying on the couch. Grandfather reads the newspaper.) After several classes, when children learn how to spell out sentences, the pictures are offered where the animals do things. (The cat plays with the ball. The dog barks at the cat.)

The next level of complication is the selection of pictures with inanimate objects (The ball rolled into the river. The kettle is on the table.) The pictures show, as a rule, everyday situations, so children in most cases during 4 - 5 lessons begin to cope with the proposed task: exactly call the pictured in the picture, correctly using the verb. Next, go to the training of drafting proposals for pictures, which depicts two or more actions. (The girl washes the dishes, the boy wipes the dishes. The boy and girl mold the snowman, another boy rolls the snowball.) Here you need to teach children how to begin and finish the story, sometimes offering options for beginning and end.

The work done allows us to proceed to the next type of occupation, namely, to compile a story on a series of plot pictures with the image of the same actor (child, adult, animal, inanimate object). Children are invited to establish a sequence of actions in the pictures and make up a story for this series. Series of plot pictures help children to develop observation, to note new phenomena in each next picture. Such work contributes to the clarification of the ideas and concepts existing in children, enriches them with new information, and teaches them in a logical sequence to express what they see.

Speech therapist may resort first to questions that help to establish the sequence of events, and even present his sample of the story.

Already in the very first stages of teaching storytelling on a series of plot pictures, children can be offered to solve certain creative tasks. For example, you can offer your child to restore the story based on the series worked out in the previous lesson without presenting one or two pictures, include yourself as an actor, build a first-person story, make yourself the main participant in the events depicted, then invite a group of children to stage this series. Try to come up with dialogues, you can enter additional participants, additional actions. (For example, when working with the series “Peter and the Wolves”, the children introduce other heroes — friends who want to take him through the forest, suggest the boy stay in the village, wait for the adults, ask for help from the hunters, etc.)

A more complicated form of staging a series of pictures can be pantomime. This kind of work is always fraught with difficulties, since the image of actions with objects without their verdict is not available to all children.

A creative type of work is the creation by children of a story indirectly related to the proposed series of pictures. After a preliminary analysis and compilation of a story on this series (for example, on the “Titmouse” series, consisting of three pictures: a girl in the kitchen at the table offers titmilk tea in winter), a speech therapist or educators briefly discuss how to feed birds in winter and suggest then the children make up a little story about it.

For the formation of the inner speech of children, which programs the coherent utterance and shortens the expanded utterance to a collapsed semantic scheme (research by L. S. Vygotsky), it is advisable to offer children to single out the main idea in the story as the final stage of work on each series of consecutive subject pictures. This skill is formed in children with a certain difficulty; therefore, the help of adults is necessary in the form of skillfully posed questions leading to the correct answer. Help decreases as children master the skill of composing a story on a series of plot pictures. Such work brings children to the ability to retell the texts heard.

In parallel with the work on the formation of the ability to make up stories from a picture and a series of consecutive pictures, it is possible from the very first lessons to prepare children for mastering the statement without visual support.

It is necessary to begin this work with the selection of a verb dictionary to a specific noun. Children call the object drawn in the picture, and then remember, invent and name what this object can do (for example: “The cat is sleeping, meowing, scratching”, etc.), i.e. answer the questions: what does? or what can you do? After this preliminary work it is easier to cope with the drafting of proposals for subject pictures.

First of all, the children's experience is used, so you should start with object pictures with the image of children, then adults, then add pictures of familiar animals, and last of all use pictures of inanimate objects, but familiar to children.

Next, the subject picture is replaced by a word, the task is given: “Make a sentence about a cat”. Proposals compiled by children are usually not distributed. (The cat runs. The cat meows. The cat is petted. The cat is fed.)Children should be taught to distribute sentences, for which a prerequisite is put: say about the cat, which is it (adjective dictionary), or indicate where it is (The cat is lying on the couch)or why she did it. (The cat wanted to eat and dragged a piece of sausage from the table).This development of certain speech structures leads children to the compilation of a descriptive story about a given subject.

Such work is carried out systematically in the framework of each studied lexical topic (“Vegetables”, “Fruits”, “Animals”, etc.).

Turning to a new semantic group of words, the speech therapist and tutors help children with leading questions, as if programming a story about a particular subject, recalling what needs to be said about it. Gradually, the role of adults is reduced, children move to self-description of the subject.

After the children have developed the skill of making proposals for one subject picture, it is necessary to proceed to learning to make sentences and stories in two or more subject pictures. Great help in this work is provided by the flannel and the images cut along the contour. They can be used in the modeling on the flannel of various options for action in space, which helps children develop imagination and creative imagination. (For example, they use contour images of a cat that creeps up to the bird along the fence, or climbs on the fence, or wants to climb into the bird's nest.)

As one masters the skill of making a story from pictures, it is suggested to make a story based on supporting words, children are given words that are less related to the plot, for example: boy, tram, grandmother, girl, watermelon, kitchen.

The number of support words decreases gradually, and children should already make a sentence, and then a story only for one reference word.

Speech therapists and educators at this stage try to help children less in constructing the story, urging them to write, to fantasize, to involve their knowledge about these subjects.

The system of teaching storytelling by a picture, a series of plot pictures with and without a plot based on the plot allows children to significantly expand the supply of speech categories (lexical, grammatical) used in everyday life, and to a certain extent prepares them for mastering the Russian language program in school .

As the ability to formulate a statement is developed in children, it is necessary to lead them to perform more complex tasks that awaken the imagination and activate creative independence.

These tasks include the following.

1. Compose a story about a case with a boy (girl), similar to that depicted in the plot picture.

2. Complete the story, made up of a ready-made beginning (based on the picture).

3. Think of the beginning of the story on the finished end. This type of work is most difficult. In this case, children can be helped by the presentation of two or three samples of the story on the same topic, collectively inventing several options for the beginning of the story. To facilitate the assignment to the texts are selected subject images that can help in the verbal characteristics of the input characters.

4. Think up a fairy tale on the proposed plot.

MM Koltsova believes that fairy tales composed by children of preschool age are a fusion of what they have learned, heard earlier what they see now. Using learned, they, showing creative abilities, bring in elements of the new.

The success of correctional work at this stage is largely determined by the creation of a natural speech environment. Properly organized learning and speech activity is only one of the conditions that support motivation.

Let us dwell on the formation of skills to invent fairy tales.

The choice of the theme of the tale and a brief outline of the plot are important methodological aspects of teaching creative storytelling. The plot should make children want to invent a fairy tale, tell them so that it is understandable, and include some descriptions in it. The proposed plot should take into account the level of speech development of children, consistent with their existing experience. It is necessary for the plot to stimulate the work of the imagination, affect moral and aesthetic feelings, and serve to deepen interest in speech activity.