Federal Agency for Education

GOU VPO "Glazovsky State Pedagogical Institute

them. V.G.Korolenko»

Faculty of Social and Information Technologies

Department of Social Pedagogy

COURSE WORK

Implementation of the principle of visibility in preschool education

Artist: Somova S.V.

student 9224 group

Scientific adviser:

Senior Lecturer of the Department of Social Pedagogy

Ivanova N.P.

Glazov 2009

Introduction…………………………………………………………………….
	Theoretical foundations of the use of visual aids in preschool education……………………………………..
	Scientists and teachers about the use of visualization…………….
	The role and place of visibility in preschool education……….
	Implementation of the principle of visibility in the versatile development of preschoolers…………………………………………
	Didactic principles of Ya.A.Komensky ………………..
	The method of using visualization in the educational process of preschoolers…………………………………………
Chapter III.	The use of visual aids in preschool education………………………………………………………
	The use of visualization for the formation of coherent monologue speech…………………………………………….
	Comparative analysis of aesthetic education of children by means of nature…………………………….………………
Conclusion………………………………………………………..……….
List of used literature…………………………………….
Applications…………………………………………………………………

Introduction

The theoretical justification for the principle of visibility was first given by the Czech teacher Ya.A. Comenius, who put forward the demand to teach children to know things themselves, and not just other people's testimonies about them.

Russian teacher K.D. Ushinsky pointed out that visibility corresponds to the psychological characteristics of children who think in "forms, sounds, colors, sensations." Visual education, according to K. D. Ushinsky, "is built not on abstract ideas and words, but on specific images directly perceived by the child." Visualization enriches the child's range of ideas, makes learning more accessible, concrete and interesting, develops observation and thinking.

The principle of visibility follows from the essence of the process of perception, comprehension and generalization by students of the studied material. Thus, didactics proceeds from the unity of the sensory and the logical, believes that visualization provides a link between the concrete and the abstract, contributes to the development of abstract thinking, and in many cases serves as its support.

The principle of visibility, in the words of Ya. A. Comenius, is the "golden rule of didactics." It requires a combination of visibility and mental actions, visibility and words. Harmful is both insufficient and excessive use of visual aids. Their deficiency leads to formal knowledge, and their excess can slow down the development of logical thinking, spatial representation and imagination. There are examples of non-traditional application of the principle of visibility.

This topic is relevant and modern, because. the principle of visibility in teaching and its implementation in the classroom in preschool institutions is becoming more widespread in the psychological and pedagogical literature in connection with the emergence of new types of visual aids and their capabilities in education of preschoolers.

aim writing this work is to study the possibility of the most effective use of visibility in the classroom.

object are the means of visualization used in the formation of knowledge in the process of education.

Tasks: 1. to study and analyze the psychological and pedagogical literature on the research problem;

2. determine the role of visibility in the educational process of preschoolers;

3. Consider the methodology for using visualization in the educational process of preschoolers;

4. execute comparative analysis results of work with and without visualization.

The theoretical basis of the study are the works of: Ya.A.Komensky, K.D.Ushinsky, L.N.Tolstoy, A.K.Krupskaya, S.T.Shatsky, L.S.Vygotsky, S.N.Lysenkov and others.

We used such methods: synthesis, analysis of literature, observation, conversation, deduction of methodological research and other methods.

ChapterI. Theoretical basis the use of visual aids in preschool education

Scientists and educators about the principle of visibility

Many scientists and educators have considered the use of visual aids to create figurative representations among preschoolers, but also to form concepts for understanding connections and dependencies - one of the most important provisions of didactics based on the methodology of dialectical materialism. Sensation and concept are different stages of a single process of cognition.

Even Ya. L. Comenius (1592-1670) put forward the "golden rule": "everything that ... can be provided for perception by the senses ...". The requirement that knowledge be drawn by children, primarily from their own observations, played a large role in learning. He theoretically substantiated and revealed the principle of visibility. Comenius also strove to develop the cognitive abilities of children more strongly, "ignite the thirst for knowledge and ardent zeal for learning." In addition, he developed a class-lesson system of education and put forward the idea of ​​​​universal education: "to teach everyone everything."

The principle of visibility was significantly enriched in the works of I.G. Pestalozzi (1746-1827). He believed that the sense organs themselves provide us with chaotic information about the world around us. Teaching must destroy disorder in observations, delimit objects, and unite similar and close ones again, that is, form concepts in children.

In the pedagogical system of K. D. Ushinsky (1824-1870), the use of visualization in teaching is organically connected with the teaching of the native language. Ushinsky believed that the best way to achieve the independence of children in the process of developing the gift of speech is visualization. It is necessary that the subject be directly perceived by the child and that, under the guidance of the teacher, "... the child's sensations turn into concepts, thoughts are formed from concepts, and thoughts are clothed in words."

In our time, the time of transformations in the social and spiritual life of society, the pedagogical searches of L. N. Tolstoy (1828-1910) are attracted by the relevance of the problems of education, upbringing of the younger generation, democratization of the public education system. Thinking about a new school and a new pedagogical science L. N. Tolstoy, we find ideas and developments that seem to reflect the problems of today and offer us a fresh, original look at the issues of modern pedagogy. “The desire to teach children to think creatively, to form their spiritual needs and moral qualities, to save the future “Pushkins, Ostrogradskys, Filarets, Lomonosovs” - all this made Lev Nikolayevich think about the way to reform the educational system and look for new approaches and methods.”

At the Yasnaya Polyana school, experiments were carried out in physics and natural science, but great importance was attached to the direct study of objects and phenomena in a natural setting.

N. K. Krupskaya (1869-1939) made a huge contribution to the construction of the Soviet school and to the development of Soviet pedagogical theory. Nadezhda Konstantinovna put forward a number of proposals on the new organization of preschool institutions, on night groups in kindergartens, on playgrounds on the boulevards and in parks, on the organization of children's rooms in workers' clubs, etc. She gave many practical instructions on the content and methods of education preschool children. On the physical, mental, moral, labor, aesthetic education of a preschool child.

Along with the founders preschool education a major contribution to the development of the theory of learning was made by the pedagogical and psychological works of P.P. Blonsky, S.T. Shatsky, L.S. Vygotsky.

Modern didactics was enriched by practicing teachers - Sh. Amonashvili, S.N. Lysenkova, M. Shatalov, N. Ilyin, and others.

So, we learned that the great teachers of their time made a huge contribution to the development of preschool education of children. But all of them are unanimous in the fact that visibility plays an important role in the preschool education and schooling of a comprehensively developed personality of our children. Also, they all agree that each academic subject should be studied in connection with other subjects and with a particular life.

1.2. The role and place of visibility in preschool education

Visual teaching aids are planar and three-dimensional images of objects and phenomena created for educational purposes, industrial and natural objects in their natural or prepared form. The use of visual teaching aids contributes to the formation of materialistic ideas and concepts in children, the development of their skills and abilities. “Visual teaching aids are used in kindergartens and schools at various stages of the educational process: explanation teacher of new material consolidation by his students, during repetition studied material and verification teacher of students' knowledge, as well as in extracurricular, circle work.

Classification of visual aids

“Visibility plays a special role in teaching preschool children, as it corresponds to the peculiarities of their perception and assimilation of knowledge. Influencing the sense organs (visual, auditory, etc.), visual aids provide a versatile, pole formation of any image, concept, and thereby contribute to a stronger assimilation of knowledge, an understanding of the connection between scientific knowledge and life.

Depending on the didactic functions, the following types of visualization are distinguished.

natural visibility(plants, animals, minerals); its function is to introduce students to real objects of nature.

Experimental visibility(phenomena of evaporation, ice melting); function - acquaintance with phenomena and processes in the course of experiments, observations.

Picture and Picture-Dynamic Visualization(paintings, drawings, photographs, transparencies, cinema). Its function is to acquaint with some facts, objects, phenomena through their display.

Volumetric visibility(models, dummies, geometric figures); function - acquaintance with those objects where a three-dimensional, rather than a planar image plays a role in perception.

Sound visibility(gramophone records, tape recordings, radio, CDs, flash cards); function - reproduction of sound images.

Symbolic and graphic visibility(drawings, diagrams,
maps, tables); its function is the development of abstract thinking,
familiarity with conditionally generalized, symbolic mapping
the real world.

Mixed visibility- educational sound film; function - recreating the most complete living display of reality.

Before choosing one or another type of visualization for a lesson, it is necessary to consider the place of its application, depending on its didactic capabilities.

In the formation of representations, the main place is given to figurative clarity. Its simplest, most common and traditional form is printed pictures and illustrative tables, both demonstration and handouts.

Painting as a means of education has been known since the 19th century. In the educational process (in the classroom and in extracurricular activities) it is used in the form of large-format wall demonstration paintings; in the form of illustrative material for individual and group use in story picture albums; in ribbons of illustrations (postcards, clippings) to the epidiascope; as drawings in textbooks.

The paintings have one feature that explains their systematic use in kindergartens: the artist depicts the main features of objects and phenomena in a more concentrated form than is found in life.

tables differ in purpose and design. Some of them are based on artistically executed images of the objects under study or corresponding photographs united by a common theme (tables with images of animals and plants: "Mushrooms", "Birch and Spruce", "Birds", etc.). Some tables are used as illustrations when explaining new material, others as a source of additional information to clarify and expand students' knowledge.

natural objects. These include living plants, objects of inanimate nature (samples of minerals). Natural objects make it possible to provide an accurate idea of ​​the size, shape, volume of the object in question. Natural objects are accessible to perception not only by sight, but also with the help of other senses: touch, smell. Observation of living objects in their habitat helps to establish the features of their life.

Preparations. Preparations are considered to be all natural objects that were subjected to conservation and preparation for educational purposes (dry and wet zoological preparations, herbariums, etc.) natural history and reading as a demonstration front work, organization of independent activities of preschoolers.

Collections. These are collections of homogeneous objects, united by a generic feature of a collection of minerals, tissues, seeds, soils, etc.

Models, layouts, dummies- these are three-dimensional images of an object (its part or group of objects) in a reduced or enlarged form. Some technical models are used in preschool institutions - a clock dial, a thermometer, etc. Models of vegetables and fruits, as well as landscape models made independently at labor lessons, are used as demonstration aids in the classroom.

handouts, intended for individual use, are widely used in the educational process. These include: herbarium sheets of wild and cultivated plants, samples of minerals (for natural history), samples of finished products and instruction cards for labor lessons, individual models from natural material(leaves, branches, flowers, mushrooms, etc.) for art lessons.

A significant place among teaching and visual aids is occupied by screen, sound, screen-sound (audiovisual) means. When using screen and sound aids, it should be remembered that they are not some kind of universal means, but have only certain specific capabilities. At the same time, it should be emphasized that each type of technical means (film, filmstrip, transparencies) has its own specifics.

Educational filmstrips. A filmstrip is a static image on film, united by a single storyline and, therefore, having a certain sequence in the presentation of the material of the topic.

For preschoolers, the pictorial series of filmstrips is especially important. It can consist of documentary material (photos, documents) and be drawn.

Learning how to work should begin on the simplest frames of the filmstrip. To do this, you first need to teach the child to see the image in the frame. Carefully, slowly, the children examine the drawing, trying not to miss a single detail. Such a detailed examination will help to understand the content of the frame and answer the simplest questions: what (who) is shown in the frame? What does the actor do? Where is the action taking place? How can you evaluate this action, deed? Different students take turns answering these or similar questions.

After reading, the teacher introduces the children to different types of filmstrip tasks, exercises them in explaining the meaning and progress of the task.

Educational transparencies. Transparencies - a photographic positive image on film, placed in a special cardboard or plastic frame. They are produced in batches of up to 30 pieces each.

Transparencies differ from filmstrips in the organization of the material. The teacher demonstrates the frames in the sequence that is most appropriate for the chosen method of presenting the material.

At present, a series of transparencies for various activities have been created and are widely used, for example, a series of transparencies "Seasons", "Animals in different times year”, “Plants in different seasons”, “Water in nature”, “Forest”. Transparencies, like filmstrips, in the teacher's explanation, perform mainly an illustrative function.

From the foregoing, we can conclude that visual aids can act as a source of knowledge in organizing independent work of a creative, research nature. In this case, the teacher determines the task, directs the activities of preschoolers. And also, visual aids can serve as a visual support when interviewing students: using, for example, the content of the frames of a filmstrip, children retell an excerpt from a literary work.

ChapterII. Implementation of the principle of visibility in the versatile development of preschoolers

2.1. Didactic principles of Ya.A.Komensky

Comenius was the founder of modern pedagogy. In his theoretical writings on the education and upbringing of children ("Mother School", "Great didactics", "The latest method of languages" etc.) all the most important pedagogical problems are considered. In the didactic teaching of Comenius, one of the important places is occupied by the question of the general principles of teaching, which are usually called didactic principles. The principles of teaching imply those provisions of a general methodological nature on which teaching and teaching in general are based. In the pedagogical literature, didactic (general) principles of teaching and methodical (private) principles of teaching are distinguished.

Comenius, for the first time in the history of didactics, not only pointed out the need to be guided by principles in teaching, but revealed the essence of these principles:

1) the principle of consciousness and activity;

2) the principle of visibility;

3) the principle of gradual and systematic knowledge;

4) the principle of exercises and a solid mastery of knowledge and skills. Let's take a look at all these principles.

The principle of consciousness and activity

This principle presupposes such a nature of learning, when students do not passively, through cramming and mechanical exercises, but consciously, deeply and thoroughly acquire knowledge and skills. Where there is no consciousness, teaching is conducted dogmatically and knowledge is dominated by formalism.

Consciousness in learning is inextricably linked with the activity of the student, with his creativity. Comenius writes: “No midwife is able to bring the fetus into the world if there is no lively and strong movement and tension of the fetus itself.” Proceeding from this, Comenius considered the inactivity and laziness of the student to be one of the main enemies of learning. Comenius believed that laziness must be banished with labor.

Comenius considers the upbringing of activity and independence to be the most important task: "So that everything is done through theory, practice and application, and, moreover, so that each student learns for himself, with his own feelings, tries to pronounce and do everything and begins to apply everything."

The principle of visibility

The principle of visualization of learning presupposes, first of all, the assimilation of knowledge by students through direct observations of objects and phenomena, through their sensory perception. Visualization is considered by Comenius to be the golden rule of learning.

The use of visualization in the learning process was addressed even when there was no written language and the school itself. In the schools of ancient countries, it was quite widespread. In the Middle Ages, in the era of the dominance of scholasticism and dogmatism, the idea of ​​visualization was forgotten and it was no longer used in pedagogical practice. Comenius was the first to introduce the use of visualization as a general pedagogical principle.

At the heart of Comenius' doctrine of visualization is sensualistic-materialistic epistemology. To justify the clarity, Comenius many times cited one phrase: "Nothing can be in the mind that was not given in advance in sensation."

Comenius defined visibility and its meaning as follows:

1) If we want to instill in students a true and solid knowledge of things in general, everything must be taught through personal observation and sensory evidence.

2) Therefore, schools should leave everything to the students' own senses so that they themselves see, hear, feel, smelled, tasted everything that they can and should see, hear, etc.

3) What needs to be known about things must be taught through the things themselves, i.e. should, as far as possible, expose for contemplation, touch, hearing, smelling the things themselves, or images replacing them.

4) Whoever himself once carefully observed the anatomy of the human body will understand and remember everything more accurately than if he reads the most extensive explanations without seeing all this with human eyes.

That is, it can be seen from here that Comenius considered visualization not only as a teaching principle, but also as an facilitator of learning. To implement clarity, Comenius considered it necessary to use:

Real objects and direct observation of them;

When this is not possible, models and a copy of the item;

Pictures as an image of an object or phenomenon.

The educational effect of any observation depends on how much we managed to inspire the student what and why he should observe, and how much we managed to attract and maintain his attention throughout the entire learning process.

The principle of gradual and systematic knowledge

Comenius considers the consistent study of the foundations of sciences and the systematic nature of knowledge to be an obligatory principle of education.

Comenius formulates a number of specific instructions and didactic rules for the implementation of gradual and systematic knowledge:

1. Classes are distributed in such a way that certain learning tasks are set for each year, each month, day and hour, which must be thought out in advance by the teacher and understood by the students.

2. These tasks should be solved taking into account age characteristics, more precisely, according to the tasks of individual classes.

3. One subject should be taught until it is mastered by students from beginning to end.

4. All classes must be distributed in such a way that new material always built on the past and strengthened by the next.

5. Teaching "should go from the more general to the more particular", "from the easier to the more difficult", "from the known to the unknown", etc.

The principle of exercise and lasting mastery of knowledge and skills

An indicator of the usefulness of knowledge and skills are systematic exercises and repetitions.

Comenius put new content into the concepts of exercise and repetition, he set a new task for them - “deep assimilation of knowledge based on the consciousness and activity of students. Since exercise alone makes people versed in all things, versed in everything, and therefore fit for everything, we demand that in all classes students should practice in practice: in reading, writing, in repetition and disputes, in direct and reverse translations, in disputes. and recitations, etc. We divide exercises of this kind into exercises: a) feelings, b) mind, c) memory, d) exercises in history, e) in style, f) in language, g) in voice, h) in rights and j) in piety.

So, Comenius was an innovator in the field of didactics, who put forward many deep, progressive didactic ideas, principles and rules for organizing educational work ( academic year, vacations, division of the academic year into academic quarters, simultaneous admission of students in the fall, class-lesson system, taking into account the knowledge of students, the duration of the school day, etc.). His recommendations on these issues are still largely applied in kindergartens and schools in various countries.

2.2. Methods of using the principle of visibility in the educational process of preschoolers

The method of teaching is the ways of joint activity of the teacher and students aimed at solving learning problems. It can also be added that this is also the core of the educational process, connecting the link between the projected goal and the final result (from Greek - literally: the path to something).

Each method consists of separate elements, which are called - techniques (for example, the techniques of the method of working with a book are drawing up a plan for reading, retelling, compiling a summary, etc.)

The set of techniques that make up the method serves to solve didactic problems (didactics from the Greek - instructive, related to learning). Acquaintance with new material, acquisition of skills and abilities, their consolidation, application.

In the two-sided nature of the teaching method, one must be able to distinguish between teaching methods that perform informative and control functions (the teacher explains, shows, instructs), and teaching methods (the preschooler listens, observes.).

So, while consolidating the material, the child performs a series of exercises proposed by the teacher, at the same time, the teacher analyzes the student's actions, analyzes mistakes, organizes new exercises to consolidate success, and monitors the results.

Oral presentation as a teaching method contains not only the information of the teacher, it is also the activity of the preschooler, aimed at the perception, understanding of the material.

The teaching method always includes the activities of the leader and the follower. This is its originality.

The originality lies in the fact that the teacher, managing the student's activity, must see the external and internal sides of the teaching method.

The process of cognition performed by the student is often hidden from the teacher, the external side of his activity (the student observes, listens) does not yet reveal the process of cognition itself, its qualitative side. The student's activity, which is equally expressed externally, can be completely different internally in terms of its qualitative characteristics.

So, while observing, a child can pursue only the goal of assimilation of ready-made information, but it can also be a search activity aimed at solving a cognitive problem. Knowledge acquired in search activities is more conscious, durable, mobile. The child is easier to apply them in practice.

The discovery of knowledge stimulates the development of his thinking, imagination, creativity. Thus, the pedagogical value of the method is determined by the internal, often hidden side of the cognitive process, and not by the external form of its expression.

The peculiarity of teaching methods also lies in the fact that they are not static, they develop. The development of the method is associated with a change in the position of the child in the educational process. This task is solved by the teacher in the process of managing the education of a preschooler.

Modern didactics does not yet have a single generally recognized classification of methods. Most often, they resort to the classification of methods according to sources of knowledge, according to which all teaching methods are divided into visual (demonstration, illustration, excursions), verbal (living word of the teacher, conversation, work with a book) and practical (exercises, creative work, laboratory, graphic) . This classification does not reveal those internal processes that make up the essence of the method.

In the group of methods for organizing and implementing educational activities and operations, subgroups can be distinguished:

Perceptual methods, which includes methods of verbal transmission and auditory perception of educational information (abbreviated as verbal methods: story, lecture, conversation, etc.);

Methods of visual transmission and visual perception of educational information (abbreviated name - visual methods: illustrations, demonstrations, etc.);

Methods of transferring educational information through practical, labor actions and tactile perception (abbreviated - practical methods: exercises, laboratory experiments, labor actions, etc.

We will analyze the specific methodology for educating preschool children by means of nature in the third chapter.

Based on the didactic principles developed by Ya.A. Comenius, many teachers use visual aids in the versatile education of preschoolers. We will look at some of them:

The use of visualization in the education of preschool children with speech disorders;

We will conduct a comparative analysis of the aesthetic education of preschoolers with and without visual aids.

Chapter III. The use of visual aids in preschool education

3.1. On the use of visualization for the formation of coherent monologue speech

From the experience of speech therapist L. Solomennikova, Asino, kindergarten No. 16 "Sun".

The formation of coherent monologue speech in preschoolers with general speech underdevelopment (OHP) is the most important task of a speech therapist, because the monologue speech of such children is characterized by the omission of semantic links, a violation of the logical sequence of the narrative, long pauses, and a large number of errors in the construction of sentences.

Studying with children, L. Solomennikova came to the conclusion: “We must use methods that facilitate the process of becoming a coherent speech, first of all, visibility.” It is known that S. Rubinshtein, A. Leushina, D. Elkoni, L. Vygotsky believed: looking at pictures, illustrations, diagrams contributes to the desire of children to name the characteristic features of the objects presented on them, to talk about them; at the same time, it is very important that all the elements in the diagram, figure, etc. are located in the sequence necessary for a detailed statement.

Solomennikova L. made her visual charts to help children with OHP compose descriptive stories about trees, vegetables and fruits, furniture, toys, domestic and wild animals. Working with children, I became more and more convinced that the use of visual aids, reflecting the plan of a consistent story, helped to achieve good results.

Then she went further: she began to use diagrams, illustrative panels when teaching children not only to compose descriptive stories, but also to retell, which has a special role in the formation of coherent speech. When retelling, the structure of speech, its expressiveness, pronunciation are improved, the ability to build sentences and the text as a whole deepens.

When organizing retelling classes, you need to adhere to a strict plan:

1) the organizational part (the goal is to help children concentrate, prepare them for the perception of the text);

2) reading the text (without setting for retelling);

3) analysis of the text in a question-answer form (questions are posed so that children can once again clarify the main points of the plot, ways of its linguistic expression);

4) repeated reading of the text (with a mindset for retelling);

5) retelling of the text by children (based on visual material);

6) exercises to consolidate the language material;

7) analysis of children's stories.

“It is not possible to draw up a diagram or a panel for any work of art. It is necessary that the text contains repetitive plot points, that events develop in a logical sequence, that there must be a central character who interacts with several characters appearing in turn.

Based on this, outlines of lessons on teaching the retelling of children with OHP based on an illustrative panel have been developed. The children successfully coped with the retelling of the rather large in volume and number of characters of the Mordovian fairy tale “Like a dog was looking for a friend” (arranged by S. Fetisov). The main character - the Dog (we attach a picture in the center of the flannelgraph) is looking for a friend who would not be afraid of anyone (see Appendix 1). She met a hare first (a picture of a hare appears - the first in a row). At night, a mouse ran past them (we put a picture of a mouse under a hare). The dog heard, barked, the hare, afraid that a wolf might come, ran away. The dog decided to make friends with the wolf - he, probably, is not afraid of anyone (we put a picture with the image of a wolf in the first row). At night, a frog turned up nearby (I attach a frog under the wolf), the dog barked again. The wolf thought that a bear might come (a picture of a bear appears), got scared and left. The dog called the bear, but he didn’t even spend a day with the dog: he appeared already (we attach his image under the bear), and the bear decided that a person would appear after him, and then he, the bear, would not be happy (attach the image of a person). At the end of the tale, the dog finally meets a true friend - a man who - for sure! - is not afraid of anyone.

So, on an illustrative panel diagram, children see all the characters in the tale, and in their connections with each other, therefore, when retelling, they can focus on the correct construction of sentences, on the reproduction in their speech of those words and expressions characteristic of the work that they retell.

An illustrative panel is simply necessary when teaching children to retell the fairy tale "Tops and Roots" (in the processing of K. D. Ushinsky). The text of the tale is clearly divided into two parts: first, a man and a bear planted and divided turnips, then they sowed wheat and also divided it. It is usually difficult for children to remember what went to whom in the first part of the tale, what - in the second. Visual panel (see Appendix 2) puts everything in its place.

At the top of the flannelograph we attach pictures depicting a man and a bear. The turnip grew - the man took the roots, and gave Misha tops (under the man I attach pictures depicting the turnip itself, under the bear - its tops). The wheat ripened - the peasant took the tops, and Misha - the roots

(next to the turnip we attach a picture with spikelets, and next to the picture with turnip tops we place an image of thin roots of an ear of wheat).

Visualization (children's diagrams, drawings, panels, conditional diagrams) can be used not only in teaching retelling and compiling descriptive stories, but also in automating sounds in coherent texts, memorizing poems.

You can easily memorize the text necessary to automate certain sounds if its sequence is visually presented to the child or if he draws the outline of the text himself. Then he can concentrate on the correct pronunciation of sounds that are difficult for him.

To automate the sound "sh" in coherent texts, I took the poem "Vasenka":

Fidget Vasenka does not sit still.

Fidget Vasenka is with us everywhere.

Vasenka has a mustache, gray hair on his mustache.

Vasenka has an arched tail and a spot on the back.

The children themselves drew a diagram of the description of the appearance of the cat in Figure 1.

1 - mustache; 2 - gray hairs; 3 - tail; 4 - spot

Rice. 1

In conclusion, speech therapist Solomennikova L. notes "the positive results of teaching children coherent speech and retelling testify to the effectiveness of the visualization techniques used."

3.2. Comparative analysis of the aesthetic education of children by means of nature

Level detection aesthetic development older preschool children.

The explanatory note to the program for preschool education notes the need to develop the following skills in children:

To see the beauty of nature, to be able to enjoy it (blue sky with white clouds, the color of butterflies is different, bright, the flowers smell good);

Perceive the beauty of sounds in nature: the babbling of a stream, the singing of birds, etc.;

Notice the change of seasons in nature: delicate greenery in spring, bright colors of flowers in summer, golden leaves in autumn, whiteness of snow in winter, etc.

The program also notes that for the proper organization of work on aesthetic education, it is advisable to outline its approximate content, determine specific requirements that correspond to the general tasks of education, for children of each age group.

Within two months, the work of teachers of two kindergartens: "No. 2" and "No. 5" from the village of Selty, on the aesthetic education of children with visual means of nature, in accordance with program requirements, was monitored.

Thus, we were faced with the task of identifying ways to improve the work on the aesthetic education of children using the visual means of nature.

At the initial stage of experimental work, we identified elementary figurative representations of the child about the world around him: animals and their habitat.

At this stage, the study aimed to determine the level of aesthetic development of preschoolers, as well as to outline ways to improve the work on the aesthetic education of children by means of nature.

The study was conducted in two older groups of kindergarten No. 2

To determine the level of aesthetic development, children of the two older groups were offered two tasks:

First task was the method of "nonsense".

Methodology "Nonsense"

“With the help of this technique, elementary figurative representations of children about the world around were evaluated: about living and inanimate nature, about the life of domestic and wild animals. With the help of the same technique, the ability of children to reason logically and express their thoughts grammatically correctly was also determined.

The procedure for carrying out the technique was as follows: first, the child was shown a picture. It has some rather ridiculous situations with animals. While looking at the picture, the child received the following instructions:

Look carefully at this picture and say if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Next, you must say how it really should be.

The exposure time of the picture and the execution of the task is limited to three minutes.

(see annex 6).

The second task a system of questions was used to reveal children's knowledge about wintering and migratory birds, about the external features of animals and their habitat, about deciduous and coniferous plants, about the behavior of birds and animals in winter, as well as about seasonal agricultural work.

Question system:

1. Which animal has needles? (Hedgehog)

2. Who sleeps in the forest all winter? (Bear)

Z. At what time of the year do the leaves bloom on the trees?

4. Is the lion a wild or domestic animal? (wild)

5. Name the domestic birds that can swim? (Ducks, geese)

The results of the ascertaining experiment to identify the level of aesthetic development of children of senior preschool age, obtained using the method of "nonsense" and questions asked, are presented in table No. 1 (see Appendix 3).

As can be seen from table number 1, the level of aesthetic development of children is equally low. Many children did not do well. Both groups are at the same level of development, since the difference in scores is very small. The level of development revealed during the study is insufficient, because the work was carried out without an integrated approach, little space was given to excursions, observations and practical activities, there was no variety of methods and forms of training.

Methods of improving the work on the aesthetic education of preschoolers by means of nature.

On the basis of the results obtained, we developed a set of classes aimed at improving the work on the aesthetic education of preschool children by visual means of nature.

The main goal of the experimental work was the formation of aesthetic perception in children by means of nature. This work was aimed at achieving the optimal overall development of preschoolers, the development of aesthetic taste, their feelings, as well as familiarizing children with the beauty of the world around them with the help of visual teaching aids.

The main objectives of the experimental work were the following:

1) Give children the opportunity to see and hear the world around them;

2) Give basic concepts of relationships in this world;

3) To develop the ability to distinguish shades of color and sound, to feel unity with nature;

4) Check the possibility of using the developed system of classes aimed at developing the aesthetic perception of preschoolers by means of nature.

The study was conducted in older groups of kindergarten No. 5.

In the control group, work continued along the traditional path, and in the experimental group, according to the set of classes developed by us.

To work on the aesthetic education of children by means of nature, a purposeful system of classes was developed. Each lesson includes a variety of games, techniques, experiments. A large place is given to seasonal excursions, which were held in one place.

The relationship of aesthetic education with all aspects of the educational process provides A complex approach to the harmonious development of the younger generation, the lesson plan is presented in Appendix 4.

Lesson 19. Excursion to the winter forest "Visiting the winter-winter".

Purpose: to show children a miracle white color, see the trees in winter, a variety of tree bark. Content and methodology. The teacher, having come to the forest, draws the children's attention to the beauty of the winter forest, to the appearance of trees and bushes (there are no leaves). Invite the children to see how beautifully bare branches loom against the sky.

The teacher invites the children to listen how quiet it became in the forest.

Show the children the oak tree, what a thick trunk it has, what uneven, clumsy branches, what color the oak bark is and that it is rough. Show the children birch bark.

Draw the attention of children to the characteristic features of spruce that distinguish it from other trees. Invite the children to stroke the trunk, touch the needles, show the structure of the tree with their hands. Read a poem by O. Vygotsky - "Herringbone"

Not a leaf, not a blade of grass!

Our garden has become quiet.

And birches and aspens

Boring stand.

Only one Christmas tree

Cheerful and green.

It can be seen that the frost is not terrible for her -

Apparently she is brave. Play the "Guess" game.

Purpose: to exercise children in choosing a tree according to the principles indicated by the teacher or the child, revealing the features of the structure and behavior of this inhabitant. Game progress: a description of the tree is offered to an adult or a child, and the rest must find out what kind of tree it is, find and run up to it.

Two tasks were used to test the effectiveness of the proposed system of classes on the aesthetic education of children by means of nature.

The first task was to use the "Seasons" method, which allows you to determine the knowledge of children about seasonal changes in nature.

Method "Seasons"

The child was shown a drawing and asked, after carefully looking at it, to say what season is depicted on each part of the drawing. The time to complete the task is 2 minutes. The child must name not only the corresponding season, but also justify his opinion about it, i.e. explain why he thinks so, indicate those signs that, in his opinion, indicate that in this part of the picture it is this, and not any other time of the year.

The level of development was assessed on a 10-point scale(see annex 6).

Then the children were asked questions to test their knowledge about wintering and migratory birds, the external features of animals, about deciduous and coniferous plants. Children must clearly distinguish between vegetables and fruits and know the behavior of animals in winter.

Question system:

a) What birds wintering with us do you know? (sparrows, pigeons, bullfinches);

b) Which tree has needles like a hedgehog? (pine, spruce);

c) Which tree stays green in winter? (pine, spruce);

d) Name the vegetables that grow in the garden (potatoes, carrots, beets);

e) How does a hare prepare for winter? (changes coat).

The results of the formative experiment to identify the level of aesthetic development of older preschoolers are presented in Table No. 2 (see Appendix 5).

As can be seen from table number 2 , experimental group is at a high level of development, which makes it possible to use the developed system of classes on aesthetic education by visual means of nature in practice.

So, on the basis of the ascertaining experiment, we can say that the level of aesthetic development of children is equally low. This is due to the fact that the work on the formation of children's cognitive interest in nature was carried out without a specific system, the pedagogical process was not sufficiently equipped.

This experimental work proved the need for a systematic, purposeful influence on the aesthetic development of children using didactic principles.

Conclusion

In conclusion, let us sum up the results of our research in the field of the use of visualization in the education of preschoolers.

We set ourselves the goal: to explore the possibilities of the most effective use of visualization in the classroom. For this, the works of great teachers of the past and modern authors (J.A. Komensky, K.D. Ushinsky, L.N. Tolstoy, L.S. Vygotsky, S.N. Lysenkov, etc.) were studied. All of them are unanimous in the opinion that the use of visual aids should be carried out subject to the measure, place, gradual complication and variety of forms. The sense of proportion and place was understood by Tolstoy as the inadmissibility of overloading the lesson with artificial forms of visualization, that is, pictures, images of things, and even the things themselves, torn from their natural environment.

We studied in more detail the works of Ya.A. Comenius, because It was he who was the ancestor of the principle of visibility.

The following tasks were also performed during the work:

The role of visual aids in the versatile education of preschoolers was revealed in detail. None of the types of visual aids has absolute advantages over the other. When studying nature, for example, natural objects and images close to nature are of the greatest importance, and in grammar lessons - conditional images of relationships between words using arrows, arcs , by highlighting parts of the word with different colors. It is very important to use visual aids purposefully, not to clutter up classes with a large number of visual aids, for the ego prevents students from concentrating and thinking about the most significant issues. Such use of visualization in teaching does not bring benefits, but rather harms both the assimilation of knowledge and the development of preschoolers.

We performed a comparative analysis of the results of the work with and without visualization. By conducting formative and ascertaining experiments, it was found out that without the use of a system of didactic principles, namely visualization, children showed the worst result in aesthetic development. In solving this problem, the main methodological ways and techniques that are used in the classroom in kindergartens to work on aesthetic education by means of nature were described. We were able to make sure that in the practice of educators it is possible to use a variety of methods of work on aesthetic education.

The system of classes developed by us, methodological techniques for the versatile education of preschoolers gave positive results, which indicates the possibility of using them in kindergartens.

List of used literature

Artemov V.A. Psychology of visualization in teaching. - M.: Enlightenment, 1998.

Baranov S.P. Principles of teaching. - M., 1975.

Baranov S.P. Sensory experience of the child in primary education. - M., 1963.

Blonsky P.P. Selected psychological works. - M., 1964.

Voronov V.V. School pedagogy in a nutshell. - M, 1985.

Vygotsky L. S. Imagination and creativity in childhood. - St. Petersburg: Soyuz, 1997.

Gondarevsky V.B. Raising interest in knowledge and the need for self-education: Book. for the teacher. - M.: Enlightenment, 1985.

Davydov V.V. The theory of developmental learning. - M., 1999.

Didactic principles // Ped. encyclopedia: In 4, vol. 1. - M., 1964.

Dimenshtein L.I. Philately to help learning // Elementary school. - 1987. - No. 6. p. 48.

Preschool education. - M., 1999. - No. 4. p.54-59

Elukhina N.V. Oral teaching in the classroom, means and methods of its organization. - M.: Vekont, 1994.

Zagvyazinsky V.I. On the modern interpretation of didactic principles // Soviet Pedagogy. - 1978. - No. 10. p. 22.

Zagvyazinsky V.I. Pedagogical creativity of the teacher. - M., 1987.

Zankov L.Z. Didactics and life. - M., 1968.

Zelmanova L.M. Visibility in teaching the Russian language: A guide for the teacher. Moscow: Education, 1984.

Kalmykova Z.I. Psychological principles of developmental education. - M., 1979.

Karaeva S.A. The use of picture cards in Russian lessons: visual material. // N.Sh. - 2003. - No. 8 - p. 46.

Comenius Ya.A. Great didactics. Selected pedagogical works./ Ya.L. Komsnsky. In 2 volumes - M., 1982, v. 1., p. 384.

Kravtsova E.E. Wake up the wizard in the child: Book. For the teacher of children kindergarten and parents. – M.: Enlightenment; Educational literature, 1996.

Krupskaya N.K. About the teacher. Selected articles and speeches. - M., 1969

Lerner I.N. The learning process and its patterns. - M., 1980.

Leontiev A.11. Psychological questions of consciousness of the doctrine. - M., - 1983.-t. 1.-s. 360.

The World of Childhood: Junior Schoolboy // Ed. A.G. Khripkova. - M.: Pedagogy, 1981.

Equipment pedagogical process in primary school. - M .: "Enlightenment", 1975.

Pedagogy / Ed. piddly. - M., 1999. S. 172-184.

Petrova I.A. Using the game in the educational process. // Primary School. - 1988. - No. 3. p. 23.

Potashnik M.M. How to develop pedagogical creativity. - M., 1987.

Sidorova S.A. Games and riddles in the lessons of the Russian language. // N.Sh. - 2004. - No. 10. - With. 44.

Tolstoy L. N. Full. Sobr. Works: In 90 volumes - M., 1928-1958.

Ushinsky K.D.. native word. Book for students. Collected works, - M., 1974.

APPENDIX

Annex 1

Annex 1

Appendix 3

Table #1

The results of the ascertaining experiment to identify the level of aesthetic development of children of senior preschool age

Evaluation of results	Senior group
	Control group 20 people	Experimental group 20 people
1) 1. very high level
2. high level of development
3. average level of development
4. low level of development
2)4.correctly answered all questions
5.correctly answered 4 questions
6.correctly answered less than 4 questions

Appendix 4

Lesson plan for the aesthetic development of preschoolers

means of nature

The sequence of the classes is as follows:
Topic of the lesson	Dates
1.Excursion to the autumn forest "Colorful nature". 2. Lesson on the topic: "The sun and the magic rainbow." 3. City tour "Where do plants grow?" 4. Lesson on the topic; "Variety and Variety of Autumn Leaves". 5. Lesson on the topic: "Colorful fruits of plants." 6. Lesson on the topic: "The variety of fruits in nature." 7. Open lesson on the topic: "Autumn is a great time!" 8. Lesson on the topic: “Winter is knocking on the window” 9.Excursion to the forest "Nature is preparing for winter." 10. Lesson on the topic: "Preparing animals for winter." 11. Lesson on the topic: "How domestic animals winter." 12. Lesson on the topic: "Variety of birds in nature." 13. Lesson on the topic: "Birds in winter." 14.Excursion to the park area "Birds and Footprints". 15. Lesson on the topic: "The beauty and diversity of winter trees." 16. Lesson on the topic: “Bark. Its diversity and significance in life trees." 17. Lesson on the topic: "Green plants in winter in nature" 18. Lesson on the topic: "Indoor plants." 19. Excursion to the winter forest "Visiting winter-winter". 20. Open lesson "Hello, winter guest!" 21. Lesson on the topic: "Inhabitants of the winter forest." (1) 22. Lesson on the topic: "Inhabitants of the winter forest." (2) 23. Lesson on the topic: "Inhabitants of the winter forest." (3) 24. Lesson on the topic: "Nature is waking up." 25. Lesson on the topic; "Features of the Night Sky". 26. Lesson on the topic: "Colorful clouds in a multi-colored sky." 27. Excursion to the park zone "Colorful Sky". 28. Lesson on the theme "Earth Day". 29. Excursion to the spring forest "Spring is red." 30. Lesson on the topic: "Natural colors." 31. Lesson on the topic; "The beauty of a blossoming branch." 32. Open outdoor lesson "Colorful life around us."	September. September September September

Appendix 5

Table number 2

The results of a formative experiment to identify the level of aesthetic development of older preschoolers

Evaluation of results	experimental group	control group
1. very high
2. high level
3. average level of development
4 .Low development
2) 4. answered all questions correctly
5. answered 3 questions correctly
6. Less than 2 questions answered correctly

Appendix 6

Evaluation scale for formative and stating

experiments

10 points (very high) - in the allotted time the child correctly named and connected all 8 absurdities, managed (in 3 minutes) to satisfactorily explain what was wrong and say how it really should be.

8-9 points (high) - the child noticed and noted all the available absurdities, but from one to three of them failed to fully explain how it should actually be.

4-7 points (average) - the child noticed and noted all the available absurdities, but three or four of them did not have time to fully explain and say how it should really be.

2-3 points (low) - in the allotted time, I did not have time to notice 1-4 of the 8 available absurdities, and the matter did not come to an explanation.

0-1 point (very low) - in the allotted time, the child managed to detect less than 4-8 existing absurdities.

implementation principle, How: - ...

Formation of social adaptation in younger children preschool age with intellectual disabilities

Thesis >> Psychology

... implementation special preschool education associated with a family-societal approach to education based principles ... principles training and education. At the same time, such general didactic principles, How visibility... 90. Directory By preschool education/ Under...

Specifics of use visual means of learning for children preschool age with disabilities

Abstract >> Psychology

Usage visual material in the classroom By language development, physical education, ... which belongs to principle visibility. Implementation principle visibility how in preschool education, and in special preschool contributes to education...

Educational games in ecological education ecological and humane attitude to nature

Abstract >> Ecology

Formation of elementary forms in children visually- effective and visually- figurative thinking. The teacher must create... implementation the objectives of the study, indicated the means of work used By education ecological culture of middle school children preschool ...

Formation of coherent speech - the most difficult section of remedial education. It is an indicator of how the child owns the vocabulary of the native language, reflects the level of aesthetic and emotional development child.
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.
Visual models help the child visualize abstract concepts and learn how to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal.
IN preschool age Basically, only one type of memory is involved - verbal. Support schemes are an attempt to use visual, motor, associative memory to solve cognitive problems.

We all know how difficult it is for a child to build a coherent story, even just to retell a familiar text. It's not just about language development. Children are often confused by the details of the story that they thought were the most important, and they can repeat them repeatedly. For example, "And the wolf had big teeth", "He had a terrible mouth", etc., forgetting about the further development of events. But the main thing for the narrator is to convey the plot of the work, to be understood by another person, and not just express their feelings. In other words, the child must learn to single out the most important thing in the narrative, to consistently state the main actions and events. Sometimes in the classroom, we use different methods and techniques. We remind, prompt, ask the questions "What's next?", "How did it happen?", "Why did it happen?". We have to intervene in the story, retelling the child, asking him a lot of questions.
What to do? How can you help your child use model diagrams when telling? Several games and exercises are offered to your attention.

"Mnemotable".
Its purpose is to encode the content of the text in the form of a scheme with the help of conventional icons, so that in the future the child can decode it, recall, reproduce a fairy tale, story, poem based on this type of visualization.
Children read the work, find the corresponding graphic symbol of each piece of text, explaining why such a symbol was used. Then, based on the mnemonic table, the children retell the text of the tale.

"Subject-graphic plan" .
Children are invited to “write down” the text they listened to not in words, but in pictures. Initially, such work is carried out jointly with an adult. Offering a graphic plan, it is necessary for children to explain the meanings of all elements: “The first square indicates a word, then the arrow indicates another word. All together - this is an offer. The number of sentences in the story is counted. So gradually, picture after picture, a figurative scheme of the content of the text appears.

"Scheme plan for compiling a descriptive story."
In practical speech therapy, pictures have been used for many years, which allow you to compose a descriptive story, the most complex of all types of storytelling, about almost every object in the world around you. They graphically represent such properties of objects as: color, shape, size, taste, smell, what it feels like, what it is made of, parts of the object, use; for living beings: where they live, what they eat, the names of the cubs, etc.

"Make an offer."
To distinguish between words of different parts of speech, the symbols of words-actions, words-objects and words-signs are introduced. Children, using the graphic designation of words, "write down" and then "read" sentences.

Analyzing new material and denoting it graphically, the child (under the guidance of adults) learns independence, perseverance, visually perceives the plan of his actions. He has an increased sense of interest and responsibility, satisfaction with the results of his work appears, such mental processes as memory, attention, thinking are improved, which positively affects the effectiveness of corrective work.

Modeling as a means of developing coherent speech of preschoolers

Consultation for preschool teachers

Place of work: MKDOU kindergarten "Birch" p. Listvenichny
Target: implementation in educational process modern technologies aimed at the development of coherent speech of preschoolers.
“Teach a child some five words unknown to him - he will suffer in vain for a long time, but connect twenty such words with pictures, and he will learn on the fly” K. D. Ushinsky
Coherent speech is a detailed, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically connected sentences.
The main function of connected speech is communicative. It is carried out in two forms: dialogic and monologic. Each form has its own characteristics:
- The monologue contains a more complete formulation of information, the statement is more detailed.
- In dialogue, speech does not need to expand thoughts, it can be incomplete, abbreviated, fragmented.
(slide number 3 is projected on the screen)
In a child's communication with peers and adults, coherent speech occupies a special place, reflecting the logic of the child's thinking, his ability to comprehend the perceived information and correctly express it.
At preschool age, when constructing a coherent statement, children experience difficulties in compiling descriptive and narrative monologues: violation of logic, sequence of presentation, semantic omissions, use of a formal connection between sentences, repetition of the same lexical means.
To date, there are many methods with which you can regulate the process of speech development in children, one of them is the visual modeling method developed by L.A. Wenger, D.B. Elkonin, N.A. Vetlugina.
What is modeling?
(slide number 4 is projected on the screen)
"Modeling" - the study of any phenomena, processes by building and studying models. Modeling has models as its object.
"Model" is any image (mental and conditional; images, descriptions, diagram, drawing, graph, plan) of any process or phenomenon (the original of this model), used as a substitute.
"Visual modeling" is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.
It follows from these definitions that the modeling method is based on the principle of substitution: the child replaces the real object with another object, its image, or some conventional sign.
What is the peculiarity and significance of modeling?
(slide number 5 is projected on the screen)
The peculiarity and significance of modeling lies in the fact that, through the use of models, it makes visible the properties, connections, relations of objects hidden from direct perception, which are essential for understanding specific facts, phenomena in the formation of knowledge that are attached to concepts in content.
Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children.
The introduction of visual models into the educational process makes it possible to more purposefully develop the impressive speech of children, enrich their active vocabulary, consolidate word-formation skills, form and improve the ability to use various sentence structures in speech, describe objects, and compose stories. At the same time, the visual models used are stylized images of real objects, symbols for denoting certain parts of speech, schemes for denoting the main features of certain types of described objects, as well as actions performed in relation to them for the purpose of examination, stylized designations of “key words” of the main parts of a descriptive story and so on. - make it possible to optimize the process of transition from visual-effective thinking to figurative, to form verbal-logical thinking. With the help of schemes and models, preschoolers learn to overcome various difficulties, while experiencing positive emotions - surprise, the joy of success - give them confidence in their abilities.
The modeling method is also effective because it allows the teacher to keep the cognitive interest of preschoolers throughout the lesson. It is the cognitive interest of children that contributes to active mental activity, long-term and stable concentration of attention.
And according to psychologists, a child learns to think by learning to speak, but he also improves his speech by learning to think.
So, the relevance of using the visual modeling method in working with preschoolers is that:
(slide number 6 is projected on the screen)
Firstly, a preschool child is very plastic and easy to learn, but children are characterized by rapid fatigue and loss of interest in the lesson. The use of visual modeling is of interest and helps to solve this problem;
Secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilation of material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”;
Thirdly, using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.
The essence of the modeling method.
(slide number 7 is projected on the screen)
In the course of using the method of visual modeling, children get acquainted with a graphical way of presenting information - a model. Further, the visual model of the utterance acts as a plan that ensures the coherence and sequence of the child's stories.
Symbols of various nature can act as conditional substitutes (elements of the model):
(slide number 8 is projected on the screen)
Subject:
geometric figures (slide number 9 is projected onto the screen)
symbolic images of objects; (slide number 10 is projected onto the screen)

reference pictures; (slide number 11 is projected on the screen)

Subject-schematic:
plans and symbols used in them; (slides No. 12,13 are projected on the screen)

block frame (slide number 14 is projected on the screen)
Model requirements:
- Clearly display the main properties and relationships that are the object of knowledge;
- Be easy to understand and accessible to create actions with it;
- Brightly and clearly convey with its help those properties and relationships that must be mastered;
- Facilitate knowledge.
The model as a type of visualization can be used in all age groups.
Stages of working with the model:
1. Using a ready-made symbol or model.
2. Drawing up a model of the teacher together with the children.
3. Independent compilation of models.
In the process of teaching connected speech, modeling serves as a means of planning an utterance and can be used to work on all types of a connected monologue utterance:
(slide number 15 is projected on the screen)
- retelling; (slide number 16 is projected on the screen)
- compiling stories based on the picture; (slide number 17 is projected on the screen)
- descriptive story; (slide number 18 is projected on the screen)
- creative story. (slide number 19 is projected on the screen)
Patterns of the formation of modeling in preschoolers:
- Modeling is performed on material familiar to children, based on knowledge gained in the classroom or in everyday life.
- It is advisable to start with the modeling of individual specific situations, and later - with the construction of models that have a generalized character.
- You should start with iconic models, that is, those that retain a certain similarity with the object being modeled, gradually moving on to conditionally symbolic images of relationships.
- You should start with modeling spatial relationships, and then move on to modeling temporal, logical, etc.
- Learning to model is easier if you start with the use of ready-made models, and then build them.
- The process of learning to model ends with the internalization of actions, i.e. transfer of planning into an internal plan.

The use of the method of visual modeling greatly facilitates the process of mastering the skills of coherent speech by children, and makes it possible to successfully overcome shortcomings in its development.
So, Gradually mastering all kinds of coherent statements with the help of modeling, children learn to plan their speech.

Practical part.
Modeling based on the fairy tale "Cat, rooster and fox".
1. Reading a fairy tale.
2. Fairy tale conversation:
- Who lived in the house?
- What did the cat punish the cockerel when he went into the forest?
- Who wanted to drag the cockerel?
What song did the fox sing?
- How did the cockerel call the cat?
- How did the cat save the cockerel?
3. And now let's play a fairy tale. Look how many figurines I have. (considering and naming geometric shapes) . Let the square be a hut in which a cat and a cockerel live. Which figurine will be a cat? Why is the cat a gray circle? (Because the cat of the same color is gray). Which figurine will be a rooster? Why is the cockerel a red triangle? (Because the cockerel has a red comb and a red beard). Who will be the orange triangle? Why is the fox a big orange triangle? (Because the fox is red and larger than the cockerel and the cat).
4. Telling a fairy tale using geometric shapes
A cockerel and a cat lived in a house
(a circle, a triangle are placed in a square)
The cat left the house to hunt.
(the triangle remains in the square, the circle is removed)
And the fox is right there.
(an orange triangle is laid out next to the square)
The fox grabbed the cockerel and carried it.
(red triangle is placed on orange)
The cockerel carries the fox, and the cat catches up with them.
(a gray circle is laid out next to the orange triangle)
He took the cockerel cat and brought it home.
(move the red triangle to the gray circle and lay out the square)
(children on the show perform actions with geometric shapes)
The figurine play can continue as long as interest persists.
5. Storytelling with Frames (slide 14)

Visibility is one of necessary conditions development of a child's literate coherent speech, which develops from the moment of birth throughout the entire preschool and then school age.

Did not K.D. repeat throughout his life? Ushinsky, that visualization in teaching cannot be separated from teaching the native language, that the main goal of visual teaching is the exercise of observation, logical thinking and developing the ability to express their conclusions and observations in words.

The methodology puts forward the so-called lessons of observation as the basis for the development of children's speech in connection with the development of the world of their ideas. Their basic principle is as follows: each newly assimilated representation must be directly fastened with the corresponding word, enriching its active vocabulary. Word and idea are something indivisible: they must never be separated.

The reality surrounding the child - everyday objects, people, animals, paintings, toys, nature - provides abundant material that should be used to expand the world of children's perceptions and enrich their language. Particularly valuable in the interests of language are the products of the child's creativity, which manifests itself in the first period of childhood as violently as at any of the subsequent stages of life. The child draws, sculpts, builds, crafts, constructs. In a thousand specific ways he expresses his inner world, which he is still powerless to convey in words. And all this valuable work is wasted in the sense that it is not used to develop the linguistic abilities of children.

Visualization is, if not the only, then the predominant and main means for the formation of children's perceptions, it is completely unacceptable when teaching children to separate sensory perception from the word that embodies it. Neither the family, nor the kindergarten, nor the school should forget this; this should form the basis of all methods of teaching and developing children.

The child should be able to call by his own name any object that invades his life, into the sphere of his understanding and interests, to name its signs, state; not with one thought, but with a word to assimilate its features, purpose.

Skillfully selected world of children's environment - toys, activities, paintings and much more - provides rich material for the development of the child's language; language, firmly based on sensory perceptions.

The teacher must orient the children in their environment and on the perceptions coming from this environment, develop the language of children, must himself be familiar with the environment in which he has to work, understand its features, evaluate its significance in relation to the interests of each age group. Unfortunately, this elementary requirement is not understood by everyone. We often see that a teacher who begins work in new conditions for him, hitherto unknown or little known to him, does not consider it necessary to first get acquainted with this environment.

The environment as the richest source of cognitive material should, in turn, be used by the teacher from three sides:

• 1) nature,
• 2) material culture and 3) pedagogically sound didactic environment.

Nature is the environment most natural and powerful in its educational impact. It tempers the health and strength of the child, heals, refines the organs of perception, develops the conditions for perfect visibility, enriches ideas and knowledge, provides everything necessary for the manifestation of the creative collective activity of children in play and work, i.e. develops for both the children and the teacher all the conditions conducive to the enrichment and development of the children's language.

Raising a child in close proximity to nature is the best way to develop his senses, strengths and abilities. Children should be brought closer to nature, if possible, included in it in accordance with the interests of this or that age, and nature should be brought closer to children. Objects of living nature should not be concentrated in one corner of nature, but should be scattered throughout the institution, be presented in every room. To observe children, simplified conditions are required. They are often difficult to create in challenging outdoor settings, but indoors are always possible.

The work of children in the open air, in the garden and in the garden, a gradual acquaintance with the world of animals, plants, insects, with all types of industries and human labor, excursions and everything that they put forward, should also serve to expand the world of children's perceptions, increase their stock of knowledge and systematization of the latter, as well as the development and enrichment of their language.

Finally, a deliberately created pedagogical and didactic environment is distinguished by the fact that it is entirely a product of the teacher himself, subordinate to his pedagogical goals and the requirements of the pedagogical process.

Teachers should take care to replenish the rooms in which children live with pedagogically sound material content. First of all, the introduction of wildlife objects into them. Children need toys, without which the joy of childhood fades, they need a wide variety of aids, materials, tools for games and work. Need special didactic material. In creating the material world necessary for the development of the child, it is necessary, as far as possible, not to lose sight of any of the feelings, not a single of the ideas with which he should become acquainted with these feelings at a given age. Selection of subjects and benefits in kindergarten, both quantitatively and qualitatively, should provide for the interests of each individual, each age group.

Thus, speech is the main attribute of the social essence of a person and develops exclusively in the social environment. Its development depends on what kind of environment it is and to what extent it contributes to this development.

connected speech story picture preschooler

Yaroslavl State Pedagogical University

them. K.D. Ushinsky

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

Yaroslavl

Plan

Introduction

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

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

1.3 Features of the development of coherent speech in preschool age

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

2.3 Analysis of the results

Bibliography

Application

Introduction

The development of coherent speech plays a leading role in the development of the child and occupies a central place in the overall system of work on the formation of speech in kindergarten. Connected speech incorporates all the achievements of the child in mastering the native language, its sound system, 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 preschool children were given (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." A student entering a school is required to be able to give a detailed answer in all academic subjects, fully and consistently talk about what they have read, describe, reason, and 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: at what pedagogical classes with toys perhaps more 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 - methodical 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 the 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 works.

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;

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 form is a product of a speech-creative process that is unified in its essence, a verbally expressed result of a person's speech-thinking activity.

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 a single structure, and is determined on the entire text. It did not correlate directly with linguistic categories and has 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 given text; this is a compositional structure - the sequence and proportionality of parts; contributing to the identification of content; and finally, the very content of the text, 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 semantically 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, the uniformity of grammatical forms of expression of the members of the sentence, the type of 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 us give a brief description of the 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). For reasoning, "the use of rhetorical questions, subordinating conjunctions, emphasizing the nature of cause-and-effect relationships between sentences and parts of the text, is typical."

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, state and mood, a short message about 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."

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

A coherent statement shows how much the child owns the vocabulary of the native language, its grammatical structure, the 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 extended type of speech, it is 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.

child's speech early age 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 for the speech development of children was developed, 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/; the content of the children's story must be enriched 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, written speech) is dictated to the child by an adult who ensures mastery of complex syntactic constructions; formation of the sound side of speech /intonation, tempo, diction/; development different types speeches / N.F. Vinogradova, N.N. Kuzina, F.A. Sokhina, E.M. Strunina, M.S. Lavrin, M.A. Alekseeva, A.I. .

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 the speech and intellectual development of children is especially clear, 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 important condition 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. Toy Story Learning System for a long time remained unchanged. 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 of 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, enriched in content work on the development of coherent speech of children, which begins at least with younger age, gives at the end of their education and upbringing in kindergarten / in any age group / a great 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 connections between phrases and parts of different types of connected 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; are being developed complex classes, the leading task of which is the teaching of 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 practical activities child and is used to establish cooperation within the joint substantive activities. It consists in direct communication to the interlocutor, contains an expression of request and help, answers to questions from an adult. Such grammatically unformed speech small child 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. The main feature of 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 connected with the development of the vocabulary and grammatical structure of the 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 isolate characteristics 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. Story by 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. Children were examined in individually in order to exclude the influence of the statements of one child on the quality of the 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, the presence of simple sentences is observed.

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 were used: 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 the speech activity of 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 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.

The tasks of the second stage: to form elementary ideas in children 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.

The use of diagrams in compiling descriptive stories makes it much easier for middle-aged preschoolers to master this type of coherent speech. The presence of a visual plan makes such stories clear, coherent, complete and consistent.

The purposeful work of the educator on the formation in children of 3 years of life of coherent monologue statements of a descriptive type in the course of specially organized classes and in the process 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.

Bibliography

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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. He is handsome, big Brown 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 blonde hair." Olya gives me a blue flag. Do you understand?

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. She is colorful oval shape. Matryoshka is small, wooden, beautiful. She is wearing a red sundress 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. Wearing a scarf on the head Pink colour. 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.