Learning to compose riddles - the development of figurative speech

Making riddles is an interesting creative process that solves many correctional problems and is suitable for preschoolers and younger students. The algorithm for compiling riddles is not complicated. The result is the enrichment of vocabulary, the development of figurative characteristics of speech, the ability to compare, analyze, and compose complex sentences.

Learning to compose riddles - the development of figurative speech

Teaching children detailed and expressive speech is one of the tasks of corrective education and upbringing. Under the expressiveness of speech is understood not only the emotional coloring of the sound, achieved by the power, timbre of the voice, but also the figurativeness of the word, the accuracy of its use. In order to motivate a child to use figurative characteristics in speech, it is necessary to interest him.

Play and creative work are the best helpers, as the child will enjoy this activity, and the teacher will get the result. One of the forms of children's artistic creativity of children is the compilation of riddles. In this process, all mental operations of the child develop, and he receives joy from speech creativity.

Traditionally, working with riddles is based on guessing them. Observations of children show that guessing occurs in the smartest children or by sorting through options. At the same time, most of the children in the group are passive observers. The adult acts as an expert. The correct answer to a specific riddle is very quickly remembered by other children. If the teacher after a while asks the same riddle, then most of the children simply remember the answer.

The technology of learning to compose riddles begins from making comparisons. Exercises are carried out not only in the classroom for the development of speech, but also in their free time.

For example: an object is called, its attribute is indicated, the value of this attribute is determined, this value is compared with the attribute value in another object.

Chicken (object) yellow (sign by color). The same yellow as the sun (comparison with the feature value in another object).

For convenience, you can fill in the plates in the form of sketches, letters, diagrams.

Another example:

"The ball is round in shape, as round as an apple."

Next, the children are offered several objects with a given attribute value (a round sun, a wheel, a plate, etc.). The repetitions of such long combinations allow children to understand that a feature is a more general concept than the meaning of one given feature.

We select signs according to the interests of children and their relevance for age (shape, color, composition, taste, sound, temperature, etc.).

For example:

Samovar - (object) round (sign by shape), shiny (sign by color), hissing or seething - (sign by actions).

Compare with other objects. Children are given figurative characteristics according to given characteristics.

What happens the same?

Brilliant - like an iron coin, precious jewelry, snow in the sun, etc.

Hissing, seething - like a volcano, a snake, a storm at sea, a waterfall, etc.

Round - like a watermelon, sun, wheel, etc.

Characteristics of signs in joint creativity are specified with the help of leading questions.

An iron coin shines more when polished. The volcano hisses or seethes when it “wakes up”, the waterfall when it is in the mountains and the echo carries its sound, etc.

We connect the compared signs, inserting the unions “How” or “But, not”, “A, not” for the connection between the two parts.

The final riddle about the samovar may sound like this:

“Brilliant as a polished coin; hissing like an awakened volcano, round, but not a watermelon.

Another form of riddles.

A feature of mastering this technology is that the child compares two objects, finds common and different between them. What does it look like? What is the difference?

We make a riddle about the mushroom:

What does a mushroom look like? - For a gnome.

How is it different from a gnome? - The mushroom has no beard.

What else does it look like? - To the house.

How is it different from a house? The mushroom has no windows.

What else does it look like? - On an umbrella.

How is it different from an umbrella? The umbrella has a thin handle.

Sample text of the resulting riddle:

“Looks like a gnome, but without a beard;
like a house, but without windows;
like an umbrella, but with a thick stem.

The process of compiling riddles is very captivating for children, the entire children's team is involved in the creative process, and members of the child's family are often connected. The result is the enrichment of the vocabulary, the development of the figurative characteristics of the word, the ability to compare, analyze, highlight the main and secondary features, and compose complex sentences.

I wish you good luck and creative success!

Ilyicheva S.V.,
teacher speech therapist