WITH psychological point From a perspective, language ability is considered as a set of speech skills developed in a child, with the help of which he speaks in accordance with the communicative situation and the laws of his native language. In this case, the formation of a speech skill shows the correct construction and implementation of an utterance by a child, and the development of speech skills implies the subordination of the form of a speech utterance to the tasks of communication. At the same time, E.N. Negnevitskaya assessed the speech skills of preschoolers according to the parameters of automation, stability, and the ability to be transferred to a new speech material, arbitrariness of the introduction to control the content of the utterance; speech skills- according to the parameters of focus, speed, unpreparedness, effectiveness in solving communicative tasks that are new to humans. Their combined effectiveness determines the success of the development of the language ability of preschool children.
The mechanism of language skills looks like in the following way: ABILITIES - need - COMMUNICATION - ACTIVITY - LANGUAGE ABILITY - "sense of language" - language competence.
Language ability is activated from early childhood by exposure to other people. This is facilitated by biological mechanisms. Many researchers have spoken on this matter. A.R. Luria wrote in 1975: " The genetic roots of language should be sought outside of language", "in those specific forms human actions, in which the reflection of external reality and the formation of a subjective image of the objective world, the basic methods of communication between a child and others are carried out".
Many researchers believe that communication ability depends on the communication situation. Linguistic competence is associated with the rules for constructing sentences, and communicative competence correlates with the rules of speech acts. Accordingly, linguistic competence characterizes mastery of the norms of “speech genres,” and communicative competence reflects the rules of verbal and nonverbal communication. Communication with peers has a strong influence here. Communication with peers contributes to the transition of relevant abilities to another level.
So, in the process of communication, a child of primary preschool age consistently develops language ability. The ability to speak is characteristic of man, since he is a social being. Its peculiarity is the reflection in language forms genuine relationships, existing in reality. Therefore, objective and cognitive activity is the second criterion for the development of language ability in preschoolers after communication.
Although social conditions Children may have similar strategies; preschoolers have different language acquisition strategies. According to scientists, there are children with different language acquisition strategies. Some of them show a higher level of lexical development and are passionate about labeling various objects, as S.N. said. Tseytlin; others rather master syntax and morphology and strive to use language to regulate their own activities and establish contacts.
In addition, the first preschoolers are not very capable of imitation, while the second, on the contrary: at the first stage of speech development, they repeat mainly common nouns and use narrative structures. Later, both categories of children develop unconscious linguistic generalizations about “how people talk.” They describe the feeling of a child's tongue.
There are two types of “sense of language”. One of them is based on associations that arise in memory, the other arises on a selection by analogy. The first comes down to the predominance of bureaucratic words in speech, the second - to the appearance of many errors due to incorrect transference. However, many scientists believe that the "feeling of language", based on analogy, is more productive. The sense of language is determined by the level of competence. At the same time, according to E. Clark, preschoolers evaluate not their own language proficiency, but the rules of speech behavior in a communicative situation. This shows that the child evaluates not the grammatical correctness of the statement, but its appropriate use, based on knowledge of the variability of the grammatical component of the statement in different speech acts.
However, metalinguistic judgments that evaluate not the truth of the message, but compliance with social norms and stereotypes associated with a certain communication situation. In particular, this is manifested in the ability to reorient a message depending on the background knowledge of the interlocutor, which is possible already at the age of five.
Ministry of Education and Science of the Russian FederationFederal state budget educational institution higher professional education "Ryazan State University named after S.A. Yesenin"
Institute of Psychology, Pedagogy and Social Work
Department of Personality Psychology, special psychology And
correctional pedagogy
FUNCTIONS OF SPEECH IN THE MENTAL DEVELOPMENT OF A CHILD
REPORT
Completed by: OZO student (3.0)
group No. 4264
department "Special
(defectological) education"
Ryabova N.G.
Ryazan
2015
Speech is not an innate ability of a person; it is formed constantly, along with the development of the child. Speech occurs in the presence of certain biological prerequisites, primarily in the presence of normal maturation and functioning nervous system. However, speech is the most important social function Therefore, biological prerequisites alone are not enough for its development; it arises only if the child communicates with adults.
There are 3 functions of speech:
Communicative – this function is one of the earliest. The first form of communication between a child and an adult is visual communication. By 2 months, the child fixes his gaze well on the adult’s face and follows his movements. From 2 months, communication with an adult is established through vision and the first facial movements; the child smiles at the adult in response to his smile. Hand movements are then added to facial and visual communication.
Simultaneously with facial and visual communication, communication with an adult is carried out using screaming.
Cognitive – closely related to the child’s communication with others. With the help of speech, a child not only receives new information, but also acquires the ability to assimilate it in a new way. As speech develops, intellectual operations such as comparison, analysis, and synthesis become possible.
The regulatory function of speech develops already at the early stages of development. However, only by the age of 5 the word of adults becomes a true regulator of the child’s activities and behavior.
The main significance of speech in the mental development of a child is that it frees him from being bound by the situation, momentary events and opens up the opportunity to act not only with things, but also with their substitutes - signs embodied in words; expands the time perspective of the baby’s life, allowing him to look into the past and future.
Speech helps the child free himself from “naturalness” in relation to objective world: he begins to appear before him as a world of objects human culture. Speech allows the baby to get to know him not only through personal experience, but also with the help of words. Through verbal communication With adults, the child learns about what he himself did not directly perceive.
Timely development of speech ensures that the child deepens and expands mutual understanding with both relatives and strangers. Speech pushes boundaries social existence child. Through a new attitude towards an adult not only as a source of warmth and care, but also as a model, a bearer of human culture, he moves out of the narrow framework of exclusively individual connections into the wider world of human relationships.
Mastering speech allows a child to overcome the limitations of situational communication and move from purely practical cooperation with adults to “theoretical” cooperation - non-situational-cognitive communication.
The appearance of speech rearranges mental processes and activities.
It changes the nature of the child’s perception of the environment: it becomes independent of the external positions of the object, of the method of its presentation. At this age, children recognize and name images of objects, people, animals in drawings, photographs, and films.
The influence of speech on the development of a child’s thinking is invaluable. At first, the baby does not know how to think using words without relying on a visual situation. Words only accompany an action or state its result (for example, seeing a fallen doll, a child says: “Lala fell”). In the third year of life, his speech is increasingly freed from the dictates of the visual situation. With the help of speech, he makes generalizations, draws conclusions, and begins to reason. Now the baby can not only discuss concrete actions with objects or what he sees in front of him, but also talk about his experiences, remember episodes from his life, plan future events.
Gradually, speech becomes the basis for the development of voluntary behavior and begins to perform a planning function. For example, a child tells his mother that he is going to build a garage for a car, or tells a doll about what they will do: “Now I’ll make you soup, then we’ll eat.”
In many situations, the word becomes a means of controlling and managing behavior. For example, a two-year-old child, going to carry out an order for an adult, repeats to himself: “I’m going, I have to go.” In another situation, hardly moving a loaded toy car, he tensely says: “Drive, drive, Kolya.”
During this same period, the child begins to accompany his actions with words of an evaluative nature, imitating an adult. For example, when assembling a pyramid, after each stringing of a ring, he says to himself: “so... so... so” or “not like that...”
However, at an early age regulatory function speech is not yet sufficiently developed. It may be difficult for a child to switch from interesting activity, keep the task at hand, fulfilling the instructions of an adult or realizing your plan.
Characteristic feature children with developmental disabilities is their lack of knowledge and ideas about the surrounding reality. It is known that in the development of the psyche an important role is played by the relationship between action and speech. Although effective analysis and synthesis precedes the development verbal way cognition, the participation of speech is necessary in the formation of correct and meaningful ideas.
Designating an object or phenomenon with a word helps both to identify each of them and to combine them. In progress active interaction children form complex associations with the world around them, from which ideas develop. In children with motor disorders the formation of complex associations is difficult, so their ideas about the environment are not only limited, but sometimes erroneous.
Defects in the development of speech lead to difficulties in the formation of comparison operations and differentiated perception of objects. Therefore, children with speech underdevelopment usually have mental retardation.
The development of sensorimotor functions and preverbal communication in the first year of life is the basis for the formation of speech and thinking. Between the ages of one and three years, speech begins to occupy a central place in the child’s mental development.
By the age of 3, the child communicates with others in detailed phrases. It increases spasmodically active dictionary. There is a pronounced speech activity, the child constantly comments with speech on his play actions and begins to ask questions to adults.
The development of speech at this age stage rearranges all the mental processes of the child. It is speech that becomes the leading means of communication and development of thinking. By the age of 3, the child begins to talk about himself in the first person, he develops a sense of “I”, that is, the ability to distinguish himself from the world around him.
During this period, the child has a pronounced desire for independence. Attempts by his parents to treat him like a child evoke a feeling of protest in him. If parents persistently suppress the child’s independence, he develops stubbornness and a desire to do everything the other way around, which later becomes the rule.
If a child aged 2.5–3 years does not begin to speak simple two-word phrases, he should definitely consult a doctor (child neurologist or psychiatrist) and a speech therapist.
Thus, the furnace function plays important role in the mental development of the child, during which the formation of cognitive activity, conceptual thinking abilities. Full speech communication is a necessary condition for the implementation of normal social human contacts, and this, in turn, expands the child’s ideas about surrounding life. A child’s mastery of speech to a certain extent regulates his behavior and helps to plan adequate participation in different forms collective activity.
Therefore, pronounced deviations in speech development child have the most negative consequences:
a) the child’s mental development is delayed;
b) formation slows down higher levels cognitive activity;
c) disturbances in the emotional-volitional sphere appear, which leads to the formation of special personal qualities(withdrawal, emotional instability, feelings of inferiority, indecisiveness, etc.);
d) difficulties arise in mastering writing and reading, which reduces the child’s academic performance and often leads to repetition.
LITERATURE
Astapov V.M. Introduction to defectology with the basics of neuro- and pathopsychology. - M.: International Pedagogical Academy, 1994. - 216 p.
Children's speech as an object of study and education
In the works of Comenius, Pestalozzi, Rousseau, Lomonosov, Radishchev, Odoevsky, Ushinsky and others there are varying degrees expressed information about the role of speech in the development of a child, the sequence of formation of children's speech, about oral and written speech, perceived speech and audible speech, about the mandatory prerequisites for the formation of speech (mental and physiological components), about the constituent components sounding speech(sound, word, phrase, voice, expressiveness, gestures, facial expressions, pace) and written language (reading, writing).
It is characteristic that humanist educators considered the child’s speech as an obligatory part of the child’s overall development and as a means of his upbringing.
Comenius and Rousseau considered the child’s ability to speak well to be an obligatory component of the child’s general upbringing. According to Comenius, we all learn in childhood to “know, act, speak.” Therefore, the main tasks of raising a child are:
1) to his knowledge of nature and social relations;
2) to the ability to act;
3) to the ability to speak.
Among the elements of knowledge that a child must master in early childhood, knowledge of the native language thus occupies one of the important places.
As an integral part general education child, the development of his speech is closely related to the development of his cognitive and mental abilities. The development of a child’s speech and mental abilities are inseparable. Moreover, speech significantly contributes to the development of the child’s mental abilities. “From that time,” wrote Radishchev, “when a child begins to speak, his mental strength becomes more and more noticeable. He saw a particularly close connection in the development of a child’s speech with the development of his thinking and memory. According to Odoevsky, a child’s mental development begins when he comes into contact with the world around him and becomes acquainted with it through personal experience. The initial knowledge obtained in this way is supplemented and expanded through speech, namely conversations with children.
The importance of language as a source of knowledge is limitless. “Speech is intended for learning,” wrote Comenius. Considering language to be the most important means of cognition, Pestalozzi classified it as an “auxiliary force” human natureʼʼ, designed to help the child fruitfully assimilate knowledge acquired through sensory perception. For this reason, he saw the main purpose and importance of language as leading the child from vague sensory perceptions to clear concepts.
At the same time, Pestalozzi noted that “language gives a child in a short moment what a person has received from nature over thousands of years.” This idea was later beautifully developed by Ushinsky. Seeing a close connection between a language and the people who speak it, Ushinsky found that each new generation, mastering its native language without much difficulty, “assimilates at the same time the fruits of the thoughts and feelings of a thousand previous generations.” For this reason, a child, mastering his native language, learns not only conventional sounds, but ʼʼdrinks spiritual life and strength from the birthplace of the native wordʼʼ. At the same time, the child learns not only words, their additions and modifications, but infinite set thoughts, feelings, artistic images, logic and philosophy of language.
And he does it easily and quickly. In this regard, he does so much that he could not even do half of it in 20 years of diligent and methodical study.
Assessing the role of language in the development of children’s cognitive and mental abilities, Ushinsky and with good reason calls him in this regard “great” national teacherʼʼ, ʼʼmentor and teachereʼʼ.
What has been said above about the meaning of language, about its role in the overall development of a child already presupposes the conclusion about what irreparable harm imperfections, shortcomings, and speech disorders can have for a developing person. We do not find direct indications of this in the works of encyclopedist-educators, but it is quite legitimate to assume such a conclusion.
The role of speech in the development of a child - concept and types. Classification and features of the category “The role of speech in child development” 2017, 2018.
Mother tongue plays a unique role in the development of a person’s personality. How the most important means human communication, knowledge of reality, speech serves as the main channel for introducing a person to the values of spiritual culture, and is also a necessary condition for education and training. And all mental processes in a child - perception, memory, attention, imagination, thinking - develop under the influence of language and with its direct participation.
A significant contribution to the study of the role of language in the formation of a child’s mental activity was made by the studies of L. S. Vygotsky, A. R. Luria, M. M. Koltsova, A. N. Leontyev, B. G. Ananyev, A. A. Lyublinskaya, A. V. Zaporozhets, D. B. Elkonin and others.
L. S. Vygotsky, in his research, was one of the first to show what great importance has a language for the formation of complex mental processes. He came to the conclusion and substantiated the position that the mental development of a person is based on the verbal communication of a child with an adult, and the function previously divided between the two then becomes a means of organization and behavior of the child.
A child’s mastery of the verbal system in the process of communicating with adults rearranges all its basic mental processes. The word becomes a strong factor that shapes mental activity, improves reflections of reality and creates new forms of attention, memory and imagination, thinking and action. With the help of speech, a child not only receives new information, but also acquires the opportunity to assimilate it in a new way. In children of the first years of life, speech influences the development of sensations and perceptions, the formation of gnostic processes. Research by A. A. Lyublinskaya showed that passive mastery of speech in the first two years of life contributes to the development of a child’s generalized perception and provides everyone with sensory functions active search nature.
Practical experience and the child’s varied activities among the people around him are his school. active work. Without words, without speech, the transition to high functions of analysis and synthesis is impossible. This, according to A. A. Lyublinskaya, is the interaction of the first and second signaling systems at the level sensory knowledge- Feel.
In the process of development, the child does not immediately master words and sentence construction. The word that the child hears is at first only a “name” for her, the name of an object. And thanks to the enrichment of practical experience and the accumulation of knowledge, the word acquires the meaning of a rich signal for the child. The child learns what is essential in the subject, provided by perfect analysis and well-founded synthesis. When a child establishes a connection between a word and many perceptible objects, and not identical ones, she analyzes the object, compares the selected parts, abstracts the individual and generalizes the essential. Thus, thinking in unity with language not only “helps” perception, but makes the entire process of perception conscious.
Connected with consciousness as a whole, human speech is a component of certain relationships of all mental processes and, above all, thinking and imagination. Speech is important factor mastering concepts. In cases of insufficient or delayed development, verbal thinking and imagination suffer. But speech, in turn, depends on the level of formation of images and representations. After all, it is known that a word without meaning is no longer a word. L. S. Vygotsky noted that the meaning of a word is both speech and thinking, that is, it is a unit of speech thinking. And a child’s thought is best developed with the help of expressive, emotional words.
According to the conclusion of L. S. Vygotsky, speech is a form of existence of thought, and there is unity between speech and thinking. But this unity is not identity. Thinking reflects the laws of nature and society, and speech expresses thoughts and makes them accessible to other people. Thinking and broadcasting, without being separated, are included in the unity of one process. Broadcasting does not serve as the discovery of a ready-made thought. The thought does not appear, but is realized in the word. Speech and thinking are interconnected as form and content, and it is impossible to separate them from each other.
Gradually mastering speech, the child simultaneously learns to think. “Speech structures that are acquired by a child become the main structures of her thinking.” With the help of speech, children develop such thinking operations as analysis, synthesis, comparison, abstraction, classification. Thanks to speech, children learn the operations of deduction (single facts are brought to the general) and induction (the general conclusion is adapted to rare facts.
Preschool childhood is characterized by rapid development of imagination processes. Data accumulated in psychology and pedagogy indicate a close relationship in the development of imagination and speech, contributes to the formation of the child’s ideas about the subject and allows her to imagine an object that she has never seen. L. S. Vygotsky noted that as soon as a child begins to speak, she takes a significant step in the development of imagination. Children with speech delay or impairment demonstrate low level development of imagination. On the other hand, with the child’s accumulation of life experience, the child’s imagination itself becomes a means of disseminating this experience, influences the child’s feelings and encourages them to express them in speech.
Deviations in speech development affect the formation of everything mental life child. They make it difficult to communicate with others and often interfere correct formation cognitive processes affecting the emotional-volitional sphere. Under the influence of a speech defect, a number of secondary deviations often arise, which form a picture of the abnormal development of the child as a whole.
So, speech plays a significant role in intellectual development child. The gradual mastery of speech by means of language cognition at its different levels (phonetic, word-formation, lexical, grammatical) rebuilds the child’s psyche, allowing him to perceive phenomena more consciously and voluntarily. The “speech skills” and “communication skills” acquired in preschool age provide the basis for further training, education and developed personality. Any speech disorder to one degree or another affects the child’s activities and behavior.
- Lyublinskaya A. A. The role of speech in the development of visual perception in children // Questions of child and general psychology, ed. V. G. Ananyeva.- M., 1954. - pp. 3-30.
- Vygotsky L.S. Thinking and speech.- M.: Labyrinth, 1996. - P. 115.
Ministry of General and Professional Education of the Russian Federation
Orsky teacher training college
The role of the teacher’s speech in the development of children’s speech.
Students of group 987
Dneprovskoy E.A.
Pitsyk L.D.
I. Introduction………………………………………………………3
II. General tasks for the development of speech and vocabulary in preschoolers.… .. 4
III. The role of the teacher’s speech in the development of children’s speech….………… .. 6
IV. Methods and techniques of work of a teacher…………………… .. 18
V. Conclusions on the topic………………………………………………………….. . 26
VI. Bibliography……………………………………………………………...29
I . Introduction.
Mastery of the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to the acquisition of speech: if a certain level of mastery of the native language is not achieved by 5-6 years, then this path, as a rule, cannot be successfully completed at later ages. age stages.
The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech, since longer time The preschooler spends this period of his life with them. The teacher must remember that the child’s need to be read to, even if he has already learned to read on his own, must be satisfied. After reading, it is important to find out what the child understood and how. What's more, here's the answer: and in other words. More information about the world This is the case, this is the case and this is what we are talking about. . In other words, this is how it works. Not in this world, but in this world format with information and information. This is the case with Russia, in Russia Russia, Russia, Russia, Russia, Russia, Russia Well, in other words, in the sense of the word. After all, the more perfect a child’s speech, the more successful his education at school will be. Also, in the formation of children’s speech culture, the example of educators is of great importance. Thus, as a result of efforts, with their help, the child learns to speak correctly, which means he is ready to master reading and writing at school. In this regard, we are talking about the world, and we are talking about this in the world. Yes, that's the same in the Russian Federation. In this case, a child of 6-7 years of age is a child of 6-7 years of age. in other words, in this case Gogol. In this case, in this case, in this case, Russia, in Russia, in Russia, in Russia, in Russia yur ym and yoyal, systov in the yazm, yolnyy yol, yyyy This is the same as the other one.
Òàêèì îáðàçîì, â ðåçóëüòàòå óñèëèé âîñïèòàòåëåé, ñ èõ ïîìîùüþ ðåáåíîê ó÷èòüñÿ ïðàâèëüíî ãîâîðèòü. Ê ñòàðøåìó äîøêîëüíîìó âîçðàñòó ôîíåìàòè÷åñêèé ñëóõ äîñòèãàåò òàêîãî óðîâíÿ ðàçâèòèÿ, ÷òî ðåáåíîê ìîæåò îñóùåñòâëÿòü çâóêîáóêâåííûé àíàëèç ñëîâà, à çíà÷èò ãîòîâ ê îâëàäåíèþ ÷òåíèåì, ïèñüìîì â øêîëå.
In this case, in this case, in this regard, Synthesis: “The role of the teacher’s speech in the development of children’s speech.”
Keywords: the role of the teacher’s speech in the development of speech in preschool children.
Îáúåêò èññëåäîâàíèÿ - ó÷åáíî-âîñïèòàòåëüíûé ïðîöåññ ïîäãîòîâêè äåòåé ê îáó÷åíèþ â øêîëå â äåòñêîì ñàäó.
The results of speech development in preschool children.
II. General tasks in the development of speech and vocabulary in preschoolers.
An indispensable condition for the comprehensive development of a child is his communication with the teacher. The tall ones are the guardians of the experience accumulated by humanity, knowledge, skills, and culture. This experience can only be conveyed through language. Language is “the most important means of human communication.”
Among many important tasks education and training of preschool children in kindergarten teaching the native language, developing speech and vocabulary, verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write. .
In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. The educator is the conductor and support of this knowledge.
In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (subject, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena.
Coherent speech is not just a sequence of words and sentences, it is a sequence of interconnected thoughts that are expressed in precise words in correctly constructed sentences. A child learns to think by learning to speak, but he also improves his speech by learning to think.
The simplest tasks for constructing a coherent statement (for example, retelling a simple short fairy tale) make two important demands on speech: 1) coherent speech must be constructed arbitrarily, deliberately, to a greater extent than, for example, a remark in a dialogue (answer to a question, etc.). P.); 2) it must be planned, milestones must be outlined along which the story will unfold. Formation of these abilities in simple forms coherent speech serves as the basis for the transition to more complex forms (for example, creative storytelling).
Work is also given to enrich and activate the dictionary, during which they receive tasks, for example, to select antonyms-words from opposite meaning (high - low, strong - weak etc. P.), synonyms - words that are similar in meaning (path, road; small, small, tiny, tiny and so on .). Drawing the attention of an older preschooler to, for example, how snow is described in a poem or story, what it is like (fluffy, silver), the teacher can ask about the word, use the word word(something like this: “What word does the author use to describe snow, talk about his impression of snow, how he sees snow ?”). Receiving similar tasks and by doing them, children begin to learn the meanings of words sound, word, however this is only possible when the teacher sets himself a special task - to include words in the formulation of the task word, sound, otherwise their use becomes a matter of chance
After all, the task can be formulated in such a way that the word word won't be necessary. For example, instead of saying: “Remember the words that have the sound w”, you can say: “Which objects have a sound in their names? sh?” Another example. The children are given the task: “Which house is shown in the picture? (Small ...) Yes, a small house. What other word can be used to describe such a house? (Small house ...) That’s right, a small house.” Instead of the question: “What other word can be used to describe such a house?” another question is quite possible: “How else can one say about such a house?” The meaning of the task will not change if the teacher set as his task only, for example, the activation of the dictionary.
Let us take a closer look at the difference between the given formulations. In cases where the word word is used, children’s attention is drawn to the fact that they are used in speech various words what we say in words. Here the teacher gradually leads them to understand the meaning of the word word, to understanding the verbal composition of speech (long before they begin to specifically form such an understanding). In cases where the wording speech tasks word word Not drown fucks, children complete the task without thinking about the word they are using.
For preschoolers (if special work haven’t been done with them yet) words word And sound have very undefined. As observations and experiments show, in response to a question about what words he knows, even an older preschooler can pronounce a sound and name a letter (uh, bae), say a sentence or phrase (good weather) or even answer that he doesn’t know any words, but knows a poem about a ball. Many children name words, but, as a rule, only nouns denoting objects (table, chair, wood and so on .). When children are asked to pronounce a sound, they very often also name a letter (this, by the way, is not the worst option - even fully literate adults often mix the sound and the letter). Instead of the expression “word word (sound )” the expression “term” is usually used word (sound ), However, it should be borne in mind that in relation to the definition of meaning, much higher requirements are placed on the term. neither I, than by the way.
III. The role of the teacher’s speech in the development of children’s speech
A characteristic feature of preschool children is imitative speech, which is determined by the uniqueness of their perception and thinking.
Not being able to think critically, children of this age imitate everything they see and hear in the environment, but most of all those people who are directly connected with them, towards whom the children have developed a positive attitude.
Such a close person with whom a child is directly connected in kindergarten is the teacher.
The behavior, speech of the teacher, his appearance - everything is a model for children.
The originality of children's thinking and perception associated with imitation should be used in the upbringing and teaching of children, and, in particular, when teaching children their native language.
What requirements must be made for the teacher’s speech?
Knowing that preschool children master language on the basis of oral speech, through communication with people around them, the following should be taken into account.
1. The teacher’s speech is a model for children in broad meaning this word, first of all, in colloquial speech, on the basis of which the child’s daily communication with the teacher takes place.
2. During classes, children, listening to the teacher’s speech, practice mastering the Russian language.
In practice, educators make mistakes in everyday communication with children: the educator talks to children carelessly, illiterately, and inexpressively.
Here is one example. “You took these balls from the senior group, take them there,” the teacher says to the children. The children standing nearby say: “And Nina took the jump rope from the senior group.”
So wrong turn the teacher’s speech is immediately picked up by the children and becomes part of their speech.
Sometimes the teacher uses specifically pedagogical terms that are incomprehensible to children: “Now we will engage in didactic games.”
“Vova, I’ll remove you from the group now.” Or: “Lucy, I don’t like the way you’re sitting.”
With these remarks, the teacher does not educate the child, does not teach him to master the necessary behavioral skills in any environment, but focuses attention only on himself.
Disadvantages encountered in colloquial speech teacher, are passed on to the children, and then the children have difficulty getting rid of them at school.
What requirements must be made for the teacher’s speech?
1. The semantic content of speech addressed to a child should be close and understandable to children.
When talking with younger children, the teacher’s speech should be more concise and simple. In relation to children, one should avoid making comments and at the same time one should speak to them more categorically than to older ones, since children of this age cannot comprehend the arguments that are perceived by older children.
“Yura, don’t dirty the tablecloth, eat with a spoon, don’t pour water on the floor,” etc., says the teacher to the younger children.
Middle-aged and older children should be led to draw their own conclusions. For example: “You can’t dirty the tablecloth, it’s not neat. A lot of work goes into washing a tablecloth. We must protect the work of our nanny, who washes our tablecloths.”
2. The grammatical correctness of the teacher’s speech is required. But, unfortunately, the following mistakes are very common: “Take from the older group” (here the preposition “from” is replaced by “with”). ““Don’t lie here” (instead of “don’t put it here”). “Fold the tablecloths and put them in their place.” “I told you, but you don’t listen back.”
When communicating verbally with children, you need to use expressive language.
The monotonous, inexpressive speech of the teacher negatively affects the behavior of children, does not affect their emotions, and at the same time does not improve their speech culture.
During lunch in the younger group, the teacher addresses the children who are eating slowly: “Eat, eat quickly, chew, swallow, don’t look around.” And this dry, monotonous appeal to children is repeated many times, the children do not react.
In the same group, another teacher evokes a positive attitude towards food in children in a completely different way:
“What a delicious soup today! Look how beautiful the green peas are, grab them on a spoon quickly. Like this. Delicious” The child agrees.
Or: “Natasha is smart today, she learned to eat quickly and accurately.” “And I can do it quickly,” the children’s voices are heard. “That’s right, Slavik, your teeth are sharp, they can chew quickly,” the teacher confirms
The children smile and quickly finish their lunch.
The teacher’s speech pattern in the classroom is of particular importance because it attracts the attention of all children at the same time to what the teacher is saying.
The teacher’s speech pattern, both in everyday communication and in the classroom, should be used when carrying out all tasks: expanding the vocabulary, developing grammatical and sound correctness of speech.
The skills acquired in the classroom must be made strong so that children can apply them in life. Meanwhile, there are often cases when the teacher does not think through his appeal to children. A particularly common mistake is verbosity and the use of unclear words.
Example. The teacher in the senior group conducts a drawing lesson. She tells the children: “Today you will draw two girls (instead of two girls) with a sleigh. You already know everything, since you recently drew boys. And now we will repeat everything where we need to start.” The child repeats. The teacher confirms what the child said: “Exactly right, you need to draw from the head, and then from the shoulders, in no case should you draw without shoulders...”
Then the teacher continues: “That’s right, you need your torso, otherwise the girls will fall. Let’s agree on what kind of fur coats we will draw for the girls.”
During a lesson in the younger group, the teacher points out to a three-year-old child: “This means that you are not neat” (the child draws with paints for the first time).
From these examples it is clear that the teacher, when addressing children, unfortunately, does not set himself the task of making the spoken word a role model, but speaks casually, without thinking.
The ability to express one's thoughts accurately and convincingly - most important quality teacher
If when drawing visual perception sample (object or pattern) is accompanied by a verbal explanation, without which children have difficulty completing the task, then in Russian language classes the sample is even more important, because children master all aspects of speech only on the basis auditory perception, based on what was heard from the teacher.
A model, as one of the main techniques in teaching, must be considered in inextricable connection with other techniques, since both the question, the explanation, and the instruction contain speech sample.
A child in the younger group turns to the teacher: “Tomorrow was a holiday.” “Tomorrow will be a holiday,” the teacher corrects.
In this example, using a sample of the teacher’s speech, the child acquires the ability to express his thoughts and hear the correct sound pronunciation.
The skills of precise use of words and correct agreement are developed in conversations, in conversations with children, and on a sample of the teacher’s speech.
Here, during a walk, a teacher conducts observations of autumn phenomena in nature with children of the younger group.
“They blow strong winds, she says. - It has become cold, it is raining, there are puddles on the ground. The leaves have fallen from the trees. The park has become quiet. Birds fly away to warmer climes.”
Accompanying the observation of children with words, the teacher uses a model in order to clarify and systematize the children’s knowledge.
In this case, the teacher uses explanations as one of the teaching methods based on a speech sample.
By using the model in teaching children the Russian language, we cultivate a culture of listening in children and increase their interest in words.
But this can only be accomplished when the teacher expressively and figuratively communicates the material to the children and relies on their feelings.
When conducting a conversation about autumn, summing up the children’s statements, the teacher says:
Yes, children, in the fall the Birds gather in large flocks and fly south to warmer climes. One Soviet writer saw the flight of cranes and wrote the following poem about them:
I feel sorry for the colorful meadows and my cranes.
But I won’t bother, - And in the spring I’ll meet them...
M. Poznanskaya
The emotional side of the model enhances the culture of listening and instills in children a desire to tell something themselves.
The teacher conducts gymnastics and outdoor games with middle group children. To increase children's interest in performing movements correctly, she resorts to expressive techniques.
“The bunnies need to follow a straight path, the forest is thick, you can get lost, don’t lag behind each other.” The bunny children begin to jump faster.
When cultivating children's interest in words, it is necessary to use means of expression language not only in the classroom, but also in everyday communication.
The requirements for the teacher’s speech in everyday communication are also mandatory when conducting classes.
The speech model of the teacher in the classroom should be used when carrying out all tasks in language work.
When working with vocabulary, when teaching sound pronunciation, the teacher’s speech sample is especially important, since children learn new words in the correct sound.
Sample used:
a) when working with a picture;
b) when retelling;
c) at. speaking from personal experience;
d) to come up with an ending to the story started by the teacher.
The method of using the model in teaching children storytelling is varied.
In junior and middle groups When looking at a picture and telling stories based on it, you should always follow the example of the teacher, since children do not yet have independent storytelling skills.
In the older group, in the first lesson with pictures, a teacher’s model is necessary, but in subsequent lessons with the same picture it does not need to be used.
While listening to the teacher's story based on the picture (senior group), children can completely imitate the model, or they can speak in their own words. Both options have their own positive sides: by repeating the teacher’s example, the child learns correct speed, which he does not yet independently own; by telling in his own words, without distorting the meaning of the picture, the child attracts his speech experience.
The teacher, knowing the individual aspects of the children, uses one or another technique when carrying out work. How, for example, work with a picture is carried out. After independently examining the picture and analyzing it based on questions, the teacher gives the children a short, coherent story, without deviating from the image, telling only what is depicted in the picture.
Here is a sample of such a story based on the painting “The Ball Flew Away.” “The girl was walking near the house. The wind blew and snatched the ball from the girl. The ball flew high and caught on a tree. The girl began to cry: she felt sorry for the ball. Schoolchildren were passing by and saw that the girl was crying. One boy climbed onto the balcony and untied the ball from the tree. He took it to the girl.”
The teacher invites the children to repeat the story. In this case, the children practice reproducing the teacher's example. And this is of great importance: children learn to construct sentences correctly and practice coherent speech.
In the creative story of the teacher, not only a description of what is depicted in the picture is allowed, but also assumptions about why and how the event occurred.
Example. “A little girl lived in the house with her mother. One day the mother was at work, and the girl was sleeping in her crib. At this time there was a fire in the house. Suddenly there was a smell of smoke, it became difficult to breathe, and the girl woke up, she screamed in fear: there was fire all around.
The firefighters quickly drove up to the house, they heard the girl’s scream, set up a ladder and climbed to the second floor.
The fire grew stronger, but the firefighters were brave and agile. They rescued a girl from a burning house.”
This sample creative story The teacher reveals not only the episode of the film, but also the girl’s experience, and also instills in children respect for the work of firefighters.
A literary work can serve as an example
The significance of such a model is that children, repeating a literary work, learn the correct turns of speech and more deeply understand the content of the story.
A sample of grammatically correct speech is used in special classes to teach children grammatical and sound culture.
With the help of didactic games and riddles, the teacher trains children in correct use words and making sentences from them.
For example, in the game “Zoo” children practice changing words by case.
When conducting these games, the teacher gives word sample which children imitate.
Along with the requirements for a model teacher, it is necessary to say about the requirements of the teacher for children.
1. The teacher must not only give a speech sample to the children, but also check how the children have mastered it (for this, exercises and repetitions are used).
2. It is necessary to cultivate in children an interest in the ability to speak correctly (using incentives, a good example talking children).
3. It is necessary to systematically monitor children’s speech, listen to how children speak, and correct mistakes in a timely manner.
Serious attention should be paid to children’s speech both in everyday life and in the classroom.
In conclusion, it should be said that the teacher’s speech pattern when teaching children can only be used when the speech culture of the teacher himself is impeccable
In all classes in kindergarten, teachers widely use questions as a method of teaching children,
Indeed, the role of the question is very great: first of all, the question collects and directs the attention of children. For example, a teacher is teaching a lesson on the film “New Girl.” The teacher’s first question: “Where are these children gathered?” directs the children’s attention to the main content of the picture.
Who do they show their toys to? Who came to them? - the teacher asks further. These questions reveal to the children the meaning of the picture: in kindergarten they welcome new children very warmly.
An incorrectly posed question diverts children’s attention to the side and does not teach them to focus on the main thing. So, for example, in the practice of working on a picture, educators often pose the following question: “What is drawn in this picture?” This question directs children's attention equally to everything that is drawn in the picture: both the main thing and the details, and therefore it is quite natural that children begin to list everything that they see.
It is necessary that the first question immediately forces children to pay attention to the main thing, to what needs to be found out when looking at the picture, and then ask questions about details, details that clarify the main idea.
No less important The question is that it awakens a child's thought. But for this, questions must stimulate the work of children's thoughts. So, in a conversation about autumn, in which children’s impressions and observations received on walks and excursions were summarized, the teacher, having found out with the children that many birds fly south in the fall, poses the question “Why do birds fly away from us in the fall? This question forces the children think about the cause, look for it, learn to establish connections between phenomena.
The question is of great importance as a means of improving children's listening skills. Educators pay little attention to children’s ability to accurately hear a question and answer it accurately. For example, in a conversation about school, the teacher asks: “Who does the teacher teach?”
Teacher (not paying attention to the answer given not to the point the question asked) does not correct Bori’s mistake and says: “What else does the teacher teach the children?”
Finally, the significance of the question is that the question activates children's speech. If some teaching methods, such as explanation or example, require children, first of all, to listen carefully, then the question, by its very form, evokes a response from the child, that is, it activates his speech.
So, the teacher’s question is a very effective method of teaching children to think and speak, since the question directs attention, stimulates thought, teaches accuracy of listening and activates speech.
In order for questions to serve their purpose, they must meet certain requirements.
The first requirement is that the question must have a certain content. In the practice of conducting classes, unnecessary questions are often asked that are unnecessary for the intended program content, and sometimes even empty and even meaningless questions. For example, while looking at Savrasov’s painting “The Rooks Have Arrived” with the children, the teacher asks: “Children, think about why the artist depicted the arrival of the rooks so beautifully?”
The second requirement for the question is accuracy and specificity. When conducting classes with children, educators often pose questions that are too general and therefore not very specific. For example, in the final conversation about spring, the teacher asks: “Children, remember what was interesting about spring at the beginning?” Such a question is unacceptable in its general vague wording.
Or another example. The teacher asks. “What changes happened to the plants in the spring?” In this general question, it is unclear to the children what plants the teacher is asking about (trees or flowers),
and what changes. Similar general issues little or no access to children. A much simpler, more accurate and therefore more accessible question for children will be: “What appears on the trees in spring?”
The accessibility of a question also depends on its wording. Careless, incorrect construction of the question makes it difficult to understand. For example: “The policeman makes sure that cars drive at what traffic light?” This question should be divided into two: “At what traffic light can cars drive?” and “Who makes sure the cars drive correctly?”
Often, when asking a question, the teacher does not pay attention to the accuracy of word usage. For example: “Where does the postman throw letters?” or “Where do children get their literacy?” On last question, in particular, the child answered: “Nina got it at school, but she gave it to her mother at work.”
The brevity of the formulation is of great importance for the clarity of understanding of the issue. During a retelling lesson, the teacher says: “Children, listen, now I’ll ask you a question, you think carefully and answer me correctly, what is a blizzard?”
Such verbosity obscures the meaning of the question, tires attention and hearing, and children remain silent or answer incorrectly. The verbal pile-up also contains the following question: “Who can tell me where you can see it from and why do you think that spring has come?”
Striving for accuracy and brevity, some teachers go to the other extreme: excessive brevity also makes the question incomprehensible. For example, during a poetry lesson, the teacher asks, “Where did Zhenya go?”
Nina. Zhenya went to school.
Teacher. So what? “The girl is silent, not understanding what the teacher is asking.
A very important requirement is purposefulness and consistency in asking questions to children.
The teacher must remember that the purpose of asking questions is for the children to master the intended program material. Therefore, questions should be asked not about everything that is drawn, not about everything that can be said on this topic, but about the main, most important thing. Questions should be purposeful. This purposefulness of the questions also determines their sequence.
Let us give, as an example, two excerpts from lesson notes on the film “At School”.
First lesson.
The teacher asked questions in the following sequence: “Where are these girls?”, “What are they doing?”, “What can be seen outside the window?”, “What is the girl doing at the blackboard?”
The order of these questions shows how the teacher’s thoughts rush around the picture: from the girl to the tree outside the window, from the window to the girl solving problems, etc.
An extract from another note shows a strict sequence that teaches children logical thinking.
Questions: “Where are these girls?”, “What can you call the girls who study at school?”, “Who teaches the schoolgirls?”, “What are the students doing now?”, “What is the student doing at the blackboard?”, “Why two students raised their hands?”
Thus, the main requirements for the question as a teaching method come down to the following: attention to the semantic meaning of the question, to accuracy, brevity and correctness of formulation; the question must be understandable to children, purposeful; consistency in asking questions must be observed.
The methodology for using questions is varied, since questions are used when conducting various types classes and during a conversation, and during painting classes, and during retelling, and while reading a book, and in a didactic game. It is necessary that the use of questions in teaching be methodologically correct.
First of all, all questions must be formulated in such a way that they direct the children’s attention to clarify and understand the intended program material. Then the questions should force children not only to remember what they already know, but also to think, looking for the simplest causes and effects, making basic conclusions and generalizations. For this purpose, you should not abuse prompting questions, using them only in exceptional cases.
It is pedagogically incorrect to use a question in a negative formulation. For example: “You don’t know the name of this flower?”, or “You don’t know who lives in our aquarium?”, or “Can’t tell what happens after spring?” This formulation of the question indirectly instills in the child a negative answer and does not mobilize him to active work thoughts and language.
Questions that lead, i.e. direct, the child’s thoughts in the right direction are used in working with preschoolers; You just shouldn’t rush to help the child, but you need to accustom him to independent mental work.
Each question is proposed to the whole group, and one child is called to answer. This order is necessary (to teach all children to be attentive to the teacher’s questions and think about the answer, since each I can be called."
The same question should not be repeated several times, especially in different formulations. Meanwhile, in practice, you can often hear how a teacher, having asked a question, immediately repeats it, changing the wording. For example, the teacher asks the question: “What country do we live in? What is the name of our Motherland? Remember, what is our country called?”
While presenting certain requirements to the teacher’s questions, it is necessary to present requirements to the children’s answers, so that the children learn to speak correctly, use precise words to express their thoughts, achieve the correct construction of sentences, and compose meaningful and meaningful answers.
The main requirement for children's answers is their awareness and meaningfulness.
As already indicated, it is necessary to monitor the accuracy of children's answers in accordance with the questions posed.
The requirement from children for so-called complete answers, that is, answers given in the form of common sentences, should be based on teaching children the ability to construct answers in the form of complete sentences.
If the child does not know how to answer in a complete sentence, but answers with one word, for example, a subject or predicate, he needs to ask an additional question to find out the missing word or several words, and then repeat everything said in the form of a complete sentence. For example, if the teacher asks: “Who grows bread and vegetables?” - the child answers: “Collective farmers,” - the teacher, wanting to get a complete answer, asks additional questions: “What do collective farmers grow?” “Vegetables, bread,” the child answers.
Now listen to how to say it correctly, the teacher clarifies: “Collective farmers grow bread and vegetables.”
In cases where a question requires a one-word answer, the full answer is artificial character and children should be required to provide an accurate but brief answer. The practice-accepted method of forming a complete answer by repeating a question sometimes leads to comical incidents and does not sound Russian. For example, to the teacher’s question: “What happened to the boy?” - the child answers: “What happened to this boy, he fell.”
In order to achieve a complete answer, it is necessary to monitor grammatical correctness its construction. Children often arrange words randomly in a sentence or make mistakes in matching words in a sentence. For example, to the question: “What time of year is depicted in the picture?” Kolya answers: | “The weather was winter. The children built a feeder to feed the birds.” Or to the question: “Who accompanied Vanya to school?” - Valerik replies: “The dog Druzhok accompanied the sculptor.”
In conclusion, it is necessary to say about one more requirement for children’s answers, namely: not to allow standard answers, that is, answers that are always the same in wording. Often such verbal cliches are given when answering only certain questions. For many educators, children begin their story about a picture with the following stereotypical phrase: “In this picture I see...”
So, a correctly posed question is one of the very effective and efficient methods of teaching young children, and the task of every educator is to master this necessary for successful work reception.
IV . Methods and techniques of work as a teacher.
Actually, every word spoken by a person is a living word, but in the series of speech development activities called “living word classes” we mean activities that do not require illustrative material, but draw content from ready-made stocks of children’s ideas. We include:
1) conversation with children
2) orders and tasks
3) conversations
4) storytelling
7) memorizing poems.
CONVERSATION WITH CHILDREN
Need to talk With other people, sharing your thoughts, feelings, experiences with them is inherent in a person. It is inherent in a child to an even greater extent. This need must be widely used in the interests of developing children’s speech, guiding the direction of their thoughts and growing their stock of ideas.
In kindergarten and at school, you can talk to each of the children more often than usual. need eid t to meet the impulses of children to share their experiences, thoughts, listen to them, ask questions, answer their questions, if possible, accompany with speech all manifestations of life communication with the child, what o we often don't.
There is another one methodical technique, also associated with conversation, to which we attach enormous educational significance, are methodically thought-out instructions that are given to children. This technique is widely represented in the family, in which in some cases, consciously, in others unconsciously, children are involved in participation in the general working life. But it is not represented in an organized manner either in kindergarten or at school.
The child is given a specific assignment. It is desirable that such an assignment have a practical meaning that the child understands. At the same time, he must: 1) listen carefully to what is being said to him, 2) understand. the content of the speech addressed to him, 3) remember what was said, 4) carry out the assignment, 5) give a verbal from report on what has been accomplished, 6) ultimately provide assistance. Thus, attention, intellect, memory, motor skills, speech. As you can see, the load is considerable, and therefore you need to carefully think through the essence and content of the assignment that you give to a child at one or another age.
Assignments for older children should be practical in nature: they can be varied, should gradually become more complex and, if possible, sti come to an end accurate speech report.
The main advantage of the conversation is the implicit focus on the teacher’s speech and its perception by the children.
Conversation and conversation are essentially two almost identical manifestations of the same process: verbal communication between people. But we, highlighting conversations as one of the most valuable methods for developing children’s speech, mean by them 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 tongue is loosened, those conversation suits their interests and psyche.
Free, relaxed conversation, warmed with interest, meaningful and meaningful in its content, is one of the most powerful factors in the development of speech. children. If the topic of the conversation is objects and natural phenomena, then it can come to a complete inventory nia, comparison, clarification of the meaning of this or that object or phenomenon. If the conversation arose based on a social, social, ethical phenomenon observed by children personally or brought forward by reading or a story, then it will lead to a description of the phenomenon, person, and will highlight the children’s individual attitude towards them.
Topics for conversation can be extremely varied: they are prompted by home life, children's garden, live communication with children at home.
You cannot make strict, unwavering demands on the storytelling methodology. The teacher must be guided by the interest of the children. The content of the story is determined by the pedagogical process and the requirement of a mobile, changing life. When planning lessons, the hours of the story are also noted; often the story is born for an unforeseen reason, and therefore to answer the question, how often can you tell It's difficult for children. The answer will be prompted by the children themselves and the mind of the teacher. The setting of the story How and during the conversation, it should be natural, relaxed. Children sit as they wish, observing common interests and rules of decency. They should not interrupt the storyteller, but their sometimes uncontrollably erupting speech reactions and exclamations not only do not harm the interest of the matter, but, on the contrary, strengthen the connection between the children and the storyteller and inspire the latter.
Words and unfamiliar images found in the story that are incomprehensible to children can interfere with understanding the content of the story, and therefore they must be explained to the children by the teacher in advance: a reason for this is not difficult to find.
It is desirable that a new literary work presented to children expands the range of their ideas and introduces them to new images, phenomena and words that are new for children to denote them. This is required in the interests of speech culture and enriching children’s vocabulary.
Each new word must be preserved in the memory of children and become part of their own speech. The teacher must take care of this. All new words must be registered with him. It is not enough to pronounce a new word once; it must be pronounced as often as possible, finding suitable moments for this: only in this case the new the word will come in into life and into the active vocabulary of children.
The same story or fairy tale can be tell children several times.
Everything that has been said so far relates to telling children, but the children themselves should tell it. The teacher's story is a model that they will follow.
Children are interested in episodes from the life of their favorite teacher.
She tells them about an adventure on the street that she witnessed. A woman slipped and fell; the basket she was carrying flew to the side, all the provisions scattered. The woman hurt herself and cannot get up on her own. Passing schoolchildren ran up to her, helped her get up, shook the snow off her coat, and collected the scattered different sides vegetables, took the frightened woman across the street. „
At the end of her story, the teacher suggests: “Children, maybe you saw something interesting? Remember, you’ll tell us tomorrow.”
Or she tells them about her cat. But most children also have cats that they can talk about.
The proposal to tell this or that evokes different directions of thoughts in children, and the individuality shown by each of them is a highly interesting and valuable phenomenon. He goes to tirelessly draw the child’s attention to the fact that he must express his thoughts clearly, and for this they must first of all be understandable to him. If we want our listeners to clearly imagine what happened to us on the street, to become interested in our story, we ourselves must understand with complete clarity what happened.
Before starting the story, you should ask yourself the question: do I fully imagine what I want to talk about, do I know and understand everything? And only if everything is clear, begin the story.
Children usually readily respond to an invitation to tell something about their personal experiences. Divides Communicating your thoughts with others, exchanging impressions is the most urgent human need, which is expressed in children in a very unique, childish way. By try inviting children to talk about a dog they knew, and several hands will reach out to you. And how many lips are ready to immediately begin exposition! You call one, another, a third - and a confused presentation begins with repetitions, contradictions, stops, stuttering, constant: “No, it’s not like that, I forgot to say, I don’t remember how it was,” etc. P. This is where you should explain to the children why this is happening.
When asked to talk about the dog, the child’s consciousness reacts with only one clear idea: he knew the Bug or the Friend whom he loved, but he does not know at all what to tell about this very Friend. It is necessary to explain to the children: “It is impossible to tell everything about your Friend, if only because there is no time: your comrades also want to tell something. Therefore, stop at one thing: tell us about Friend’s appearance or some event in his life, in a word, whatever you want: but think carefully about what you will say, remember what, where, when it happened. We can come up with something about your Friend.” And if the story is arranged and prepared in this way, it comes easily to the same children who previously could not connect two words.
Children should in every possible way focus their attention on the essence of what they want to tell, on the main idea. Everything extraneous and unimportant should be discarded: firstly, it only obscures the essence, and secondly, it takes up time.
Such stories, the themes of which are personal experiences and observations of children, are of great importance for the development of children’s thinking ability and speech. It unfolds in them wide road for creativity d e1 her, their initiative, manifestations of individuality.
The child is forced to take and combine words and expressions on his own, rather than choosing them from a ready-made story. A child has to talk about what he has seen, heard and experienced almost every day, but he often does this chaotically.
When telling stories, children should address not just one teacher, but all their comrades. At the same time, they need to acquire the appropriate cultural skills: how to stand up. You, turn to face your comrades, watch your posture. Preparing for public speaking adult a person should begin at an early age.
It should be remembered that not all stories, even if they are accessible to the age and development of children, are acceptable for retelling. Stories that are perfect examples fiction, should be an exception. Stories with a definite, clear relationship of parts are most suitable for retelling: with a clear, definite beginning, middle and end. If there is a clear connection between the parts logical connection, one part leads to and explains the other. Excessive details and particularities make it difficult to assimilate the essence, and therefore complicate the retelling itself. First, you should choose stories that are as clear and simple in design as possible.
We teach children the speech that they will have to use in their Everyday life. Do “complete answers” play any role in this speech? Sometimes you can give an outline of the story. Let's put:
1. The children went to the forest.
2. An unpleasant adventure in the forest.
3. Returning home.
The teacher composes a story based on it. A specific, if possible perfect example of what is required of children, rather than any explanation, somehow immediately puts children’s understanding on the proper track and facilitates further similar work over other material.
It is impossible not to mention one more type of work in this area - completion children of the story, the work to which the little one devoted himself so passionately Goethe.“If I interrupted the story and postponed the denouement until another evening,” his mother testifies, “I could be sure that he would finish it himself and come to the aid of my imagination. And when the next evening I finished it the way he wanted, and added: “Here you go, how you guessed correctly,” there was no end to his delight ”. Of course, not all children react to such a task with the genius of Goethe, but everyone really loves such work. The teacher tells the children the beginning of the story, leaving them to come up with the ending. It is very desirable to give a beginning that would provide scope for the children's imagination to branch out in different, often opposite, directions. At the same time, to the highest degree in interesting monitor the manifestation of children’s individuality, their psyche and worldview.
Stories from pictures. It remains to be said about stories compiled from pictures. Pictures are a material exclusively adapted to stimulate the composition of stories. The objects presented in the picture are united by a definitely logical situation, a definite, self-explanatory relationship. When teaching small children, you need to choose pictures whose artistic intent is simple, clear and specific, the situation is obvious. The content of the picture intended for composing a story should guide the child’s thoughts, facilitate the work of his imagination and rely on life experience child, to the stock of his ideas. Children begin to cope with this task on average at about 5-6 years of age.
But you should tell children about the picture much earlier. Three-year-olds, and sometimes two-year-olds, react to such stories with great interest.
Telling children stories using pictures is one of the most useful techniques for listening to speech. The more often we tell kids from pictures, the sooner they will take the path of composing stories themselves. At all levels, children's stories should be preceded by an exemplary story from the teacher. It is through the example of such stories that children understand that the narrator can imagine the moments preceding the one presented in the picture, and the subsequent one can go beyond the picture.
We say that a living story should be preferred to reading from a book, but at a certain stage, literary reading, as such, is dissociated from the story and acts as a factor of enormous importance in the matter of comprehending living Russian speech. Expressive artistic reading brings home to children everything Not
V . Conclusions on the topic.
The development of children's speech and vocabulary, mastery of the riches of their native language is one of the main elements of personality formation, the development of the developed values of national culture, and is closely related to mental, moral, aesthetic development, is a priority in language education and teaching preschoolers.
Forming the possibilities of speech communication in preschoolers involves the inclusion in the life of a child in kindergarten of specially designed communication situations (individual and collective), in which the teacher sets certain tasks for speech development, and the child participates in free communication. In these situations, the vocabulary expands, ways of expressing ideas accumulate, and conditions are created for improving the understanding of speech. When organizing joint special games, the child is provided with the opportunity to choose linguistic means, individual “verbal contribution” to the decision common task- in such games, children develop the ability to express their own thoughts, intentions and emotions in constantly changing communication situations.
It is necessary in this case, in this case, in this case àíè÷åñkèm çàó÷èâàíèåñ. No matter what, no matter what, no matter what, no matter what. in the center of the world, in the traditional world, in the traditional world, in the Russian language this is the case.
When caring about enriching the vocabulary of children, we must understand that the words that children learn fall into two categories. In the first of them, which can be called active stock words, These include those words that the child not only understands, but actively, deliberately, at every appropriate occasion, inserts it into his speech. To the second, passive stock words include words that a person understands and associates with a certain idea, but which are not included in his speech. The new proposed word will replenish the children’s active verbal stock only if it is consolidated. It’s not enough to say it once or twice. Children should perceive it with their ears and consciousness as often as possible.
Enrichment and activation of vocabulary must begin from a very early age of the child. And in the future we need to further improve it and increase it. Only a child with wealth vocabulary the child can form the correct grammatically correct speech. The teacher’s task is to optimize the process of speech development and vocabulary enrichment as much as possible.
Children spend most of their time in kindergarten with teachers. The teacher's speech is an example for children. It is this that they focus on when pronouncing the words they know. Children try to copy the teacher’s intonations depending on the properties of the event being described, just as the teacher does this in his stories about the same events. The more correct the teacher’s speech sounds, the more correct the speech of his students will develop. The teacher must improve and develop his speech and pronunciation, since his mistakes will entail hundreds of mistakes of his pupils, which are easier to correct at an early age than at an older age.
Applying various techniques Teaching speech development and vocabulary enrichment can achieve more tangible results than if you use template techniques. Children are interested in a change in activity and therefore the process of mastering knowledge will proceed more interestingly, lively and without tiring preschoolers. With developed speech, a child will be more ready for school. The knowledge imparted to him by teachers will be easier to perceive, and there will be fewer problems when communicating with peers and answering at the board.
VI. Bibliography.
1. “Development of children’s speech” by Tikheyev. E.I., Moscow, “Enlightenment”, 1985
2. “Development of speech in preschool children” Sokhin F.A., Moscow, “Enlightenment”, 1984
3. “Develop the speech of children” Selezneva E.P., Moscow, “Enlightenment”, 1984
4. “Children’s psychology” Obukhova A.F., “Trivola”, Moscow, 1995
5. “Develop children's speech” Novotortseva N.V., Moscow, “Liner”, 1995
6. A.A. Carpenter. Let's play. M., 1991
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16. L.S. Vygodsky. Imagination and development in childhood. M., 1991
17. “Gifted children. Edited by G.V. Burmenskaya and V.M. Slutsky., M.,
18. “Native word in kindergarten”, Uchpedgiz 1957.