Yaroslavl State Pedagogical University

them. K.D. Ushinsky

Graduation qualifying work on the topic: "Formation of coherent speech of children of the fifth year of life in classes with toys"

Yaroslavl

Plan

Introduction

1.3 Features of the development of coherent speech in preschool age

2.1 Characteristics of the descriptive speech of children 5 years of age according to the results of the ascertaining experiment

2.2 Methods of experimental teaching children to describe toys

Bibliography

Application

Introduction

The development of coherent speech plays a leading role in the development of the child and is central to common system work on the formation of speech in kindergarten. Connected speech incorporates all the achievements of the child in mastering the native language, its sound structure, vocabulary, grammatical structure. Possession of coherent speech skills allows the child to enter into free communication with peers and adults, makes it possible to obtain the information he needs, as well as to transfer the accumulated knowledge and impressions about the environment.

The problem of the development of coherent speech is the subject of research by psycholinguists, psychologists, and teachers. In the research of scientists, the foundations of the methodology were laid, the characteristics of the formation of coherent speech in children were given. preschool age(A.A. Leontiev, N.I. Zhinkin, D.B. Elkonin, M.M. Konina, E.P. Korotkova, A.M. Leushina, L.A. Penevskaya, E.I. Tikheeva, E .A. Flerina and others)

Psychologists in their works emphasize that in coherent speech, the close connection of the speech education of children clearly appears. (L.S. Vygotsky, S.L. Rubinshtein, A.A. Leontiev, A.V. Zaporozhets and others)

"A child learns to think by learning to speak, but he also improves speech by learning to think." Scientists have also proved that coherent speech has a great influence on aesthetic education and performs a significant social function.

O.S. Ushakova and N.G. Smolnikova in their studies note that "... the timely and correct development of the skills of coherent oral monologue speech in preschool children lays the foundation for the successful formation of coherent written monologue speech among schoolchildren." From a student entering the school, the ability to give a detailed answer to all academic subjects, fully and consistently talk about what they read, describe, reason, prove. All these changes are laid in preschool age.

In the works of psychologists, it is noted that the most synsitive period for the development of coherent speech is the fifth year of life. (A.V. Zaporozhets, D.B. Elkonin and others)

A lot of research has been done on the problem of the development of coherent speech in kindergarten, in particular, the issues of using visualization, namely, toys in the learning process, have been studied.

Despite the fact that in the methodology for the development of speech in kindergarten, a toy has long been considered an important means of developing coherent speech, clearly insufficient attention is paid to telling about a toy. This is due to the fact that, in essence, in the educational and methodological literature there is no single point of view on the content and methodology of conducting classes with children, on the order of setting the tasks of teaching descriptive and narrative speech and the sequence of various classes with toys.

Telling from toys, children learn to select subject-logical content for descriptions and narratives, acquire the ability to build a composition, link parts into a single text, use linguistic means visually.

Thus, on the one hand, toys have great potential for the development of coherent speech in kindergarten classes, but on the other hand, this issue has received insufficient scientific and theoretical justification in the methodological literature.

The problem of this study is to determine: in which pedagogical activities with toys it is possible to effective development coherent speech in children 5 years of age. Its study is the purpose of the study.

The subject of the study is the pedagogical conditions for the formation of the speech of children of the fifth year of life in classes with toys.

The object of the study is connected utterances of a monologue type in children of 5 years of age.

The study is based on the hypothesis that the widespread use of toys in classes for the development of coherent speech with children of 5 years of age will contribute to a more effective formation of full-fledged statements in them.

The research objectives are.

1. Study and analysis of scientific - methodological literature on the research issue.

2. Identification of the features of connected monologue statements of a descriptive type 5 years of age.

3. Determination of the content and methodology for the development of coherent speech in children of 5 years of age in the process of communicating with peers.

4. Determining the effectiveness of teaching connected monologue speech of a descriptive type on the material of visualization / toys /.

The methodological basis of the study is the position of the theory of speech activity, its structure, role in the formation of the child's personality.

Research base. Experimental work was carried out in a preschool educational institution. The study covered 12 children of the 5th year of life.

In accordance with the intended purpose and objectives of the study, the following methods were used:

Study and analysis of psychological, linguistic and pedagogical literature on the topic;

Study and analysis of documentation of a preschool educational institution;

Monitoring the organization and content of work in the classroom for the development of coherent speech;

Search, ascertaining, forming, control experiments;

Quantitative and qualitative comparative analysis of the statements of preschoolers;

Analysis and generalization of experimental data.

This qualifying work consists of two chapters, conclusions, bibliography and applications.

Chapter I. Theoretical foundations for the formation of coherent speech in preschoolers

1.1 Linguistic and psychological foundations for the formation of coherent speech in preschoolers

The problem of the development of coherent speech has been and remains the focus of attention of psychologists, linguists, psycholinguists /L.S. Vygotsky, S.L. Rubinshtein, A.V. Zaporozhets, D.B. Elkonin, A.A. Leontiev, I.R. Galperin, I.Yu. Winter and others/.

Interest in this problem has increased greatly in recent years. This is due to the formation of a special branch of linguistics - text linguistics, which is defined as the science of the essence and organization of the prerequisites and conditions of human communication.

The term "coherent speech" is used in several meanings:

1) process, activity of the speaker;

2) the product, the result of this activity, the text of the statement;

3) the name of the section of work on the development of speech

/ B.A.Glukhov, T.A. Ladyzhenskaya, M.R. Lvov, A.N. Schukin/;

4) a segment of speech that has a considerable length and is divided into relatively complete and independent parts.

According to modern ideas, the text, rather than the sentence, is the real unit of speech communication; at the level of the text, the intention of the utterance is realized, the interaction of language and thinking takes place.

Texts can be dialogic and monologue. By definition L.L. Yakubinsky for dialogue "will be characterized by: a relatively fast exchange of speech, when each component of the exchange is a replica and one replica is highly conditioned by the other, the exchange occurs without any preliminary thinking; the components do not have a special assignment; there is no deliberate connection in the construction of replicas, and they are extremely brief."

Dialogic speech is more elementary in its characteristics than other types of speech.

L.P. Yakubinsky notes that: "Accordingly, for the extreme case of a monologue, the duration and due to its connectedness, the construction of the speech series, the one-sided nature of the statement, not designed for an immediate replica; the presence of a predetermined preliminary reflection, etc., will be characteristic. But between these two cases there are a number of intermediate ones, the center of which is such a case when the dialogue becomes an exchange - monologues.

In modern linguistic literature, the text is characterized as the highest communicative unit, studying as a whole, building according to certain laws. Nevertheless, in linguistics there is no single, generally accepted definition of the content of the concept of "text", its qualitative characteristics differ in different scientific papers.

Let's look at some text definitions.

"A text is a speech work written in form, belonging to one participant in communication, complete and correctly formatted." - this is the point of view of N.D. Zarubina.

L.M. Loseva identifies the following features of the text:

"1) the text is a message (what is reported) in writing;

2) the text is characterized by content and structural completeness;

3) the text expresses the attitude of the author to the reported (author's attitude).

On the basis of the above features, the text can be defined as a message in writing, characterized by semantic and structural completeness and a certain attitude of the author to the message.

OI Moskalskaya notes the following provisions: "The main unit of speech expressing a complete statement is not a sentence, but a text; a sentence - a statement is only a special case, a special kind of text. The text is the highest unit of the syntactic level."

Despite the differences in these definitions, they have much in common. First of all, the text is considered as a speech-creative work. A text is an essay or statement of the author expressed in writing, as well as official documents, acts, etc. There are intermediate options for speech production: preparatory oral presentations, literary impromptu. They testify to the conditionality of the division of speech into oral and written. Most importantly, both oral and written forms are the product of a speech-creative process that is essentially the same, a verbally expressed result of speech. mental activity person.

This is how I.R. Galperin defines the text. "A text is a work of a speech-creative process that has completeness, objectified in the form of a written document, literary processed in accordance with the type of this document, a work consisting of a name (title) and a number of special units (super-phrasal units), united by different types of lexical, stylistic connection, having a certain purposefulness and pragmatic attitude."

The term "statement" in linguistics, as well as the concepts of "coherent speech", "text", has a variety of interpretations. An utterance is a message, an act of communication, a unit of a message, etc. At the same time, some linguists refer only sentences to utterances, others different in length (volume) statements equal to the length of a sentence, the length of a superphrasal unity, the length of a paragraph, etc. ( I. R. Galperin, I. S. Gindin, T. M. Dridze, N. I. Zhinkin, N. D. Zarubina, L. M. Loseva, I. P. Sevbo, G. Ya. Enquist, T. Todorov, H. Weinrich and others).

The linguistic approach to the study of the text is focused on identifying such characteristics that can be called internally textual, since they describe the ways of internal organization of the text structure.

1) the presence of a title, completeness, thematic unity;

2) purposefulness, integration, subordination of each component of the text to its general thought;

3) the structural organization of the text, the connection between its parts and sentences;

4) processing of the text in terms of stylistic norms (I.R. Galperin, 1977, 1981).

Almost every text is associated with a retrospection, which is a return to the elements of the text or a repetition, or with a projection - information about what will be said later.

Let us characterize the text categories that are significant for our study.

Integrity is manifested at the level of content (thematic unity), function (stylistic unity) and form (structural unity).

A whole text implements a single program of the speaker and is felt by the listener as a complete unit of communication. The semantic unity of the text is expressed in the fact that all its elements are directly or indirectly related to the subject of speech and the communicative attitude of the speaker.

Important concepts that characterize the semantic integrity of the text are the concepts of "theme" and "content" of the statement, "the main idea."

Topic - is the subject of speech, which breaks up in the text into micro-topics, which are considered the minimum units of speech meaning.

An indicator of integrity is also the title, which indicates the topic or main idea of ​​the text, or the possibility of its selection.

The creation of an integral text by a child requires a certain level of formation of skills to focus on a topic or heading when constructing an utterance, to select content in accordance with the purpose and main idea.

In teaching preschoolers, it is necessary to take into account both of these characteristics of the text, that is, not only its structural, but also its semantic organization.

"All communicative elements of the text (sentences, groups of sentences, communicative blocks) must be connected, fastened together. In each text, as a rule, formal, external links between separate parts of the text are found, can be observed and described."

"These are special types of communication that provide ... a logical sequence (temporal and (or) spatial) interdependence of individual messages, facts, actions, etc." Clutch provides a linear connection between parts of the text using linguistic units of various levels (pronouns and pronominal words, the use of time, etc.), which correlates to some extent with the category "sequence", which is expressed in the ways of combining sentences in the text: " the use of third person pronouns, possessive, demonstrative pronouns, pronominal adverbs, coordinating conjunctions, as well as other indicators of the left (rarely right) component.

The integrity of the text is carried out with the help of such means as "person, tense, inclination, models and types of sentences for the goal setting of the statement, syntactic parallelism, word order, ellipse".

The integrity of the text, according to N.I. Zhinkin, allows you to most adequately express "communicative actions, a human act that makes sense," to reach the highest level of human language - prosody.

The sign of integrity as a fundamental property of the text was considered by A.A. Leontiev. He believes that, unlike coherence, which is realized in separate sections of the text, integrity is a property of the text as a whole. Integrity is "a characteristic of the text as a semantic unity, as unified structure, and is defined throughout the text. It did not correlate directly with linguistic categories and is of a psychological nature.

Connectivity is characterized by the logic of presentation, a special organization of linguistic means, and a communicative orientation.

Connectedness and wholeness (integrity) concepts are unequal. A.A.Leontiev notes that "connectivity is usually a condition for integrity, but integrity cannot be fully determined through connectivity. On the other hand, a connected text does not always have the characteristic of integrity."

V.A. Buchbinder and E.D. Rozanov, noting that an integral feature of the text is its coherence, understand the coherence of the text as "the result of the interaction of several factors. This is, first of all, the logic of presentation, reflecting the correlation of the phenomena of reality and the dynamics of their development; this, further, is a special organization of linguistic means - phonetic, lexical - semantic and grammatical, taking into account also the functional and stylistic load; this is a communicative orientation - compliance with the motives, goals and conditions that led to the emergence of this text; this is a compositional structure - the sequence and proportionality of parts; contributing to the identification of content; and finally, the content of the text itself, its meaning."

All these factors, harmoniously combined in a single whole, "ensure the coherence of the text."

Grammar means include such as the correlation of sentences by type, tense and mood of verbs, their gender and number. Lexical forms of communication are the repetition of individual meaningful words, the use of coordinated pronouns, synonymous substitutions, correlative words, etc.

In the flow of speech, sentences are grouped, combined thematically, structurally and intonationally and form a special syntactic unit - a complex syntactic whole (S.S.Ts.). In children's speech, tests of small volume are more common, therefore, for the methodology of speech development, linguistic studies of coherence within the minimum segment of a large text are of the greatest importance.

(superphase unity, complex syntactic whole).

The text consists of S.S.Ts. and free sentences (such sentences open and end the text); syntactic analysis of the text includes the study of the links between sentences, the means of expressing these links, the division of the text into syntactic units, more than sentences, - S.S.Ts.

Links between sentences within the S.S.C. (S.F.E.) are different from those that exist at the level of a sentence and especially at the level of a phrase. There are no such types of communication as coordination, control, adjacency, etc.

Relationship between sentences in S.S.Ts. - this is, first of all, the connection between the whole communicative units of the language (speech), and not their parts. This also determines the difference in the semantic significance of the compared units. The functions of the predicative parts, as a rule, are closed within the complex sentence of which they are components, while the function of the sentence extends to the organization of the entire S.S.Ts., and sometimes the whole text. After all, two independent sentences in the text can be connected not only with each other, but also with other sentences of the previous part of the text.

Any properly organized text is a semantic and structural unity, the parts of which are closely interconnected both sematically and syntactically. The semantic and structural unity of the text organizes interphrase communication, that is, the connection between sentences, S.S.Ts., paragraphs, chapters and other parts.

The text has internal semantic relationships between its parts, meaningful, formal and communicative integrity, which allows you to provide a semantic connection between parts of the text, prepare for subsequent information, reliably follow the path of cognition of the text, strengthen "text memory", return the addressee to the previous one, remind him about said, "referring to his knowledge of the world."

In addition to semantic and structural, another type of connection is established for the text - communicative connection: "The communicative aspect of language means, first of all, the presence of a single structure of linguistic units of communication, held together by an inseparable connection between content and formal sides."

Linguists have revealed that the basis of coherence in a complex syntactic whole is the communicative continuity of sentences. The topic of the sentence repeats part of the information of the previous sentence, the rheme contains new information that develops, enriches the meaning of the statement, moves the meaning forward.

There are three types of topics - rhematic chains:

1. Chain connection, in which each subsequent sentence is directly related to the previous one. The main means are lexical repetitions, lexical and textual synonyms, pronouns. This is the most common way to communicate.

2. Parallel connection, in which each sentence, starting from the second, develops the theme indicated in the first sentence and is connected with it in meaning. The main means of implementation are the same word order, uniformity grammatical forms expressions of sentence members, species-temporal correlation of predicates.

3. Parallel connection with the absence of a cross-cutting theme. The connection between sentences is carried out through a common communicative task and the imaginary picture of reality that they paint together. Typically, such constructions are used in landscape descriptions.

OA Nechaeva found that the following types of speech can be distinguished: description, narration, reasoning, which are built on the basis of thought processes: synchronous - in description, diachronous - in narration and causal, inferential - in reasoning.

Let's give brief description main types of monologue statements.

A description is a sample of a monologue message in the form of a listing of simultaneous or permanent features of an object. When describing, the object of speech is revealed, i.e. the form, composition, structure, properties, purpose (of the object) are specified. The purpose of the description is to capture some moment of reality, to give an image of an object, and not just to name it.

The description is static, it states the presence or absence of any features of the subject. The description is characterized by the obligatory presence of the object of speech.

Nechaeva O.A. distinguishes four structural and semantic varieties in the descriptive type of monologue speech: landscape, portrait, interior, characterization.

Reasoning is a model of a monologue message with a generalized causal meaning based on a full or abbreviated conclusion. Reasoning is conducted with the aim of reaching a conclusion: scientific, generalized or everyday (general and particular). Reasoning "is characterized by the use of rhetorical questions, subordinating conjunctions, emphasizing the nature causal connections between sentences and parts of the text.

Narration is a special type of speech with a meaning about developing actions or states of objects. The basis of the narrative is a plot that unfolds in time, the order of actions comes to the fore. With the help of narration, the development of an action or state of an object is conveyed.

There are various forms of storytelling. So M.P. Brandes singles out narratives: about an event, about an experience, a state and a mood, short message about the facts.

O.A. Nechaeva defines the following types of narration:

Specifically, the stage

Generalized - scenic

informational

There is reason to believe that the development of coherent speech at preschool age begins with a concrete stage narrative, it consists of pictures or scenes following one after another. A generalized stage narrative is a message about specific narrative actions that are repeated in a given setting, become typical for it. Informational narrative is a message about actions without specifying them.

A kind of narration is, according to T.A. Ladyzhenskaya, a story in which the plot, climax, and denouement differ. T.A. Ladyzhenskaya presents the narrative scheme as follows: the beginning of the event, the development of the event, the end of the event.

Linguistic studies show that the construction of a coherent and coherent text requires the child to have a number of language skills:

1) build statements in accordance with the topic and main idea;

2) use various functional and semantic types of speech, depending on the purpose and conditions of communication;

3) observe the structure of a certain type of text, allowing to achieve the goal;

4) connect sentences and parts of the statement using various types of communication and various means;

5) select adequate lexical and grammatical means.

The problem of coherent speech, its formation and development are considered in numerous psychological studies. (L.S. Vygotsky, N.I. Zhinkin, I.A. Zimnyaya, A.A. Leotiev, A.M. Leushina, A.K. Markova, S.L. Rubinshtein, A.G. Ruzskaya, F .A. Sokhin, D.B. Elkonin and others).

Coherent speech is understood as a detailed, logical, consistent and figurative presentation of any content.

S.L. Rubinshtein notes that for the speaker, any speech that conveys a thought is a coherent speech. "The coherence of speech itself means the adequacy of the speech formulation of the speaker's or writer's thought from the point of view of its intelligibility for the listener or reader." The construction of phrases already indicates that the child begins to establish connections between objects. S.L. Rubinshtein emphasizes that coherent speech is a kind of speech that is understandable on the basis of its own subject content. In order to understand it, there is no need to specifically take into account the particular situation in which it is pronounced, everything in it is clear from the very context of the speech; it's contextual. Thus, the main characteristic of coherent speech is its intelligibility for the interlocutor. It can be incoherent for two reasons: the connections are not realized and not represented in the speaker's mind; being presented in the speaker's thoughts, these connections are not properly revealed in his speech.

The child's speech differs in that "it does not form a coherent semantic whole, such a" context "that on the basis of it alone it could be understood."

Connected speech - the result general development speech, an indicator of not only the speech, but also the mental development of the child. (L.S. Vygotsky, N.I. Zhinkin, A.N. Lentiev, L.R. Luria, S.L. Rubinstein, D.B. Elkonin and others)

A connected statement shows how much the child owns vocabulary mother tongue, its grammatical structure, norms of language and speech; is able to selectively use the most appropriate means for a given monologic utterance.

The development of coherent monologue speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. In L.S. Vygotsky's work "Thinking and Speech", the main issue is the relationship between speech and thinking. L.S. Vygotsky understood this relation as an internal dialectical unity, at the same time he emphasized that thought does not coincide with its speech expression. The process of transition from thought to speech is a complex process of dismembering thought and recreating it in words.

S.A. Rubinshtein notes that "... speech is especially closely connected with thinking. The word expresses a generalization, since it is a form of existence of a concept, a form of existence of a thought. Genetically, speech arose along with thinking in the process of social and labor practice and took shape in the process of socio-historical development humanity in unity with thinking. But speech still goes beyond the limits of correlation with thinking. Emotional moments also play a significant role in speech: speech correlates with consciousness as a whole. "

The studies of L.S. Vygotsky, A.A. Leontiev, A.M. Leushina, S.L. Rubinshtein and others prove that in young children the dialogue precedes the monologue. They differ in their psychological nature and linguistic means.

Dialogic speech is situational to a very large extent; related to the setting in which the conversation takes place and is contextual, i.e. each successive statement is to a very large extent conditioned by the previous one.

Dialogic speech is involuntary: most often, the replica in it is a direct speech reaction to a non-speech stimulus, or an utterance, the content of which is "imposed" on previous statements.

The monologue develops on the basis of dialogic speech as a means of communication. Monologue speech is a relatively expanded type of speech, it is in more arbitrary. Monologue speech is a highly organized type of speech and the arbitrariness of monologue speech implies, in particular, the ability to selectively use the most appropriate linguistic means for a given statement, i.e. the ability to use a word, phrase, syntactic construction that would most accurately convey the speaker's intention.

The researchers found that already in the first - second year of life, in the process of directly - emotional, practical communication with adults, the foundations of future coherent speech are laid. Gradually, speech acquires a detailed, coherent character, and by the age of 4-5, the oral speech of a child who communicates a lot with adults becomes quite rich and complete.

S.L. Rubinshtein singled out situational and contextual speech. He believed that a characteristic feature of situational speech is that it depicts more than expresses. The facial expressions and pantomimes accompanying speech, gestures, intonation, reinforcing repetitions, inversions, and other means of expression that the child uses often greatly exceed what is contained in the meaning of his words.

The speech of a young child is situational in nature, because the subject of his speech is directly perceived, not abstract content.

A.M. Leushina showed that "... the child's situational speech is, first of all, expressed dialogic, colloquial speech. It is dialogic in its very structure and, moreover, even when outwardly in form it has the character of a monologue; the child talks with real or an imaginary (imaginary) interlocutor, or, finally, with himself, but he invariably talks, but not easily tells. Only step by step does the child move on to constructing a speech context that is more independent of the situation. Gradually speech becomes coherent, contextual. The appearance of this form of speech is explained by new tasks and the nature of the child's communication with others. Folding message function, complication cognitive activity require more detailed speech, and the previous means of situational speech do not provide intelligibility and clarity of his statements. Psychological studies have shown that elements of coherent monologue speech appear in children as early as 2–3 years of age, and the transition from external to internal speech, from situational to contextual, occurs by the age of 4–5. (M.M. Koltsova, A.M. Leushina, A.A. Lyublinskaya, D.B. Elkonin). A.M. Leushina found that the same children's speech can be either more situational or more coherent, depending on the tasks and conditions of communication. The dependence of the nature of children's speech on the content and conditions of communication is confirmed by the studies of Z.M. Istomina. In a situation in which the material is well known to the listener, the child does not feel the need to give a detailed statement.

1.2 The problem of the formation of coherent speech of preschoolers in pedagogical literature

Many scientist-teachers dealt with the development of coherent speech of preschoolers. The first to touch upon this problem was K.D. Ushinsky at the end of the nineteenth century. However, the methodology for the development of speech in general and the development of coherent speech in particular reached its greatest prosperity in the second half of the 20th century.

Research in the field of coherent speech in the 60s - 70s was largely determined by the ideas of E.I. Tiheeva, E.A. Flerina. They specified the classification of children's stories, teaching methods different types storytelling in age groups. / N. A. Orlanova, O.I. Konenko, E.P. Korotkova, N.F. Vinogradova /.

Alisa Mikhailovna Borodich / born in 1926 / made a great contribution to the development of methods for teaching children to tell stories.

She influenced the improvement of work on the development of children's speech in mass practice.

Methodological and didactic manuals prepared by the student L.M. Lyamina, V.V. Gerbova have found wide application in practice.

A great influence on the development of scientific methodology was exerted by the research of employees of the laboratory for the development of children's speech, created in 1960 at the Research Institute of Preschool Education of the Academy of Pedagogical Education of the USSR. The research was carried out under the supervision of the head of the laboratory F.A. Sokhin.

Felix Alekseevich Sokhin /1929-1992/ - student of S.L. Rubinstein, a deep connoisseur of children's speech, linguist and psychologist. The development of methodological theory by Sokhin included psychological, psycholinguistic, linguistic and proper pedagogical aspects. He convincingly proved that the development of children's speech has its own independent significance and should not be considered only as an aspect of familiarization with the outside world. F.A. Sokhina, O.S. Ushakova and their employees, based on a deep understanding of the processes of speech development that had developed by the beginning of the 70s, largely changed the approach to the content and methodology of the development of children's speech. The focus is on the development of the semantics of children's speech, the formation of language generalizations, elementary awareness of language and speech. The conclusions obtained in these studies are not only of great theoretical, but also of practical importance. On their basis, a program was developed speech development children, teaching aids for educators, reflecting an integrated approach to speech development and considering the acquisition of coherent speech as a creative process.

The results of research carried out in those years were reflected in the new standard program, which was improved until the mid-80s.

The problem of the development of coherent speech has been studied in various aspects by many teachers. /K.D. Ushinsky, E.I. Tiheeva, E.A. Flerina, A.M. Leushina, L.A. Penevskaya, M.M. Konin, A.M. Borodich and others/.

The development of coherent speech should be carried out in the process of planned and systematic work on the retelling of a literary work and teaching independent storytelling / A.M. Leushina/; content children's story it is necessary to enrich on the basis of observation of the surrounding reality, it is important to teach children to find more accurate words, correctly build sentences and connect them in a logical sequence into a coherent story /L.A.Penevskaya/; when teaching storytelling, preparatory prosodic work should be carried out / N.A. Orlanova, E.P. Korotkova, L.V. Voroshnina/.

Important for the development of coherent speech is the formation of the ability of preschoolers to select not only the content, but also the necessary language form for its expression; lexical work (semantic comparisons, evaluation, selection of words, use of situations, writing) an adult dictates to the child, who ensures the mastery of complex syntactic constructions; formation of the sound side of speech /intonation, tempo, diction/; development of different types of speech / N.F. Vinogradova, N.N. Kuzina, F.A. Sokhina, E.M. Strunina, M.S. Lavrin, M.A. .Gerbova/.

Psychological and pedagogical studies of children's connected speech / by F.A. Sokhin / are carried out in the functional direction: the problem of the formation of language skills in the communicative function is investigated.

This direction is represented by studies of the pedagogical conditions for the formation of coherent speech, which is considered as a phenomenon that incorporates all the achievements of the mental and speech development of children.

The close connection between speech and intellectual development children, acting in the formation of coherent speech, meaningful, logical, consistent, accessible, well understood in itself, without additional questions and clarifications. In order to tell a good coherent story about something, you need to clearly imagine the object of the story / object, event /, be able to analyze the object, select its main properties and qualities, establish cause-and-effect, temporal and other relationships. In addition, it is necessary to be able to select the words most suitable for expressing a given thought, to be able to build simple and complex sentences, to use a variety of means to connect individual sentences and parts of an utterance.

In scientific works devoted to the formation of speech, mental and aesthetic aspects, it appears especially brightly.

In studies conducted in laboratories for the development of speech, it is shown that awareness of linguistic and speech phenomena /meaning elementary awareness/ acts in the development of coherent speech as an important condition for the mental and aesthetic development of preschoolers / L.V. Voroshnina, G.L. Kudrina, N .G.Smolnikova, R.Kh.Gasanova, A.A.Zrozhevskaya, E.A.Smirnova/.

Thus, in the work of A.A. Zrozhevskaya, the possibility and expediency of developing in children of middle preschool age the skills and abilities of descriptive coherent speech, in which the general structure of the text is observed, the microthemes of the statement are consistently built and sufficiently fully disclosed, various intertextual connections are used. The results of the study reveal the opportunities that have not yet been used in the development of speech of children of middle preschool age in mastering coherent descriptive speech.

Scientists have proven that all the speech skills and abilities of a child are manifested in coherent speech. By the way a preschooler builds a coherent statement, how accurately he knows how to choose words, how he uses the means of artistic expression, one can judge the level of his speech development.

Many researchers and practitioners have attached great importance to visibility. In particular, they found that toy storytelling has a huge impact on the formation of monologue speech skills. Classes with toys were developed by E.I. Tikheeva. The system of teaching storytelling from toys remained unchanged for a long time. More recent research and methodological developments/ A.M. Borodich, E.P. Korotkova, O.I. Solovieva, I.A. Orlanova/ made adjustments to the teaching methodology, retaining the essence of the previous system.

Researchers recent years/O.S. Ushakova, A.A. Zrozhevskaya / in the formation of coherent speech on the material of the toy, they proceeded from the fact that children should be taught not the types of storytelling, but the ability to build a monologue - a storytelling based on the categorical features of the text.

Research conducted by scientists has shown that in-depth, content-enriched work on the development of coherent speech of children, which begins at least from a young age, gives at the end of their education and upbringing in kindergarten / in any age group/ big effect.

The speech development methodology has data that show that kindergarten graduates who have undergone such training are much more successful than their peers in mastering the school curriculum for their native language - in terms of both linguistic knowledge and the development of coherent speech, oral and written.

The effectiveness of this technique raised the question for researchers about the need to improve it. At present, this is carried out primarily as a refinement and deepening of the continuity of the connections between the content and methods for the development of coherent speech in different age groups of the kindergarten.

Approaches to the study of the development of coherent speech were influenced by research in the field of text linguistics. In studies carried out under the guidance of F.A. Sokhina and O.S. Ushakova / G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, I.G. Smolnikova, E.A. Smirnova, L.G. Shadrin/, the focus is on the search for clearer criteria for assessing the coherence of speech. The main indicator is the ability to structurally build a text, and use various ways of linking between phrases and parts of different types of coherent statements.

The results of the research have changed approaches to the content and forms of education. Speech tasks proper are separated from familiarization with the environment, children's knowledge and ideas about the elements of language activity, language communication are singled out, which, according to F.A. Sokhina, linguistic development of the child; complex classes are being developed, the leading task of which is to teach monologue speech. Variable programs are being created for different types of preschool educational institutions, in which, along with other issues, the development of coherent speech of children / "Rainbow", "Childhood", etc. /

Thus, at present, scientists have a wealth of practical material and a database of experimental data on the development of coherent speech under the influence of targeted pedagogical influence.

1.3 Features of the development of coherent speech in preschool age

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.

In the preparatory period of speech development, in the first year of life, in the process of direct emotional communication with adults, the foundations of future coherent speech are laid.

In emotional communication, an adult and a child express various feelings /pleasures and displeasures/, not thoughts.

Gradually, the relationship between an adult and a child is enriched, the range of objects that he encounters expands, and words that previously expressed only emotions begin to become for the baby designations of objects and actions. The child has his own vocal apparatus, acquires the ability to understand the speech of others. Understanding speech is of great importance in the entire subsequent development of the child, it is the initial stage in the development of the function of communication. There is a special type of communication in which an adult speaks, and the child responds with facial expressions, gestures, and movements.

On the basis of understanding, at first very primitive, the active speech of children begins to develop. The child imitates the sounds and sound combinations that the adult utters, he himself draws the adult's attention to himself, to some object. All this is of exceptional importance for the development of children's speech communication: the intentionality of the voice reaction is born, its focus on another person, speech hearing is formed, arbitrariness, utterance. / S.L. Rubenstein; F. Sokhin /

By the end of the first - the beginning of the second year of life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life, words begin to serve as a designation of objects for the baby. From this moment, the child begins to use words to address an adult and acquires the ability through speech to enter into conscious communication with adults. The word for him has the meaning of the whole sentence. Gradually, the first sentences appear, first of two, and by two years of three and four words. By the end of the second year of a child's life, words begin to take shape grammatically. Children express their thoughts and desires more accurately and clearly. Speech during this period acts in two main functions: as a means of establishing contact and as a means of knowing the world. Despite the imperfection of sound pronunciation, limited vocabulary, grammatical errors, it is a means of communication and generalization.

In the third year of life, both understanding of speech and active speech develop rapidly, vocabulary increases sharply, and the structure of sentences becomes more complicated. Children use the simplest, most natural and original form of speech - dialogic, which at first is closely connected with the practical activity of the child and is used to establish cooperation within the joint objective activity. It consists in direct communication to the interlocutor, contains an expression of request and help, answers to questions from an adult. Such a grammatically unformed speech of a small child is situational. Its semantic content is clear only in connection with the situation. Situational speech expresses more than it expresses. The context is replaced by gestures, facial expressions, intonation. But already at this age, children take into account in the dialogue when constructing their statements how their partners will understand them. Hence the ellipticity in the construction of statements, stops in the begun sentence.

At preschool age, there is a separation of speech from direct practical experience. Main Feature This age is the emergence of the planning function of speech. In the role-playing game leading the activities of preschoolers, new

types of speech: speech instructing the participants in the game, speech - a message that tells an adult about the impressions received outside of contact with him. The speech of both types takes the form of a monologue, contextual.

As was shown in the study by A.M. Leushina, the main line in the development of coherent speech is that the child moves from the exclusive dominance of situational speech to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. Changing the child's lifestyle, the complication of cognitive activity, new relationships with adults, the emergence of new activities require more detailed speech, and the old means of situational speech do not provide completeness and clarity of expression. There is contextual speech. (The content of contextual speech is clear from the context itself. The complexity of contextual speech lies in the fact that it requires the construction of an utterance without taking into account the specific situation, relying only on linguistic means).

The transition from situational speech to contextual, according to D.B. Elkonin, occurs by 4-5 years. At the same time, elements of coherent monologue speech appear already by the age of 2-3 years. The transition to contextual speech is closely related to the development of vocabulary and grammatical structure native language, with the development of the ability to arbitrarily use the means of the language. With the complication of the grammatical structure of speech, statements become more and more detailed and coherent.

The situational nature of speech is not an absolute belonging to the age of the child. In the same children, speech can be either more situational or more contextual. This is determined by the tasks and conditions of communication.

Conclusion A.M. Leushina found confirmation in the study of M.N. Lisina and her students. Scientists have proven that the level of speech development depends on the level of development of communication in children. The formula of the statement depends on how the interlocutor understands the child. The speech behavior of the interlocutor affects the content and structure of the child's speech. For example, in communicating with peers, children use contextual speech to a greater extent, since they need to explain something, to convince them of something. In communicating with adults who easily understand them, children are more likely to confine themselves to situational speech.

Along with monologue speech, dialogic speech continues to develop. In the future, both of these forms are carried out and used depending on the conditions of communication.

Children 4-5 years old actively enter into a conversation, can participate in a collective conversation, retell fairy tales and short stories, independently tell from toys and pictures. However, their coherent speech is still imperfect. They do not know how to correctly formulate questions and correct the answer of their comrades. Their stories in most cases copy the model of an adult, contain a violation of logic; sentences within a story are often connected only formally (with words later).

In children of older preschool age, the development of coherent speech reaches a fairly high level. In dialogical speech, children use a fairly accurate, short or detailed answer in accordance with the question. To a certain extent, the ability to formulate questions, give appropriate remarks, correct and supplement the answers of a friend is manifested.

Under the influence of improving mental activity, changes occur in the content and form of children's speech. The ability to single out the most significant in an object or phenomenon is manifested. Older preschoolers are most actively involved in a conversation or conversation: they argue, argue, quite motivatedly defend their opinion, convince a friend. They are no longer limited to naming an object or phenomenon and incomplete transfer of qualities, but in most cases they isolate characteristic features and properties, give a more detailed and fairly complete analysis of an object or phenomenon.

The ability to establish certain connections, dependencies and regular relationships between objects or phenomena is manifested.

The ability to establish certain connections, dependencies and regular relationships between objects and phenomena appears, which is directly reflected in the monologue speech of children. The ability to display the necessary knowledge and find a more or less appropriate form of their expression in a coherent narrative develops. The number of incomplete and simple non-common sentences is significantly reduced due to common complicated and complex ones.

The ability to quite consistently and clearly compose descriptive and plot stories on the proposed topic appears. At the same time, in a significant part of children, these skills are unstable. Children find it difficult to select facts for their stories, to arrange them logically, in structuring statements, in their language design.

Chapter II. Methods of formation of coherent speech in children of 5 years of age

2.1 Characteristics of descriptive speech in children of 5 years of age according to the results of the ascertaining experiment

The study of the problem of the development of coherent speech and the formulation of experimental work was carried out on the basis of a preschool educational institution. For the experiment, children of 5 years of age were chosen, since it is this period of preschool age that is sensitive for the development of coherent speech.

At the first stage of the work, an ascertaining experiment was carried out. It included the following tasks:

1. Description of the toy.

Purpose: To reveal the features of connected monologue statements in children of the fifth year of life in the course of describing a toy: the structure, sequence and coherence of presentation, the nature of sentences and the language means used.

2. Description of the item.

Purpose: To study the features of connected descriptive monologic statements in children of the fifth year of life in the course of a story about an object.

3. A story based on a plot picture.

Purpose: To study the features of connected monologue statements of a sequential type in children of the fifth year of life in the course of a story based on a plot picture.

To clarify the skills of description, the children were asked to tell about the toy: "Look carefully at the matryoshka and tell us everything about it. What is it like?" In protocol No. 1, the story of each child was recorded verbatim, with the preservation of the features of the statements. The children's speech did not improve. The examination of children was carried out individually in order to exclude the influence of the statements of one child on the quality of speech of other children.

For the analysis of connected monologue statements of a descriptive type, indicators were used:

1) The sequence of presentation, the presence of structural parts in the description.

2) Connectivity of presentation.

3) Used linguistic means in the statement: the number of adjectives, nouns, verbs.

5) Informativeness of the statement: the number of words used in the presentation.

6) Fluency of utterance: the number of pauses.

The analysis data of Protocol No. 1 are shown in Table 1.

Based on the methodology for evaluating children's texts, T.A. Ladyzhenskaya and O.S. Ushakova, as well as data from the analysis of coherent statements, 4 levels of development of coherent speech were identified.

I High level.

Children feel the structural organization of the text. Compositional completeness, connectedness of parts of the statement can be traced in the stories. The description uses a variety of language tools, high information content of the statement. The stories are constructed grammatically correctly, there are a large number of sentences of a complex subordinate construction. The speech is smooth, the number of pauses is not more than two.

II Level above average.

The structure and sequence of the description is broken. Along with the pronominal connection, the formal-attachment /conjunctions a, and/ is used. In the statement, there are practically no figurative means of the language, sentences of a simple construction predominate, although sentences of a complex structure are also used; there are pauses in speech. The story is written with the help of an adult.

III Intermediate level.

Children at this level simply list the features of the parts of the toy. The speech is dominated by nouns and adjectives, there are no figurative means of the language, the information content of the statement is low. There are a lot of pauses. The story is written with the help of an adult.

IV level.

Children try to compose a story, but are limited to separate sentences without a beginning or end. The number of pauses is more than 5.

Diagram 1. Levels of connected monologue statements in children of 5 years of age during the description of the toy. I - high level, II - above average, III - average level, IV - low level

Out of 100% of children of the fifth year, 8.33% of children with a high level of coherent monologue statements of a descriptive type; 41.65% of children with a level of development of coherent speech above average; 33.32% of children with an average level and 16.66% of children with a low level of development of connected statements of a descriptive type.

In order to identify in children the ability to describe objects, preschoolers were given the task: "Look carefully at the chair and tell everything about it. What is it like?"

In protocol No. 2, the stories of children were recorded with the preservation of the features of statements. The children's speech did not improve.

To analyze connected utterances of a monologue type, the same indicators were used as when writing off a toy: the sequence and structure of the utterance, coherence, language means, the nature of the sentences used, the informativeness and fluency of the utterance.

The analysis data of Protocol 2 are shown in Table 2.

Based on the indicators, the levels of formation of connected monologue statements of a descriptive type were identified: I - high,

II - above average, III - average, IY - low level (see their description above).

Diagram 2. Levels of connected monologue statements in children of 5 years of age in the process of describing an object. I - high level, II - above average, III - average level, IV - low level

Out of 100% of children of 5 years of age, 16.66% of children with a high level of development of connected monologue statements of a descriptive type; 50% of children with a level of development above average; 24.99% of children with an average level and 8.33% of children with a low level of development of connected monologue statements of a descriptive type.

An analysis of the children's statements showed that in descriptive monologue speech, these preschoolers often replace nouns with pronouns, inaccurately indicate the details of the toy; sentences are mostly simple, incomplete. The description of the toy goes without pointing to the object; without conclusion; used formally - a coordinative connection between sentences using the unions "and", "yes", demonstrative pronouns "this", "here", adverbs "here", "then".

The statements of most children are notable for their compositional incompleteness - the enumeration of individual parts of the toy. Let us note that some children described the toy quite consistently, but skipped some structural part of the story (beginning or end).

Finally, there are children who, when compiling a description, are limited to individual words and sentences without beginning or end, which indicates that children of the same age group have significant individual ones.

In order to study coherent monologue statements of the imperative type in children, preschoolers were offered a task that they performed individually: storytelling based on a plot picture.

In protocol No. 3, the story of each child was recorded verbatim, while maintaining the features of a coherent statement.

The following indicators were used to analyze connected monologues of the narrative type:

1) The completeness of the coverage of the facts shown in the picture, the ability to establish diverse connections between facts, actors and objects, etc.

2) The sequence and coherence of the presentation, the presence of structural parts in the story.

3) The ability to closely formulate thoughts and questions and express them in a sentence.

4) The nature of the sentences: simple, complex, complex, one-word sentences.

Protocol analysis data are shown in Table 3.

On the basis of indicators, the levels of formulation of coherent monologue statements of the narrative type were identified:

I High level:

The child fully embraces the facts depicted in the picture, establishes diverse connections between them, as well as between objects and actors. Consistently and coherently states what he saw in the picture.

All the structural parts are present in the child's story. The child accurately formulates thoughts and expresses them in a sentence. In his speech he uses both simple and complex sentences.

II Intermediate level.

The child partially covers the facts depicted in the picture, partially establishes diverse connections between them, as well as between sentences and actors. Some structural parts are missing from the story. In the speech of the child, there is a presence simple sentences.

III Low level.

The child does not establish connections between objects, actors, phenomena depicted in the picture. The story is missing.

Diagram No. 3. Levels of coherent monologue statements of the narrative type in children of the fifth year of life. I - high level, II - medium level, III - low level

Out of 100% of children of the fifth year of life, 50% of children with a high level of coherent monologue statements of the narrative type; 50% with an average level. There is no low level of coherent monologic statements of the narrative type.

An analysis of the narrative utterances of 5-year-old children showed that when telling a story based on a plot picture, these preschoolers use mostly simple sentences, also complex ones with a formal connection (unions "and", "a"). Children often replace nouns with pronouns. The statements of one part of the children are distinguished by the omission of the structural parts of the story, and the other by the correct structural design of the narration. In their story, children try to establish all the essential connections between objects. actors, phenomena depicted in the picture. But not everyone succeeds in doing so.

The data of the ascertaining experiment showed that the speech of the fifth year of life is not sufficiently literate; there are incorrect construction of simple and complex sentences; frequent replacement of nouns by pronouns, in the monologues of most children there is a lack of a clear structure for constructing a coherent statement.

All this indicates the need for training in order to develop special skills for building coherent monologues.

2.2 Methods of experimental teaching children 5 years of age to describe toys

Experimental work was carried out in preschool educational institution No. 188 "Zimushka" in Yaroslavl. The experiment involved 12 children, of which 3 girls and 9 boys.

The purpose of the experiment: to test the pedagogical conditions for teaching connected monologue statements of a descriptive type, under which more effective development of coherent speech is possible in children of the fifth year of life.

Based on the results obtained during the ascertaining experiment, the content and methodology of experiential learning were determined, and the following tasks were set:

Activate vocabulary;

To form the ability and skills that form the basis of descriptive speech: correctly select lexical material, express thoughts in a certain sequence;

Teach children how to correctly compose complex sentences.

An analysis of the psychological and pedagogical literature showed that the development of coherent speech of preschoolers 5 years of age is greatly influenced by: work to expand the vocabulary, as well as the formation of the grammatical structure of speech. Based on this, experimental training was built. The methodology included both special classes and a variety of games and game situations in the course of the educational process in a preschool institution.

The following methodological techniques: creating game situations with surprise moments, game exercises; questions for children didactic games; drama games.

In the process of teaching descriptive utterances, frontal subgroup and individual forms of work with children were used.

The following types of toys were used during experiential learning:

Didactic (nesting dolls, turrets);

Plot (figurative): dolls, cars, animals, dishes;

Sets in accordance with the purpose of the lesson (For example: table, chairs, dishes, doll, bear, dog, gifts).

The work during the formative experiment was carried out in several stages.

Tasks of the first stage: to teach children, when describing an object, to see and name its characteristic features, qualities of action; learn to link two sentences together using a variety of means of communication.

A large number of adjectives should be present in the child's descriptive speech, so the tasks offered to the children were intended for the most part to activate this particular part of speech. We give examples of didactic games (see the description of the games in the appendix).

"Guess the toy."

Purpose: To expand the passive vocabulary of children; to form the ability to find an object, focusing on its main features.

"Tell me which one."

Purpose: To teach children to highlight the signs of an object

"Name what it is and tell me what it is?"

"Who will see and name more"

Purpose: To teach children by word and action to designate parts and signs appearance toys.

"What messed up Pinocchio?"

Let's note that the games - competitions proposed by E.I. Tikheeva are very effective to this day:

"Who will see more and say about the teddy bear?"

Purpose: To teach children to name a toy and its main features of appearance.

"Tell me, what do you know about the doll Tanya?"

Purpose: To teach children to highlight the signs of a toy.

For each correct answer, the child received a token. The desire to excel prompted the child to search for the necessary word or phrase. This made it possible to increase speech activity children in the process of didactic games.

The role of the adult in games has changed. So at the beginning, the teacher took the leading role and gave examples of the description of objects, and then the children were given independence: the adult controlled the course of the game, followed the coordination of nouns and adjectives in gender, number and case.

Simultaneously with the work on the activation of the dictionary, at the first stage, work was carried out on the formation of the grammatical structure of speech in children. Teaching preschoolers to build complex sentences with various types of communication is carried out in the classroom for the development of speech. practice shows that for the competent construction of complex sentences, one lesson is not enough: additional games and exercises are needed, the work of the educator to correct the statements of children.

In order to form the skills of building complex sentences, we selected didactic games developed by V.I. Semiverstov and adapted to the topic of this study.

Here are examples of didactic games:

"Why"

Purpose: To teach children to make a complex sentence with the union because.

"Because..."

Purpose: To teach children to use the union because in speech correctly.

"Finish the sentence"

Purpose: To learn how to make a compound sentence.

"Shop "

"What if"

Purpose: To teach children to make a complex sentence with the union if.

"Make an offer"

Purpose: To teach children to compose a compound sentence.

"Who has whom?"

Purpose: To teach children to compose a compound sentence.

In order to check how the children formed the skills of selecting lexical material in accordance with the topic and situation, as well as the skills to use various syntactic constructions, we conducted a lesson - a play with toys, in which the main characters performed a series of actions.

During the lesson - staging "Guests came to Masha." The teacher says that guests have come to Masha and asks to name their distinguishing features: what they are wearing, how they look. She clarifies what Masha and the guests are doing now, and the children answer. (The teacher performs actions with toys so that the children, naming them, speak out with the help of complex sentences).

The analysis of speech utterances showed that the children had sufficiently formed the skills of selecting lexical material, and the skills of correctly constructing complex sentences.

After that, we moved on to the second stage of the formative experiment.

Tasks of the second stage: to form in children elementary representations about the fact that every statement has a beginning, a middle, and an end, i.e. built according to a certain pattern.

In order to teach children to build a description of a toy in a certain sequence, we conducted a series of classes to familiarize ourselves with the structure of the description. The classes were held in game form. At the first lesson, the children were given the concept of the "beginning" of a description: without a beginning, no literary work (fairy tale) can exist; no drawing, so you need to talk about the toy from the beginning (beginning). At the second lesson, the concept of the "end" of the description was given, as well as the "beginning" on the example of fairy tales and drawings. In the third lesson, acquaintance with the concept of "middle" of the description. Please note that any description has a beginning, middle and end.

We teach children to describe toys according to T. Tkachenko's scheme. When telling a toy, the following indicators are used:

1. Color: red, green, blue, etc.

2. Shape: circle, square, triangle, etc.

3. Size: big, small.

4. The material from which the toy is made: plastic, metal, wood, etc.

5. Components of the toy.

6. How can you act with this toy.

To consolidate the skills of describing the toy according to the scheme, several classes were held. (See the notes in the appendix).

In order to instill in children the skills of independent description of toys, role-playing games were held.

Since the effectiveness of this type of games depends on the interest and enthusiasm of children, much attention was paid to the plots and their organization.

Role-playing games were held with children: "Shop", "Birthday", "Exhibition", "Excursion".

The main requirement for the participants in these games is to describe the toy most fully, accurately and consistently so that other children can guess it according to the listed signs.

At the end of the second stage of the formative experiment, a control lesson was held - a dramatization of "Teremok". Its main goal was to identify the degree of development of descriptive speech at the end of training. (See the summary of the lesson in the appendix).

An analysis of the children's speech utterances during the control session showed that the implementation of all the intended content using a variety of methods and techniques had a positive effect on the level of coherent speech of children: the children's vocabulary was enriched; formed ideas about the structure of the text; improved word matching skills in a sentence; in the speech of children, the number of compound and complex sentences increased; and the number of errors in the construction of complex sentences has also decreased.

An analysis of the materials of the formative experiment is presented in the next paragraph.

2.3 Analysis of the results

In April, a final control examination of children was carried out.

The purpose of the survey: to identify the dynamics of mastering coherent speech by children of the fifth year of life as a result of experiential learning, to compare the results of ascertaining and formative experiments.

We examined 12 children. For the survey, the same types of tasks and visual aids were selected as in the initial survey.

Task 1. Description of the toy.

Purpose: to study the level of connected monologic statements of the descriptive type of children in the course of describing the toy.

Task 2. Description of the subject.

Purpose: to study the level of connected monologue statements of a descriptive type in the course of describing an object.

Task 3. Storytelling based on a plot picture.

Purpose: to study the level of connected monologue statements of the narrative type in the course of a story based on a picture.

In protocol No. 4, the statements of children were recorded verbatim in the course of performing 1 task. The data obtained are presented in table 4.

Analysis of Table 4 made it possible to identify the levels of development of connected monologue statements of a descriptive type.

Diagram #4. Dynamics of changes in connected monologue statements of a descriptive type.

Out of 100% of children after the learning experiment, 24.99% of children have a high level of development of connected monologue statements of a descriptive type; 41.65% of children have a level of development above the average; 33.32% have an average level, there is no low level.

During the children's performance of the second task, their statements were recorded in protocol No. 5. Then the data from this survey were placed in Table 5. The results obtained are presented in Diagram No. 5.

Out of 100% of children, 33.32% of children after the learning experiment have a high level of connected monologue statements of a descriptive type; 50% of children have a level above average; 16.66% have an average level. There is no low level.

Diagram #5. Dynamics of changes in connected monologue statements of a descriptive type. (I - high level, II - above average, III - average level, IV - low level)

In order to study coherent descriptive monologic statements, the children were asked to compose a story based on a plot picture. In protocol No. 6, the statement of children was recorded with the preservation of speech features, the results are presented in Table 6. The levels of development of narrative statements are presented in Diagram No. 6.

Out of 100% of children, 66.64% of children after the learning experiment had a high level of coherent monologue statements of the narrative type; 33.32% of children have an average level.

Diagram #6. Dynamics of changes in connected monologue statements of the narrative type.

Analyzing the results of the training experiment, we came to the conclusion that in the course of the work on the formation of coherent descriptive speech in classes with toys in children of 5 years of age, the level of description of toys and objects increased, as well as the level of narrative statements in the plot picture. The coherent speech of children began to differ in the variety of language means used, as well as in structure and consistency.

conclusions

The analysis of scientific and methodological literature showed that coherent speech plays a leading role in the development of the child, has a great influence on the development of mental and aesthetic education, and also performs a significant social function.

An analysis of the utterances of 5-year-old children showed that in monologue speech, preschoolers often replace nouns with pronouns, inaccurately designate the details of objects and toys. They use mostly simple, incomplete sentences. The statements of the majority of children are notable for their compositional incompleteness; a formal-compositional connection between sentences is used.

The value of lessons with toys lies in the fact that children learn to select subject-logical content for description, acquire the ability to build a composition, link parts into a single text, selectively use linguistic means.

Using diagrams in compiling descriptive stories significantly facilitates middle-aged preschoolers mastering this type of coherent speech. The presence of a visual plan makes such stories clear, coherent, complete and consistent.

Purposeful work of the educator on the formation in children of 3 years of life of connected monologue statements of a descriptive type in the course of a specially organized classes and in the course of everyday gaming activity children has a great influence not only on the development of descriptive speech, but also on the development of narrative speech. Based on all of the above, we can say that the hypothesis of our study, according to which the widespread use of toys in classes for the development of coherent speech with children of 5 years of age will contribute to the effective formation of full-fledged statements in them, was confirmed.

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11. Vygotsky L. S. Thinking and speech. II Collected Works, v.2. M.; Enlightenment, 1982.

12. Gerbova V.V. Classes on the development of speech with children 4-6 years old., M .: Education, 1987.

13. Gerbova V.V. Classes for the development of speech in middle group kindergarten: a guide for kindergarten teachers. - M.: Enlightenment, 1983.

14. Gvozdev A.N. Questions of studying children's speech. - M.: Enlightenment, 1961.

15. Classes on the development of speech in kindergarten: A book for a kindergarten teacher [Sokhin F.A. and etc.]; ed. Ushakova O.S. - M.: Enlightenment. 1993.

16. Zarubina N.D.: Linguistic and methodological aspects. - M.: Pedagogy, 1981.

17. Koltsova M. The child learns to speak. - M.: "Soviet Russia", 1973.

18. Korotkova E.P. Teaching storytelling in kindergarten. - M.: Enlightenment, 1978.

19. Ladyzhenskaya T.A. The system of work on the development of communications oral speech students. - M.: Enlightenment, 1975.

20. Lyublinskaya A.A. Educator about child development. - M.: Enlightenment, 1972.

21. Maksakov A.I. Is your child correct? - M.: Enlightenment, 1988.

22. Methods for the development of speech of preschool children. - M.: Enlightenment, 1984.

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37. Yadeshko V.I. The development of the speech of children from three to five years old, - M .: Education, 1966.

APPLICATION

Protocol No. 1. Description by children of the fifth year of life of a toy.

Kudryashova Nastya.

This is a matryoshka. She is very beautiful because she has a pigtail with a bow at the back and there are flowers on her scarf. On the face of the matryoshka, large eyes, nose, cheeks and mouth are drawn. She has a painted scarf on her head. Matryoshka is dressed in a red sundress and a yellow blouse with black polka dots. In front of the matryoshka is a beautiful apron, on which there are many flowers. There are 2 blue flowers and a purple bud, and 1 flower is still opening.

Volkov Seryozha.

She is oval, kind. She has a head, belly, arms and back. She is with flowers and on a stand. Her hair was curling (pause) just now. And the head is like a flower. She has a braid with a bow at the back, and more leaves. She has beautiful sleeves. She is beautiful, but this is pink, and here is something black.

Bedayeva Kristina.

She is multi-colored with a color on her head. Her hands are yellow and black hair, and in front are drawn with flowers. (Pause) She has a pigtail. (Pause) She's also red in the back and her cheeks are rosy.

Lepekhin Alexander.

She is colorful, beautiful, good. (Pause) Head, belly, flowers, grass. (Pause) The matryoshka has a handkerchief. (Pause) There is a sarafan, a stalk, daisies. There are cheeks. (Pause) Stalks. There is a side.

Semyonov Nikita.

She is semi-oval. The face is round, painted. On a stand. (Pause) Headscarf is on, hair. (Pause) Behind the braid. (Pause). Arms, sleeves and bow.

Smirnov Dima.

Eyes, mouth. (Pause). Pigtail. (Pause) Flowers. (Pause) There are hands and dots. (Pause) And many more flowers. (Pause) There is a bow.

Yudin Alexander.

She has eyebrows and has eyes, a nose and a mouth. (Pause). She also has a handkerchief on her head and hair, and flowers on her body. She has sleeves on her dress with dots, and there are spots on the scarf. She also has a braid. (Pause) Everything else is red.

Davydov Andrey.

She is beautiful and colorful. She has eyes, mouth and nose. She has flowers on her chest. She has eyebrows and eyelashes. She has a braid with a bow, and a scarf on her head. (Pause) She has spots on her sleeves.

Sokolova Nastya.

She is beautiful, kind. She has eyes, hands, palms. (pause.).

Her face has eyes, cheeks, mouth, and flowers on her dress. (pause) She has an apron with flowers on it, and she stands on a red stand.

Bradov Stas.

She has a face, hands, a handkerchief. (Pause) Flowers on the head. And here are the flowers painted. (Pause) And here is the circle. The node is right here. (Pause). And behind the leaves. (pause) Behind the flower, the circle is yellow.

Morev Daniel.

She is big and beautiful. There are hair, eyes, eyebrows. She has a scarf on her head (Pause). There are pigtails, hands, cheeks.

Andreev Dima.

There is a handkerchief. (Pause) The flowers are drawn. (Pause) More hands. (pause). Pigtail (Pause) There are leaves on the handkerchief.

Protocol No. 2. Description by children of 5 years of life of an object / chair /

Kudryashova Nastya.

This is a chair. It is beautiful, big, brown in color, and the seat is green. The chair is made of wood. The chair has a back with shelves, legs and a soft seat. I like it because you can sit on it.

Volkov Seryozha.

It is wooden and beautiful. The chair has legs, a back and a seat. And he has a green pillow. (Pause). The chair is brown. And here are the black cloves.

Bedayeva Kristina.

The chair is big. You can sit on it (pause), you can put it under the table. There are legs, a back and a seat. The seat is green and the chair is brown because it is made of wood.

Lepekhin Alexander.

It is big, hard, but here it is soft. Here is the back, legs and seat (pause) green, and he is brown. (Pause). They sit on it.

Semyonov Nikita.

It is wooden with legs and a back. And you can sit on the seat (pause), because it is soft (pause) and green. And it's wooden. The chair is big, but there are small ones.

Smirnov Dima.

You can sit on a chair (pause). It's big, brown, but here it's green. There is a seat, they sit on it (pause), it is big.

Yudin Alexander.

This is a chair. It's big, firm, and the seat is soft. It's all brown and the seat is green. The back, legs are made of wood, and the seat is made of rag. You can sit on it or you can move it.

Davydov Andrey.

Well, this is a high chair, they sit on it, and if it is very large, you can lie down (pause). It has a back, legs, seat. The seat is soft, but it is hard, brown, and it is green.

Sokolova Nastya.

It is brown and the seat is green. You can sit on it, or you can sit at the table (pause). The chair has legs, a back and a seat to sit on. It's big and I have a small one.

Bradov Stas.

You can sit on it, it's for adults because it's big (pause). It's brown all over and green on the seat. There are legs, a seat and a back (pause). He's made of wood.

Morev Daniel.

He is big. They sit on it (pause). It's brown (pause) and this one is green (pause). And he has a seat, legs, back.

Andreev Dima.

There is a seat, (pause), shelves, carnations (pause). Here is green (pause), brown (pause). And here they are sitting.

Protocol #3. Stories of children 5 years of life in the picture.

Kudryashova Nastya.

The picture shows a boy and a girl. The girl knits a scarf, and the boy draws something with paints. He is sitting at the table, and there is a radio on the table, they are probably listening to music or some kind of fairy tale.

Volkov Seryozha.

Here is a picture of a boy and a girl. They are sitting at the table. The boy has paints and paper, he draws something with a brush. And the girl sits and knits to the music, because the radio on the table is working.

Bedayeva Kristina.

Boy and girl are sitting. The girl is knitting. She has many balls. She looks at what the boy is drawing. They sit and listen to the radio. So much more fun.

Lepekhin Alexander.

The boy is holding a brush. There are paints on the table, and water (pause),

pencil, radio He's drawing. The girl is sitting on a chair in a yellow blouse. There is a blue ribbon on the head.

Semyonov Nikita.

There is a radio on the table. They are sitting at the table. The boy is drawing. There are paints, a pencil, a sheet on the table. The radio is on and playing. The girl sits on a chair and knits.

Smirnov Dima.

There is a radio on the table. The boy is sitting with paints (pause). He looks at the table. The girl is sitting and holding a scarf. They say something.

Yudin Alexander.

Boy and girl are sitting at the table. The boy has paints and a brush because he draws. There is also a radio on the table. The girl is sitting on a chair. She knits and looks at the ball. He rolled away.

Davydov Andrey.

Here is a picture of a boy and a girl. They are sitting at the table. The boy is drawing a picture, probably a typewriter, and the girl is sitting next to him. She knits a scarf for the boy. There is a radio on the table and playing.

Sokolova Nastya.

The boy is sitting at the table. He draws, and when he draws he will show the girl. The girl is sitting on a chair and knitting, probably, a scarf for the winter. They are listening to the radio.

Bradov Stas.

There is a table. A boy draws on it. He has a brush (pause). The girl is holding a scarf. There are threads at the bottom.

Morev Daniel.

A boy sits at the table and draws with paints. There are many colors in paints. I have those too (pause). There is a radio on the table. The girl is sitting on a chair, knitting something.

Andreev Dima.

The boy is drawing a car. There is a glass and paints on the table. There is a radio with an antenna. The girl sits and looks. Balls are scattered on the floor.

Didactic games and exercises conducted at the 1st stage of the formative experiment in order to activate the vocabulary of children.

"Guess the toy"

Purpose: to form in children the ability to find an object, focusing on its main features.

Game progress.

3-4 familiar toys are put on display. The teacher reports: he will outline the toy, and the task of the players is to listen and name this object.

Note. First, one or two signs are indicated. If children find it difficult, the number of signs increases to three or four.

"What a subject."

Purpose: to teach children to name an object and describe it.

Game progress.

The child takes out an object, a toy, from the "wonderful bag" and names it. ("It's a ball"). At first, the description of the toy is taken over by the educator. ("It is round, blue with a yellow stripe"), then the children perform the task.

"Tell me which one."

Purpose: To teach children to highlight the signs of an object.

Game progress.

The teacher takes out objects from the box, shows them, and the children point to any sign.

Educator: "This is a cube."

Children: "He's blue", etc.

If the children find it difficult, the teacher helps: "This is a cube. What is it?"

"Who will see and name more."

Purpose: To teach children to designate in word and action parts and signs of the appearance of a toy.

Game progress.

Educator. Olya doll is our guest. Olya loves to be praised, pay attention to her clothes. Let's give our doll pleasure and describe her dress, socks, shoes, pay attention to her hairstyle, the color of the gas. Olya, meanwhile, will be handing out colorful flags to us. Whoever collects flags of all colors first wins. For example, I say: "Oli has blond hair." Olya gives me a blue flag. It's clear?

Note. If the children find it difficult, the teacher goes to their aid, offering to describe Olya's socks, dress; always follows the correct agreement of the adjective with the noun in gender, number and case.

So that the children are not limited to the name of one sign, the teacher interests them with a reward - some kind of object - for each successful answer.

"What messed up Pinocchio?"

Purpose: To teach children to find errors in the description of the subject and correct them.

Game progress.

Educator. Pinocchio came to visit us with his friend. He wants to tell us something. Let's listen to him. Please, I want to tell you about my friend Duckling. He has a blue beak and small paws, he all the time shouts: "Meow!"

Educator. Did Pinocchio describe everything correctly to us? What did he mess up?

Children correct mistakes by correctly naming the signs of the toy.

"Name what it is, and tell me what it is?"

Purpose: To teach children to name an object and its main feature, replacing the noun with a pronoun in the second sentence.

Game progress.

The teacher brings a box of toys to the group room. Children take out toys, naming the object, describing it, for example: "This is a ball, it is round. Etc."

Lesson #1

Familiarize children with the concept of "beginning of a statement."

Purpose: to prepare children for compiling descriptive stories; give the concept of "the beginning of the story."

Course progress.

Educator: "A multi-colored parrot flew to visit us from hot countries. He brought with him a whole bag of fairy tales, pictures and toys. Do you want to listen to the fairy tale that the parrot brought?"

Golden egg.

The hen laid an egg:

The testicle is not simple,

Grandfather beat, beat -

Did not break;

Baba beat, beat -

Didn't break.

The mouse ran

She waved her tail,

testicle dropped

And crashed.

Grandfather and woman are crying;

The hen cackles:

Do not cry grandfather, do not cry woman

I'll lay you another testicle,

Not golden, but simple.

Educator: "Guys, is everything correct in this tale. Who was the most attentive and heard what was missing in this tale?"

(children's answers)

This story lacks a beginning. Listen to what words the parrot's tale began with. ("The hen laid an egg ...") How can you start this tale? (Answers of children).

Listen, as I begin this tale: "There lived a grandfather and a woman, and they had a hen pockmarked." Guys, a fairy tale needs a start, maybe it's better without it?

The beginning introduces us to the characters, without which the whole fairy tale is incomprehensible.

Let's see what else is in the parrot's bag. This is a drawing.

Guess what story is here? Fairy tale "Turnip" drawing without beginning, without turnip). What is missing from this drawing? (beginning).

What is the beginning of a drawing?

That's right, the beginning is necessary for the drawing so that we can understand what is drawn in the picture.

Look, there is some kind of toy hiding in the parrot's bag. (The teacher takes out a toy hare). Who is this? Guys, try to come up with the beginning of a story about a hare. (answers 4-5 children).

Listen as I begin the story about the hare: "It's a bunny."

What can't a story exist without? (no start)

Guys, the parrot came to visit us for a few days. In the next lessons, we will find out what other fairy tales and pictures he brought to us.

Lesson #2

Familiarize children with the concept of "the end of the statement."

Purpose: to prepare children for compiling descriptive stories; give the concept of "end" of the story.

Lesson progress:

Educator: "Today in the classroom we will see what other gifts are in the parrot's bag. This is a fairy tale. Let me read it to you, and you listen carefully. (A fairy tale is read without ending).

Who heard what is missing in this tale? (Answers of children).

This story lacks an ending. Think of an ending for this story. (children's answers)

Listen as I finish this tale. "The mouse for the cat, the cat for the Bug, the Bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip: pull - pull - pulled out the turnip!"

Guys, what do you think, what is the end of the fairy tale for?

The end of the tale tells us how it ended, what happened to the characters.

The parrot brought us another drawing, what is drawn on it?

(turnip and grandfather). What is missing? (The rest of the characters, end of the picture).

The end of the picture is needed so that the viewer can understand which fairy tale is depicted.

Guys, tell me and the parrot why the end of the story is needed. (children's answers).

Lesson #3

Familiarization of children with the scheme of a descriptive story.

Purpose: to prepare children for compiling descriptive stories; introduce the scheme of a descriptive story about a toy; activate children's vocabulary.

Course progress.

Educator. Guys, today the parrot told me that he really wants to hear how you can describe your favorite toys. And in order for the description to turn out beautiful and correct, we will learn how to compose stories using a diagram. (A diagram closed with sheets of paper is revealed. During the lesson, all graphs of the diagram are gradually opened).

And here is the toy that we will learn to describe. What is this? Name. (pyramid)

Yes, guys, this is a pyramid. When describing a toy, remember that at the beginning of the story we name the object that we are describing. After that, we will tell you what color the toy is. (the first window of the scheme opens). The multi-colored spots of this table tell us what to say about the color of the toy. Tell me, what color is the pyramid?) (Red, blue, green and yellow; multi-colored)

Let's open the next diagram window. What is drawn here?

(circle, triangle, square)

This window tells you what you need to tell about the shape of the toy. What shape is the pyramid, what does it look like? (Triangle, round rings, oval dome).

Open the next window. These balls say what needs to be told - this toy is big or small. What is the size of the pyramid? (large).

What is in the fourth box? Iron, plastic and wooden plates are glued here. They tell us what material the toy is made of.

What material is the pyramid made of? (From plastic.)

The next window shows what needs to be said about what parts the pyramid consists of? (rings, tops, bases with a stick)

And at the end of the story, should you talk about what you can do with this toy? What can be done with the pyramid? (Play, rearrange, disassemble, assemble...)

Now I will describe the pyramid, and you listen and follow the diagram to see if I am describing correctly.

"This is a pyramid. It is multi-colored, triangular in shape, large. The pyramid is made of plastic. It has a base, rings and a dome. I like this toy because you can play with it, take it apart and assemble it.

Who wants to describe the pyramid? (answers 2-3 children).

The parrot liked the way you described the pyramid. In the next lesson, we will continue to describe the toys.

Note: The teacher seeks answers from children in full sentences.

Lesson number 4

Children compiling a descriptive story about a toy.

Purpose: to teach children to write descriptive stories about toys,

including the name of the object and its signs (color, size and other features of appearance), based on the presentation scheme.

Course progress.

Bunny ears appear from behind the table. "Who is this?" - the educator is surprised. "Bunny", - children rejoice. "We see, we see your short tail. Children, tell the hare:" We see, we see your short tail. "(Choral and individual answers)

The hare jumps on the table. The teacher strokes him: "What a little white you are! What a fluffy you are! The ears are long. One sticks up and the other looks ... Where? ("Down") Guys, look, our bunny is very upset about something. Bunny, you why so sad?"

Hare: "The animals in the forest told me that I was ugly, furry and long-eared. So I was upset."

Educator: “No, bunny, you are beautiful and we really like you. Really, guys? Guys, I know how to cheer up a bunny. We need to describe it, but the diagram will help us with this. Let's remember what the windows of this diagram mean. ( Repeat the criteria by which the toy is described).

Who wants to describe a bunny? (children are asked, the rest listen and supplement or correct the narrator).

Look, our bunny has cheered up. He really liked your stories, especially how you described his fur coat.

Lesson number 5

Purpose: to teach children to compose a small coherent story about a toy, based on a description scheme, to consolidate the ability of children to designate with a word signs of the appearance of a toy.

Course progress.

There are 4 different bears on the teacher's table, a parrot at a distance from the bears. The teacher asks what kind of toys he has on the table, explains that the parrot brought the bears with him, which invites the children to play.

Having specified with the children what kind of toys are on his table, the teacher asks if the bears are similar to each other in size (one is large, you can say about him: the largest, one is the smallest, the other two are small); by color (two brown, but one is fur and the other is plush, one is black and one is yellow). Summarizing the answers of the children, the educator calls the children the words that they will later use when describing themselves: big, plush, black, etc.

The parrot asks the children a riddle about one of the bears sitting on the table, which is a descriptive story about a toy: "Guess which bear I will tell about. He is the largest, brown, plush. He has white paws and ears, black eyes - buttons."

The teacher praises the children for recognizing the bear that the parrot told about and explains: "You easily recognized the bear because the parrot described it in great detail."

The parrot sits with its back to the children and toys. The called child chooses a bear for himself and, taking it in his hands, composes a descriptive story using the description scheme.

"You see," the teacher says to the child who has finished describing the toy, "the children want to help you. Let's hear what they want to add to your story." (If the child's story needs additions, then the teacher asks the child to repeat the riddle.

The session is emotional. In the process, you can ask 5-6 children.

At the end of the lesson, the parrot praises the children for the fact that they described the toys well and it was fun to play with them.

Lesson number 6

Writing descriptive stories for children.

Purpose: to teach children to write descriptive stories about toys, including the name of the object and its signs (color, size and other features of appearance).

Course progress.

"The parrot brought us a whole box of toys - the teacher says. Today we will continue to learn how to describe toys." (He puts a box on his table. He takes out toys from it one by one. He shows them to the children and hides them in a box.) Now you know what kind of toys are in the box, and you can decide in advance which one you will talk about. (puts the box in front of the children on the coffee table.) The one I name will take any toy from the box and tell about it. The description scheme will help you. Listen to the best way to describe the toy. (Takes a nesting doll from the box. Shows it to the children.) Of the toys that are in the box, I like the nesting doll the most. It is multi-colored, oval in shape. Matryoshka is small, wooden, beautiful. She is wearing a red sundress with blue flowers and a yellow handkerchief. You shake the nesting doll - it rattles. So, there is still a matryoshka hiding in it. You can play with this matryoshka. you can disassemble and assemble it." The teacher asks if the children liked his story about the nesting doll. He invites the children to tell about the nesting doll. If there are no volunteers, the teacher offers to tell about any other toy in the box. After listening to 3-4 children's stories, it is advisable to physical education minute The teacher takes out a toy from the box and offers to portray the corresponding animal, and then asks if anyone wants to talk about this toy.

Note: Toys that children talked about can not be returned to the box. For this lesson, 5-6 toys are enough. The number of children's stories in the lesson should not exceed 5-7.

Lesson number 7

The game is a dramatization of "Teremok".

Purpose: To consolidate the ability of children to compose descriptive stories, to identify the skills of developing coherent monologue statements of a descriptive type.

Course progress.

The teacher calls the children:

This house grew up in a field

He's not low, he's not high...

What small house is referred to in these words?

That's right, this is a terem-teremok. And who lived in the teremochka? (Answers of children).

Look, we also have a teremok in our group. We need to populate it.

The teacher invites the children to tear out some toy depicting an animal. Draws attention to the fact that in order to get into the teremok, it is necessary to accurately and correctly describe the toy. Description - the main condition for the cat wants to get into the teremok.

In the open field of the teremok,

He's not low, he's not high

Not high.

Who, who lives in a teremochka?

Who, who lives in the low?

The educator, takes on the role of a mouse that settled in the tower, asks each player to describe their toy.

Child: "Who-who lives in the little house?"

Educator: I am a mouse - norushka. And who are you?

Child. I am a frog.

Educator. What are you? Tell about yourself.

The child describes the frog.

The children who settled in the teremok listen attentively to the stories of others and decide whether the toy is described correctly and whether it is possible to let a new resident into the teremok.

All children's responses are heard. In the course of the descriptions, the educator notes the level of formation of coherent speech skills.

Protocol No. 4. Description by children of the fifth year of life of a toy

Kudryashova Nastya.

Her name is matryoshka. Matryoshka is multi-colored, because it has a pink scarf, a yellow jacket, a red sundress. It is oval and large. Matryoshka is made of wood. With a matryoshka, you can play daughters - mothers, or you can take it apart. I really like this toy, because it is beautiful, kind, and many flowers are painted on it.

Volkov Seryozha.

This is a matryoshka. She has eyes, nose, cheeks, mouth and eyebrows. On the head is a pink scarf. Matryoshka is made of wood. (Pause). She is wearing a red sundress and a yellow and black jacket. You can play with it, take it apart.

Bedayeva Kristina.

This toy is called matryoshka. Matryoshka is multi-colored because it is decorated with different colors: red, yellow, pink, black, green. It is oval and large. Matryoshka wooden. Matryoshka can be disassembled, or you can play with it. I really like this toy.

Lepekhin Alexander.

This is a matryoshka. She has a head, torso, arms. She is colorful. (Pause). The mouth, eyes, hair, nose are drawn on the face. She has a pink scarf on her head, and she is dressed in a sundress. Matryoshka is made of wood. You can play with her.

Semyonov Nikita.

This doll has a head, body and arms. There is a scarf on the head. (Pause) Matryoshka is dressed in a sundress. There is a stand. Matryoshka made of wood, colored. The sleeves are black and yellow and there is hair. (Pause) You can play with her.

Smirnov Dima.

This is a matryoshka. She is wooden, understands. (Pause) Matryoshka oval, multi-colored. (Pause). It is small, my car is bigger. (Pause). You can play with it and put it on the shelf.

Yudin Alexander.

This toy is a nesting doll. It is painted in different colors: red, green, yellow, pink, black. The oval-shaped matryoshka is very large. The matryoshka is wooden because it is made of wood and varnished. Matryoshka is disassembled and consists of several parts, you can play with it.

Davydov Andrey.

This is a matryoshka. Matryoshka large (Pause), oval shape. It is multi-colored because it is drawn in different colors: there is red, black, yellow and green. She understands. Matryoshka is made of wood. Money is saved in a matryoshka.

Sokolova Nastya.

They call her matryoshka. It is made of wood and painted in different colors: black, green, red. yellow and even blue. (Pause) Matryoshka is big, but not like my doll. You can play with it and disassemble it, because it consists of two parts: the lower and the upper.

Bradov Stas.

This is a matryoshka. Matryoshka is made of wood. You can play with it, twist it, open it. (Pause). It is oval and multi-colored: red, black, yellow. I like matryoshka because you can hide something in it.

Morev Daniel.

This is a matryoshka. It is painted in black, yellow and red. (Pause). It is disassembled and made of wood (Pause). It is oval like an egg. I like taking it apart.

Andreev Dima.

This is a matryoshka. She is colored. She has arms, a head, a face (pause), eyebrows, a nose and a mouth. (Pause). Matryoshka is made of wood. She is big. (Pause). It can be assembled and disassembled.

Protocol No. 5. Description by children of the 5th year of the subject's life

Kudryashova Nastya.

This is a chair. It is brown and has a green seat. In the group we have small chairs, and this chair is big. It is made of wood and varnished. We have a back, legs and a soft seat. I like this chair because it is good to sit on.

Volkov Seryozha.

This is a chair. It's all brown, and the seat is green. This chair is very large. The chair is made of wood and the seat is rag. The chair has legs, a back and a seat. A chair is furniture, so you can sit on it.

Bedayeva Nastya.

This is a chair. It is large brown and the seat is green. The chair is solid because it is made of wood. The seat is soft because it is made of foam rubber. The chair has a back, legs and a seat. You can sit on a chair, you can rearrange it.

Lepekhin Alexander.

This is a chair. It's big and hard because it's made of wood, and the seat is soft because it's foam. (Pause). It's all brown and the seat is green. You can sit on it at the table.

Semyonov Nikita.

This is a big chair. You can sit on it (pause). The chair is all wooden, and the seat is rag. It is green and the stool is brown. Brown legs and back.

Smirnov Dima.

The chair has a back and legs (pause) and a seat. He is wooden. It's brown and the seat is green and soft (pause). You can sit on it.

Yudin Alexander.

This is a piece of furniture. It is brown and green. The chair is big. It is made from wood. and the seat is soft, rag. The chair has legs, a back and a seat. You can sit on a chair, or you can sit at a table.

Davydov Andrey.

This is a chair. It is big, but there are also small ones. Here I have a small chair at home. You can sit on it. This chair is wooden. It is brown and has a green seat. The chair also has legs and a back (pause). It must be good to sit on it.

Sokolova Nastya.

This is a chair. It's made of wood (pause) wooden. It is for adults, because it is large, and for children there are small chairs. The chair has a back, legs and a soft, green seat. On it you can sit at the table and draw.

Bradov Stas.

This chair is big. It can be placed under the table, or you can sit on it. It has legs, a back and a seat. It is soft, green in color, and the chair is all wooden, brown.

Morev Daniel.

This is a wooden chair with legs and a back and a seat. It is soft to fit better. The chair is all brown, but the seat is green (pause). The chair is big, but the group is small.

Andreev Dima.

It is big, solid (groove). Standing here (pause), or maybe at the table. It is brown and green. You can sit on it. (pause) sitting. It also has a back and legs.

Protocol No. 6. Stories of children aged 5 according to the picture

Kudryashova Nastya: The picture shows a boy and a girl. They are sitting at the table. The girl has knitting needles in her hands, because she is knitting a multi-colored scarf. The girl has a yellow blouse, skirt, tights and slippers. The boy is painting something. and the girl looks at him. They are having fun because the radio is playing.

Serezha Volkov: The children are sitting at the table. The boy draws because he has a brush and there are paints and pencils on the table. Nearby sits a girl in a yellow shirt and skirt. She knits a scarf and looks at the ball because it has rolled away.

Bedaeva Kristina: A boy and a girl are drawn here. The girl is sitting on a chair. She has a yellow blouse, brown skirt and blue tights. She is knitting a striped scarf. The boy holds a brush in his hands, he draws. They listen to the radio that is on the table.

Lepekhin Alexander: The picture shows children: a boy and a girl. The boy is sitting at the table. He's drawing. He has paints and a brush. A girl is sitting on a chair. She knits a scarf and looks where the balls have gone.

Semenov Nikita: A boy is sitting at the table. He paints with a brush. There are paints and water in a jar on the table. A girl sits on a chair and knits a scarf. Balls are scattered on the floor different color. The radio is playing on the table.

Smirnov Dima: A boy and a girl are sitting. The boy draws on the table. He has paint and a brush. The girl knits a scarf. and the balls roll. The radio is playing on the table.

Yudin Alexander: A boy and a girl are drawn here. They are sitting at the table. The boy has paints and paper because he draws. A girl sits on a chair next to her. She knits a scarf with stripes. There is a radio on the table and playing different music.

Davydov Andrey: In the picture, a boy and a girl are sitting at a table. The boy draws a picture with a brush and paints. He has water to wash the brush. The girl is sitting on a chair. She is knitting a striped scarf, and her balls have rolled away. The radio is playing on the table.

Sokolova Nastya: In the picture, a boy and a girl are sitting at a table. The boy is holding a brush. He thinks what to draw. On the table are paints and pencils for drawing. The girl knits a scarf, because in winter it is cold without it. They are listening to the radio.

Bradov Stas: A boy and a girl are sitting at the table. The boy is drawing. He has a brush and paints. The girl is sitting next to her and she has knitting needles, she knits a scarf. They are listening to music.

Morev Daniel: They are sitting at the table. The boy paints with a brush. There are paints, a pencil and paper on the table. A yellow ball is lying on the floor, still red and brown. The girl knits a scarf. And the radio works.

Andreev Dima: There are paints, water, paper and a pencil and a radio on the table. The boy is drawing. A girl sits on a chair and holds a scarf. There are different balls on the floor.

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Home > Coursework >Pedagogy

Ministry of Education of the Republic of Belarus

Educational Institution "Rogachev State

Pedagogical School"

Course work

according to the method of speech development

on the topic: "Technologies for the development of coherent speech of preschoolers"

Work completed:

4th year student of group A

Scientific adviser:

Plan:

Introduction

Chapter 1. Theoretical foundations for the development of coherent speech in preschool children.

The concept of connected speech. The psychological nature of coherent speech, its mechanisms.

Teaching preschoolers dialogic speech.

a) Features of the dialogic speech of preschool children.

b) Conversation as a method of forming dialogic speech.

Formation of monologue speech in preschool children.

a) Description as a functional and semantic type of coherent speech.

b) Narration as a functional-semantic type of coherent speech.

c) Reasoning as a functional-semantic type of coherent speech.

d) Teaching preschoolers to retell.

The development of expressiveness of speech in preschool children.

Chapter 2 The study of the features of the development of coherent speech of preschoolers.

2.1. Description of the research work and analysis of the results of the study on the development of coherent speech of preschoolers.

Conclusion

Bibliography

Applications

Introduction:

It is known that speech is a necessary component of communication, during which it is formed. The development of speech is closely connected with the formation of thinking and imagination of the child. The ability to compose simple but interesting stories in terms of semantic load and content, to build phrases grammatically and phonetically correctly contributes to the mastery of monologue speech, and this is of priority importance for the full preparation of the child for school and, as many scientists, teachers and speech therapists note, is possible only under conditions targeted learning. Therefore, for the study, we chose just such a topic: "Technologies for the development of coherent speech of preschoolers."

This problem is important in the development of preschool children, because if the child does not learn to correctly and consistently express his thoughts, it will be very difficult for him in the future when studying at school, and then in adulthood. Therefore, coherent speech must be developed in children, starting from kindergarten, and the teacher must pay attention to the speech of each child individually, work with children on the development of speech, as well as individual work, correctional and other work, so that children's speech reaches a high level of development.

The ability to coherently, consistently, accurately and figuratively express one’s thoughts (or a literary text) also has an impact on aesthetic development: when retelling, when compiling his stories, the child tries to use figurative words and expressions learned from works of art. The ability to interestingly tell and interest listeners (children and adults) with their presentation helps children become more sociable, overcome shyness; develops self-confidence.

The patterns of development of coherent speech of children from the moment of its occurrence are revealed in the studies of A.M. Leushina. Factors in the development of coherent speech in preschool children were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbova, G.M. Lyamina. Clarify and supplement the methodology of teaching monologue speech research N.G. Smolnikova, studies by E.P. Korotkova. Methods and techniques for teaching coherent speech to preschoolers are also studied in a variety of ways: E.A. Smirnova, O.S. Ushakova, V.V. Gerbova, L.V. Voroshnina. But the methods and techniques they offer for the development of coherent speech are more focused on the presentation of factual material for children's stories, intellectual processes that are significant for constructing a text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by studies carried out under the guidance of F.A. Sokhin and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. E.A. Smirnova, L.G. Shadrina).

The purpose of the study: to theoretically substantiate and experimentally test the technology for the development of coherent speech in children, to illuminate the theoretical issues of the development of coherent speech in preschoolers, to study the features of the development of coherent speech in preschoolers, to draw conclusions about the studies.

In accordance with the purpose, the objectives of the study are defined:

1. To carry out a theoretical analysis of linguistic and psychological and pedagogical literature on the problem of the formation of coherent speech in preschoolers.

4. Determine the level of development of coherent speech of children of senior preschool age.

The object of the research is the process of development of coherent speech of preschool children.

The subject of the study is the pedagogical technology for the development of coherent speech in preschool children.

Research hypothesis: coherent speech of preschoolers develops gradually, in the course of work on the development of speech.

To solve the tasks set, we used research methods: theoretical analysis of linguistic, psychological and pedagogical literature in the aspect of the problem under study; observation, conversation, analysis of plans for the educational work of educators; pedagogical experiment; a method for analyzing the products of children's activities (diagrams, models, children's stories, drawings, etc.); statistical methods of data processing.

CHAPTER 1

1.1. The concept of connected speech. The psychological nature of coherent speech, its mechanisms.

Connected speech is understood as a segment of speech that has a considerable length and is divided into more or less complete (independent) parts; a semantic detailed statement that provides communication and mutual understanding.

Coherent speech is a semantic detailed statement (a number of logically combined sentences) that provides communication and mutual understanding of people. The development of coherent speech of children is one of the main tasks of the kindergarten. The formation of coherent speech, the change in its functions are the result of the increasingly complex activity of the baby and depend on the content, conditions, forms of communication of the child with 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.

Connectivity, according to S.L. Rubinshtein is “the adequacy of the speech formulation of the speaker’s or writer’s thought from the point of view of its intelligibility for the listener or reader” . A connected speech is a speech that can be understood on the basis of its own subject content.

Connected speech, according to N. P. Erastov, is characterized by the presence of four main groups of connections:

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

Functional and stylistic - the relation of speech to communication partners;

Psychological - the relevance of speech to the spheres of communication;

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

These connections determine the conformity 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 coherent speech means learning to distinguish various types of connections in speech and connect them together in accordance with the norms of speech communication.

Speech is considered coherent if it is characterized by:

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

Logic (consistent presentation of thoughts);

Clarity (understandability for others);

Correctness, purity, wealth (variety).

Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the logic of the child's thinking, his ability to comprehend what he perceives and correctly express it. Because the way a child constructs his statements, one can judge the level of his speech development.

The ability to interestingly tell and interest listeners (children and adults) with their presentation helps children become more sociable, overcome shyness; develops self-confidence.

The development of coherent expressive speech in children must be considered as an essential link in the education of speech culture in its broadest 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 the solution of other tasks of speech development: the enrichment and activation of the vocabulary, the formation of the grammatical structure of speech, the education of the sound culture of speech.

So, in the process of vocabulary work, the child accumulates the necessary vocabulary, gradually masters the ways of expressing a certain content in a word, and ultimately acquires the ability to express his thoughts most accurately and fully.

According to researchers, there are two types of coherent speech - dialogue and monologue, which have their own characteristics (Table 1). Despite the differences, dialogue and monologue are interconnected with each other. In the process of communication, monologue speech is organically woven into dialogic speech. A monologue can acquire dialogic properties, and a dialogue can have monologue inserts when, along with short remarks, a detailed statement is used.

Table 1

Differences between dialogue and monologue

Consists of replicas or a chain of speech reactions	This is a logically consistent statement that takes place over a relatively long time and is not designed for an immediate reaction of the listeners.
It is carried out either in the form of successive questions and answers, or in the form of a conversation between two or more participants.	The thought of one person is expressed, which is unknown to the listeners
The interlocutors always know what is being discussed, and do not need to deploy thoughts and statements	The statement contains a more complete formulation of information, it is more detailed
Speech may be incomplete, abbreviated, fragmented; typical colloquial vocabulary and phraseology, simple and complex non-union sentences, the typical use of patterns, clichés, speech stereotypes; momentary deliberation	Literary vocabulary, the development of the statement, completeness, logical completeness, syntactic formality are characteristic. Inner preparation needed, longer pre-thinking
Connectivity is provided by two interlocutors	Connectivity provided by one speaker
It is stimulated not only by internal, but also by external motives (situations, a replica of the interlocutor)	Stimulated by internal motives; the content and language means of speech are chosen by the speaker himself

The development of coherent speech is one of the main tasks of the speech development of preschoolers. So, vocabulary, work on the semantic side of the word help to express the idea most accurately, fully, figuratively (E. M. Strunina, A. A. Smaga, A. I. Lavrentyeva, L. A. Kolunova, etc.). The formation of the grammatical structure is aimed at developing the ability to express one's thoughts in simple, common, compound and complex sentences, to correctly use the grammatical forms of gender, number, case (A. G. Tambovtseva-Arushanova, M. S. Lavrik, Z. A. Federavichene and others .). When educating a sound culture, speech becomes clear, intelligible, expressive (A. I. Maksakov, M. M. Alekseeva, etc.).

Researchers (S.L. Rubinshtein and A.M. Leushina) believe that the development of a child's speech begins with his communication with adults in the form of a conversation. Communication is based on what both parties see. The generality of the immediate situation leaves an imprint on the nature of their speech, frees from the need to name what both interlocutors see. The speech of a child and an adult is characterized by incomplete sentences. First of all, it expresses an attitude, so there are a lot of exclamations (interjections) in it. The name of objects in it is most often replaced by personal and demonstrative pronouns.

Speech that does not fully reflect the content of thought in speech forms, the researchers called situational speech. The content of situational speech becomes understandable to the interlocutor only if he takes into account the situation, the conditions in which the child speaks, his gestures, movements, facial expressions and intonation.

A small child masters, first of all, colloquial speech, relating directly to what he sees, therefore his speech is situational. But already during preschool age, along with this form of coherent speech, another form arises and develops, called contextual speech. Its content is revealed in the very context of speech, due to which it becomes clear to the listener. This more perfect form of coherent speech develops in the child due to changing social relations. As the preschooler develops, his relationships with adults are rebuilt, his life becomes more and more independent. Now the subject of the conversation between the child and the adult is no longer only what they both see and experience at the moment. For example, at home, a child talks about what he did in kindergarten, but what his family did not see. The former means of situational speech do not help the clarity and accuracy of his speech. The mother does not understand what the child is trying to tell, she asks him questions, and he must name what she did not see. In other words, the changed social relations demand from the child greater completeness and accuracy of presentation, so that others understand him, give rise to him to find new words in order to satisfy his need for communication. Thus, according to S.L. Rubinshtein and A.M. Leushina, the prerequisites are created for teaching a child coherent speech.

Enriching his vocabulary, the child begins to use the names of objects more widely, masters an increasingly complex structure of speech, which allows him to express his thoughts more and more coherently.

Situational speech does not disappear with the advent of contextual speech, but continues to exist not only in children, but also in adults. In the mind of the child, these forms of speech are gradually differentiated. They are used depending on the subject content of the story, the nature of the communication itself, the situation. Both forms of coherent speech have their own coloring: situational speech is distinguished by a great power of expressiveness, emotional expressiveness; contextual speech is more intellectualized.

Despite the fact that in most cases situational speech has the character of a conversation, and contextual speech has the character of a monologue, according to D.B. Elkonin, it is incorrect to identify situational speech with dialogical speech, and contextual speech with monologue speech, since the latter may have a situational character .

The researchers found that the nature of the coherent speech of children depends on a number of conditions and, above all, on whether the child communicates with adults or peers. It has been proved (A. G. Ruzskaya, A. E. Reinstein, etc.) that in communication with peers, children themselves use complex sentences 1.5 times more often than in communication with adults; almost 3 times more often resort to adjectives that convey their ethical and emotional attitude to people, objects and phenomena, adverbs of place and mode of action are used 2.3 times more often. Vocabulary of children in communication with peers is characterized by greater variability. This happens because a peer is a partner, in communication with which children, as it were, test everything they appropriated in communication with adults.

The ability to change one's speech also depends on which child it is addressed to. For example, a four-year-old child uses shorter and less complex sentences when talking to a two-year-old than when talking to an older child.

Successful development of coherent speech is impossible if the child responds only out of the need to complete the task of the teacher. In teaching, when each statement is motivated only by obedience to the authority of the teacher, when coherent speech is only complete answers to endless questions, the desire to speak out (the motive of speech) fades or weakens so much that it can no longer serve as a stimulus for children to speak.

The nature of coherent speech also depends on the nature of the topic and its content. The story of children on the theme of a vividly experienced event is most situational and expressive. In stories on a topic that require a generalization of not only personal experience, but also knowledge in general, there is almost no situationality, the story becomes richer and more diverse in its syntactic structure. As soon as the children break away from personal experience, the excessive detail that makes the story heavier disappears. Often there is direct speech. A story on a free topic is very situational and often consists of a number of links, interconnected only by external associations.

Among other things, the nature of a particular statement is influenced by the mood, emotional state and well-being of the child.

That. all of the above conditions must be taken into account by teachers so that the teaching of coherent speech is conscious.

1.2. Teaching preschoolers dialogic speech.

Dialogue for a child is the first school of mastering native speech, a school of communication, it accompanies and permeates his whole life, all relationships, he, in essence, is the basis of a developing personality.

Through dialogue, the child learns the grammar of the native language, its vocabulary, phonetics, draws useful information for himself. Monologue speech begins to take shape in the depths of dialogical speech. But dialogue is not only a form of speech, it is also “a kind of human behavior” (L.P. Yakubinsky). As a form of verbal interaction with other people, it requires the child to have special social and speech skills, the development of which occurs gradually.

A) Features of the dialogic speech of preschool children.

Dialogic speech during preschool age undergoes significant changes.

The study of A.G. Ruzskaya is devoted to the peculiarities of communication between preschoolers and adults. She notes that children are not indifferent to the form in which an adult offers them communication: they are more willing to accept the task of communication when an adult caresses them. The older the preschoolers, the higher the level of their initiative in communication, the more often the appearance of an adult does not go unnoticed and is used by them to make contacts with him. The younger the child, the more his initiative in communicating with adults is associated with the activity of the latter.

Dialogue Features younger preschoolers revealed T. Slama-Kazaku, who noted that after two years, dialogue occupies a significant place in children's speech. She identified the following features of the dialogical speech of children of primary preschool age:

In children, in addition to a simple form of appeal (call), requests, complaints, orders, prohibitions, sentimental explanations are noted.

Numerous appeals take on an imperative form (“Look!”, “Listen!”, “Go”). They are characterized by an elliptical form of statements, when individual words replace the whole phrase;

The dialogue takes the form of either a simple or more complex conversation (consisting of lines) between two children, or a conversation between several children;

In children, the dialogue very rarely consists of parallel statements belonging to two speakers who are not interested in each other. The first speaker actually addresses someone, and the listeners answer him, sometimes without adding anything new;

The dialogue between a child and an adult is more complex than between children of the same age, and the lines follow with an emphasis on consistency due to the fact that the adult gives a more precise direction to the conversation, not being satisfied with the inconsistent or unclear answer received by the child listener.

The structure of the dialogues is satisfied, simple, two-term dialogic units are used. The replies are short, contain only the information that the interlocutor requested;

Negative remarks occupy an important place in the dialogue of a child of this age;

The instability of the group, as well as the difficulty of maintaining a conversation with three or four partners. Groupings are constantly changing (one partner joins the dialogue, the other leaves);

Inconsistency in the content of the conversation even when there is the same group. When one of the speakers, suddenly carried away by a new interest, starts talking about something else, the group either does not pay attention to it, or, on the contrary, the whole group, or at least part of it, switches to a new topic.

Features of dialogic speech older preschoolers revealed N. F. Vinogradov. These include:

Inability to correctly build a sentence;

Inability to listen to the interlocutor;

Inability to formulate questions and answer in accordance with the content of the question;

Inability to give remarks;

Frequent distraction from the question;

Not mastering such a way of complicating a sentence as an appeal, the rare use of replicas of sentences, replicas of consent, replicas of additions.

In the study by A. V. Chulkova, it is noted that older preschoolers enjoy communication, come up with dialogues of a more complex structure, including several micro-themes. However, their dialogues have little content, children use various types of sentences, direct speech.

Thus, children master the main features of dialogue only at the senior preschool age, and the younger and middle preschool age are the preparatory stages.

B) Conversation as a method of forming dialogical speech.

A conversation is a purposeful, pre-prepared conversation between a teacher and children on a specific topic.

The conversation will be pedagogically valuable if, relying on the existing knowledge and experience of children, it manages to capture them, awaken the active work of thought, arouse interest in further observations and independent conclusions, and help develop in the child a certain attitude to the phenomena under discussion.

The topic of the conversation should be close to the children, based on their life experience, knowledge and interests. The content of the conversation should be phenomena that are mostly familiar to the child, but require additional explanations, raising his consciousness to a higher level of knowledge. For example, a preschooler knows from conversations that crows and sparrows stay for the winter, while rooks and starlings fly away. But why some stay, while others fly away - it is difficult for a child to reach this on his own, this requires explanation.

The content of the conversations only then has a strong influence on the children and leaves a mark on their minds, when the children receive impressions and knowledge systematically and, as it were, are layered one on top of the other; when facts and conclusions that are important in educational terms are repeated in different versions. (For example, the topic of respect for elders can be touched upon in conversations about the work of adults, behavior in public places, and about mothers.)

It is also necessary to take care of the accumulation of ideas in children that would allow making comparisons, comparisons, revealing existing connections, and generalizing. Subsequent conversations should be somewhat more difficult than previously conducted.

The purpose of the conversation can be:

introductory(preliminary), the purpose of which is to create interest in the upcoming activity to prepare children for the assimilation of new knowledge, skills and abilities. They should be short and emotional;

accompanying(accompanying), the purpose of which is to maintain interest in observation or examination, to ensure a complete perception of objects and phenomena, to help obtain clear, distinct knowledge. They are held in the process of children's activities, excursions and walks. The specificity of these conversations is that they activate various analyzers and consolidate the impressions received about the word;

final(final, generalizing), the purpose of which is to clarify, consolidate, deepen and systematize the knowledge and ideas of children. The nature of communication in the final conversation encourages the child to purposefully reproduce knowledge, compare, reason, and draw conclusions. Children begin to assimilate the simplest generalizations that reflect the connections between objects and phenomena available to them.

The success of the conversation largely depends on the preparation of the educator for it, on his personal interest and ability to lead the conversation. He must clearly present the subject of the conversation, think over its content, formulate the main questions. The teacher should be clear the logical sequence of the conversation, so as not to jump from one to another.

A generalizing conversation consists of three parts: the beginning, the main part and the end.

Starting a conversation “It is extremely responsible, since the task of the teacher is to collect the attention of children and give direction to their thoughts. The beginning of the conversation should be figurative, emotional, restore the children's images of those objects, phenomena that they saw.

In the main part of the conversation reveals specific content. To this end, children are consistently asked questions so that the development of the topic is purposeful and so that preschool children are not distracted from it. The educator needs to work hard on the content and wording of the questions so that they are understandable to all children and achieve the goal. Poorly posed questions doom the conversation to failure.

Depending on what mental-speech task the question puts forward, it can be attributed to reproductive or search questions.

reproductive issues require an answer in the form of a simple statement (names or descriptions of phenomena, objects, facts familiar to the child). These questions are: what?, what?, how? They help to recall specific data about objects, on the basis of which a generalization can be made (“What holiday will be soon?”; “What is the name of the profession of a person who teaches children?”, etc.).

Search questions begin with the words "why", why, "why". These questions require the establishment of cause-and-effect relationships, generalizations, conclusions, conclusions (“What is a mailbox for?”; “Why should we take care of bread?”, etc.).

Depending on the completeness and degree of independence of the children's answers, you can use suggestive and suggestive questions. They help preschoolers not only more accurately grasp the meaning of the question, but also suggest the correct answer and make it possible to independently cope with the task, which is very important for the fragile consciousness of five to six year old children. For example, the main question “What is cooked from fruits?” (compote); the leading question "What is a very tasty sweet can be spread on bread?" (jam, jam); the prompting question “Do they make jam?”

E. I. Radina and E. P. Korotkova formulated the following requirements for questions asked by the teacher to children:

]) when formulating a question, the teacher must clearly imagine what answer he expects from the child;

2) questions should be specific, clearly formulated. For example, the teacher wants the children to describe the external signs of a cow, and asks the question: “What do you know about a cow?” The children answer: “The grass is nibbling”, “The cows are big”, “The cow has milk”. The question is posed vaguely and does not give the direction of a child's thought;

3) questions should not contain words that are incomprehensible to children. For example: “What items are made of wool?” (Instead of the word "things" the word "objects" is used);

4) it is not recommended to ask questions that do not contribute to the development of thought. For example, it is wrong to ask 5-year-old children questions: “How many legs does a horse have”; "How many eyes does a cat have?"; “Where does the wolf live?” - because, firstly, this is already well known to children, and, secondly, such questions do not add anything to children's knowledge about animals. It is more correct to ask children a question about the quality of the external signs of an animal: “What are its eyes, tail, etc.”, establishing dependencies: “Why does a wolf live in the forest?”;

5) you can’t ask questions in a negative form (“Do you know what it’s called?”), As they provoke children to a negative answer;

b) questions must be formulated in a logical sequence, slowly, highlighting semantic accents with the help of logical stress or pause;

7) the number of questions should not load, drag out the conversation.

In the conversation, the instructions of the teacher play an important role. For example, a child says: "They climb in the snow." Without fixing the child's attention on the mistake made, the teacher notices: "They are crawling in the snow." The child continues the story: "The scouts are quietly crawling through the snow."

To clarify the ideas of preschoolers, if necessary, you can use visual material. In the main part there can be several subtopics, but not more than 4-5, all of them should be logically linked to each other. For example, in the conversation "About the mail" can be divided into four subtopics: the building and premises; postal supplies; the path of the letter from the sender to the addressee; labor of postal workers.

At the end of the conversation it is useful to reinforce its content or deepen its emotional impact on children. This can be done in the following ways:

Outline the content of the conversation in a short concluding story, repeating the most essential;

Conduct a didactic game on the same program material;

Give a task for observation or a task related to labor activity.

When conducting a conversation, the teacher is faced with the task of ensuring that all children are active participants in it. For this, according to E. I. Radina and O. I. Solovieva, the following rules must be observed:

The conversation should not last long, as it is designed for great mental stress. If children get tired, they stop participating in it, i.e. stop actively thinking;

During the conversation, the teacher should ask the whole group a question, and then call one child to answer. You can not ask the children in the order in which they sit. This leads to the fact that some of the children stop working (it is not interesting to wait in line when you know that you are still far away);

You can not ask the same children, the most lively ones. It is necessary to try to call more children at least for a brief answer to the question posed. If the teacher talks to one child for a long time, then the rest of the children cease to participate in the conversation. The same thing happens if the teacher during the conversation talks a lot about what the children already know well;

Children during the conversation should answer one at a time, and not in chorus, but if the teacher poses such a question that many preschoolers have the same simple answer, then you can let them answer in chorus;

You should not interrupt the answering child, if this is not directly necessary; it is inexpedient at the cost of prolonged efforts to “pull out” an answer if the child does not have the necessary knowledge. In such cases, one can be satisfied with a short, even one complex answer;

You can not demand complete answers from children, as this often leads to a distortion of the language. The conversation should be conducted naturally and naturally. A short answer can be more persuasive than a common one. Children are prompted for detailed answers by meaningful questions that stimulate description, reasoning, etc. They cause independent mental work in children, and not a mechanical repetition of the "full answer";

Often a question asked by an educator excites a chain of associations in the child, and his thought begins to flow along a new channel. The teacher should be ready for this and not let the children move away from the topic of the conversation. We must try to use the thought that has arisen in the child for the purpose of the ongoing conversation, or interrupt the child, saying: "We'll talk about this another time."

Leading the conversation, the teacher must take into account the individual characteristics of preschoolers. It is advisable to prepare children who are slow-witted and less developed for the lesson in advance - to equip them with ready-made material with which they could speak during a conversation. Children who are insecure, with more limited knowledge, should be asked prompting questions that are relatively easy to answer. If preschoolers have speech deficiencies, it is necessary to work on their correction.

1.3. Formation of monologue speech in preschool children.

Monologue speech is a more complex type of connected speech. Speaking of monologue speech, we mean the formation of a coherent statement or, by the definition of linguists, the ability to create a text.

To organize work with children on the formation of monologue speech, educators need to be guided, first of all, by the data of modern text linguistics, which tries to answer the questions: “How is the text made?”; "How is it organized?"; "What turns a certain sequence of sentences into a text?"; "What is the mechanism for constructing the text?" and etc.

Without this knowledge, it is impossible to compose a competent sample story for children and teach preschoolers to compose stories correctly so that they meet the requirements of the program and prepare them for school.

A) Description as a functional-semantic type of coherent speech.

Description is a type of speech that is a model of a monologue message in the form of an enumeration of simultaneous or permanent features of an object.

Permanent signs in an object are signs that are generally characteristic of a particular season, area, object, etc. for a given person. They can denote both external features (size, color, volume, etc.) and internal qualities of an object or phenomenon (character, hobbies, habits, etc.).

Description of the object characterizes the object, i.e. reports on its characteristics. Pointing to signs is a "new" proposal. In this sentence, the object itself or its parts, individual details are called. The expressiveness of the description largely depends on whether the speaker is able, firstly, to calculate the characteristic details of the subject, secondly, to see their main or most striking features, and, thirdly, to find the exact words to designate these features. The description is a kind of answer to the question “what?”

The description has a number of features that distinguish it from other types of connected monologue speech,

First of all, a description is a characteristic of an object in statics (simultaneous features are reported). It is a photograph of an object (phenomenon) at a certain point in time. This feature determines the structure of descriptive texts.

Most often, the description begins with the name of the object “This is a clown”, “I was given a doll”, “An owl sits on the branches”, etc. It conveys the general impression of the object, maybe a value judgment: “The giraffe is the largest and most beautiful animal". A value judgment requires not only answering the question "what?", but also the question "why?", which requires elements of reasoning, evidence.

Then, in a certain sequence, the most significant parts of the object and their features are identified and revealed. The sequence in the enumeration of signs may be different, but, as a rule, this is the order in which the organizing principle can be the location direction (left - right, bottom - up, near - far, etc.). The content of this part of the description depends on the object itself, on its complexity.

If an object is described, then it is necessary to indicate its size, shape, color, material from which it is made, its purpose.

If the object of description is an animal, then color features, special signs, habits,

When describing a person, attention is drawn to his appearance (hair, face, clothes), his characteristics are given (cheerful, sad, angry, etc.).

When describing nature, options are possible: in one case, the main thing may be a description of an object, showing signs: “what, what?” For example, when describing the forest: “... The Christmas tree looks like ... but the oak is like ... The bushes hid ... Snow on the branches ...). In another case, the main attention may be paid to the description of the place, the location of objects (We went out to the edge and see: right in front of us ... to the left of ... and a little further away). A description of a place can be linked to a description of an object. This often happens in various landscape sketches.

After the enumeration of the features, there may be a final, final phrase giving an assessment to the object of description.

The description has a soft structure that allows you to vary, rearrange the components of the text. When describing, adjectives are more often used, as well as epithets, comparisons and metaphors. Characteristic enumerative intonation.

The description does not allow time shifts, so it is impossible to combine past, present and future tenses.

The description is characterized by simple two-part and one-part sentences that have the ability to convey a thought in a generalized way, and a large number of elliptical (incomplete) sentences are also found in the descriptive text.

The description can be expanded, detailed, and concise, brief. It is characterized by a ray connection between sentences.

Depending on what is being described, descriptive texts are divided into descriptions of an object, nature, premises, architectural structure, sculptural image, terrain, and human appearance.

Descriptions are also those texts that talk about moving objects, if they are characteristic features of the picture. Descriptive texts also include descriptions of actions and processes, if they constitute a description of the subject.

B) Narration as a functional-semantic type of coherent speech.

Narration is a type of speech expressing a message about developing actions and states that occur at different times, but are interconnected, dependent on each other.

In linguistics, narrative is considered as a text in which the order of actions (processes, phenomena, etc.) comes to the fore. Each sentence of his usually expresses some stage, stage in the development of the action, in the movement of the plot to the denouement. The story is the answer to the questions: what? Where? How? When?

The narrative is characterized by a number of features.

First of all, the narration is distinguished by dynamism, which is conveyed by the semantics of verbs, aspectual forms of verbs (present, past, future tense, perfective and imperfective form) with the meaning of instantaneousness, swiftness (“suddenly”, “suddenly”, etc.), the presence of adverbial words with the meaning of the temporal sequence (“then”, “then”, “after that”, etc.), unions with the meaning of alternation, etc. In a narrative story, a shift in times is acceptable.

The narrative, unlike the description, can be illustrated with a series of pictures or a filmstrip can be created from it.

Another essential feature of this type of speech is the presence of a plot and acting characters. Dialogue can be conveyed in the narrative.

The narrative also differs in structure: the text begins with an exposition that introduces the time and (or) place of the event (action) Then follows the plot (the beginning of the action or the cause of the event). After this, the story continues with the development of the event and the climax, which is resolved by the denouement.

Narrative stories are also characterized by a chain connection between sentences.

C) Reasoning as a functional-semantic type of coherent speech.

Reasoning is a type of speech that is characterized by special logical relationships between its constituent judgments that form a conclusion; reasoning is a logical presentation of the material in the form of evidence.

The reasoning contains an explanation of a fact, a certain point of view is argued, causal relationships and relationships are revealed.

Reasoning is compiled in the course of logically consistent answers to the questions: why? For what? What's the point?

This type of speech has its own distinctive features.

In reasoning, two semantic parts are obligatory, which are interdependent. The first part is what is explained, proved, and the second is the explanation itself, the proof. The presentation of what is explained, proved, requires the obligatory presence of explanation, proof in the reasoning.

The composition of the reasoning is most often built as follows: after the introduction, which prepares the listener for the perception of the problem, a thesis is put forward, then there are evidence in its favor and a conclusion. Another construction of reasoning is also possible: first there are proofs, and then the conclusion, which becomes the thesis of reasoning. The structure of the reasoning is not rigid, since the proofs of the thesis put forward can be given in a different sequence.

In this type of speech, not one, but several provisions can be proved, and several conclusions or one generalized one can be drawn.

The reasoning uses various ways of expressing causal relationships:

Subordinate clauses with the union "because", "if, then", "therefore", "because";

verb phrases;

Nouns in the genitive case with the prepositions "from", "from", "because of";

Introductory words;

Unionless connection;

The words “here”, “for example”, “therefore”, “means”, “firstly”, “secondly”.

The basis of reasoning is logical thinking, reflecting the diversity of connections and relationships of the real world.

D) Teaching preschoolers to retell.

Retelling is a coherent presentation of a work of art heard by a child.

The role of retelling was highly appreciated by K.D. Ushinsky and L.N. Tolstoy. The issues of teaching retelling are disclosed in the works of E.I. Tiheeva, A.M. Leushina, L.A. Penevskaya, L.M. Gurovich and others. The child is given a sample (story), which must be reproduced in their own words. Before retelling the text, you need to deeply comprehend, think through and feel its content, idea. At the same time, the child not only remembers its individual episodes, but absorbs thoughts, establishes logical connections between them. The artistic text takes the child beyond the limits of the directly visible, introduces phenomena, human relations to the world around him, broadens the horizons of children.

Retelling a work of art, the child not only relives the emotions that were caused by the primary perception, but also seeks to express his attitude to what he read with the help of words and intonation.

When retelling, the ability to listen and understand a literary text as a work of art develops, the speech of children is enriched, its structure is improved, the expressive qualities of speech and the clarity of pronunciation develop. However, these possibilities will be realized only if the retelling is systematically taught.

There are different types of retelling: detailed, close to the text; selective; compressed; creative.

Retelling classes in all age groups have a common structure.

1. Introduction. Its goal is to prepare children for the perception of the work to increase interest in the lesson. Understanding of the text is largely determined by the presence of relevant experience in children. Therefore, before reading, it is important to remind preschoolers of similar impressions from personal experience. To prepare children for the perception of the work, looking at illustrations and paintings also helps.

The duration of the introductory part of the lesson, and its content depend on the nature and complexity of the work, on the age of the children, their life experience.

2. Primary reading of a work of art without setting memorization for a holistic perception of the work. It is very important to expressively read the text, highlighting the dialogue intonation. actors helping children determine their attitude to the events of the story (fairy tale), to the characters.

3. Conversation on the content of the read work. Conversation helps the child to see those internal connections that he himself is not yet able to open and realize. By asking preschoolers questions about what they read, the teacher helps them not only remember, but also comprehend the material, analyze more or less hidden connections and relationships that children are not yet able to do on their own.

The conversation consolidates the holistic perception of a literary work in the unity of content and artistic form.

4. Repeated reading of the work with the installation of memorization.

5. Retelling the work by children.

Depending on the level of children's skills, on whether a new or well-known work is being read, on the degree of difficulty of its content, the construction of classes may change. In particular, there may be no introductory conversation if the story (fairy tale) is already known to the children or the content is clear.

Analyzing children's retellings, it is necessary to rely on the following requirements for them:

Meaningfulness, i.e., full understanding of the text;

The completeness of the transfer of the work, i.e. the absence of significant omissions that violate the logic of the presentation;

Subsequence;

Using a dictionary and turns of the author's text, the successful replacement of individual words with synonyms;

Correct rhythm, no long pauses;

The culture of oral storytelling in the broad sense of the word (correct, calm posture during retelling, addressing the audience, intonational expressiveness of speech, sufficient volume, clarity of pronunciation).

1.4. The development of expressiveness of speech in preschool children.

The expressiveness of speech is an important aspect of the development of coherent speech. Expressiveness is a qualitative characteristic of speech, an indicator of a high degree of independent, conscious use of the language.

The main purpose of the expressiveness of speech is to ensure the effectiveness of communication. On the one hand, it helps the listener to understand the inner, deep meaning of the statement, its goal setting and emotional nature. On the other hand, the use of adequate expressive means allows the speaker to objectively convey the content of the statement and attitude to the subject of speech and the interlocutor. S.L. Rubinshtein wrote that the core of the semantic content of speech is what it means. However, living human speech is not reduced to just one abstract set of meanings, it usually also expresses a person’s emotional attitudes to what he is talking about and to whom he is addressing. The more expressive the speech, the more the personality of the speaker is manifested in it.

Features of expressive speech are closely related to the manifestation of a person's individuality, they help to understand the level of his personal and speech culture.

Researchers interpret the concept of "expressiveness" as an integrative feature of speech, a complex system consisting of several integrated components, the main of which are verbal and non-verbal means.

To verbal means expressions include:

1) sound expressiveness, implying:

Clear articulation of sounds;

Sound writing (repetition of sound in words or several sentences);

Intonation as the main expressive means of sounding speech, including the tempo and rhythm of speech, timbre and melody of the voice, phrasal and logical stress, logical and psychological pauses and performing various functions (distinguishing communicative types of utterance, differentiating parts of the utterance according to their semantic importance, expressing a specific emotion , opening the subtext of the statement, characterization of the speaker and the situation of communication);

2) vocabulary, which has great potential for giving speech emotionality, imagery, stylistic justification, including:

Emotionally expressive possibilities, manifested in the use of synonymy, antithesis, phraseological units, etc.;

Figurative and expressive possibilities represented by all types of tropes (comparison, metaphor, hyperbole, epithet, etc.);

Functional and stylistic possibilities based on the differentiated use of vocabulary depending on the goals and conditions of communication, on the style of the language;

H) the syntactic structure of speech (free word order in a sentence, polyunion and non-union, rhetorical question, epiphora anaphora, etc.).

To non-verbal means Expressiveness includes gestures, posture and facial expressions. They formalize the statement externally and ensure the accuracy of the interpretation of the verbal message.

Only with the adequate use of all these means does speech become truly expressive and most fully convey the content of the speaker's thoughts and feelings.

The phenomenon of expressiveness of speech is determined by objective and subjective factors. The objectivity of expressiveness is characterized by the choice of adequate, i.e., objectively corresponding to the content of speech means of verbal and non-verbal expressiveness. The subjectivity of expressiveness is due to a number of reasons: the direction and strength of a person's personal emotions; the presence of certain knowledge about the means of expression and their meaning, the level of formation of a number of special skills for their use; the nature of the experience of independent speech activity; individual characteristics of a person.

In the literature, various indicators of the expressiveness of speech are distinguished, but the determining ones are:

Logical accuracy;

Relevance (the ability to convey content in accordance with the objectives and context of the message);

Imagery;

Emotionality;

expressiveness;

individual originality.

These signs indicate that the expressiveness of speech ensures the adequacy of information transfer and the effectiveness of verbal communication with others, thereby contributing to the effectiveness of interaction.

Thus, expressiveness is an important qualitative characteristic in which an individual style of speech is manifested.

The process of development of expressiveness of speech has a certain temporal logic. The foundations of expressiveness are laid as early as preschool age.

The expressiveness of children's speech changes and develops in connection with the general course of personality development: from direct affective forms of expressiveness, the child gradually, under the influence of the environment and training, moves to the conscious use of specific expressive means inherent in the forms of mature speech.

Special psychological and pedagogical studies (L. S. Vygotsky, N. I. Zhinkin, S. L. Rubinshtein, S. Karpinskaya, O. S. Ushakova, N. V. Gavrish, O. V. Akulova, etc.) testify about the possibility of mastering the expressive means of language and speech by children of senior preschool age. The prerequisites for this are: the emotional impressionability of children, the bright emotional coloring of the reflection of the results of cognition of the world around; the presence of a special “sense of language” among preschoolers, which allows them to feel and understand complex linguistic phenomena, including special means of linguistic and speech expressiveness.

First of all, the expressiveness of speech should develop in unity with the solution of other speech problems. So, vocabulary work aimed at understanding the semantic richness of a word helps children use a word or phrase that is accurate in meaning. The phonetic side includes the sound design of the statement, hence the emotional impact on the listener. The grammatical aspect is also important, since, using a variety of stylistic means, children formulate the statement grammatically correctly and at the same time expressively.

In order for the speech of preschoolers to be expressive, it is necessary to use a variety of means in the learning process. One of the effective means of researchers (E.A. Flerina, A.P. Usova, O.S. Ushakova, A.S. Karpinskaya, O.I. Solovieva, O.V. Akulova, O. N. Somkova, etc.) ) is called oral folk art, which has concentrated in itself the entire set of expressive means of the Russian language. They emphasize that the focus of special work on the use of oral folk art should be the child's perception and understanding of the artistic image of folklore works and its reflection in the artistic activity of a preschooler. In particular, O. V. Akulova, after analyzing psychological and pedagogical research, identified the following stages in the development of expressiveness of speech in accordance with the logic and patterns of the formation of children's artistic activity:

1) the stage of artistic perception of works of oral folk art;

2) the stage of mastering special performing skills;

H) the stage of free use of means of expression in creative activity.

At the initial stage, it is important to develop the artistic perception of folklore works in the unity of their content, form and speech embodiment. To do this, preschoolers will need knowledge and skills obtained with the help of specially selected literary texts, when working with which children “discover” individual patterns and acquire new knowledge. With this approach, words-terms become a necessary means of fixing empirical knowledge.

The main content of the next stage is the development by preschoolers of ways of expressive embodiment of an artistic image, which includes the enrichment of children's ideas about the means of speech expressiveness and the development of the ability to use them in personally significant conditions. Playing conditions are important for children. Dramatization games and “role-playing dialogues” should be used first, as they are most familiar to children and involve the creation of one image of the hero. Then, game studies will be of particular importance, allowing you to improve the special skills of using expressive means in an attractive form for children. In the future, a transition to a theatrical game is possible using a layout map of the scene of most Russian folk tales and a special set of planar toys for it. A theatrical game can smoothly lead children to a more complex form of play - a director's game, the specificity of which lies in the fact that the child organizes activities as a "creator, screenwriter, director", independently building and developing the plot, controlling toys and voicing them. This creates favorable conditions for the development of the expressiveness of children's speech, since it requires the child to use “role-playing” speech on behalf of different characters, for the embodiment of the images of which he needs special means of lexical and intonational expressiveness. children of means of speech expressiveness.

The final stage in the development of expressiveness is associated with the creative manifestations of children in two types of activity: play and artistic speech. This creates favorable conditions for children to realize and express the patterns of construction of folklore works, their language features and means of speech expressiveness of folklore text performers.

The identified stages provide an increase in the independence of children, which leads to the formation of the subjective position of the older preschooler, which manifests itself in the ability to choose means of expression that are adequate to the artistic image.

An equally important means of developing the expressiveness of speech is the visual arts. Speech games, exercises and creative tasks also contribute to the development of expressiveness of speech:

The formation of semantic shades of the meanings of nouns with the help of suffixes of magnification, diminutiveness, caress (birch - birch - birch tree; book - little book - little book);

Highlighting the semantic shades of adjectives formed with the help of suffixes that complement the meaning of the generating word (thin-thin, bad-bad, full-plump);

Selection of antonyms (one loses, the other ... (finds); sugar is sweet, and lemon ... (sour);

Selection of synonyms for isolated words and phrases in all parts of speech (brave-brave-courageous-fearless; children - kids - guys - kids);

Choosing an adequate word from the synonymic series: hot (hot) day;

Selection of epithets for nouns (the sea is blue, and what else? - quiet, calm, azure);

Selection of words-actions (leaves fall, and what else do they do? - they fly, rustle, spin);

Selection of nouns (how do they do it? how they dig, draw, etc.). “Name something wooden (glass, plastic)”;

Activation of verbs (“Who does what?”; “Who, how does he move?”; “Who gives a voice?”);

Speech games: “Who is attentive” (children learn to hear and highlight words that are opposite in meaning); “Who will remember more” (enriches with verbs denoting actions, processes); “Help Peter choose a word” (children choose the most accurate word from 2-3 synonyms); "How can I say it differently?" (naming one of the synonyms), etc.

As a result, the semantic accuracy of speech increases in children, the grammatical structure improves, which makes it possible to use the acquired skills in any independent statement.

Guidance of coherent speech of children in everyday life.

Everyday life provides great opportunities for unplanned telling of children (stories to the educator and comrades about events at home, stories of a child who returned to the garden after an illness, etc.). The teacher should not only use these cases, but also create conditions that encourage children to talk.

It is recommended to use such a technique as an assignment: show a friend who was sick a book read without him and tell about it; show planted plants or crafts and tell in order how they were performed.

It is necessary to periodically change folders with pictures or drawings of children in the book corner; hang large pictures, as looking at them activates conversational speech and the desire to tell. In such cases, the child's story is addressed to one or two listeners, so it is easier for the narrator, and besides, it easily turns into a dialogue. Such verbal communication has not only educational, but also educational value.

For the development of coherent speech, other cases can be used when children need a more perfect story addressed to a group of listeners: some role-playing games (with storytellers), entertainment.

The teacher should know several games in which there are roles of the narrator. For the successful conduct of these games, it is necessary to enrich the children with relevant knowledge in advance; prepare equipment; support their initiative.

The story takes place in the games "Kindergarten", "School", "Birthday", as well as in games that reflect what they see and life. At the same time, the educator must ensure that active roles are more often entrusted to poorly telling children.

In the zone for independent artistic and speech activity, the teacher has equipment intended for free use by children.

The ability to tell is fixed in dramatization games on literary themes, when the puppet theater is shown by the children themselves. It is recommended to widely use ordinary toys for table theater, as well as for sand games, teaching children to play simple dramatizations for puppets, for kids or comrades.

Retellings, creative compositions of children should be included in the programs of matinees and concerts.

Thus, training should be complemented by various forms of work in everyday life.

Chapter 2

2.1. Description of the research work and analysis of the results of the study on the development of coherent speech of preschoolers.

Target: To study the features of monologue speech of children of senior preschool age; to work with children on the development of their monologue speech; identify the level of success of the training of children.

We carried out our research activities in the city of Rogachev on the basis of DU TsRR No. 3, in senior group No. 6. Several children were taken for the study: Ivanova Lera, Demidovich Lisa, Masharov Edik. We chose these children, because. they are very energetic, mobile, cheerful and are of particular interest for research. Children practically do not differ in age from each other: Lisa is 5.4 years old, Lera is 5.7 years old, Edik is 5.9 years old; the difference is only a few months. For the study, we took the monologue speech of children. Work with each child was carried out individually.

Our research activity consisted of 3 stages:

Stage 1 - ascertaining.

Target: To study the features of monologue (descriptive and narrative) speech of older preschool children.

The work was carried out with each child individually; this made it possible to exclude the influence of the statements of one child on the quality of the speech of other children. All children were given the same tasks:

The children did a very good job. They made up a story for each of the proposed paintings and toys. In the process of children's stories, we literally recorded the children's statements, preserving the features of speech, indicating pauses and their duration. We helped a little to write stories for the children by asking them questions. For example: “Look carefully at the toy and tell everything about it. What is she? We presented the analysis of the children's statements in Table 2:

In the course of our work with children, we found that children's monologue speech is well developed, but it is necessary to work with children to improve the quality of their stories.

Stage 2 - formative.

Target: work with children to develop their coherent speech.

To do this, we conducted various forms of work with children. A lesson was held on examining the painting “Winter Walking” by E. Radina and V. Ezikeva. In the process of examining the picture, we drew the children's attention to a detailed, more careful examination of the picture. First we looked at the main thing in the picture, then the details. Since the content of the picture did not cause any difficulties for the children, we suggested that they make up a story based on the picture (Appendix 1).

Other work was also carried out to develop the monologue speech of children. We read to the children the work of art “How Dunno did good deeds” by N. Nosov, which the children then retold in turn and helping each other (Appendix 2).

Various didactic games were held that required answers from children and developed their monologue speech: didactic games “Additional” (Appendix 3), “Think of a word” (Appendix 4), guessing riddles for children, followed by guessing them and telling the child about the guess (Appendix 5 ). We also carried out individual work with children (Lisa, Lera, Edik): we asked them to recite poems that they know. Individual work was carried out with each child separately (Appendix 6). Thus, the goal of the formative stage was achieved.

Stage 3 - control.

Target: to determine the impact of training on the quality of children's monologue speech, to compare the data of the ascertaining and control stages.

The children were given the same tasks as in the first stage:

Compose a descriptive story based on a figurative toy (dog).

Write a story based on the subject matter.

Write a short story based on a short story.

At the same time, other toys and paintings were taken. Comparing the results, we can say that the stories of children improved in all respects (Table 2). Children began to use adjectives, nouns, verbs more, learned to highlight the signs of the subject, their stories became more complete and interesting. Speech became smooth, the information content of statements increased, the coherence of speech increased, language means became more figurative.

Conclusion

In the course of the work, the research hypothesis (coherent speech of preschoolers develops gradually, in the course of work on the development of speech) was proved, the goal was solved (theoretically substantiate and experimentally test the technology for the development of coherent speech in children, consecrate the theoretical issues of the development of coherent speech of preschoolers, study the features of development coherent speech of preschoolers, draw conclusions about the research)

and research objectives (1. To carry out a theoretical analysis of linguistic and psychological and pedagogical literature on the problem of the formation of coherent speech in preschoolers.

2. Specify the content of the concept of "coherent speech of preschool children."

3. Establish criteria, indicators and levels of development of coherent speech of preschoolers.

4. Determine the level of development of coherent speech of children of senior preschool age.)

In the theoretical part, we consecrated the theoretical foundations of the development of speech:

Dialogue for a child is the first school of mastering native speech, a school of communication, it accompanies and permeates his whole life, all relationships, he, in essence, is the basis of a developing personality.

Monologue speech is a more complex type of coherent speech, the formation of a coherent statement or, by the definition of linguists, the ability to create a text.

The purpose of the research activity (to study the features of the monologue speech of older preschool children; to work with children on the development of their monologue speech; to identify the level of success of the children's education) was also decided during the study. I would like to note that after our work, the coherent speech of preschoolers has reached a higher level. The children's speech became smooth, the information content of statements increased, the coherence of speech increased, language means became more figurative. From the research activity, the first stage can be distinguished, since it was the most interesting, because the stories of children are great creativity. We really enjoyed doing our research with the kids, and the kids loved it. They happily made up stories from pictures and toys. The stage of teaching children, i.e., the formative one, was also very interesting, using various forms of work, so the children did not get tired, but, on the contrary, showed great interest in learning new things. Thus, we have achieved success in our work.

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Annex 1

Summary of the lesson on viewing a series of paintings:

“Winter Walk” by E. Radina, V. Ezikeva

Program content: Continue to teach children to look at a series of paintings, answer questions from the teacher, draw conclusions, exercise in compiling a descriptive story based on a series of paintings; develop observation and attention, memory, thinking; cultivate the ability to listen to each other.

Material and equipment: a series of paintings "In the winter on a walk" by E. Radina, V. Ezikeva.

Methods and techniques: technique of "entering the picture", game techniques, elements of independent search, questions, conversation, teacher's story, comments, instructions, encouragement, evaluation.

Vocabulary work: enrichment of the vocabulary on this topic.

Preliminary work: to teach children to compose descriptive stories based on a picture, to exercise children in examining a series of paintings.

Teacher preparation: prepare the necessary material and equipment, think over the organization and placement of children in the classroom, work with literature: 1. Praleska ave., 2. met. rec. “We work according to the Praleska program”, 3. “Children's speech” Lyubina G.P., 4. “Speech development of preschoolers” Alekseeva M.M. Yashina V.I. 1999.

Children, today in the lesson we will consider interesting, beautiful paintings, they are called “Winter on a walk”, and they wrote them E. Radina and V. Ezikeva.

Let's go on a journey with you - into fabulous magical pictures. But before that, we need to get to know them.

What season is in the picture? (Answers of children). That's right, winter. Look, there is snow all around, what color is it? (Answers of children). What do you see in the picture? (Answers of children). How many children are playing outside? Notice how they are warmly dressed. Do you think they have fun? What are they doing? See how the older boy is carrying the baby on the sled. Do you think he enjoys sledding? (Answers of children). What are the boy and girl doing? That's right, they took a bear for a walk, and make him a slide. What do you think they say to the bear? Do you want to know? (Answers of children). Let's all close our eyes and go into the picture. (Children close their eyes) I say:

One, two, three, open your eyes. Listen to what the children say to the bear. They say:

Wait a little bear, we will make a slide, and then we will ride you.

Children, look, the bear is not happy with something. Do you know what? He is cold.

Children, are you cold? (Answers of children). Let's show how cold we are (shake and say “rrrr”). Children snowball outside, what kind? And so that we do not freeze, let's move like the children in the picture. (They run). I gather everyone back near the picture and say:

Guys, we forgot to meet the kids! (I ask the children what they would name the children).

Consider (also) the following series of paintings.

Guys, we have been playing on the street with children for a very long time, it's time for us to return. Let's close our eyes and go back to the group for one, two, three. (I say the words, the children open their eyes).

Guys, did you enjoy the trip to the magical painting? Now let's repeat what we learned today, what we saw in the pictures and what we met. I suggest you make up a story based on the picture.

We compose stories from pictures, I help children, I ask questions.

Well done, children! Did you learn a lot today, did you like it? (Yes).

Annex 2

Reading artwork:

"How Dunno did good deeds"

Target: To develop in children the ability to perceive the work by ear, attention, memory, to exercise children in retelling the text they have heard. Generate interest in the work. Cultivate the desire to work and do only good deeds.

Material: a book with a story by N. Nosov “How Dunno did good deeds”; illustrations for the story.

Children, look what a beautiful book I have! Sit on your chairs and let's listen to N. Nosov's story "How Dunno did good deeds", which I will read to you. Listen carefully to the story is very interesting. (I read the story to the children, and then ask them to retell the individual parts of the story that they liked the most. If it is difficult for any of the children to retell part of the story, I help, ask leading questions).

Well done children, you were very attentive and retelling the story very well.

Appendix 3

Didactic game "Additives"

Didactic task: to exercise children in the ability to select a rhyme, develop a coherent speech of children, create a positive emotional mood; to cultivate interest in the game, a sense of mutual assistance.

Material: riddle poem, envelope.

Guys, look, a letter has come to our group. Let's see what's here? This letter was sent to us by the Know-It-All. He had a problem, he asks. For us to help him. The know-it-all composed a poem and wrote it down on paper with magic ink that could be blown away. And when a big wind blew, the last words in each line were blown away. Therefore, the Know-It-All asks us to choose words that will rhyme, i.e. will make the most sense. Can we help the Know-It-All? Listen carefully to the poem and add the correct words:

Big fight in the river

Two quarreled ... (cancer)

Ra-ra-ra begins ... (game)

Ry-ry-ry for the boys ... (balls)

Ri-ri-ri on the branches ... (bullfinches)

Or-or-or ripened red ... (tomato)

Sha-sha-sha mom regrets ... (baby)

Zha-zha-zha has needles in ... (hedgehog)

Sa-sa-sa runs in the forest ... (fox)

Well done boys! I think the Know-It-All will be grateful for your help. Let's reread what we have done.

Well done!

Appendix 4

Didactic game: "Come up with a word"

Target: continue to teach children to compose words for a given sound and the words in which it is contained, continue to teach children to speak without interrupting each other, promote the development of monologue speech, develop thinking, quick wits. Cultivate interest in the game.

Children, I know one very interesting game. Let's play it! It's called Think of a Word. You need to come up with words that begin with the sound [l]. Whoever came up with the word raises his hand and only then, when I ask, does he answer. (Answers of children, I try to involve all children).

Well done, now try to make a sentence with the words that you called me. (Answers of children).

Words and sentences for other sounds are invented in the same way.

Well done, children! You have done a great job, especially you have made proposals very well, I am very pleased with you.

Appendix 5

Riddles

Target: to consolidate the ability of children to guess riddles, to expand children's ideas about poultry and wild animals, to consolidate children's skills to compose descriptive and narrative stories from pictures; develop thinking, attention, memory; develop an interest in solving riddles.

Material: paintings depicting domestic birds and wild animals.

Children, what kind of poultry do you know? What about wild animals? Then let's try to solve riddles about them with you! I give you a riddle, you must guess it, if you guessed it, I show you a picture with the image of the person mentioned in the riddle. You will need to make up short stories based on these pictures. Be careful!

1. Not an alarm clock, but I wake up,

With a beard and spurs -

I walk proudly, with dignity,

Hot-tempered like gunpowder.

Children, who is this? Don't forget to raise your hand when answering! That's right, Lisa is a rooster. Do you think the rooster is a domestic bird or a wild animal? Look carefully at the picture and make up a story based on it. Children, you also look at the picture and offer me your version of the story. (I listen to the stories of children, help, correct mistakes).

So we discuss each riddle with the children.

2. I walk in a fluffy coat,

I live in a dense forest.

In a hollow on an old oak

I chew nuts.

3. Eat a worm, drink some water,

Looking for bread crumbs

And then I'll lay an egg

I'll feed the kids.

4. Angry touchy

Lives in the wilderness

Too many needles

And not a single thread.

5. Sleeping or bathing,

Everything does not unravel

Day and night on legs

Red boots.

6. In a warm coat grandfather forester

Walks in summer, sleeps in winter.

(Bear)

7. He is cold in winter

Walks angry, hungry.

8. I swam in the water,

Dry remained.

Well done boys! You know poultry and wild animals very well.

Appendix 6

Individual work:

I ask Liza, Leroux, Edik to tell me the poems that they know.

Target: train children's memory, promote the development of children's monologue speech, develop children's sociability; educate the ability to beautifully retell a poem.

1) Introduction.

1) The formation of coherent speech, the change in its functions is a consequence of the baby’s sleepy activity and depends on the content, conditions, forms of communication of the child with 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 the language.

2) Coherent speech - a semantic detailed statement (a number of logically combined sentences) that ensures communication and mutual understanding of people. The development of coherent speech of children is one of the main tasks of the kindergarten.

3) Retelling is the first type of story that educators begin to teach children.

Retelling - reproduction of the listened work of art in expressive oral speech.

For learning to retell to be fruitful, you need to correctly select texts for retelling. Each work should teach something useful, develop in children the personality traits that our society needs. Texts are selected that are accessible to children in terms of content, close to their experience, so that when retelling they can reflect a personal attitude to this event. In the works there should be characters familiar to children with pronounced character traits, the motives of the actions of the characters should be clear. Choose plots with an even composition, with a well-defined sequence of actions.

The specificity of teaching retelling in comparison with other types of classes for the development of coherent logical speech is primarily that the quality of retelling is assessed in terms of proximity to the original source. We have stopped the child and revisited the model if he adds too much of his own or misses important details. The retelling is accessible and close to the child, as it receives a ready-made sample that acts on his feelings, makes him empathize and thereby causes a desire to remember and retell what he heard.

Children are attached to vile artistic speech, memorize emotional, figurative words and phrases, learn to speak a living native language. The high artistry of the work offered for retelling, the integrity of form, composition and language teach children to clearly and consistently build a story, not getting carried away by the details and not missing the main thing, that is, to develop their speech skills.

Retelling is also a creative process. The peculiarity of the retelling lies in the fact that the narration not only accurately conveys the idea and plot, but also preserves the style of the work. To do this, the performer must know well the features of the genre (fairy tale, story), not allow words and turns of speech that are not characteristic of this genre. For example, in a folk tale, bookish or very modern words and statistical turnovers. The preparation of the retelling includes an ideological and artistic (character) analysis of the work, as in preparation for artistic reading (idea, system of artistic images, plot, composition, language).

The text of a folk tale should be unhurried.

In a household fairy tale and in fairy tales about animals, the language is colloquial with intonations inherent in conversation. Often, almost always, a fairy tale is built on dialogue, on the direct speech of characters, which allows limited means to most fully reveal their characters.

IN fairy tale romantic elation of events, mystery requires appropriate intonations. Requires the attention of the narrator, structural elements the tales and sayings. The purpose of the saying is to capture the attention of the listeners. After the saying, a pause is obligatory, otherwise the children will take the saying as the beginning of a fairy tale, or it will be difficult to understand the essence of the events about which the narrator began to read.

In song-repetitions intonations must be especially accurate: from repetition to repetition, the balance of power changes, the mood, the state of the characters change.

Fairy tale ending- evidence of the end of the story. The intonation of the ending is direct, confidential communication with the audience, the return of their thoughts and feelings to everyday life.

retelling literary works has a significant impact on the speech activity of preschoolers. Children are attached to vile artistic speech, memorize figurative words, learn to speak their native language. They begin to build their own stories more creatively - on topics from personal experience, on the proposed plot. The influence of retelling on the formation of coherent speech should be used more fully.

2) At preschool age, the main type of thinking is the least-figurative thinking. Last but not least, effective thinking does not disappear, but improves, rises to a higher level. Operating with images gives the child's thinking a concrete-figurative character; this confirms the child's reasoning. In middle age, they began to move from external trials to mental trials. When solving problems with an indirect result, a higher form of indirect-figurative thinking begins to take shape. The creation of real short-term models according to the general law of the transition of external actions into internal ones becomes a source of mood for children's model images - a short-hand idea of ​​different aspects of reality, in which the relations of things are indicated in an indirect and generalized form. By the end of the middle preschool age, children can already consciously use the shortest models to designate the qualities that are characteristic not for one subject, but for a whole group of similar subjects. With the help of named models, they can depict the sequence of development of actions in fairy tales, stories, as well as in their own writings. The transition to the construction of schematized images that make it possible to assimilate and use the enrichment of knowledge in a non-unique direction in the development of figurative thinking. It is important that the child's imagination gradually acquires flexibility, mobility, and the child masters the ability to operate with the smallest images: imagine objects in different spatial positions, mentally change their relative position. The least-schematic forms of thinking reach a high level of generalization and can lead children to an understanding of essential connections and dependencies, but these forms remain figurative forms and reveal their limitations when the child faces tasks that require the allocation of such properties that cannot be represented directly in the form of images.

At about 4-5 years of age, verbal thinking begins to appear in children. This is facilitated by the knowledge gained, and the development of speech and sufficiently developed figurative thinking. Indicators of the emergence of logical thinking are questions, namely cognitive ones. As well as the ability of children to reveal connections, relationships between objects and phenomena. Logical thinking develops on the basis of highly developed imaginative thinking.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observability clearly appears. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story, be able to analyze, select the main properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena. But coherent speech, not a process of thinking, not thinking, not thinking aloud. Therefore, in order to achieve coherent speech, it is necessary to be able not only to display the content that should be conveyed in speech, but also to use linguistic means for this. Features of the development of thinking largely determines the features of the children's vocabulary. Name-real and name-figurative thinking explains the predominance of words denoting the name of objects, phenomena, qualities. The appearance of verbal-logical thinking causes the development of elementary concepts by children.

Coherent logical speech is a derivative, deliberate speech: the speaker chooses language means - words and grammatical constructions to accurately express judgments, thoughts and express their feelings - attitudes towards the subjects of the narrative.

Learning to tell stories contributes to the development of the logic of thinking and the education of feelings.

The speech of the child develops in unity with the formation of his thinking. During the period of preschool age, significant changes occur in the thinking of children: their horizons expand, mental operations improve, new knowledge and skills appear, which means that speech also improves. However, children's thinking and language skills are acquired in communication with others. As the child grows, communication becomes more complex in its content, which in turn entails the complication of speech forms in which it proceeds. In kindergarten groups, storytelling classes are systematically conducted, the content of which is inextricably linked with all aspects of children's lives.

It has been established that at preschool age, children most easily master the correct construction of individual sentences and it is much more difficult to master various forms connections and phrases of phrases and parts of the story. Often a child of 4-5 years old, without finishing one part of the statement, moves on to another. With a completely new content, that is, the semantic connections between phrases in his speech are either weakly expressed or completely absent. Retelling teaches children to present a work of art gradually, one by one. It teaches to answer questions, highlight the main idea. The retelling of literary works has a noticeable effect on the speech activity of preschoolers. Children are introduced to truly artistic speech. memorize figurative words, learn to speak their native language. They begin to build their own stories more creatively - on themes from personal experience on the proposed plot. Therefore, the influence of retelling on the formation of children's connected speech should be used more fully.

2) The main part.

1. When selecting works for retelling, it is necessary to take into account the following requirements for them: high artistic value, ideological orientation: dynamism, conciseness and, at the same time, imagery of presentation; clarity and sequence of action deployment, entertaining content. In addition, it is very important to take into account the availability of the content of a literary work and its volume. These requirements are met, for example, folk tales; short stories by N.D. Ushinsky, L.N. Tolstoy, M. Prishvin and V. Bianka, E. Permyak, N. Koshnina.

The literary and artistic material offered for retelling becomes more complicated, and the quality of the texts also increases.

Works need to be selected plot with a clear position, with consistent actions.

The language of the works should be exemplary, with a dictionary accessible to children, short, clear phrases without complex grammatical forms.

A mandatory requirement for the language of a work is expressiveness, the presence of rich and precise definitions, the freshness of the language; it is also desirable to include simple forms of direct speech, which contributes to the formation of the expressiveness of children's speech.

Works for retelling are taken in the book “Programmed Education and Training in Kindergarten” by age groups. For the older group, you can take it from the book by A.M. Dimentieva “Teaching retelling in older groups of kindergarten”.

2) The kindergarten program provides for a system of lessons on teaching storytelling. Teaching a child, that is, an independent coherent and consistent presentation of his thoughts, the teacher helps him find the exact words and phrases, build sentences correctly, logically connect them with each other, observe the norms of sound and word pronunciation. The teacher improves all aspects of the child's speech - lexical, grammatical, phonetic.

At the same time, the fulfillment of the task of storytelling by a preschooler intensifies the process of mastering language means. After all, a child whose stories are listened to with interest and attention by those around him feels the need to speak out more precisely, more clearly; makes efforts to ensure that his speech sounded clear, clear and loud enough.

The “kindergarten education program” sets the teacher the following tasks: to teach children to talk coherently about what they saw and heard, to correctly reflect what they perceived in speech, to tell consistently, with sufficient completeness and completeness, without being distracted from the topic, to teach preschoolers to tell slowly: to help or find the right words expressed, encourage the use of the exact names of objects, actions, qualities: develop figurative speech, learn to speak vividly, expressively.

Retelling classes are included from the middle group of kindergarten.

Much attention is paid to the development of children's oral speech in the program. For each age group, the level of speech development of children is determined, the sequence of work on mastering the sound system of the language, vocabulary, and grammatical structure is given. Preparing children for mastering oral speech begins with the first group of early age, and already in the second group of early age, children are taught to use common sentences in oral speech.

In the middle group, children should master correct pronunciation all the sounds of their native speech, their logical speech is improved, the skills of retelling and composite stories are formed.

In the older group, the development of coherent speech is being improved.

IN preparatory group the educator develops an attitude to oral speech as a linguistic reality: he leads them to sound analysis words.

Great importance for the development of speech of children of all age groups has an acquaintance with fiction. Children learn to answer questions about the content of the texts they read, retell what the teacher has read, and expressively read poems. By the age of 7, the child should master dialogic and monologue speech.

2nd junior group the educator teaches children to follow the development of the action in a fairy tale, story, sympathize with the positive characters and gradually lead them to reproduce the text.

From the middle group, retelling classes are included. Teaching retelling is introduced from December-January, but if all children have well-developed literate speech, classes can start well.

The tasks of teaching retelling in the older group: to teach children to coherently, consistently and expressively tell small literary works without the help of questions from the educator: to convey dialogical speech, changing intonations in the characters corresponding to the experience; state the content close to the text, use the author's words and expressions.

In the preparatory group, in the lessons of retelling, they consolidate and improve speech skills, unexplored details in the older group.

Children continue to learn to present texts coherently, consistently, completely, without distortion, omissions and repetitions. The ability of children to convey emotionally, with different intonations, the dialogues of characters, to use semantic stresses, pauses, and certain artistic means characteristic of fairy tales is being improved. The independence of children increases: they learn to retell fairy tales and stories without the help of questions from the educator.

Comparative analysis of the “Kindergarten education and training program”, the “Childhood” program and the “Rainbow” program.

In the “Childhood” program, as well as in the “Program”, the tasks of developing coherent speech are clearly set, although in the “Childhood” the tasks are a little more complicated, I believe that not everyone at this age will master the meaning that the “Childhood” program requires.

In the program "Childhood" the importance of speech and books for the development of the child is very clearly visible, in almost every section great importance is given to the development of the dictionary, namely speech.

In the “Rainbow” program, unlike other programs, it is not scheduled according to the age of the kindergarten groups, and the child must learn all that plague.

I believe that this program is the most complex of all the programs listed. Firstly, it is difficult to use it, and secondly, there are more complex tasks set for children. In my opinion, Vasilyeva's Kindergarten Education Program is the most suitable for our conditions. It is easy to use and it is easy for children to master the amount of knowledge and skills that they are offered in this program, it takes into account all the tasks for children, depending on age, group and individual characteristics child.

3) Coherent speech - a semantic detailed statement (a number of logically combined sentences), providing communication and mutual understanding of people.

The development of coherent speech of children is one of the main tasks of the kindergarten.

Children successfully convey the spatial and temporal sequence of events that determines the combination of individual phrases into a coherent statement.

In the middle, senior and preparatory groups, various objects, toys and pictures are used in the classroom. But at this age, children are already beginning to master the main types of monologue speech. It is necessary to constantly consolidate the speech skills acquired by children for skills, improve them.

Children really need timely help from adults, their advice and guidance.

The teacher must specifically imagine what kind of difficulties children have when telling what to pay attention to the child. The task of the educator is to teach the child to correctly start the story on the chosen topic and convey it vividly, interestingly, and logically.

In the learning process, it is necessary to ensure that the child's story is understandable to the audience, that is, that all its parts are interdependent. An important condition for the condition of coherent speech is correctly delivered vocabulary work and the formation of grammatical skills, since the characteristic shortcomings of children's stories are monotonously used syntactic constructions, the repetition of the same words, parts, sentences and even whole phrases, etc.

Work on the proposal includes the following tasks: developing the ability to compose simple common sentences, use sentences with homogeneous members with writing and submission. It is very important that children themselves use the available or figurative means of their native language.

Learning will be more effective only if the children listen carefully to the explanations and instructions of the educator, actively complete the learning tasks, and show interest in them.

Retelling classes occupy a significant place in the system of work on the formation of coherent speech. When a child not only listens to stories, fairy tales, but also reproduces them in his own speech, the impact of works of art on his personality, on his speech development is enhanced. First of all, the teacher expressively read the story that the children have to retell. After reading, a conversation is held, the main meaning of which is to find out whether the content and meaning of the work are correct for the children. The conversation should be lively, with a wide involvement of figurative artistic speech, so as not to weaken the emotional impression of the listened fairy tale or story. The main methodological feature in the conversation is the questions of the teacher.

In the process of conversation, preparing children for retelling, they actively operate in literary material.

At 5-6 years old, they retell more freely without being forced.

Preparatory group. A child of 6-7 years old can more accurately correlate his retelling with the text, cancel omissions, rearrange the material: his independence increases when parsing the answer of a friend.

The methods and techniques of the educator are different: expressive two and three times reading the text, talking about what was read, showing illustrations, speech exercises, instructions regarding the methods and quality of assignments, assessment, etc.

Coherent speech is a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively, intonationally expressive.

Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the child's ability to comprehend the perceived and correctly express it. By the way a child builds his statements, one can judge not only his speech development, but also the development of thinking, perception, memory, and imagination.

The coherent speech of a child is the result of his speech development, and it is based on the enrichment and activation of his vocabulary, the formation of the grammatical structure of speech, and the education of its sound culture.

There are two main types of speech: dialogic and monologue.

Dialogue is a conversation between two or more people, asking questions and answering them. The features of the dialogue are an incomplete sentence, bright intonational expressiveness, gestures and facial expressions. For dialogue, the ability to formulate and ask a question is important, in accordance with the question of the interlocutor, to build an answer, to supplement and correct the interlocutor.

The monologue is characterized by the development, completeness, clarity, interconnection of individual parts of the narrative. Explanation, retelling, story require the speaker to pay more attention to the content of speech and its verbal design. In addition, the arbitrariness of the monologue is important, i.e. the ability to selectively use linguistic means, to choose words, phrases and syntactic constructions that most fully and accurately convey the speaker's thought.

Children 3 years old available simple form dialogue: answers to questions. The colloquial speech of three-year-old children is the basis for the formation of a monologue in middle age.

Children of 4 years old can begin to be taught to retell and compose short stories from pictures, toys, because. their vocabulary by this age reaches 2.5 thousand words. But children's stories still copy the pattern of an adult.

In 5-6-year-old children, the monologue reaches a fairly high level. The child can consistently retell the text, compose plot and descriptive stories on the proposed topic. However, children still need a previous teacher model, as they, in the majority, still lack the ability to express their emotional attitude to the described objects and phenomena in a monologue.

With younger children the teacher develops dialogue skills:

Teaches to listen and understand the speech of an adult;

Teaches to speak in the presence of other children, to listen and understand their speech;

teaches you to perform an action according to a verbal instruction (bring something, show something or someone in a group or in a picture);

Teaches to answer the questions of the educator;

Repeat after the teacher the words and songs of the characters in fairy tales;

Repeat after the teacher small poetic texts.

In general, the teacher prepares children for learning the monologue.

In middle and older age (4-7 years) children are taught the main types of monologue: retelling and storytelling. Learning to tell stories takes place in stages, from simple to complex, begins with a simple retelling of a short text and ends with higher forms independent creative story.

Retelling training.

In each age group, teaching retelling has its own characteristics, but there are also general methodological techniques:

Preparation for the perception of the text;

Primary reading of the text by the teacher;

Conversation on issues (questions ranging from reproductive to search and problem);

Drawing up a plan of retelling;

Re-reading the text by the teacher;

Retelling.

The plan can be oral, pictorial, pictorial-verbal and symbolic.

In the younger group preparing for learning to retell. Tasks of the teacher at this stage:

To teach children to perceive a familiar text read or told by the teacher;

Lead to text playback, but do not reproduce.

Methodology for teaching the retelling of 3-year-old children:

1. reproduction by the educator of fairy tales well known to children, built on the repetition of actions (“Gingerbread Man”, “Turnip”, “Teremok”, miniature stories by L.N. Tolstoy).
2. remembering by children the sequence of appearance of fairy-tale characters and their actions with the help of visualization: table or puppet theater, flannelgraph.
3. repetition by the child after the teacher of each sentence from the text or 1-2 words from the sentence.

In the middle group, when teaching retelling, more complex tasks are solved:

To teach children to perceive not only a well-known, but also read text for the first time;

To teach children to convey the conversation of the characters;

Learn to retell the text sequentially;

To teach to listen to the retellings of other children and to notice in them a discrepancy with the text.

The methodology for teaching children to retell 5-6 years old is as follows:

1. introductory conversation, setting up the perception of the work, reading poetry, looking at illustrations on the topic;
2. expressive reading of the text by the educator without setting for memorization, which can disrupt the holistic perception of the work of art;
3. a conversation on the content and form of the text, and the questions of the teacher should be well thought out and aimed not only at understanding the content of the text and the sequence of events, but also at understanding the character traits of the characters, the attitude of children towards them. There should be questions about how the author describes this or that event, with what he compares it, what words and expressions he uses. You can ask children search (where? where?) and problematic (how? why? why?) questions that require answers in complex sentences.
4. drawing up a retelling plan (in the senior group, the educator together with the children, and in the preparatory group, the children);
5. re-reading the text by the teacher with the installation of memorization;
6. retelling of the text by children;
7. assessment of children's retelling (given by the teacher together with the children, in the preparatory group - children).

A short text is retold in full, long and complex children are retold in a chain.

In the preparatory group, more than complex shapes paraphrase:

From several texts, children choose one, as they wish;

Children come up with a continuation to an unfinished story by analogy;

Dramatization of a literary work by children.

Learning to tell a story from a painting and from a series of paintings.

In the younger group preparation for storytelling in the picture is carried out, because a coherent presentation of the three-year-old cannot yet compose, this:

Examining the painting;

Answers to the teacher's reproductive questions in the picture (who and what is drawn? what are the characters doing? what are they?).

For examination, paintings are used that depict individual objects (toys, household items, pets) and simple plots that are close to personal experience children (children's games, children on a walk, children at home, etc.). It is important to create an emotional mood for viewing the picture. Songs, poems, nursery rhymes, riddles, sayings familiar to children will help in this. You can use game techniques:

Show a picture of any toy;

associate viewing a picture with viewing a favorite toy;

Introduce the guest to the picture.

In the middle group it becomes possible to teach children to tell a story from a picture, because at this age, speech improves, mental activity increases.

Methodology for teaching a story based on a picture of 4-year-old children:

1. preparation for the emotional perception of the picture (poems, sayings, riddles on the topic, the presence of fairy-tale characters, all types of theaters, etc.)

2. viewing the picture as a whole;

3. questions to the teacher's picture;

4. a sample story based on the picture of the educator;

5. children's stories.

The teacher helps the children to tell supporting questions, suggests words, phrases.

At the end of the year, if the children have learned to tell a story from a picture according to a model and from questions, a story plan is introduced.

In the senior and preparatory group there is an opportunity for self-compilation of stories from pictures. The sample story is no longer given for exact reproduction. Literary samples are used.

It becomes possible to use a series of plot pictures to compose stories with a plot, a climax, a denouement. For example: “The Hare and the Snowman”, “The Bear Cub for a Walk”, “Stories in Pictures” by Radlov.

At an older and preparatory age, we teach children to see not only what is depicted in the foreground, but also the background of the picture, its main background, elements of the landscape and natural phenomena, the state of the weather, that is, we teach to see not only the main, but also the details.

Also with the storyline. We teach children to see not only what is depicted at the moment, but also what preceded and subsequent events.

The teacher asks questions that seem to outline storyline beyond the content of the picture.

It is very important to combine the task of developing coherent speech with other speech tasks: enriching and clarifying the dictionary, forming the grammatical structure of speech and its intonational expressiveness.

Methodology for teaching a story based on a picture for 5-6 years old :

1. preparation for the emotional perception of the picture;

2. lexical and grammatical exercises on the topic of the lesson;

3. viewing the picture as a whole;

questions of the teacher on the content of the picture;

5. drawing up a story plan by the teacher together with the children;

6. a story based on a picture of a strong child, as a model;

7. stories of 4-5 children;

8. Evaluation of each story by children with the teacher's comments.

In the preparatory group for school, children are ready to learn storytelling from a landscape painting. In such classes, lexical and grammatical exercises for the selection of definitions, comparisons, the use of words in a figurative sense, synonyms and antonyms are of particular importance. It is important to teach children to come up with sentences on a given topic and pronounce them with different intonations.

Compilation of descriptive stories and comparative descriptions.

In the younger group, preparation for teaching the story-description is carried out:

Consideration of toys (selection of toys is of great importance - it is better to consider toys of the same name, but different in appearance, this ensures the activation of the children's vocabulary);

Carefully thought-out questions of the educator, answering which children pay attention to the appearance of the toy, its components, the material from which it is made, playing actions with it; the teacher helps the children answer questions;

The use of folklore elements, poems, songs, jokes about this toy, short stories or fairy tales about it;

The teacher's story about the toy.

Thus, the children themselves do not talk about the toy, but are preparing to compose a descriptive story at an older age.

In the middle group, children are already ready for independent compiling short descriptive stories about toys.

Methodology for teaching a story-description of 4-year-old children:

1. looking at a toy;

2. questions of the educator regarding the appearance (color, shape, size), qualities of the toy, actions with it;

3. a sample of the teacher's story;

4. the story of a strong child on the basic issues of the educator;

5. stories of 4-5 children on the basic issues of the educator;

In the second half of the year, a story plan is introduced - a description compiled by the teacher.

Now the training method looks like this:

1. looking at a toy;

2. questions of the educator;

3. preparation by the educator of a plan for a story about a toy;

4. a sample of the teacher's story according to the plan;

5. stories of children according to the plan and supporting questions;

6. assessment of children's stories by the educator.

As part of the lesson, other types of work can be distinguished

The success of teaching children at school largely depends on the level of their mastery of coherent speech. Adequate perception and reproduction of text teaching materials, the ability to give detailed answers to questions, independently express their judgments - all these and others learning activities require a sufficient level of development of coherent (dialogical and monologue) speech.

Leading position in the system preschool education assigned to the implementation of speech tasks. Modern research in this area indicate that most children by the end of preschool age do not have the skills of coherent speech. Their vocabulary is not rich. In the speech of children there are no figurative expressions, few adjectives, the words used are unambiguous, the language is inexpressive. When compiling a story based on a plot picture, children are limited to simply listing the depicted objects or naming actions without determining the relationship between the characters, the place of action, or time; they cannot determine the sequence of events, identify cause-and-effect relationships.

Significant difficulties in mastering the skills of coherent contextual speech in children with general underdevelopment of speech are due to the underdevelopment of the main components of the language system - phonetic-phonemic, lexical, grammatical, insufficient formation of both pronunciation (sound) and semantic (semantic) aspects of speech. The presence in children of secondary deviations in the development of leading mental processes (perception, attention, memory, imagination, etc.) creates additional difficulties in mastering coherent monologue speech.

The characteristic of coherent speech and its features is contained in a number of works of modern linguistic, psycholinguistic and special methodological literature. With regard to various types of extended statements, coherent speech is defined as a set of thematically combined fragments of speech that are closely interconnected and represent a single semantic and structural whole.

The issues of the formation of coherent monologue speech of preschool children with normal development are considered in detail in the works of L.A. Penevskaya, L.P. Fedorenko, T.A. Ladyzhenskaya, M.S. Lavrik et al. Researchers note that elements of monologue speech appear in the statements of normally developing children as early as 2–3 years of age. From the age of 5–6, the child begins to intensively master monologue speech, since by this time the process of phonemic development of speech is completed and children mainly learn the morphological, grammatical and syntactic structure of their native language (A.N. Gvozdev, G.A. Fomicheva, V. K. Lotarev, O. S. Ushakova and others). In older preschool age, the situational nature of speech, characteristic of younger preschoolers, is noticeably reduced. Already from the age of 4, children become available to such types of monologue speech as description (a simple description of the subject) and narration, and in the seventh year of life - and a short reasoning. However, the full mastery of the skills of monologue speech by children is possible only under conditions targeted learning. The necessary conditions for the successful mastery of monologue speech include the formation of special motives, the need for the use of monologue statements; the formation of various types of control and self-control, the assimilation of the corresponding syntactic means of a detailed message (N.A. Golovan, M.S. Lavrik, L.P. Fedorenko, I.A. Zimnyaya, etc.). The mastery of monologue speech, the construction of detailed, coherent statements becomes possible with the emergence regulating, planning functions of speech(L.S. Vygotsky, A.R. Luria, A.K. Markova and others). Studies by a number of authors have shown that children of senior preschool age are able to master the skills of planning monologue statements (L.R. Golubeva, N.A. Orlanova, I.B. Slita, etc.). The formation of skills for constructing coherent, detailed statements requires the use of all the speech and cognitive abilities of children, while simultaneously contributing to their improvement. It should be noted that the mastery of coherent monologue speech is possible only if there is a certain level of vocabulary formation and the grammatical structure of speech. Therefore, speech work on the development of lexical and grammatical language skills should also be directed to solving the problems of forming coherent speech.

Based on the research of leading experts in the field of the development of coherent monologue speech, our teaching staff summarized their experience in this area. The system of work on the formation of coherent speech is developed on the basis of an integrated approach, which includes diagnostic and correctional-developing stages. The diagnostic stage is aimed at examining expressive, impressive speech. To assess and further analyze the level of formation of coherent speech of children, we use the following criteria:

· preservation overall structure story (the presence of a beginning, middle, end);

grammatical correctness (correct construction of sentences, agreement of words in gender, number, case);

the use of expressive means;

Retention in memory of the desired sequence of presentation;

The sound side of speech (tempo, fluency, intonation);

desire to actively use coherent monologue speech.

As a result of the survey, a conclusion is made about the level of development of coherent speech in a child. Description of the diagnostic methods to identify the level of coherent speech is proposed in Appendix 1.

For children's statements speech disorders typical: enumeration of the features of the subject in any sequence, violations of connectivity, incompleteness of micro-themes, a return to what was said earlier. In some cases, the description is reduced to a random enumeration of individual details of the subject. Lexical difficulties, shortcomings in the grammatical design of sentences are clearly expressed. Taking into account the above-mentioned features of children with speech disorders, it is very important to be gradual in the work on the formation of coherent speech.

First stage of work is aimed at developing the skill of describing objects, phenomena. The communicative task of uttering a description is to create a verbal image of an object: in this case, the features of the object are revealed in a certain sequence. The description has the main characteristics of a coherent extended statement: thematic and structural unity, the adequacy of the content to the set communicative task, arbitrariness, planned and contextual presentation, logical completeness, grammatical coherence.

The importance of mastering the skills of describing objects in terms of preparing for schooling, difficulties in mastering this type of detailed statements determine the need to find the most adequate ways and means of developing descriptive speech skills in children with speech disorders. An effective technique, in our opinion, when teaching children with ONR is the reception of a parallel description by a speech therapist and a child of two of the same type game items when a speech therapist, followed by a child, makes up a description of the subject in parts, naming the same signs. For example:

In the course of training, we use a number of auxiliary techniques: gestural indications of the shape of the object, its details; description based on individual drawings, close-up depicting parts of an object or its characteristic structures.

How separate view In our work, we use in the classroom the collective compilation of a description of one object by several children (in a “chain”), each gives a description of 1–3 features (micro-themes).

Gradually, we move on to the formation of children's planning skills for a short description. First, a collective plan is drawn up: the children are asked questions about the content of the description (“What will we say first?”, “What will we say about this subject, what is it?”, “How will we end our story?”). Subsequently, before compiling a description, the child is asked to say what he will talk about using the previously learned scheme (“I will tell you what the object is called, what shape, color, size it is, what it is made of, what it is for”), etc. d. Next, new types of work are given: a description of an object from memory, according to one's own drawing, the inclusion of descriptions in various game situations. In the subsequent case, the statements of the children are built based only on the sample given by the speech therapist.

The technique of describing an object according to the completed drawing is effective for mastering the skills of independent description by children with OHP. Drawings are made with colored pencils or felt-tip pens in order to fix color visual representations. Then they are exhibited on a typesetting canvas, and the children take turns talking about the depicted objects. The teacher gives brief analysis children's statements (completeness of information about a given subject, consistency, errors in the use of language means). The inclusion of object-practical actions in the process of teaching coherent descriptive speech, in our opinion, helps to consolidate ideas about the basic properties of objects, as well as increase children's interest in the lesson. Drawings by children can be carried out under the guidance of a teacher. The description of objects from memory is carried out by us in separate classes on the topics: “My favorite toy”, “Our true friends”. Description from memory is also carried out in educational classes, especially on the basis of fresh impressions of children, for example, after visiting a zoo, a living corner, collective work on caring for plants, and classes to get acquainted with nature.

An effective technique for developing the skill of compiling a descriptive story is game methods of work that provide for the consolidation and development of speech skills and speech-thinking actions formed in the process of learning to describe.

The method of describing objects without naming them was used by us during the game “Masha got lost”, during which several dolls (4–5) of the same size are used, but differ in the color of hair, eyes, hairstyle, and clothes. The lesson begins with looking at the dolls, followed by a description of one of them - Masha's doll. Then an explanation of the game action is made. “The girls go to the forest for mushrooms (the dolls are moved by the teacher behind the screen) and after a while they come back, except for one. The girl Masha got lost in the forest. One of the game characters goes in search of Masha (for example, Pinocchio), but he does not know what Masha looks like, what she is wearing, what she went into the forest with (with a basket, with a box). Children give a description of Masha's doll from memory. First, a collective description is given, and then it is repeated by one of the children. For example: “Masha has black hair, braided. She has a beautiful scarf on her head. Masha has blue eyes, rosy cheeks. She is wearing a white sweater and a blue dress. She has brown boots on her feet. Masha has a basket in her hand. Forest inhabitants (hedgehog, hare) are introduced into game actions. Pinocchio asks if they have met the girl and repeats her description. The teacher directs the questions of the child playing the role of Pinocchio (“Ask the hedgehog where he met Masha?”, “What was she doing?”, “What tree was she sitting by?” Etc.).

Thus, in the course of the game, the skills of conducting a dialogue are simultaneously improved and elements of the children's own creativity and statements are connected.

In the future, we teach children to compose descriptive stories based on a plot picture using basic diagrams. So, for example, according to the picture “Hares at Lunch”, children are offered reference subject pictures: hares, a table covered with a tablecloth, a tureen, mother Hare.

We use the same type of work when describing a landscape painting. For example, according to the painting “Spring. Big Water ”in their stories, children consistently describe their feelings and mood caused by the picture with a logical conclusion, learn to select colorful expressions for description.

At the end of the first year of study (3rd period), a special preparatory work to a comparative description of two objects. This work includes various speech exercises based on a comparison of natural objects, models and objects presented in a graphic image. In our opinion, the following types of exercises are effective: supplementing the sentences started by the teacher with a word that is necessary in meaning, denoting a sign of the object (“The goose has a long neck, and the duck ...”); making sentences on questions like: “What do lemon and orange taste like”; exercises in highlighting and designating contrasting features of two objects related to their spatial characteristics (a large orange and a small tangerine; a tall tree and a low bush; a wide river and a narrow stream). The technique of a parallel description (in parts) of two objects is used - a teacher and a child (a description of a dog and a cat, a cow and a goat, etc.). The main work on children's mastering the skills of a comparative story - description, as a type of descriptive text that is more complex in structure, is carried out in the second year of study, in a group preparatory to school.

Work on the formation of grammatically correct speech in children is carried out in connection with the teaching of descriptive speech. In the classroom, children practice the correct use of word forms (case endings of nouns, adjectives, some verb forms; in acquiring practical skills in inflection, word formation; correct construction phrases, sentences simple and complex, with the union "a"). They enrich their active and passive vocabulary. The lessons also provide for work on the assimilation by children of some forms of agreement between nouns and cardinal numbers. important place assigned to the lexical side of speech.

Second phase The proposed system of work on the formation of coherent speech is aimed at developing retelling skills. It provides that children have the skill of mastering phrasal detailed speech, perception and understanding of the content of the text. In modern works on preschool pedagogy, the special role of retelling in the formation of coherent monologue speech is emphasized. When retelling, the structure of speech, its expressive qualities, pronunciation are improved, the construction of individual sentences and the text as a whole is assimilated. Teaching retelling enriches vocabulary, favors the development of perception, memory, attention. At the same time, through imitation, children learn the normative foundations of oral speech, exercise in the correct use of linguistic means, by analogy with those contained in works for retelling. The use of highly artistic works of children's literature in teaching makes it possible to purposefully work on educating children's "sense of language" - attention to the lexical, grammatical, syntactic aspects of speech. This is of particular importance in corrective work with children with speech disorders.

Corrective speech therapy work in retelling classes is closely related to teaching children other types of monologue statements. This work begins in the senior group at the end of the first quarter, after the series preparatory classes, including learning to compose phrases-statements on separate (situational) pictures depicting actions; demonstration of actions by children, as well as an elementary description of objects according to the main features.

Preparatory classes are aimed at mastering by children a number of language means of constructing coherent messages, the formation of directed perception of the teacher's speech, and the skills to control their own statements. These skills are then used by children in the process of learning to retell.

In the process of work, we attach great importance to the choice of works for retelling. Preference is given to texts with the same type of episodes, repetitive plot points, a clear logical sequence of events (for example, “Know how to wait” by K.D. Ushinsky, the fairy tale “How a goat built a hut”). When selecting a text, it is important to take into account the individual speech, age and intellectual abilities of children. Texts should be simple and accessible in content, construction, because the child will have to convey the sequence and logic in the description of events, compare individual facts, analyze the actions of the characters, while drawing the appropriate conclusions. In addition, it is recommended to observe the principle of thematic relationship with other types of work. For example, a retelling of the story "A Boring Fur Coat" by L.E. Ulitskaya precedes the compilation of the story based on the painting “Winter Entertainment”, and the retelling of a series of stories by Yu.D. Dmitrieva about animals is combined with classes in the description of domestic animals (based on dummies and pictures).

Teaching retelling on the material of each work is carried out by us in two or three classes (depending on the volume of the text and the speech capabilities of the children). The structure of the classes includes: organizational part with the inclusion of introductory, preparatory exercises; reading and analysis of the text by children; exercises for the assimilation and consolidation of language material; analysis of children's stories.

A whole lesson is devoted to reading and parsing the text. The second lesson begins with a re-reading of the work with a focus on retelling and compiling it by children. In the third lesson, we recommend repeating the retelling with children who have not completed the task; and analyze children's stories.

The purpose of the preparatory exercises is to organize the attention of children, prepare them for the perception of the text (for example, guessing riddles about the characters of the future story; activating lexical material on the topic of the work - clarifying the meaning of individual words and phrases, etc.).

In order to organize perception, direct attention to important semantic points, as well as to some linguistic features during repeated reading, we recommend using the technique of completing individual sentences by children with the desired word or phrase.

It is advisable to analyze the content of the text in a question-answer form, and the questions should be composed in such a way as to reflect the main points of the plot action in their sequence, to determine the characters and the most significant details of the narrative. In addition, words are distinguished from the text and reproduced by children - definitions, comparative constructions that serve to characterize objects and heroes. The reproduction by children of words and phrases denoting actions greatly facilitates their subsequent compilation of a retelling.

All classes on teaching children to retell, in our opinion, can be effectively carried out in a small group method - 5-6 people each, which allows you to effectively implement individual approach to children, taking into account speech and psychological features and the most pronounced difficulties in compiling a retelling. Work with children, carried out in the form of live speech communication, contributes to their interest in classes and the activation of their speech manifestations.

In the lessons on teaching retelling, we use both basic pedagogical techniques and auxiliary tools that serve as factors that facilitate and guide the process of becoming a coherent speech. The most significant of these factors are:

visibility, in which a speech act occurs (S.L. Rubinshtein, L.V. Elkonin, A.M. Leushina spoke about its use);

modeling of the utterance plan (the importance of which was pointed out by L.S. Vygotsky).

Let us consider in more detail the methodological techniques used by us in the classroom for teaching children to retell.

On initial stage work, children learn to adequately reproduce the text of the story based on illustrative material and verbal help from the teacher. Techniques are used to the maximum, highlighting the main links of the plot of the work (retelling on supporting issues, on illustrations). In the future, by the end of the first year of study, you can proceed to compiling a retelling according to a preliminary verbal plan-scheme.

At the same time, a gradual transition is envisaged from a collective retelling of the text, when each child in turn retells one consecutive fragment of the story, to the retelling of several fragments or the work as a whole.

In the second year of education, children are taught to compose a retelling without relying on visual material, paying special attention to the formation of planning skills for the retelling being compiled.

1. Drawing up a retelling of filmstrips. This technique is very popular with children. They feel that they are participants in the general process of demonstrating a filmstrip, voicing its frames. Such emotionally positive motivation activates the speech capabilities of children, prompting them to a clear, consistent retelling.

2. Drawing on the plot of the retold work. The use of children's drawings is considered very effective. After retelling, in a separate lesson, children are invited to complete a drawing of their own choice on the plot of the work. Recall how the subject and scene that they want to portray was described in the story. Then the children independently compose a fragment of the retelling based on their drawing, which contributes to a better understanding of the text, the formation of independent storytelling skills. Relying on the drawing makes the child's statements more expressive, emotional and informed.

3. An effective remedy learning is the use of an illustrative panel with a colorful image in the classroom. The illustration is carried out with the help of plane figures of characters and objects moved on the panel. Against the background of individual objects (a house, a barn, a forest), close-up images of objects are given, arranged linearly, in accordance with the sequence of fragments, episodes of the story. The demonstration panel is used in many ways: for the teacher to illustrate the text, for the child to illustrate the retelling of his or his friend. This contributes to the activation of visual and auditory perception, attention of children, the formation of control and self-control skills; helps to more accurately reproduce the sequence of events. Effectively use panel paintings when teaching children how to plan a retelling. For example, when retelling N. Sladkov's story "The Bear and the Sun", we use an illustrative panel on which all the characters of the story appear in succession. Gradually, the initial drawing of the forest is filled in by the characters, acquiring a finished look by the end, which is the basis for further retelling.

4. In order to teach children the actions of planning when retelling in the second year of study, it is recommended to use the technique of modeling the plot of a work using a conditional visual diagram. For its implementation, it is advisable to place blocks-squares on a tripod, depicting individual fragments of the story. Modeling the plot content of M. Gorky's story "Sparrow", we successively fill in the blocks-squares with conditional black-and-white silhouette images of characters and significant objects. After reading and parsing the text, the children themselves choose the necessary silhouette images and place them in square blocks. In the second lesson, the whole scheme is repeated by one or two children on their own. According to the scheme, the children retell the text in parts or in full. It is also possible to retell the text again, without relying on a visual diagram. The use of a conditional visual scheme allows you to vary tasks in the process of preparing and conducting a retelling: planning a story as a whole or selectively; distribution of tasks between two children for plot modeling and retelling according to a ready-made scheme; reproduction by the child of the text according to an independently compiled scheme. Work according to a visual scheme in combination with traditional methods of teaching verbal planning of retelling contributes to a better assimilation of the method of programming the content of a detailed statement by establishing the main semantic links of the story, their sequence and relationship.

5. Starting from the second year of study, retelling classes are combined with the formation of storytelling skills in children with elements of creativity. To enhance emotional perception artistic text, you can use the technique of “mental entry into the described situation”, when the child imagines himself in the place of one of the heroes of the story, not only living objects, but also inanimate objects. Retelling the story on behalf of any character, for example, on behalf of the Bear, Snow or Pants (retelling of N. Sladkov's story "The Bear and the Sun"), the child becomes a real participant in the events described, transfers the experiences of the heroes of the story, learns to empathize with them and find a way out of problematic situation. The empathy method activates the imagination of children. Together with the hero, they observe, reflect, wonder, rejoice. Gradually, children master the available methods of creative transformation of the plot - a story by analogy, retelling with the replacement of characters or some essential details of the situation, with the inclusion of new characters, etc.

6. Great importance is attached to the analysis and discussion of children's retellings. During the collective discussion of the retelling, the children (according to the instructions of the teacher) make additions, clarifications, point out the mistakes made in the use of words and phrases. Thus, additional opportunities are created for children to exercise in the selection of lexemes, the correct use of word forms and the construction of sentences.

Criteria for evaluating children's retellings and types of work on retelling with complication, as well as recommendations for educators on organizing classes, we offer in Appendixes 2, 3, 4.

Third stage of the system under consideration is aimed at teaching children to compose a coherent story based on a picture. The priority task at this stage is the formation of the ability to build statements. Children should analyze the structure of the statement: is there a beginning in it, how does the action develop, is there an end. The development of the coherence of statements is provided by a learning system that includes:

1. Preparing children to perceive the content of the picture (preliminary conversation. Reading literary works on the subject of the picture, etc.).

2. Developing the ability to see the picture. To activate attention, visual perception, game exercises such as “Who will see more?” or “Who is the most attentive?”, during which you need to find all the parts of the picture. All details are important, nothing is secondary. Children list all the details of the picture. All this is schematically depicted on the board and circled.

3. Construction of a connected statement. The children are given the task “Find a couple!”, During which they need to find two details of the picture that can be connected and explain what is the connection between them (a tree - a crow; a crow sits on a tree; birds - grain: birds peck grain; children - a house : the children blinded the house). By connecting two objects with an action, children form complete sentences.

4. The use of the method of "self-projection", or "entering the picture." Children are invited to hear, see, feel every piece of the picture. This technique includes all channels of perception. Children learn to explore everything: snow, birds, puppy, etc. Each child expresses their feelings. Enrichment of children's speech occurs expressive means(comparisons, epithets, colorful definitions), as well as learning the ability to build sentences of various types and work on the structure of the statement. At this stage, the technique of playing by children through pantomime of the actions of the characters in the picture with their subsequent utterance can be applied.

5. Developing the ability to create a creative story. For this, questions to children are used: “Imagine how this situation began?”, “How did events develop further?”, “What will happen next?”. These questions require children to understand the sequence of events in time. To make it all easier to imagine, you can use a time track that has a beginning (green), a middle (red), an end (blue), and a gnome that moves along the track. I took a step back - I got into the morning when the kids just woke up. Next, the events preceding the picture are lined up. Arrange what has already been told in the picture. Step forward - what happens there? Now the story has a beginning and an end.

We propose to divide all this work into parts. In one lesson, work on the details of the picture and the creation of pairs. On the other - "enter the picture"; on the third - paint on the track of time. This type of work is the longest in time, during which the goal is achieved - to teach common way storytelling.

After some time, the children themselves will find all the details, connect them, convey sensations. The way of working will pass into the inner plan, and the time spent will be justified by the results.

In parallel with this work, vocabulary tasks and tasks for the formation of intonational expressiveness are being implemented.

Examining children with various speech defects (phonetic-phonemic underdevelopment, with an erased form of dysarthria, acoustic-phonemic dyslalia, stuttering, speech impairment with hearing loss), we drew attention to a number of intonation disorders:

fuzzy perception and reproduction of melodic patterns of phrases;

logopedic stress;

rhythmic and logarithmic structures;

erroneous use of verbal stress;

change in the tempo-rhythmic organization of speech in the direction of its acceleration or slowdown.

Taking into account the above, speech therapy work on all components of intonation is carried out in the following sequence:

1. From a general idea of ​​intonation to a differentiated assimilation of various intonational structures;

2. From various types of intonation in impressive speech to mastering intonational expressiveness in expressive speech;

3. From the assimilation of means of intonation design on the material of vowels to their development on more complex speech material;

4. From the distinction and assimilation of narrative to interrogative and exclamatory intonation.

In order to prepare children for the perception of intonational expressiveness, it is necessary to create the prerequisites for mastering lexical (verbal), logical stress, and the correct division of a phrase. For this purpose, we used rhythmic exercises, as well as exercises to develop the strength and height of the voice, to gradually expand the range of the voice, develop its flexibility, modulation.

Working on the rhythm we carry out in two directions: the perception and reproduction of various rhythmic structures. This work is carried out in the following sequence:

1. Listen to isolated beats. Determine the number of beats by showing a card with the corresponding rhythmic structures recorded on it (icons).

2. Listen to a series of simple beats and show the card.

3. Listen to a series of accented beats and also show the card.

Rhythm development work includes the following exercises:

knock out on imitation (without relying on vision) isolated blows;

tapping on the imitation of a series of blows;

Write down the strokes proposed for perception and their series with conventional symbols;

· independently reproduce blows and their series on the presented card.

extended pronunciation of sounds

After preparatory exercises, we proceed to the assimilation of intonation structures in impressive speech. We suggest starting with the simplest intonation - narrative, after which we proceed to interrogative and exclamatory. In practical terms, it will be like this: the teacher reads the text without intonation for the first time, and the second time - expressively, with intonation. Find out which reading you liked best. In order to fix the auditory image of the melody of a declarative sentence in children's memory, we note that the completeness of the utterance is achieved due to a strong decrease in the voice by stressed syllable last word syntagmas. We say this: “When we want to tell something to someone, we speak calmly, slightly lowering our voice at the end of the phrase.” For analysis, a sentence uttered with a narrative intonation was offered, and the children determined what it expressed (a question, an exclamation, or a message). A way to designate narrative intonation is a card with a dot. And the affirmative gesture of the hand going from top to bottom served as a visual means for its recognition.

In order to teach children to identify the melodic pattern of a declarative sentence by ear, we propose to analyze the sentence with the same set of words, but intonationally different from each other.

Rain on the street.

Rain on the street?

Rain on the street!

For children, there are two options for tasks:

1. Highlight declarative sentences by showing a signal card.

2. According to the number of narrative sentences, lay out the corresponding number of chips (sticks).

Working out the intonation of a declarative sentence in expressive speech It is carried out in this way: initially, simple non-common sentences with the demonstrative pronoun “this” served as the material for mastering the intonational structure of a declarative sentence. First, a speech therapist gives a sample of speech, then the names are repeated by the children in chorus and individually. When answering the question "What is it?" The name of the picture is reproduced with the addition of a demonstrative pronoun. During the analysis, attention is necessarily drawn to the lowering of the voice at the end of the sentence.

The next stage is aimed at working out a simple common sentence with an intonational center at the end. Here, to consolidate the skill of pronouncing a declarative sentence, various exercises are offered:

1. Finish the statement started by the teacher, choose a word that is suitable in meaning, coordinating it with other words in the sentence. Name it, intonationally highlighting the end of the syntagma.

2. Finish the sentence by choosing words that are opposite in meaning, for example:

Yesterday there was a thaw, and today ... (frost).

We repeat the full sentence, intonation highlighting the end of the syntagma.

3. Select sentences from the text. Determine their number.

4. Compose a collective narrative (the speech therapist starts, and the children come up with one sentence at a time).

To get acquainted with interrogative intonation the speech therapist, together with the children, recalls that by changing the voice, various emotional states can be conveyed. For example, by changing the voice, you can ask about something. The therapist asks a question. Then he invites the children to do it. Further shows that at the end of an interrogative sentence, the voice rises. This rise in voice is accompanied by a corresponding movement of the hand and is indicated graphically (up arrow). As identification mark interrogative intonation is presented with a card - a symbol with the image of an old man - a question mark. Then we explain that in writing, sentences containing a question are indicated by a question mark. Acquaintance with the melody of an interrogative sentence containing an interrogative word is carried out in a playful way.

In a small country live unusual little men - Pochemuchki (gnomes). They got their nickname because they love to ask different questions. Names them unusual: What? Where? When? Where? Why? To master the language of these little men, you need to learn how to ask all kinds of questions correctly and be able to hear when others ask them.

When pronouncing sentences with interrogative words, attention is drawn to the sound of the voice at the time of their pronunciation. The gesture marks its rise on the interrogative word:

Who roams the forest?

Where is the cat walking?

The sample of speech is given by adults. Then we invite the children to independently come up with a sentence with a given question word.

Further, we propose to consolidate the ideas received by children about the melody of an interrogative sentence in the game “Listen - do not yawn!”. For the game, the children stand in a row, the speech therapist reads the sentences. If the children hear a question, they should sit down. If not, they stand still.

After working out interrogative intonation on the material of simple sentences, we move on to more complex ones - small poetic texts and stories. At this stage, children are offered similar tasks to those used in the work on narrative intonation, but now the children are already extracting interrogative sentences from the text. To develop children's skills differ an interrogative sentence without an interrogative word from other intonation types, we focus on the obligatory raising of the voice on a word that carries a phrasal or logical stress in interrogative intonation. We explain to children that in every sentence, as in every word, stress “lives”. If in a word stress, jumping to another syllable, can change its meaning, then in a sentence, stress, moving from one word to another, can change the main idea of ​​the statement.

The main word in a sentence can be recognized by how the voice rises at the moment of its pronunciation. For example:

To you did the postman come?

To you came in postman?

came to you postman ?

It is interesting to play games on the material of pure words. Work with this material is carried out on the basis of game reception"Catch the question." From the stomp hoof dust flies across the field? After that, children are taught to isolate interrogative sentences from poetic and prose texts.

We work out the intonation of an interrogative sentence in expressive speech in two directions:

1. Working out an interrogative sentence with a question word;

2. Working out an interrogative sentence without an interrogative word.

In the first direction, the system of work includes exercises for teaching children to raise their voice on a stressed vowel when pronouncing interrogative words:

Whose this jacket?

Why are you awake?

In the course of practicing an interrogative sentence without interrogative words in children, the ability is formed by the intonation of the question to distinguish words that are different in their location: at the beginning, in the middle, at the end of the sentence.

Peculiarity speech therapy work over the melody of an exclamatory sentence lies in its focus on developing the ability to correctly perceive and evaluate emotionally expressive and additional semantic shades that reflect different emotional states of a person. Therefore, before starting work on the intonation of an exclamatory sentence, we conduct a preliminary conversation with the children, the subject of which is a conversation about feelings and mood. First, exclamatory intonation is practiced on the material of interjections. For example:

1. Whoever is seized with fear, says the word: “Ah!” (image shown).

2. Whoever meets with trouble, says the word: “Oh!”.

3. Whoever falls behind friends says the word: “Hey!”.

4. Who is breathtaking, says the word: “Wow!”.

Then the children get an idea of ​​other types of sentences containing an exclamatory melody: appeal, exclamation, demand, threat. "Darling, how pretty!" At the same time, it is clarified what happens to the voice: it either rises sharply, or first rises, then drops slightly: “Anya, come here!”. The change in voice is accompanied by a corresponding movement of the hand. Then a symbol card with an exclamation mark is entered. Further work on the selection of exclamatory sentences proceeds similarly to that described earlier with narrative and interrogative intonation.

To teach children how to correctly form an exclamatory sentence in expressive speech, children are invited to complete the following tasks:

1. Address someone in the group: “Misha! Sveta!".

2. Call a friend, turning to him: “Misha, come here!”.

1. Convey the intonation of the request: “Tanya, please give me a toy!”.

2. Say an exclamation with an intonation of joy: “The plane is flying!”.

3. Say with an imperative intonation: “Go away! Don't interfere!"

4. Warn of danger: "Caution, the water is hot!".

Then the intonation construction of exclamatory sentences is fixed in verse and role playing. Intonation suffers not only in children with severe speech pathology. Detailed study requires intonation in children with milder speech pathology. This work should be started already in kindergarten, which will make it possible to purposefully develop auditory attention, speech hearing, and voice abilities of children. All this will contribute to more effective correction of speech disorders.

The proposed system of work was tested from 1998 to 2005 and has positive results, indicating its effectiveness.

According to the diagnostic results at the end corrective work and tracking further learning in educational institutions cities, our pupils of correctional groups have a clean, competent speech use grammatical and lexical constructions in their speech; logical completeness, planned and contextual presentation, grammatical coherence.