Elena Lukyanova
Lesson-conversation “Development of dialogical speech” (preparatory group)
Goals and objectives:
Continue to improve dialogical speech of children. Learn to maintain a conversation, correctly in form and content, answer questions, be able to reason when answering and prove. Form a comparative and generalized assessment of the heroes. To form in children ideas about moral forms of relationships with others - honesty and truthfulness. Clarify ideas about good and bad actions. Foster a culture of communication.
Guys, today you and I will have a very interesting journey, we will go on a journey along the route of good deeds, but these books and illustrations will help us travel. The route has a stop. So we will have a lot of stops. First stop - "Be Polite". Remember and tell me what work you and I read about politeness (children call V. Oseeva’s work “The Magic Word”) I ask questions: How can you evaluate Pavlik’s behavior? Who helped him become polite? How did the magic word help Pavlik? List What other polite words do you know? Is it possible to interrupt the conversation of adults? Now look at this book. What is it called and who wrote it (V. Mayakovsky “What is good and what is bad”) Tell me, what is this book about? Name good deeds in this book. Children recite two good deeds from the book by heart. Well done. Children, what good deeds do you do or can do? I listen to the children’s answers (help the kids make toys, glue books, feed the birds, take care of the cat, help mom make the bed or bring a bag, etc.). Guys, can you tell us about how one of you did a good deed, a good deed, helped your mother, grandmother, friend or baby, one of the animals. I listen to children's stories from personal experience. Okay, now you and I know how to behave with adults, politely and only do good things, do good deeds, but never bad ones.
And now our journey continues. We arrived at the "Kingdom of Fairy Tales". Look at this picture. You probably recognize this fairy tale, what is it called? ("Cinderella") I ask questions:Who is evil in your opinion in a fairy tale? Who is kind? Why? What kind of work did Cinderella do? Who helped Cinderella? What can you say about Fairy? What is she like? How did the fairy tale end? Good defeated evil. Why do you think so? Now I’ll read you an excerpt from a fairy tale, and you can guess how it is called: “The daughters only knew what to do to sit at the gate and look at the street, and Tiny Khavroshechka worked for them, sheathed them, spun for them, weaved them, and she never heard a kind word.” Did you recognize this passage from which fairy tale? That’s right, from r. n. fairy tales "Khavroshechka". Questions for children:Who is evil in this fairy tale? Who is kind? How are Cinderella’s stepmother and Khavroshechka’s stepmother similar to each other? How are Khavroshechka and Cinderella similar to each other? How is their appearance described? How did good defeat evil? We have just talked to you about good and evil. You have to be kind and do good to people and then they will treat you kindly. What proverbs do you know about good and evil7 (It is bad for him who does no good to anyone).
And now the next stop is called she:"Friendship and camaraderie."Look at these pictures. Let's look at the first one picture:
1) The children saw the swing, everyone wanted to ride on it. Tanya sat down first, and Valya began to rock her. Vova came up and he also wants to go for a ride.
How should you play?
2) The boy is sitting on a swing, the girls are rocking him. Everyone is having fun.
Questions:How do children play? What is their facial expression? Why did you decide that the children play together?
3) One girl holds the swing with her hands, the other chases the boy away. He
He lowered his head, sad.
Questions: What do you think is happening here? Are the girls doing the right thing? What kind of faces do the girls have? 7 Is Vova pleased with this attitude? Why do you think he is offended?
Guys, what would you do in this situation? Show me this picture. That’s good, a true friend and comrade should do the same - share toys, play together, friends should help everyone, not leave everyone in trouble, play together and peacefully. Friendship must be protected, if you are friends, then you will go to school, you still need to not forget each other and help. What proverbs do you know about friendship and camaraderie? ("Look for a friend, but you will find one, appreciate it","A faithful friend is the greatest wealth")
This concludes our journey of doing good deeds. We will remind ourselves once again that we need to be polite, kind, do only good deeds, and also be friendly and attentive towards each other and towards adults.
Publications on the topic:
"Let's play!" - integrated final lesson (mathematics, literacy, speech development) - preparatory group TASKS: - Learn to analyze your work results (emoticons - symbols). - Contribute to the formation of interest in learning at school, how.
Conversation “Children of War” (preparatory group) Program objectives: To expand children's knowledge about the Great Patriotic War of 1941-1945. To instill in children a sense of pride in their people.
Conversation “Our dear Army” (preparatory group) Goal: to clarify children’s ideas about the Russian Army, which guards the borders of our Motherland, to explain the meaning of the expression “Native Army”. Progress of the conversation.
Conversation about bread (senior, preparatory group). Conversation about bread (senior, preparatory group). Program content: To consolidate knowledge that bread is the most valuable food product.
Game-conversation “Mysteries of the Forest” (preparatory group) Riddles: There is a pillar reaching to the sky, And on it is a tent - a canopy. The pillar is chiseled of red copper, and the canopy is see-through and green. (Pine) Dropped the curls into the river.
Integrated lesson for a preparatory group with elements of speech development Topic: “Summer” Integrated lesson visual activity with elements of speech development on the theme “Summer” (preparatory group) Program content:.
Tasks:
Educational:
Introduce children to the basic moral category of “good.”
Educational:
— develop personal qualities: reflection, empathy, tolerance;
— increase the creative activity of preschoolers.
Educational:
- cultivate a respectful attitude towards people around you, a caring attitude towards objects and nature.
Demo material: recording of the song “We wish you happiness”, “If you are kind”, a drawing depicting flowers, trees, animals, people, objects, natural phenomena; image of a blooming apple tree; objects: stick, stone, rope, book; apple seed; explanatory dictionary, ball, magnets.
Handout: image of an evil character for each with models of eyebrows, lips; an image of a tree for each; colored pencils, heart models for each.
Progress of the lesson
Children and their teacher come in and stand in a circle.
-Hello, my new friends! My name is Olga Vladimirovna. I am very glad to see your kind faces and radiant eyes! Let's give a piece of our good mood to each other. Smile!
- I really want to meet you. The ball will help me with this. The one to whom I throw the ball must say his affectionate name, which he is called at home.
What an affectionate name, kind, heartfelt, beautiful, wonderful, beautiful, delightful, joyful, bright, soft, warm, sunny, musical, crystal, ringing.
“I was pleased to hear your affectionate names.” People call very kind people by affectionate names.
Kindness is an amazing thing. It brings people together, relieves us of loneliness and involuntary grievances.
The theme of our meeting: “Kindness.”
Please sit down more comfortably on the carpet.
What do you think kindness is? ( Children's answers).
The explanatory dictionary says: “Kindness is responsiveness, emotional disposition towards people, the desire to do good to others.” “Good” - everything positive, good, useful.
-What kind of person can we call good?
What does a person need to do to become kind?
How can and should a kind person talk to others?
-Who needs kindness? ( Answers).
— Look at the pictures. Name someone or something you think needs kindness and explain why you think so?
Let's listen to Sasha. What will Andryushenka add? What can you name, Petenka? It will be very interesting to hear what Irochka will say. Svetochka, what do you want to say?
Conclusion: summarizing your answers, we can say that kindness is needed not only by all living things, but also by all objects.
— There are objects on my table. Who wants to choose any subject (stick, rope, book, stone, etc..), perform those actions with them that can be said to bring good to people, talk about these actions.
Conclusion: I am sure that as good people, you do only good actions with all objects.
— Is there kindness in music? Listen to a piece of music. What music? What can you do with it? So why are we sitting? Let's dance.
I brought with me seed. Whose seed do you think this is?
Imagine that you are apple seeds. Show what will happen to you if you plant a seed in the ground.
- So what will happen to the seed in five years if it is planted in the ground? (Children's answers).
Showing the picture "apple tree"
Whose kindness helped the apple tree grow ? (The kindness of the sun, the earth, the air, the breeze, the gardener).
Conclusion: that’s right, the kindness of the sun, earth, rain, air, people helped the apple tree to grow and the fruits to ripen.
- Whose kindness helps you grow? ( The kindness of parents, grandparents, educators and teachers, friends)
- Today is such a good day, everyone is smiling. But I noticed that on your tables there are images of some evil characters. Go ahead and look at them.
— What needs to be changed in the character’s appearance for an evil character to become good?
— Has the character become kind?
- What did you do for this, Kolenka? What did you do with your lips? Eyebrows?
Conclusion: you took very simple actions to ensure that kindness prevailed over evil.
— How many kind people have you met in your life?
— You have drawings of trees on your tables. Turn it into a tree of kindness. There should be as many fruits on the tree as there are good people in your life you remember.
How many fruits have you drawn, Mashenka? Why? And you, Arturchik?
— It’s wonderful that you meet many kind people in your life.
Leave the tree of kindness on the table, please go to the carpet.
Summarizing
- I am sure that you will always, in any situation, do good deeds, do good deeds.
- Remember that without good deeds there is no good name; life is given for good deeds.
Reflection.
- What did we talk about in class?
— What do you remember most?
— Our lesson is coming to an end.
I wish you well
Good night until morning
I wish you all good dreams,
Good deeds and kind words
Will the road take you away
From your favorite threshold,
Let someone tell you:
“Good morning and good journey!”
I wish that with you
People had more fun
To kind eyes
You looked at people.
In memory of our meeting today, I give you a small heart - a symbol of a piece of my heart.
The song “We wish you happiness” is performed.
Video lessons
Attention! The first part begins the competitor’s lesson at 4 minutes.
Self-analysis of the teacher
The topic of my lesson is “Conversation about kindness”
I set the following tasks:
- Educational: introduce children to the basic moral category of “kindness”.
- Developmental: develop personal qualities: reflection, empathy, tolerance; increase the creative activity of preschool children.
- Educational: cultivate a respectful attitude towards people around you, a caring attitude towards objects and nature.
The children were told the topic of the lesson. The structure of the lesson corresponded to the assigned tasks. It is built in a logical sequence and interconnection of the parts of the lesson. It was reasonable to divide the time between all parts of the lesson. The equipment was used rationally. The pace of the lesson is optimal.
When selecting the content of educational material, I was guided by the requirements of a modified program for the formation of tolerance.
Secondly, since I was unfamiliar with the children, I selected material to influence the children’s feelings, which contributed to feedback.
I ensured that the information was scientific and accessible.
What was new to the lesson was that it taught the children the concept of “kindness.” I think this topic is attractive to children.
The volume of the proposed material was sufficient for the children to assimilate.
For the lesson, I used conversation, literary expression, game techniques, a surprise moment, music, modeling, health-saving technologies (psycho-gymnastics, physical exercises, postural dynamics). To receive feedback, I used: encouragement, kind words, facial expressions, gestures.
Independent work was organized in the form of a simulation of medium complexity. Individually, with the help of an indirect question, she directed her to perform the correct action.
I chose a moderate speaking pace. The material was presented emotionally. Managed to organize interpersonal communication.
Throughout the entire lesson, the children were active and efficient, showing interest in the content and process of the activity. The psychological atmosphere was calm, emotionally positive. The children showed empathy.
From the above it is clear that the assigned training, developmental, and educational tasks have been fully implemented.
teacher, MBDOU kindergarten No. 7 “Ryabinushka”
general development type of the Strezhevoy urban district
Summary of the conversation on speech development in the preparatory group
Topic: “Bread is our wealth”
Software tasks: teach children to use nouns with a general meaning: bakery products; learn to use adjectives in speech that denote the properties of bread; improve speech, learn to answer questions correctly, maintain a conversation; show children how important the baker’s profession is; tell children about how bread is baked and where it is baked; to form a positive attitude of children towards the profession of baker; cultivate a caring attitude towards bread.
Methods and techniques: teacher's story, questions, recall, evaluation of answers, explanation, encouragement, demonstration of clarity, alternation of choral and individual answers, reading works of fiction, appeal to children's personal experience, repetition, artistic expression, didactic game.
Vocabulary work: baker, bakery products, racks, conveyor, nutritious, crispy, rye, wheat, loaves, buns, pretzels.
Individual work: make children want to answer questions (names); encourage children (names) to engage in active speech activity.
Preliminary work: reading about the master baker.
Material and equipment: paintings depicting flour products, bakery equipment, a diagram of the process of making bread and its arrival on store shelves, finished bakery products.
The teacher seats the children on the rug and starts a conversation.
Educator: Guys, I know that you love to play the game “Shop”, and also, probably, you love going to the store with your parents even more, since they will definitely buy you something there. Am I right?
Children: Right.
Educator: Guys, have you ever paid attention to the different types of bread they sell in the store?
Children: Yes.
Educator: Seryozha, what kind of bread did you buy?
Seryozha: Round, white and dark.
Educator: Well done, Seryozha. Vika, what did you and your mother buy in the bread section?
Vika: Buns and bagels.
Educator: Smart girl. What are the names of all these products?
Children: Bread.
Educator: Well done. The products are actually called bread products. Natasha, what are these products called?
Natasha: Bread.
Educator: That's right, and they are also called bakery ones. Let's repeat together (children repeat).
Educator: But this is not all baked goods. Later, I will tell you what else there are. Children, what do you think, how much bread is needed? To feed the residents of our city?
Children: A lot of
Educator: Not just a lot, but a lot! Guys, do you like the pies that your mother or grandmother bakes?
Children: Very!
Educator: Who can tell me what products are needed for the pie dough?
Children: Flour, eggs.
Educator: That's right, and what do you think, Olesya?
Olesya: Salt, sugar.
Educator: Well done. Really different products are needed to make the dough. And in order for the pies to be airy and crispy, yeast is added to the dough. Guys, where do they bake bread?
Children: At the bakery.
Educator: Right, who bakes the bread?
Children: Baker.
Educator: Smart girls. In the bakery, work never stops for a minute. Bakers work day and night, and even on holidays. So that we can serve our guests fresh, fragrant, crispy bread at the festive table. But the baker is not alone in his business; he has steel assistants. Special machines that help bake bread much faster. If you want to know more about them, then listen to me carefully. You all know that a baker works in a bakery, but what can you tell me about this profession? Sasha, won't you tell us?
Sasha: These are people who bake bread, machines help them.
Educator: Right. But besides bread they bake..... What do they bake, Igor?
Igor: Buns, loaves, bagels.
Educator: Well done. What did Rita remember?
Rita: Pretzels.
Educator: Smart girl. Does everyone know what pretzels look like?
Children: No.
Educator: Then watch. This is what pretzels look like.
The teacher shows the children the pretzels shown in the picture, and then the children repeat this word in chorus.
Educator: You named everything correctly, but there are still some baked goods that bakers also bake - these are round loaves, loaves of rye and wheat bread, buns with and without filling. Olya, what else do bakers bake?
Olya: buns, loaves.
Educator: Great! Guys, why do you need to eat bread?
Children: He's useful.
Educator: Right. And also, why, Tanya?
Tanya: It's tasty and crispy.
Educator: Smart girl. But baked goods are not only tasty and healthy. They are also very nutritious. We will never get tired of bread. That’s why you and I always have bread for breakfast, lunch, afternoon snack and dinner. It gives us a feeling of fullness. Guys, I know you will be interested in learning about the role of machines in baking bread.
Children: Certainly.
Educator: Then listen and watch. Huge bowls are filled with flour and water. They are called dejas. Let’s remember what else they are filled with, because we talked about this at the beginning of our conversation.
Vitalik: More eggs and salt are added to these bowls.
Educator: Right. And also, Nastya?
Nastya: Butter and sugar.
Educator: That's right, but you forgot the most important thing, what is it?
Children: Yeast!
Educator: Of course, but what are they for?
Children: So that the bread is crispy and airy.
Educator: Right. Listen to what happens next: bowls of dough are placed on a special container that resembles a carousel. The carousel makes one revolution in 5 hours, which allows the dough to rise. He is helped by the paws of kneading machines. The finished, mixed dough is fed into a dividing machine, and it accurately separates even portions. That's why we take even, neat bread. As soon as the bread is baked, it is placed on wooden shelves. They are loaded into a machine labeled “Bread”, which you can see on the street. The car delivers bread to stores, and we buy it. All people love bread very much. So do you think being a baker is important?
Children: Very important!
Educator: But it's not just bakers who are involved with making bread. Kolkhozhniki occupy an equally important place. They sow, grow and harvest wheat and rye. Then they are taken to the elevator, where flour millers turn the grain into flour. Many professions are involved in the production of bread. After all, it’s not so easy: growing wheat and baking bread. Therefore, bread must be protected. After all, bread is our wealth! You can’t throw it away, because it’s the work of many people that needs to be respected! Let's thank them for their difficult but important work.
Children: Thank you!
Educator: Well done. And now I suggest you play the game “Loaf”.
Educator: You learned a lot from my story today. What did you like and remember?
Andrey: I liked how machines help bake bread.
Educator: Fine. Who remembers what kind of cars these are?
Masha: A carousel with bowls of dough on it!
Educator: Smart girl. This carousel is called a conveyor. Let's repeat.
Children: Conveyor.
Dima: And I remembered the kneading machine.
Educator: That's right, there is such a machine. And there is also a divisive one. It turns out that the baker has a lot of helpers. What kind of baked goods do bakers bake? Just don’t interrupt each other, speak in turns (children list items). What do we call them?
Children: Bakery.
Educator: Well done. Bakers bake many different products. So that we can eat bread, many people work, so how should we treat bread, Yura?
Yura: Bread must be protected!
Educator: Well done. Now let's play a little. I invite you to a sweets shop (children approach the tables on which there are real bakery and flour products). I will read a poem, and you choose the baked goods that you love most. My questions must be answered in complete sentences. For example: “I like pie” or “I choose a bagel.” Is everyone clear?
Children: Yes
Educator: then listen to the poem
In the bakery we have bagels,
Rolls, bagels, loaves,
Pies, loaves, buns,
And braids and donuts,
Kurabye, biscuit, cookies,
Butterbrots, tea with jam,
Lots of gingerbreads, sweets,
There is pastille and sherbet,
And a pie with a sweet filling,
And cheesecake and fudge...
Call me, don't be shy
Choose and help yourself!
Educator: Well done. I hope you enjoyed our conversation. I think that you will tell your parents that bread is our wealth and how much effort and time is needed to produce it!
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Smolensk budgetary state educational institution of secondary vocational education
SMOLENSK PEDAGOGICAL COLLEGE
Coursework on the topic:
Conversation as a means of developing dialogical speech
3rd year students of 1st group
Evtikhova Olga Viktorovna
Introduction
1. Psychological and pedagogical foundations for the development of dialogical speech in preschool children
1.1 Concept and structure of dialogic speech
1.2 Age-related features of the development of dialogic speech
2. Conversation in the development of dialogical speech of preschoolers
2.1 Conversation as a pedagogical method
2.2 Methodology for conducting a conversation
Conclusion
Bibliography
Introduction
The development of dialogic speech in preschool children is an important and complex topic in modern preschool pedagogy. It is in preschool age that speech actively develops, the prerequisites for further interpersonal communication of the child are formed, vocabulary is accumulated, activity in word creation is fostered, and at the same time the foundations for the correct pronunciation of words and spelling, the foundations of a culture of speech, are laid. Therefore, preschool childhood is the most favorable time for the development of correct speech in a child, both written and oral. Full mastery of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children.
The relevance of the topic determined the purpose of this work.
The goal is to study conversation as a means of developing dialogical speech in preschoolers.
The object of the study is the educational process in preschool educational institutions.
The subject is the development of dialogical speech of preschoolers through conversation.
Research hypothesis: the process of development of dialogical speech of preschoolers will reach a higher level if:
Use conversation as a means of development;
In the process of developing dialogical speech of preschoolers, take into account psychological age and individual characteristics;
Research objectives:
1. Consider the features of the development of dialogical speech of children in a modern preschool educational institution - define the concept of dialogic speech, age-related features of its development, the structure of dialogic speech.
2. Consider the importance of conversation in the development of dialogical speech of preschool children - determine the essence of conversation as a pedagogical method, study in detail the methodology of conducting a conversation for the development of dialogical speech of preschoolers.
The methodological basis of the work is the fundamental research in the field of psychology and pedagogy on speech development by L.S. Vygotsky, S.L. Rubinstein. D.B. Elkonina, A.V. Zaporozhets, A.A. Leontyev. L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdeva, V.V. Vinogradova, K.D. Ushinsky, E.I. Tikheyeva, E.A. Florina, F.A. Sokhina, A.M. Leushina, M.M. Konina and others, revealing the features of solving problems of speech development of preschool children.
dialogic speech preschooler pedagogical
1. Ppsychological and pedagogical foundations for the development of dialogical speech of preschoolers
1.1 ConceptAndstructuredialogicalspeeches
Let us consider in detail the concept and structural features of dialogic speech.
T.G. Vinokur defines dialogue from the point of view of the specifics of language as “... a special, functional-stylistic form of speech communication, which is characterized by: the presence of two or more participants exchanging speech; a more or less fast pace of speech, when each component is a replica; comparative brevity of remarks; brevity and ellipticity of constructions within replicas.”
In the books of Ushakova O.S. “Development of Preschooler Speech” describes some techniques for developing children’s dialogical speech. The author believes that “...dialogical speech is more situational and contextual, therefore it is condensed and elliptical (much is implied in it due to the knowledge of the situation by both interlocutors). Dialogical speech is involuntary, reactive, and poorly organized. A huge role here is played by clichés and templates, familiar lines and familiar combinations of words. Thus, dialogical speech is more elementary than other types of speech."
Noting that the dialogical form of a child’s speech in early childhood is inseparable in its essential links from the activity of an adult, D.B. Elkonin emphasized: “On the basis of dialogical speech, active mastery of the grammatical structure of the native language occurs.” Analyzing the stages of a child’s acquisition of the grammatical structure of his native language, he noted that “within the dialogic form, the child’s speech acquires a coherent character and allows him to express many relationships.”
In the textbook Borodich A.M. “Methods for the development of children’s speech” examines the main issues of the formation of conversational (dialogical) speech: children’s ability to listen and understand speech addressed to them, maintain a conversation, answer questions and ask. The level of coherent spoken speech depends on the state of the child’s vocabulary and on how much he has mastered the grammatical structure of the language. Conversational speech as speech with an interlocutor also presupposes the ability to behave culturally during a conversation, to be tactful and restrained. The teacher influences the content of children's conversations and encourages the desire to learn something new from each other. The teacher should tell children that if you ask adults about their work, rest, etc., you can learn a lot of interesting things.
A.M. Leushina found that for the same children, their speech can be either more situational or more contextual, depending on the tasks and conditions of communication. This showed that situational speech is not a purely age-related feature characteristic of preschool children, and that even in the youngest preschoolers, under certain communication conditions, contextual speech arises and manifests itself. At the same time, it has been shown that throughout preschool age, indicators of situational behavior noticeably decrease and features of contextuality in children’s speech increase, even with tasks and in conditions that stimulate situational forms of speech. Based on his materials A.M. Leushina comes to the conclusion that dialogical speech is the primary form of child speech.
Many experts believe that the ability to conduct a dialogue needs to be taught (V.I. Yashina, A.A. Pavlova, N.M. Yuryeva, etc.). In developed forms, dialogue is not just an everyday situational conversation; This is an arbitrary contextual speech rich in thoughts, a type of logical interaction, meaningful communication.
At an early age, the child is involved in dialogue by an adult. Addressing the baby with questions, motives, judgments, he thereby actively responds to his statements and gestures, “repairs” the dialogue (E.I. Isenina), interpreting, “expanding”, spreading the incomplete situational statements of his little interlocutor, completing them full form.
The dialogue is preceded by a “collective monologue” (J. Piaget) - verbal communication, when each partner actively speaks out in the presence of a peer, but does not respond to his remarks, not noticing his reaction to his own statements.
T.I. Grizik believes that the most socially significant form of communication for preschoolers is the dialogical form of communication. Dialogue is a natural environment for personal development. The absence or deficiency of dialogic communication leads to various kinds of distortions in personal development, an increase in problems of interaction with other people, and the emergence of serious difficulties in the ability to adapt to changing life situations.
Kolodyazhnaya T.P., Kolunova L.A. emphasize that in preschool childhood it is necessary to develop a dialogical form of speech. Throughout preschool age, it is necessary to develop in children the ability to build a dialogue (ask, answer, explain, object, make a remark). To do this, you should use conversations with children on a wide variety of topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is important to develop the ability to listen to your interlocutor, ask questions and answer depending on the context.
The literature also describes studies on the peculiarities of the development of dialogic speech by scientists such as L.S. Vygotsky, S.L. Rubinstein. They believe that in mastering speech, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences.
Mastering coherent dialogic speech is one of the main tasks of speech development in preschool children. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality characteristics, cognitive activity of the child, etc.), which must be taken into account in the process of targeted speech education.
In preschool childhood, the child masters, first of all, dialogical speech, which has its own characteristics, manifested in the use of linguistic means acceptable in colloquial speech.
Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication.
The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary.
The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief premeditation.
The coherence of the dialogue is ensured by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and clichés, speech stereotypes, stable communication formulas, habitual, often used and seemingly attached to certain everyday situations and topics of conversation (L.P. Yakubinsky). Speech clichés make dialogue easier. Dialogical speech is simulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks). The development of dialogic speech is especially important to take into account in the methodology of teaching children their native language. In the course of teaching dialogical speech, the prerequisites are created for mastering narration and description. Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. The speaker widely uses gestures, facial expressions, and demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The difficulty of contextual speech is that it requires constructing a statement without taking into account the specific situation, relying only on linguistic means.
In most cases, situational speech has the nature of a conversation, and contextual speech has the nature of a monologue. But, as D.B. emphasizes. Elkonin, it is wrong to identify dialogic speech with situational speech, and contextual speech with monologue.
The dialogical form of speech, which is the primary, natural form of linguistic communication, consists of the exchange of statements, which are characterized by questions, answers, additions, explanations, objections, and remarks. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. It is also important to take into account the conditions, forms and purposes of verbal communication.
Dialogue is characterized by a change in the statements of two or more speakers on the same topic related to any situation. The dialogue presents all types of narrative (message, statement), incentive (request, demand), interrogative (question) sentences with minimal syntactic complexity, particles and interjections are used, which are enhanced by gestures, facial expressions, and intonation.
In spontaneous dialogue, replicas are not characterized by complex sentences; they contain phonetic abbreviations, unexpected formations and unusual word formations, as well as violations of syntactic norms. At the same time, it is in the process of dialogue that the child learns the arbitrariness of his statement, he develops the ability to follow the logic of his statement, that is, in the dialogue the emergence and development of monologue speech skills occurs.
Full mastery of the native language and the development of linguistic abilities are considered as the core of the full formation of the personality of a preschool child. It provides great opportunities for solving many problems of mental, aesthetic and moral education of children,
The close connection between the speech and intellectual development of children appears especially clearly in the formation of coherent speech, that is, speech that is meaningful, logical, consistent, and organized. In order to talk coherently about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main properties and qualities; establish different relationships (cause-and-effect, temporal) between objects and phenomena. In addition, it is necessary to be able to select the most suitable words to express a given thought; be able to construct simple and complex sentences and connect them in a variety of ways.
In the formation of coherent speech, the relationship between the speech and aesthetic aspects also clearly appears. A coherent statement shows how much the child speaks, the richness of his native language, its grammatical structure, and at the same time reflects the level of mental, aesthetic, and emotional development of the child.
Each individual replica of the dialogue participants does not have a complete meaning, but they are all perceived in “dialogical unity.” In dialogical coherent speech, incomplete sentences are often used, the missing members of which are inferred by speakers from the speech situation, and complete sentences of standard construction (stamps) of conversational style are very often used.
Thus, the development of dialogic speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching dialogue can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of dialogical speech, and at the same time, the development of dialogic speech contributes to the child’s independent use of individual words and syntactic structures. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.
1.2 Agepeculiaritiesdevelopmentdialogicalspeeches
The development of dialogic speech has its own age-related characteristics.
Already in the younger group, the teacher must ensure that every child easily and freely enters into dialogue with adults and children. Children need to be taught to express their requests in words and to answer adults’ questions with words. Those children who were raised in a child care institution (nursery, kindergarten) from an early age are bolder and more willing to communicate with others. This is facilitated by meetings and conversations between the teacher and the children before transferring them to the second junior group. However, in this case, the teacher should continue to develop and streamline the speech activity of children.
When working with children of middle preschool age, the teacher already pays more attention to the quality of children’s answers; he trains them to answer in both short and general form, without deviating from the content of the question. It is necessary to teach children to participate in class conversations in an organized manner: to answer only when the teacher asks, to listen to the statements of their comrades.
Children six or seven years old should be taught to answer questions more accurately; they must learn to combine the short answers of their comrades into a common answer.
Teaching children the ability to conduct a dialogue and participate in a conversation is always combined with the development of cultural behavior skills: listen carefully to the person who is speaking, do not get distracted, and do not interrupt the interlocutor.
However, adults (educators and parents) should remember that for a preschool child, mastering dialogic speech is of paramount importance - a necessary condition for the child’s full social development. Developed dialogue allows the child to easily come into contact with both adults and peers. Children achieve great success in the development of dialogical speech in conditions of social well-being, which implies that the adults around them (primarily the family) treat them with a feeling of love and respect, and also when adults consider the child, sensitively listening to his opinion and interests , needs, etc., when adults not only speak themselves, but also know how to listen to their child, taking the position of a tactful interlocutor.
If a five- to six-month-old baby sees an adult going about his business, he tries to attract his attention using the means available to him (humming, babbling). At two years old, a child’s speech becomes the main means of communication with close adults; for them he is a “pleasant conversationalist.”
At three years old, speech becomes a means of communication between peers. However, studying how a younger preschooler (2-4 years old) reacts to a stranger: does he strive to establish contact? waiting? not responding to communication? - revealed the following. If an unfamiliar adult does not address the child or expresses his affection only with facial expressions and a smile, then only 2% of children try to get into contact with him. True, every eighth child of this age already responds to active appeals.
The same can be said about the interaction of children. The period of his “take-off” (in the sense of the diversity of communication motives and linguistic means) is the fifth year of life. In older preschool age, a certain decline is observed: the monotony of motives for communication and the simplicity of their linguistic expression.
Psychologists believe that the sensitive (favorable in the sense of receptivity) period of speech development is the age of 2-5 years. Just before school, how do we help a child master his native language and speech functions (communication skills, the ability to clearly express what he feels, what he thinks about, what he has learned about)? How solid is what the children were taught in the classroom, e.g. what is the “quality” of their independent statements and the level of speech activity? These questions can be answered by comparing the speech of children of middle and senior preschool age.
Oral speech, both monologue and dialogical, is characterized by brevity and simplicity of sentence construction, non-union connections, emotional spontaneity, intonation and figurative expressiveness of presentation: saturation with sayings and proverbs.
It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, request, make a remark, support); using a variety of linguistic means in accordance with the situation.
To do this, conversations are held on a variety of topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is in dialogue that the ability to listen to the interlocutor, ask a question, and answer depending on the surrounding context develops. It is also important to develop the ability to use the norms and rules of speech etiquette, which is necessary to cultivate a culture of verbal communication. Most importantly, all the skills and abilities that developed in the process of dialogical speech are necessary for the child to develop monologue speech.
Kindergarten teachers direct their efforts to ensure that children’s speech is meaningful and understandable to others, and that verbal communication itself takes place in forms that meet the requirements for human behavior in society.
When achieving meaningfulness in children's speech, we should not forget that they love to play with words and sounds, but this is good in its place and at its time. The intelligibility of speech, as a result of clear thought, is achieved by the ability to speak with sufficient completeness and consistency. Working on the content and clarity of children's speech is at the same time working on shaping the child's thinking and expanding his horizons.
The requirements of the program in terms of teaching dialogic speech mainly come down to teaching children to use such necessary forms of oral speech as question, answer, short message, and extended story.
These requirements are implemented mainly in the classroom. At the same time, for the development of dialogical speech, along with classes, the verbal communication of children with each other and with the teacher in everyday life is of great importance.
Starting from the fifth year of life, one can observe a differentiated use of linguistic means, depending on the situation and topic of the statement. Thus, when speaking about natural phenomena, children use adjectives and adverbs 3-7 times more often than when describing phenomena of social life. In statements about familiar, understandable phenomena of social life, the use of verbs is activated 2-2.5 times. There are few of them in statements about nature (11-16%).
Children also use the grammatical structure of speech differently. The most favorable situation for including complex sentences in statements is when something needs to be explained to a play partner or an adult, convinced, or proven. A large number of complex sentences are found in children’s stories based on the plot picture (17-20%)
Increased activity and independence in activities in the fifth year makes it easier for children to master the functions of speech: communication with adults and with each other, the ability to clearly express a judgment, and accompany their actions with speech. Thanks to this, in the fifth year, as never before, speech activity is high. A child pronounces an average of 180-210 words during 30 minutes of play. Children have a great need to explain to each other what they see and know - 40% of the total number of reasons for the occurrence of statements. In these situations, children pronounce so many complex sentences that you would not hear from them even in very cognitively intensive classes in their native language. The morphological structure of the statement (in the sense of the frequency of use of verbs, adjectives, adverbs) is no worse than in the classroom.
Until the age of four, children experience cases of inductive relationships between speech and play actions. The child easily comments on what he sees, talks about what he is going to do or has already done, but remains silent while performing his own actions. In the fifth year, the desire and ability to confirm one’s activities with speech intensifies. Thus, a child over 4.5 years old accompanies with speech on average every second (everyday, play) action. But in contrast to the situation, the explanations of children’s statements in these cases consist of 90% simple sentences. However, the reflection of actions in loud speech is important because this is one of the stages in the formation of mental actions.
Thus, children’s speech practice not only during classes, but also during various types of activities can be successfully used to consolidate speech skills and improve thinking.
In the process of verbal communication, children use verbs mainly in the form of the imperative mood and infinitive. But by the middle of the year in the 2nd junior group, and especially in the middle one, sentences like “Sleep!”, “Play!” almost disappear in their speech. When addressing each other, children increasingly use the form of the imperative: “Let's play! Let's build a garage together!" The described forms contain a call for joint activity, elements of its motivation and planning. They are observed when a child turns to a friend about a game, characterizes feelings and states. Children talk about movements in the form of a short order: “Run!”, “Sit down!”.
Closer to the age of five, the number of verbs in statements denoting states and experiences increases, and among nouns those that characterize moral character (“clean,” “daredevil”).
The moral vocabulary is diversified precisely due to verbs and nouns. The adverbs and adjectives used are quite monotonous. They characterize the implementation of rules and evaluate behavior (right-wrong, bad-good). This confirms that the rules of activity and communication are learned in early preschool age, and at 4-5 years old they become the regulator of children’s behavior.
Adverbs and adjectives that serve to characterize actions and deeds (friendly, caring, without asking, cheerful, faithful, etc.) are rarely found both in stories and in children’s everyday communication. Therefore, already in the middle group, along with social behavior skills, children should develop an appropriate vocabulary.
For some students in senior and preparatory groups, the number of verbs in independent statements increases noticeably compared to the fifth year of life. Under certain conditions, for example, if children like to look at illustrations and pictures together with adults or peers, this can improve the use of speech. And the point is not only that around the verb, as an active part of speech, other parts of speech are easily grouped, which naturally complicates the grammatical structure. With the help of verbs, children often characterize actions and express their attitude towards people. (For example, from the story about the postman: “He does not forget who to bring which magazines and newspapers. He delivers them in any weather. Postmen must be protected and helped.”)
Children aged 5 - 7 years, who use a sufficient number of verbs in independent statements, can more easily figure out the plot, i.e. highlight hidden connections and express value judgments.
We can say that in the independent utterances of children aged 6-7 years, in comparison with pupils of the middle groups, neither the morphological composition nor the level of formation of signs of coherent speech changes significantly. If children 5-7 years old try to talk about something on their own, the subordination of parts may be absent, the thought is interrupted by an insertion-listing. So, you can hear: “These are border guards standing on patrol with a dog.” Next, the child lists that pine trees, spruce trees, and border posts are drawn. The story unexpectedly ends with the words: “The border guards are happy that their brother gave them a dog.”
In the senior and preparatory groups, children's speech activity during games and other types of independent activities decreases significantly (2-3 times). Some authors tend to look for the reason for this in the transition of external speech into internal speech that occurs during this period. In itself, a decrease in speech activity may not be considered a negative phenomenon. But in the senior and preparatory groups, in comparison with the average, the cases of explaining something to a friend when the speech is most grammatically complex and lexically perfect decreases by 1.9 times (from 40 percent). Among the reasons for independent statements in games, orders and requests predominate. They, like the game actions themselves, are accompanied by statements that are simple in grammatical expression. The names of objects are too often replaced by pronouns, there are many particles and modal words. All this gives speech a situational character. Evaluation of actions and events is carried out using constantly used adverbs (“good-bad”) and adjectives “good” - “bad”
Children normally learn dialogic speech quite easily, since they hear it every day in everyday life.
In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized planned conversations can be individual (in the case of speech retardation, character traits and behavior) and collective. It should be noted the great importance of collective conversations in the junior and middle groups. They help bring children together and shape their behavior. The teacher asks, for example, where the children went today, what they did on the site or in a corner of nature. It is especially necessary to involve silent children in such a conversation by asking them prompt questions and encouragement.
To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.
To develop the initial forms of speech during an interview, the teacher organizes a joint examination of pictures, children's drawings, and books. Short stories from the teacher can stimulate an interview on a certain topic. Such stories evoke similar memories in children's minds and activate their judgments and assessments.
A very effective technique is to unite children of different ages and organize a visit to another group. Guests ask about the little owners’ toys, books, etc.
In older groups, the same techniques are used, but the topics of conversations and the content of instructions and stories become more complex. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are asked to complement, correct a friend, ask again or question the interlocutor. These are the main ways in which children develop their spoken language in everyday life. It is important to create situations in which the child will have to explain something to the teacher or peers (a mistake in a friend’s story, a rule of the game), convince others of something, prove something to them.
It is necessary to teach children to understand questions and answer them correctly (“How would you do this?”, “How can I help?”, etc.). When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The teacher should evaluate not only the content of the answer, but also its verbal presentation.
Conversational speech is the simplest form of oral speech: it is supported by the interlocutors; situational and emotional, the speakers perceive each other using various expressive means: gestures, glances, facial expressions, intonation, etc. The speakers usually know the subject of discussion. This form of speech is also simpler in syntax: unfinished sentences, exclamations, interjections are used; it consists of questions and answers, replicas and brief generalizations. In psychology, the difference between ordinary dialogue and conversation is revealed. A conversation is a kind of dialogue guided by a specific topic. The purpose of the conversation is to discuss and clarify some issue. To conduct a conversation, preliminary preparation of the persons involved is required; it contains more detailed appeals. Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot become a means of communication. Preschool children master spoken language under the guidance of adults. A child of 2 and 3 years is characterized by slight distractibility from the content of the conversation.
In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized scheduled conversations can be individual. They help bring children together and shape their behavior. It is especially necessary to involve silent children in such a conversation by addressing them, asking a prompt question, or encouraging them. To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.
In older groups, the same techniques are used, but the topics of conversations, the content of instructions and stories become more complicated. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are invited to add, correct a friend, ask again, or question their interlocutor.
Thus, the speech skills of preschool children require targeted, systematic development, and it is necessary to take into account the age-related characteristics of the development of dialogic speech.
2. BEseda as a means of developing dialogical speech in preschoolers
2 . 1 ConversationHowpedagogicalmethod
Conversation and conversation are essentially two almost identical manifestations of the same process: verbal communication between people. But in pedagogy, conversation is identified as one of the most valuable methods for developing children’s speech, meaning organized, planned classes, the purpose of which is to deepen, clarify and systematize children’s ideas and knowledge through words
The conversation reveals how great the need for children to express their thoughts is, how their language develops, if the topic of the conversation matches their interests and level of development.
Conversation is a question-and-answer method of teaching; is used to activate the mental activity of students in the process of acquiring new knowledge or repeating and consolidating previously acquired knowledge.
Socratic conversation - using a system of specially selected questions, reducing to the point of absurdity the wrong answers of students in order to guide them to the correct path of reasoning.
Catechetical conversation - memorizing questions and answers to them (it is still used in Catholic schools in a modified form).
Based on the nature of the organized cognitive activity, a distinction is made between reproductive conversation (familiar ways of operating with familiar educational material), heuristic (organization of students’ search activities, element-by-element training in creative search when solving problematic problems).
Conversation is one of the effective pedagogical methods in working and teaching preschoolers.
The question of using a variety of active methods and forms in teaching preschoolers is one of the significant ones. Thus, verbal methods, when correctly combined with specific observations and activities, play a large role in educational work with children. An effective verbal method is conversation - a targeted discussion with children of any phenomena. It is advisable to use the conversation when working with children of middle and older preschool age. As practice shows, such an active method is used relatively little in kindergartens. This is mainly due to the fact that educators are hampered by a number of issues, namely:
What program material should be given through conversation;
How to keep children’s attention until the end of the conversation, and not allow them to evade the issues being discussed;
How to involve all children in active participation.
In many cases, conversations are conducted sporadically, are formal in nature, and take place when children are insufficiently active.
Issues of conversation methodology have been covered repeatedly in the pedagogical literature at different times and from different positions. The method of conversation, developed in ancient times by Socrates and Plato, was used in teaching rhetoric and logic to youth. Later this method was used in school teaching. Since the time of Y.A. Komensky and I.G. Pestalozzi raised the question of using conversation in preschool education.
Most often, in practice, conversations result in purely verbal communication of knowledge to children.
For a long time, the main thing in a conversation was its form; the content of educational material was subordinate to it. This approach also affected the structure of the conversation.
So, I.G. Pestalozzi, in his 10 exercises recommended for observing and talking with children about their bodies in the “Book for Mothers,” gave the following structure:
Showing and naming parts of your body;
The position of these parts;
Point out the connections between body parts;
Distinguish and name how many times each part is repeated in our body;
Identify the qualities of body parts;
Indicate the connection between parts;
What can you do with each part;
How to take care of your body;
Learn the multifaceted applications of the properties of body parts;
Be able to combine and describe everything.
On the one hand, I.G. Pestalozzi pointed out the path from analysis to gradual generalization and synthesis. On the other hand, the living image from which he proposed to build was subjected to such detailed dissection that it became dead and abstract. This is the path of abstract logical analysis. And although such an analysis is based on a specific image, it does not bring the child closer to the truth of life.
The conversation reveals how great the need for children to express their thoughts is, how their language develops, if the topic of the conversation corresponds to their interests and psyche.
E.I. attached great importance to the conversation. Tikheyeva is a Russian teacher, one of the creators of preschool pedagogy in Russia. She considered it one of the most valuable methods for developing children's speech, meaning by conversations organized, planned activities, the purpose of which is to deepen, clarify and systematize children's ideas and knowledge through words.
A conversation with preschool children is, first of all, a means of systematizing and clarifying the ideas received by the child in the process of his daily life, as a result of his observations, communication and activities. Conducting a conversation, the teacher helps the child to perceive reality more fully and deeply, draws his attention to the fact that he is not sufficiently aware; As a result, children's knowledge becomes clearer and more meaningful.
In a conversation, an adult, with his questions, directing the children’s thoughts in a certain direction, pushes them towards memories, guesses, judgments, and conclusions.
The value of the conversation lies precisely in the fact that the adult in it teaches the child to think logically, reason, and gradually raises the child’s consciousness from a specific way of thinking to a higher level of simple abstraction, which is extremely important for preparing the child for schooling. But this is the great difficulty of the conversation - both for the child and the teacher. After all, teaching children to think independently is much more difficult than imparting ready-made knowledge to them. This is why many educators would rather tell and read to children than talk to them. The development of thinking is closely related to the development of speech of a preschooler. In a conversation, the teacher teaches the child to clearly express his thoughts in words and develops the ability to listen to his interlocutor. It is important not only for imparting knowledge to children, but also for the development of coherent speech and the development of speaking skills in a group.
In a conversation, the teacher unites children around common interests, arouses their interest in each other, the experience of one child becomes common property. They develop the habit of listening to their interlocutors, sharing their thoughts with them, and speaking out in a group. Consequently, here the child’s activity develops, on the one hand, and the ability for restraint, on the other. Thus, conversations are a valuable method not only of mental education (communication and clarification of knowledge, development of thinking abilities and language), but also a means of social and moral education.
Teachers of the past considered it possible to draw the attention of children and, therefore, talk with them only about the things immediately surrounding the child.
In Russian pedagogy, the topic of conversations with young children was originally developed by V.F. Odoevsky. In his manual for parents and educators “Science before Science”, “The Book of Grandfather Irenaeus”, the first part consists of a “Questionnaire”, in which a number of conversations are developed in detail.
In the collection edited by L.K. Schleger and S.T. Shatsky presents extensive material for many conversations, relating exclusively to natural topics (plants, animals, seasonal phenomena). The authors also proceeded from the position that one can only talk about what “children saw, see, can see every moment,” “but it is impossible to talk about what they cannot see.”
The material for such exercises can be objects in the room, parts of the human body, food, clothing, everything that is in the field, in the garden, animals, plants, as they are familiar to children.
Undoubtedly, with a child it is necessary, first of all, to talk about what is familiar and close to him. The sensory experience of children and the adult’s explanatory word accompanying this experience form their concrete knowledge of reality. But we must not forget that modern children do not live in a closed family structure, but in an information-rich, computerized world. Television, radio, computers, children's educational literature, newspapers, magazines, the rich social life that a modern child observes directly on the streets - all this early on expands the range of ideas and concepts of the current preschooler and awakens new interests in him.
In this regard, in our conditions, it becomes possible to talk with children of senior preschool age about content that he has not yet encountered directly in his immediate environment. Of course, the knowledge gained in these conversations will be very basic, but it will broaden the children’s horizons.
So, the smaller the child, the more conversations should be connected with his direct observations. With children under 5 years of age, the topics of conversations should be very specific and relate to the phenomena and objects closest to them. When clarifying children's ideas about known material through conversations, one must at the same time remember that a simple statement of well-known facts does not give any impetus to the progressive development of the child's thoughts. But a conversation with older preschoolers, for example, about a chair and its components is doomed to failure in advance, since a child of 5-7 years old, in the process of life observations, has more than once seen a chair, its back, legs, seat, and a conversation that dismembers this a chair in pieces will not add anything to the child’s consciousness (except for nomenclatural accuracy). One should not make the subject of discussion something that has already been mastered.
In a conversation, the child’s knowledge is not only clarified, in it the child receives new material or the teacher presents what is familiar to him in a new aspect. So, for example, in a conversation about wintering birds, children, in addition to the fact they know that some birds fly away and some remain, they learn about the reason for this phenomenon. It is important that the teacher, relying in conversation on the subjective experience of children and their previously acquired knowledge, is able to awaken the active work of thought, contribute to the development of independent judgments, and form in the child a holistic picture of the world around him and a conscious attitude to the phenomena under discussion.
Correctly determining the place of conversation in the educational process of a kindergarten is a serious problem that requires a solution. Often in practice, conversation turns into the core around which all work with children is built.
At the same time, preliminary work is carried out with them, related to observations and excursions, examination of illustrations in order to provide food for conversation. After it, there is always a consolidation of the received impressions by drawing, modeling, making models, memorizing poems, songs, and reading stories. Even games follow a common theme that sometimes lasts several days or weeks. After all, many of our kindergartens paid tribute to complexity at one time and continue to do so by implementing a thematic approach to organizing the pedagogical process or working on “projects” and a “chain of targeted tasks.”
The thematic nature of all classes greatly narrows the possibilities of pedagogical work, obscures living reality, and leads to fragmentary impressions received by children. Having worked on a “topic,” educators rarely return to it again. The impressions received about a particular phenomenon are not consolidated and are not repeated in the future. While working on a particular topic, children’s attention in classes, games and other types of joint children’s activities is intensely fixed on a certain, limited range of phenomena and is torn away from other, sometimes very vivid and important impressions. Many issues are discussed with children from case to case, the teacher does not return to previously received ideas, does not reinforce them with frequent repetition. Such a “patchwork” of impressions does not ensure a solid assimilation of knowledge and skills, or open communication.
Cognitive material leaves a deep trace only when it is given systematically, when impressions seem to be layered on top of one another and are not separated from life. Thus, a conversation that plays the role of clarifying, deepening, and systematizing concepts can be successful only when it is based on other previously used methods of introducing children to the environment, as well as on their subjective experience, i.e. when they already have some knowledge that requires streamlining.
Conversations take place in the process of children’s accumulation of knowledge - during excursions and observations. However, these conversations are not typical. As practice has shown, before observations it is very difficult for children to express their judgments and such conversations come down mainly to the teacher giving explanations. During observations, preschoolers are absorbed in new impressions and express themselves laconically. For the most part, these are exclamations of surprise, delight, or questions addressed to the teacher. The teacher himself guides the observation process with his questions and comments.
The most successful conversations take place immediately after children have received new impressions during excursions, observations, or after the teacher has read stories.
A conversation that is organically connected with the daily life of a child in kindergarten and in the family cannot turn into a worked-out topic. The material given in it should leave a deep imprint on the child’s consciousness. For this to happen, it is necessary to offer the child an active position, when he is not only observing, listening, and sometimes responding, but also acting and actively communicating.
Therefore, communication situations are an important form of speech work with preschool children.
Communication situations are specially designed by the teacher or spontaneously arising forms of communication aimed at developing communicative abilities.
It is fundamentally important to emphasize the need for a holistic approach to the formation of dialogic speech and the inadmissibility of reducing communication tasks only to mastering the question-answer form. A full-fledged dialogue is unthinkable without the establishment of dialogical relations, the formation of an active response position, and partnerships; and such dialogical relationships should permeate both the child’s communication with adults and interaction with peers.
Communication situations can arise naturally - it is important for the teacher to see them and, without disturbing the children’s activities, use them to solve teaching or educational problems. In every situation, children face one or another problem that requires a solution. The teacher guides the children in search of a solution (the principle of “intellectual hunger”), helps them gain new experience, activates independence, and maintains a positive emotional mood. Children should experience a “palette of intellectual emotions”: surprise when encountering objects, interest in identifying the causes of various events, doubt, guesswork, the joy of success and discovery.
Features of the communication situation as a form of working with children:
participation in a communication situation (mostly voluntary);
the position of an adult as a communication partner;
changing the style of relationship between the teacher and children: the adult respects the child’s right to initiative, his desire to talk about topics that interest him, and to avoid unpleasant situations;
planned and organized by the teacher at any time during the day, most often in the morning, evening or during a walk;
the duration of the communication situation is from 3-5 to 10 minutes, depending on the age of the children;
The participation of a small subgroup of children (from three to eight) is expected, depending on their desire and the characteristics of the content of the communication situation.
Communication situations can be practical and playful. The ratio of game and real-life situations in the learning process depends on the age of the children. When organizing situations, the teacher most often “comes from the children,” i.e. notices them in children's activities.
For example, in the younger group it is advisable to conduct communication situations that encourage the child to look for and eliminate the reason that is preventing him from acting and that lies on the surface (for example, something is preventing him from opening or closing the door). In older preschool age, specially planned communication situations can be quiz games: “What fairy tale are these things from,” “Shop of magic things.” The appendix provides examples of communication situations.
The situation of communication as a non-traditional form of speech work presents some difficulties for the teacher, since it has its own specific features related to the assigned tasks and the content of the activity.
The communication situation is built on the continuous mobilization of children's attention, active participation, and open communication. The child needs to follow the progress of the conversation all the time, not deviate from its main content, and listen to his interlocutors.
While participating in a communication situation, a child undergoes a complex thought process of recall, judgment, inference, and generalization. The child is required to be constantly mentally active: he must listen carefully, think, and respond quickly enough. At the same time, the joint participation of peers in a situation is also associated with the ability to exercise a certain amount of restraint: to be able to listen carefully to others; refrain from speaking while others are speaking; to retain in memory what I wanted to say - all this is undoubtedly not easy for a preschool child.
For some children, participation in a collective discussion of a situation requires a certain volitional effort: to overcome timidity, shyness and speak out in the presence of others. Consequently, the skillful participation of an adult in a communication situation largely determines the success of the matter. To do this, the teacher needs to carefully think through the logical structure of the communication situation: sequentially arrange all the material presented to the children; prepare appropriate questions and explanations, visual material that clarifies certain aspects of the situation and allows you to concentrate the children’s attention. In addition, the teacher needs to know the individual characteristics of children and differentially involve them in active participation in a communication situation.
The concept and approaches to the study of dialogic speech, its formation and the specifics of its formation in preschoolers. The essence of correctional work with children with general speech underdevelopment. A system of exercises for teaching and developing dialogic speech in kindergarten.
thesis, added 02/21/2012
Psychological and pedagogical characteristics of preschool children with general speech underdevelopment, features of the development of their dialogical speech. Development of dialogic speech in children of the sixth year of life with general underdevelopment of speech through dramatization games.
thesis, added 09/10/2010
The concept of dialogic speech and factors influencing its development. Psychological characteristics and characteristics of a junior schoolchild, criteria for assessing development. Joint activity in children and the significance of the level of development of dialogic speech on its formation.
course work, added 12/26/2014
Characteristics of coherent dialogical speech and its features, features of dialogic speech of children of primary school age in normal conditions and with hearing impairment. Experience in inclusive education and correctional work on the formation of dialogical speech in children.
thesis, added 10/24/2017
Psychological and pedagogical foundations of gaming activity. The essence and classification of games. The concept of dialogic speech. Exercises for preparing a role-playing game. Development of dialogical speech skills through the use of role-playing games in German lessons.
course work, added 10/31/2011
Features of the development of children's dialogical speech. Formation of grammatical structure and morphological and syntactic aspects of speech in a child. Distinctive features of a role-playing game. Its place in the development of dialogical communication among older preschoolers.
course work, added 04/10/2015
Methods for developing dialogic speech in older preschoolers. Analysis of educational programs. Diagnosis of the characteristics of dialogic speech in children of senior preschool age. Identification of the level of development of dialogical communication skills.
thesis, added 02/18/2014
Communicative, psychological and linguistic characteristics of the features of dialogic speech. Goals and system for developing dialogic speech skills. Speech exercises in the development of dialogical speech of middle-level students in English lessons.
Summary of a lesson-conversation on speech development in the senior group on the topic “My favorite toy”
Type of lesson: Communicative.
Target: Teach children to write stories on a topic from personal experience. practice the formation of words - antonyms.
Tasks:
Educational:
* Continue teaching children how to write a descriptive story.
Educational:
* Improve the ability to write a story.
* Development of coherent speech.
* Development of a moderate speech rate.
Educational:
* Cultivate interest in the activity.
* Cultivate a positive response to the lesson.
Equipment:
Demo material:Cards with images of toys on the board. a toy made of hard material - a car, a toy made of soft material - Pinocchio.
PROGRESS OF THE CLASS:
ORGANIZATIONAL MOMENT - CIRCLE OF JOY.
Educator:
Guys, come to me and stand in a circle.
All of us in the group are like family,
Everyone is happy - both you and me.
We love being together very much
Speak kind words to everyone.
Educator:
Let's hold hands, look into each other's eyes, and give kind words and a smile. After all, it is with a smile that pleasant communication begins and your mood improves. (Children stand in a circle and join hands.) Now let's sit down on the chairs for our further conversation. Guys, now please look at the board. I have prepared pictures with images for you. Name these items (The teacher addresses each child).
Children answer the names of objects in the pictures (toys).
Educator:
Guys, how can you call all these items in one word?
Children's answers.
Educator:
That's right guys, well done. These are all toys. Today we will talk about toys. Do you like receiving toys as gifts? Guys, do you know in which store you can see a lot of toys? (Children's answers). Do you have any favorite toys at home? (Children's answers). Guys, who wants to talk about their favorite toy so that without seeing it, we can clearly imagine this toy (the child comes out and imagines his toy in the story).
After each story, the teacher asks if the children have a question for the storyteller, if they want to know anything else about the storyteller’s toy. If the children have no questions, then the teacher asks the questions himself. The teacher makes sure that the introductory phrases of the stories are not stereotypical.
Educator:
Well done boys. You talked very interestingly about your toys, and now let’s rest a little. Let's get up from our chairs and sit in any place convenient for you, but not far from me. The eyes look at me, the ears listen carefully, and we repeat the movements after me.
FISMUTKA:
The wind is blowing from above. (Raise our hands up).
Plants herbs and flowers. (Bends to the sides)
Right - left, left - right.
Now let's go together
Let's all jump on the spot. (Jumping).
Higher! Higher! Have fun!
Like this. Like this.
Let's move on one step at a time. (Walking in place).
So the game is over.
It's time for us to get busy. (Children sit on their chairs).
Educator:
Well, guys, have a rest. And now we will conduct an interesting exercise called “Prompt the word.” What does this mean? I will tell you words, and you say a word that is opposite to mine in meaning.
FOR EXAMPLE: DARK - LIGHT; QUIET - NOISY.
Guys, does everyone understand the rules of the game? Well then let's get started.
* Close - Far
* Cheerful - Sad
* Sunny - Cloudy
* Much - Little
* Be silent - Speak
* Day Night
* Wide narrow
* Damp - Dry
* Rest - Work
Summarizing.
Educator:
Well done boys. You correctly understood the meaning of the word - opposite. So, what did we talk about today? (Children's answers). Right. Today they told us about their favorite toys (we list the children performing). Also, you and I learned what words that have opposite meanings are. Do you think we coped with the stories? (Children's answers). Well guys, I thank you for the wonderful stories. In the next lesson we will draw our favorite toys. This concludes our conversation with you.
ENCOURAGING CONVERSATION PARTICIPANTS.