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Borodich A.M. Methods for developing children's speech

Subject: Creative storytelling. "Let's talk on the phone."

Target: teach children the features of dialogic speech; construct questions and answers coherently, consistently, expressively; to activate various verbal forms of politeness in children’s speech, to consolidate the rules of speech behavior during a telephone conversation.

Progress of the lesson

Guys, who has a phone at home?

Who are you calling? (Grandma, grandpa, neighbors, friends, etc.)

The telephone is a wonderful thing. You dial a number and you can talk to whoever you want. It must have been difficult to come up with it - try hiding a human voice in a thin wire! How can he fit in it... And he runs so fast along the wire...

(Gabe “Telephone”)

Indeed, a telephone is so convenient. If you can't meet a friend, call him on the phone. If you miss your grandma, pick up the phone and tell her you love her. If someone is sick, call a doctor.

Why else is a telephone needed in the house? (Children's answers. Children express in what cases they and their parents use the phone).

Guys, are you familiar with such a situation as in E. Ruzhentseva’s poem “Telephone”?

Our phone is on the phone

The phone rings all day.

I stand on my toes,

I can't get my phone.

I climbed onto the stool

I say that there is no dad.

Do you guys know how to speak politely on the phone? (Children's answers).

The teacher invites the children to role-play some situations.

Nadya calls Valya and finds out what cartoon will be shown today. Where to start the conversation? What's the best way to finish it? What “polite” words should be used in this conversation?

Katya calls her mother at work. Answers the phone stranger. How to start a conversation in this case? What words of apology should be said, because you are taking people away from work.

You can come up with many interesting situations, and the topics for conversation are very diverse.

Each of you must choose a mate, a friend with whom you would like to talk. (Children choose each other.)

The teacher hands out cards to each pair with suggested various topics who gets what.

Look carefully at the picture and think telephone conversation on the topic shown in the picture. (Festive fireworks. Mushroom picking. At the circus. We are fishing. Mom bought a toy, etc.)

Children independently act out the proposed topics, the teacher helps them make the right decisions.

And now, guys, listen to an excerpt from N. Nosov’s story “Telephone”.

Mishka and I bought a wonderful toy - a telephone. We came home from the store with a box. They put one phone at my place, the other at Mishka’s. And they connected them through the window with wires.

“Well,” says Mishka, “let’s talk.” Run upstairs and listen.

I ran to my place, picked up the phone and listened, and the receiver was already shouting in Mishka’s voice:

- Hello! Hello!

And I shout:

- Hello!

- Do you hear anything? - Mishka shouts.

-I hear you. And you?

- I hear. That's great! Can you hear well?

- Fine. And you?

- And I'm good! Ha ha ha! Can you hear me laughing?

- I hear.

- Listen, I’ll come to you now.

The bear came running to me, and we began to hug with joy.

- It's good that you bought a phone! Is it true? - says Mishka.

“Of course,” I say, “okay...

And this is the conversation the boys began to have:

- Hello!

- Let's talk?

“Come on,” I say. - What to talk about?

- Well, about what... about something...

- Why aren’t you talking?

- Why don’t you talk?

“Yes, I don’t know what to talk about,” says Mishka.

- It always happens like this: when you need to talk, you don’t know what to talk about, and when you don’t need to talk, you talk and talk...

- Let’s do this: let’s think about it, and when we come up with an idea, then we’ll call.

- OK.

I hung up and began to think. Suddenly a call. I picked up the phone.

- Well, did you come up with it? - asks Mishka.

- No, I haven’t thought of it yet.

- Why are you calling if you didn’t think of it?

- I thought you had an idea.

- I would have called then.

- I thought you wouldn’t guess.

- Well, okay, goodbye!

- Goodbye!

Guys, do you think the boys have figured out what to talk about? Do you think these were interesting topics?

Think about what your friends could talk about and play in pairs the game “Hello! Hello!"

Children independently, in pairs, come up with a topic of conversation and play it out.

Elena Lukyanova
Lesson-conversation “Development of dialogical speech” ( preparatory group)

Goals and objectives:

Continue to improve dialogical speech 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 we will have a very interesting trip, 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 the stories of children 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 that they could 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 have7Is 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 him, appreciate him","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 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 Russian Army, guarding the borders of our Motherland, 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 tree) I lowered the curls into the river.

Integrated lesson for a preparatory group with elements of speech development Topic: “Summer” Integrated visual activity lesson with elements of speech development on the theme “Summer” (preparatory group) Program content:.

Conversation in kindergarten: tasks, typical mistakes, use of pictures during conversations, methodological recommendations. E.A. Flerina about conversations with preschoolers.

In this article I want to talk about conversations with preschoolers: why they are needed, what tasks are solved during conversations, how best to conduct them. And I will introduce you to a wonderful classic of speech development methods in Russia, the founder of this science and the scientific school in which I studied - Evgenia Alexandrovna Flerina.

Now it has become unfashionable to talk about domestic research and teachers. More often, attention is paid to new “tricks” and foreign works; many generally reject the classics of preschool pedagogy. And names such as the name of E. A. Flerina are now not known to everyone, even among kindergarten teachers, not to mention parents. But the archives of her works contain such modern, interesting and necessary ideas for our children that I decided in this article to quote this very beloved and respected author. In this article you will get acquainted with the thoughts of E.A. Flerina about conversations with preschoolers and you will see how modern these thoughts are and how much we need them in our 21st century.

The article contains quotes from the section "Conversation in kindergarten" teaching aid E.A. Flerina and E. Shabad “The Living Word in preschool institution», which was published in the 30s of the 20th century. Often only bad things are said about this time, but it was during this historical period that many valuable and useful ideas, which were later not included in anthologies and textbooks. Therefore, I want to give here excerpts from our history. After all, those mistakes in the development of children’s speech that E.A. wrote about almost a hundred years ago. Fleurina are also characteristic of us – modern adults.

The article will be of interest not only to teachers, but also to students studying the methods of speech development in preschool children, as well as to anyone interested in the history of Russian pedagogy. In the article I present the material a little differently from how the author gives it in the source, but as the author’s answers to questions for easier reading by the modern reader.

More about the history of preschool pedagogy and methods of developing children’s speech You can find out from the articles:

Conversation in kindergarten

When do you use conversation with children? How is a conversation different from a regular conversation?

“It is difficult to draw a sharp line between conversation and conversation. Conversation as a more in-depth form of conversation is often used when it is necessary to reveal an event in more detail and deeper to the child. public life, a natural phenomenon."

Why is a conversation with preschoolers necessary?

“If the teacher skillfully constructs a conversation, poses questions in a lively, interesting way, gives explanations, if the conversation is entertaining, it awakens the inquisitiveness of the mind, intelligence, imagination, guesswork of the child, and develops his speech.

A conversation teaches a child to think more systematically, express his judgments, connect facts, outline simple conclusions, it enriches him and strengthens his interest in surrounding life, develops observation skills. A conversation with a group of children unites them by common interests , makes the child interested not only in his own thoughts, but also in the statements of his friend, teaches him to speak and listen to others. And adults don’t always know how to do this.”

Preparing for the conversation.

- Before the conversation you need to find out what life experience The children have conversations about the topic and what specific impressions they received.

“Sometimes it is important for a teacher to find out what experience children have accumulated outside of kindergarten; find out what they think about a particular subject or phenomenon. For example, a teacher decided to take 5-6-year-old children to the forest, outside the city, for the first time. Quite naturally, he asks the children which of them was in the forest, what they saw there. The children have memories; everyone is interested in the upcoming excursion and new observations.”

— Before the conversation read to children fiction on its topic, conduct observations during a walk, look at pictures on this topic, that is, they contribute to the accumulation in the child of specific, accurate visual impressions on this topic.

Example E.A. Flerina:“This may be the case. Children on an excursion in the field, in the forest: they run, play, watch birds, insects, and pick flowers. Several children and their teacher sat down to rest on the lawn. Children are full of impressions. Everyone reports something interesting, something of their own, that they noticed. Asks questions to the teacher, demands clarification, listens with interest. The sound of a woodpecker is heard; Children listen and guess what it is. A bird flew by and landed nearby in the bushes. The children watch carefully, some of them sneak up to the bush and, when the bird flutters and flies away, they come running and tell what kind of bird it is. The children ask what it is called. The main goal of such a conversation is a live, direct exchange of impressions; the teacher uses it to push children towards richer, careful observation. A day or two after an interesting excursion, observation or reading a book that captivates the children, watching a movie, an alloscope, naturally, a conversation can arise.”

Conditions for successful conversation with children

First. Children's readiness to talk.“If children have enough impressions, if they are clear, vivid, and the children are interested in the topic, the result will be a successful conversation in which the teacher can organize the children’s impressions, the child’s attitude to certain objects and phenomena, deepen their interests, and broaden their horizons.”

“The more concretely and vividly children get new impressions on an excursion, when reading a book, looking at a picture, the more successfully and with great interest they will remember and talk about it in conversation.”

Second. Preparing the teacher for the conversation.“When a teacher firmly knows what results he expects from a conversation, what experiences he wants to evoke in children, what questions he will pose, what additions he will make, it is easier for him to build a plan, select material, illustrations and firmly direct children’s thoughts and interest.”

Topics of conversations with preschoolers.

Junior preschool age (3-4 years).“Children, when looking at a picture, usually have conversations that turn into a conversation about the life of the group, about nearby objects.”

Senior preschool age (5-6 years).“For older children, such conversations are more varied in content... The subject of conversation should be interesting travels, incidents in the lives of children, seasonal phenomena, days outstanding events our homeland."

“You need to talk with an individual child and a group about a wide variety of different topics. Conversations concerning children’s relationships with each other, with adults in the family, relationships between boys and girls, quarrels, and various issues of children’s behavior should also not be missed by the teacher, especially when it comes to older children.”

When selecting a topic, it is necessary to take into account the child’s thinking characteristics. The author gives a comical example of an incorrectly chosen topic and content of a conversation that does not take into account the concreteness and figurativeness of children’s thinking: “a kindergarten teacher was conducting a conversation about the origins of man. The children, when they came home, said: “Mom, you are a monkey, aunt said - everything comes from monkeys.” “And offended mothers came to the kindergarten to explain things to the teacher.

Mistakes in conducting conversations with preschoolers.

The main mistake in conducting conversations.

This mistake is also typical for us - modern adults who do not want to talk to children, but simply “give” them “ready” information for memorization. Or talk about something that the child did not see clearly, he did not receive life ideas, did not draw his own independent conclusions. In this case, in a conversation the child does not express his own opinion (he simply does not have one), but simply repeats after the adult.

This is what E.A. writes. Fleurina:

“For preschoolers, conversations without sufficient concrete impressions turn into a negative, purely verbal method. At the same time, the child does not acquire distinct ideas and learns to speak and make judgments about what he does not know.

Enrich childhood experience through the word, of course, is necessary. It is necessary to acquaint the child, especially at an older age (note - this means senior preschool age from 5 to 7 years), with what he cannot see, but what may interest him. But it is advisable to do this not through conversation, but through fictional story, reading, showing pictures, that is, through a living image; this gives children concreteness and clarity of vision. After this, a conversation is possible.”

Other typical mistakes in conducting conversations with preschool children.

First mistake. An adult chooses the wrong topic of conversation: “In practice, the teacher does not always think about the topic of the conversation. If there is nothing to associate it with, it does not evoke any memories in children - it is clear that there is no need to have a conversation.”

Example: “They do not require preliminary conversations... excursions are walks during which, as if by chance, the teacher and the children can come across very interesting new objects and phenomena. For example, on one of the excursions - walks into the forest, the teacher took the children to a place where he knew that the children would meet a squirrel. You don’t have to warn children about this: it’s even more interesting if they unexpectedly stumble upon a squirrel.”

Second mistake. Depriving children of activity and initiative. “The mistakes of educators in this case most often lie in the fact that they anticipate the experience of children and work through verbally what children can see with their own eyes. In this way, we deprive the child of the opportunity to proactively observe, we weaken the interest and activity of children.”

“You need to lead a child without taking away his initiative.”

An example of this error:“For a teacher, the most important thing is usually to get the desired answer, and not to force the child to think and figure it out. Therefore, when posing a difficult question, the teacher often prompts the answer right there. With this method, the teacher frees himself from the need to reveal the content in essence, being content with the children’s unconscious response, and inhibits the activity of the child’s thought. It also happens that the teacher misses the wrong answer, thereby reinforcing the children’s misconceptions.”

You will find examples of conversations with children in which this error is demonstrated below.

The third mistake is too much material in the content of the conversation, which causes fatigue for the children. “When planning conversations, the teacher should refrain from too varied and cumbersome material so as not to cause fatigue. A teacher who does not notice that the children are tired will, of course, ruin the conversation. If, moreover, the conversation does not captivate the children, they lose interest in conversations in general and are reluctant to gather: “Well, another conversation, I’d rather build!”

The fourth mistake is that during the conversation the adult addresses only active children and does not know how to involve all the children in the group in the conversation.

“A common shortcoming of a conversation is the teacher’s inability to involve all the children in it. Often the teacher in a conversation refers only to active group children. Often the teacher in a conversation addresses only an active group of children. This is wrong, since others thus lose interest, are not drawn into the conversation, and do not acquire the necessary speaking skills. It is necessary to involve all children in the conversation.

For children who are embarrassed to speak in a group, the teacher helps simple questions, emphasizes a successful word or expression of such a shy child: - That's right, interesting.

Children who are naughty during a conversation should be dealt with not by comments that distract everyone, but by paying close attention to them: such children should be seated closer, ask them questions more often, trying to draw them into the conversation, highlight their thoughts and statements, marking them as interesting.”

The fifth mistake is that the conversation does not deeply reveal the content of the topic: “A conversation cluttered with a large number various questions, but does not reveal them in any way. Such conversations do not give clear images, clear ideas. Children give standard answers to standard questions.”

The sixth mistake is rudeness of conversation: Conversations on moral, ethical, sanitary and hygienic topics should not be conducted during comments and reproaches!

An example of this error:“In one kindergarten, the teacher begins the conversation... with the sentence: “Children, look at your noses.” – Some of the children try to squint their eyes to see their nose. Next: - Why don’t you bring scarves? Be sure to bring it tomorrow (and does not explain that handkerchiefs must be clean). Then there are long conversations about the inability to use the restroom and a number of other questions and comments to the children. At the end, the teacher asks: “What will you bring from home?” – The children, having lost the thread of the conversation, answer: “I’ll bring a bun.” - I have a cup. “No need for buns, no need for cups,” the teacher gets angry, “bring some scarves.”

The confusion, congestion and rudeness of such a conversation, its extreme carelessness in relation to speech, its harsh tone, Bad mood teacher leads to the fact that children completely lose the thread of the conversation, impatiently wait for it to end and leave with a heavy aftertaste.”

Types of conversations (E.A. Flerina)

E.A. Flerina distinguished between the methods of carrying out two types of conversations– 1) a conversation related to observation and 2) a conversation that consolidates the children’s experience. She recommended conducting the first type of conversations with children starting from 3 years old. The second type is in the senior preschool age.

“Conversation – conversation during the excursion is accessible to all ages, starting with the youngest. It is easy for the child because it does not require concentration and immobility. The child does not get tired, as he constantly moves from one type of activity to another (moves, listens, looks, speaks). This type of conversation gradually teaches children to express their thoughts in a group, be interested in general conversation, and gradually move on to more organized forms of conversation.

In older preschool age... teachers in conversation set themselves more complex tasks: to focus children’s attention on certain objects, phenomena, to help observation and establish some connections between them... Such a conversation requires a calm environment and organization of children.”

Duration of the conversation.

“With young children, conversations based on pictures should be carried out in a small group. These conversations are very short, 2-3 minutes. Gradually, the conversations lengthen somewhat and become more organized.

In the middle and senior groups, the conversation sometimes lasts 15-20 minutes, depending on the material and the interest of the children, but the conversations should not be particularly prolonged.”

Time for conversation.

“If the conversation is given after the tour, it should not be held on the same day. Often after an excursion, children tend to play, build, construct what they saw or observed. This game needs to be given some space.

You should also listen to children's conversations and comments in order to understand how vivid and distinct the children's impressions of the excursion are. If the images are clear enough, the teacher conducts a conversation. Otherwise, you can make a second excursion and only after it conduct a conversation.”

How to start a conversation with preschool children?

The task of starting a conversation is“The beginning of a conversation is extremely important; its task is to gather children’s attention, arouse interest, and give direction to the conversation.”

“The beginning of a conversation should restore in children the images of those objects and phenomena that they saw. The teacher himself tries to vividly and figuratively imagine what happened, to arouse the activity of the children. Children will certainly begin to add and remember. The teacher skillfully organizes the children’s attention, and the conversation is interesting and entertaining.”

Good conversation starter“You can approach the conversation in different ways - from a memory, a story, a picture, a toy, from an object that is in the group and related to the excursion or the topic of the conversation. It is only important that the teacher, at the beginning of the conversation, directs the children’s attention to the appropriate images, arouses thought and ensures interest.”

An example of a good conversation starter:“One talented teacher sometimes began conversations with a story, in whose characters the children quickly recognized themselves. They showed great interest in the story, made their own additions and amendments, and the story turned into a lively, fascinating conversation.”

Wrong conversation starter– “The beginning was unsuccessful, built in the form of dry questions: “Where were we, what did we see?” - And what else? – What else did you see? This is boring and does not stimulate the imagination.” “It is known how screaming, jerking, and shouting interfere with children. They must be avoided by quickly starting the conversation itself.”

How to have a conversation with children?

“If, in terms of conversation, the teacher has successfully distributed the material, structured the conversation, taking into account the children’s experience and the growth of interest, it will proceed successfully and the teacher will only have to correctly alternate the children’s statements, involving all the children and giving their own “insertions.”

The purpose of these inserts- clarify the child’s thought, emphasize the image, bring clarity to the child’s judgment, arouse a new thought in children, direct the attention of a distracted child.

Depending on the topic, the availability of the material, and the composition of the group, the teacher directly participates in the conversation to a greater or lesser extent. At the same time, he should not suppress children’s statements».

How to end a conversation?

“The end of the conversation can be different. Sometimes the conversation directly turns into action (preparing for the celebration..., making jewelry, playing, drawing, etc.), sometimes it causes the need for new or additional observations (in older groups). No matter how it ends, it must satisfy the child without leaving him in a state of ambiguity.

But the conversation may not exhaust the issue. It’s good when it arouses a child’s new interest in further observation or visual activity or play.”

Features of the conversation - conversation on excursions with children and during observations.

“If you happen to have a conversation during an excursion, the teacher directs the content of the conversation depending on what and in what order the children notice and what they say - this cannot be foreseen in advance. Children unite in small groups - some leave, others approach, freely, without taking turns, express their thoughts, observe again, moving from place to place and acting.”

The purpose of an excursion or observation is the accumulation of experience, specific life impressions that the child will reflect in words.

An example of a correctly structured conversation is conversations with children while walking with children 3-4 years old.

“A group of three or four-year-olds went for a walk in the yard. The first snow is falling in large flakes. The children are delighted, catching snowflakes, raking them with shovels, tossing them, and clearing the path. They run up to the teacher and joyfully say: “Look, what a white star!” They press it with a warm finger: - No, the water (melted). - How fluffy! - throw snow on a shovel. - Oh, cold! -Will he melt? They crush the snow in their hands: “soft,” jump, spin and laugh: “Like a snowball, like a snowball!” And they spin again. The teacher tries to stir up the more lethargic children: “Vitya, carry this snow on a shovel into a pile there, slam it down well!” - Marusya, look at the star on my sleeve, take it, take it.

The children are joyful and active, everyone is in a hurry to report their observations.”

An example of an incorrectly structured conversation with children on an excursion:

“Children aged 6-7 went on an excursion to see the ice drift. They stopped in pairs far from the shore, despite the fact that the shore is fenced off and it is quite safe to come closer. Children are very interested: - Look, look, what it floats into, hits, stands, breaks! - The teacher is concerned about the children’s behavior: - Quiet, quiet, why are you shouting! – One of the children asked: “Where do the ice floes float?” The teacher began to explain how ice goes from this river to another, then to the sea, how ice melts, how water evaporates, how clouds form, where rain, snow, ice come from. At the same time, the teacher tried in every possible way to attract the attention of the children, tried to replace the excursion with a conversation, asked questions first to one, then to the other. And none of the children were interested in the conversation, everyone was watching the progress of the ice.”

Think about what mistakes this adult made during the excursion and conversation?

Check yourself - have you found all the errors? Reply E.A. Flerina: “The teacher was wrong to distract children from main goal- from observation. Everything new that a child sees, hears, touches, surprises him and absorbs his attention. It is necessary to give children time for this and help them to accept this reality. Only by clearly perceiving phenomena can a child think about their connection.”

“The mistake was also that the teacher is in too much of a hurry to give children a sum of knowledge, to draw conclusions, does not pay attention to children’s perceptions, he does not use conversation for its direct purposes, that is, to facilitate a more complete accumulation of experience. The exchange of opinions among children, children’s activity, questions, comments either interfere with the teacher, or are picked up and misused by him.”

“The teacher’s mistake usually lies in ignoring the emotional perception of the child, as well as in the unsatisfactory method of conducting excursions: the child is not allowed to observe, touch, feel for himself, but the more organs are involved in the process of perception, the clearer and more interesting the perceptions are for the child.

At the same time, some educators spoil the conversation - the conversation with the demand for external discipline, tension, forgetting that it is in in this case is of secondary importance, and the main thing is observation. The teacher should direct children to be active so that they move freely, examine, and act. This especially applies to excursions into nature, where children almost always feel at ease and free.”

How to use illustrative material during conversations?

The role of illustrative means in conversation.“Illustrative means greatly facilitate conversation, focusing children’s attention and making the conversation attractive. To do this, you can use a picture, photo, poster, any object, toy, or children’s work.”

Can illustrative material cause harm?“By being careless about showing pictures during a conversation, the teacher often harms the culture of children’s thoughts and imagination.”

“We must remember that visual material distracts the child - often the conversation turns into a primitive examination of pictures and stating what is drawn. This is quite appropriate in younger age. Children 6-7 years old can talk without pictures... If children have clear enough ideas and are interested even without pictures, it is important that they themselves remember the images, compare them, think, and ask questions. Overloading with the number of pictures can inhibit a child’s thoughts and expressions.”

How to use pictures during conversations with preschoolers?

E.A. Fleurina distinguishes two cases of using pictures during conversations: 1) when the entire conversation is built on illustrations, 2) when the illustrative material is only partially connected by the conversation.

In the first case using pictures in conversations her recommendations are:

A) “select a series of pictures in the required sequence, taking into account the growing interest of children,”

B) “when showing pictures in order one after another, it is important not to rush, giving children the opportunity to take a good look at the picture and talk about it,”

C) “to involve all children in the active participation”,

D) avoid lengthy explanations: “If the material is new, unfamiliar to children, then detailed explanations should not be made. The main attention should be paid to the subject itself, its appearance. Too much long delays explanations tire children, usually in such cases they demand: “Show me another picture!”

D) do not draw conclusions that are incomprehensible to children, but talk with children about things that are accessible to them, consolidate and emphasize the images of the picture:

“When talking with young children based on a picture, the teacher is often not content with fixing the image, but strives to give conclusions that are incomprehensible to the children. For example, children tell the story from the picture: “The cow is horned, mooing: moo, the cow has a tail, legs, milk; Aunty milks, I drank. - The teacher asks: - Is a cow a useful animal? - And, not receiving an answer, he sums up: - A cow is a useful animal, it gives us meat and milk. Regardless of age, in a hurry to provide educational material at any cost, the teacher talks to the child about things that are inaccessible to him, causing him boredom. As a result, after such conversations, children are reluctant to talk.

It’s another matter if, looking at the picture, children become interested, talk, point and name. The teacher asks one or two questions, emphasizes the image, individual details, and adds new, personal characteristics to the child’s characteristics.

To do this, you do not need to sit the children in a circle and require a sequence of statements. Children often answer a question several at a time; they are not yet listening to each other very carefully; but there's nothing wrong with that. It is important that children willingly, easily and freely express their thoughts. The teacher encourages them: - That's what Kolya said (repeats his words). Interesting said. “Hush, you can’t hear what Vanya is saying.”

In the second case of using pictures during a conversation E.A. Flerina recommends:

A) add a picture when it is necessary to clarify or supplement the children’s statements, do not show it to the children before: “The teacher, striving for the development of thinking, carefully monitors the children’s judgments, the correctness of the thoughts expressed and introduces illustrative material only as needed, when necessary complement, clarify or correct children’s judgment or revive their interest. Before this happens, the material should not be visible and distract attention.”

B) “The picture or object must be large enough. The teacher shows them so that all children can see.”

C) “In all cases, when a picture is shown for the first time, you need to give the children some time to look at it well and not rush into explanations. Children should be given the picture in their hands.”

Any picture or toy used in a conversation must be artistic:“Often you come across pictures that are cluttered with unnecessary objects that distract children’s attention, or the toy is rough or ugly. Such illustrative material will only confuse children and spoil their artistic taste.”

Fascinating material on speech development for preschoolers speech classes with kids on different topics (games, pictures, presentations, stories, fairy tales) You will find it in the sections of the site.

Summary of a lesson on speech development for children of senior preschool age (5-6 years old) “Interesting journey”

combined type"

Zheleznogorsk

Tasks:

Educational:

Teach children to give detailed statements and develop imagination.

Continue to expand children's knowledge about the animal world.

Provide children with the opportunity to participate in a general conversation, help them express their thoughts clearly.

Educational:

Strengthen the ability to classify animals by habitat.

Educational:

Cultivate a kind attitude towards animals and a desire to protect them.

To form a desire to communicate in the game with peers and with adults.

Vocabulary work: activate the words in children’s speech: animals, inhabitants (explain the meaning of the word “inhabitants, country road»).

Individual work: activate Artyom and Kristina in class.

Material for the lesson:

Demo: panel “Africa”, model of the house of three bears, panel “Forest”.

Dispensing: animal figurines.

Methods: verbal, game, practical.

Techniques: conversation, physical exercises, pure talk.

Progress of the lesson:

Organizational point: game "Fun Family".

Educator: Everyone sit down next to each other

Let's play nice.

Prepare your ears, eyes,

Let's begin our fairy tale.

I went to kindergarten today,

I found a ball for you.

Look, this ball is not simple, it has a letter. Let's read who it's from.

He opens the envelope and reads it.

“Dear guys, I’m an old forest worker, I’ve been living in the forest for a hundred years, and recently a misfortune happened to me. The animals of my forest are lost, help me find them.”

Guys, what animals do you think could have gotten lost from the forest of the old man - the forester?

Children's answers: fox, elk, bear, wolf, hare, squirrel.

How can you and I help the old forest man?

(find forest animals)

What type of transport is more convenient for us to travel?

(It’s inconvenient on a plane, since there is no place to land in the forest, etc. The children express their assumptions, the teacher supports the idea of going by bus).

Let's go by bus. There can be many children on the bus and there is a country road in the forest.

Guys, it’s inconvenient to go to the forest to the old forester empty-handed. I have a box, put the animals’ favorite treats in it: a carrot for a bunny, a pine cone for a squirrel, a fish for a fox.

(Children name what treat for whom).

Well done! We picked up a box full of treats.

(Children put objects in the box, naming them).

Now get ready for the trip. Sit down more comfortably, hold on tight. Let's go!

To make the journey less boring, let’s talk some rhymes:

Sa - sa - sa - a fox is running in the forest,

Su - su - su - it was cold in the forest.

We've arrived, come out. Stop "Confusion".

(Children look at the panel “Africa”, where animals of hot countries live, but also animals of the taiga “live”).

What animals do you see?

What do you think, is everything correct here?

(No, because there are still animals of the taiga here).

These are probably the animals of the old man, the forester. Let's take them with us. But before we go any further, let's play.

Fizminutka:

On a hot day along a forest path

The animals went to water.

Who's behind the mother elephant? (baby elephant)

Who followed the mother lioness? (lion cub)

Who was following the mother tigress? (tiger cub)

Zha-zha-zha - the hedgehog has needles.

Zhi - zhi - zhi - hedgehogs live here.

(children pronounce pure sayings together with the teacher).

We've arrived! Stop "Fairy Tale". Does an old forester live here? (no) The stop where the old forester lives is called “Lesnaya”.

Near the forest on the edge,

Three of them live in a hut.

There are three chairs and three mugs,

Three beds and three pillows.

Guess without a hint

Who are the heroes of this fairy tale?

(children give the answer: three bears).

Look carefully and tell me who is the odd one out in this fairy tale? (fox, wolf, hare). Why?

Remember and tell me, in which fairy tales does the fox live? (“Teremok”, “Kolobok”).

Let's play with the wolf and the hare. The wolf is evil, and the hare... (children answer kind). The wolf is brave, and the hare... (cowardly), the wolf is gray, and the hare... (white in winter).

Guys, the animals from fairy tales know how to play, which means they live in a forest clearing with an old man - a forester, we take them with us on the journey. Let's go.

We've arrived. Stop "Lesnaya". Does an old forest worker live at this stop? (Yes).

Where is he?

Old man - woodsman: I'm here, waiting for my assistants. What will you please me with? (we brought you your forest animals).

Very good. Place them in my clearing (children distribute the animals in the clearing).

I'm so glad that my clearing has come to life, and I want to play with you. Tell me what my friends like to do?

What is the bear doing? (sleeping, sucking paw).

Where does the squirrel live? (in the hollow). And the bear? (in the den). Fox, wolf? (in the hole).

Well done, you know and can do everything. Thank you for your help.

Educator: Guys, do you think we coped with the request of the old man - the forester? (yes, we found his animals and settled them in a forest clearing).

Old man - woodsman: And from me I give you a treat. (Gives the children lollipops)

Educator: It's time for us to go back to kindergarten. Let's say "Goodbye" to the old forester.

We take our seats on the bus. Let's go.

And here is our group.

Let's stand up, children, stand in a circle.

I am your friend, you are my friend.

I thank you all

I give you all gifts.

Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and a group of children on a specific topic.

The meaning of conversations:

In conversations, the children’s knowledge is systematized and previously accumulated facts are analyzed.

It is known that conversation active method mental education. the nature of communication encourages the child to reproduce not random, but the most significant, essential facts, compare, reason, generalize.

Together with thinking in a conversation, speech is formed: coherent logical statements, value judgments, figurative expressions.

The ability to answer briefly and broadly, accurately following the content of the question, listen carefully to others, supplement and correct the answers of comrades, and ask questions yourself is being developed.

Conversation - effective method activating children's vocabulary. It is desirable that the teacher’s speech statements account for only 1/4-1/3 of all statements, and the rest falls on the children.

Conversations have educational value. The ideological and moral charge is carried by the correctly chosen content of the conversation (What is our city famous for? Why can’t we talk loudly on a bus or tram? How can we please our kids?).

Conversation as a teaching method is practiced mainly in older groups. Certain topics are available to children in the middle group (several general lessons - conversations about the seasons of Gerbov).

2. Topics and content of conversations

Content is determined by a program for familiarizing children with their surroundings: familiarization with everyday life, people’s work, events in social life, and the activities of children in kindergarten (games, work, mutual assistance, friends). The content should contribute to solving the problems of comprehensive education, accessible, psychologically close preschooler. Conversations flow lively and naturally, hold the child’s attention, and activate his thoughts if the program material for which the conversation is conducted is understandable and close to the children’s experience.

Each conversation should convey something new: either provide some new knowledge, or show the familiar in a new light. The content of the conversation should be phenomena that are familiar to the child, but require additional explanations, raising the child’s knowledge to a higher level.

Topics of conversations determined by the specific objectives of educational work with children, their age .

Sample Topics:

Themes reflecting the phenomena public life: “Our kindergarten”, “Minsk is the capital of our Motherland”, about the school, about hometown, about what they saw at the post office, etc.

-Labor topics: the work of parents, kindergarten employees, the work of a postman, a builder: the results of labor, labor processes (how clothes are sewn, fruits and vegetables are grown); housework of mothers and grandmothers.

-Conversations reflecting the work of the children themselves: “We are on duty,” “How we help mom,” “What we grew in our garden.”

-Conversations about the use of technology in homework: “What cars help do in kindergarten”, “How machines help build a house”, “What people drive and transport goods”, “What river transport we saw on our river”.

-A series of conversations on everyday topics: about toys, dishes, clothes, school and washing supplies.

-Conversations about nature: “Our park in spring”, “Wintering and migratory birds", "Seasons", "Fruits and vegetables".

-Conversations on moral and ethical topics: about the culture of behavior, “Respect the work of your elders,” “Be a good friend.” (with children of older age)

3.Classification of conversations:

Beginning of form E. A. Flerina classified conversations based on from didactic tasks. She identified three types of conversations.

1. Introductory conversation, organizing children for one or another type of activity. Goal: to create interest in the upcoming activity. D.b short, emotional.

2. Conversation accompanying activities and observations of children. Purpose: to maintain interest in observing or viewing, to provide full perception objects and phenomena, help to gain clear knowledge. They are carried out during walks, excursions, observations. They activate different analyzers and consolidate ideas in words.

3. Final conversation, clarifying and expanding the experience of children ( generalizing, final) Goal: consolidate, deepen, systematize children’s knowledge and ideas. It promotes the development of dialogic speech (question-answer)

M. M. Konina identifies two types of conversations that complement the classification of E. A. Flerina. Based on them put the material(picture, book) in connection with which the conversation is being held.

In terms of content We can roughly distinguish between conversations of an educational nature (about school, about one’s hometown) and ethical ones (about the norms and rules of behavior of people in society and at home).

4. Teacher training to the conversation:

It is necessary to choose a topic, select content and tasks taking into account the age of the children and the volume of the vocabulary;

Need to prepare

1) plan

2) questions for the conversation

3) children’s approximate answers

It is necessary to prepare in advance the materials (pictures) necessary for the conversation.

Preliminary work for the conversation, ind. approach

It is possible to systematize knowledge in a conversation provided there is a clear, consistent arrangement of the material, i.e., with its correct structuring.

5. Conversation structure

A )Start a conversation. Its purpose is to evoke and revive in children’s memory previously received impressions, if possible figurative and emotional. This can be done in various ways: using a reminder question, asking a riddle, reading an excerpt from a poem, showing a painting, photograph, or object. At the beginning of the conversation, it is also advisable to formulate the topic (goal) of the upcoming conversation, justify its importance, and explain to the children the reasons for its choice.

Main part of the conversation can be divided into micro-topics or stages. Each stage corresponds to a significant, complete section of the topic, i.e., the topic is analyzed at key points. First, the most significant difficult material is identified. When preparing a conversation, the teacher needs to outline its stages (micro-topics), that is, highlight the essential components of the concept that will be analyzed with children.

At this stage, children are consistently asked questions (search and reproductive) that activate their thinking and speech activity. The teacher gives explanations, confirms the children's answers, generalizes them, makes additions and amendments. The purpose of these techniques is to clarify the child’s thought, to more clearly emphasize the fact, and to arouse a new thought. Children are given new information in order to clarify or deepen their knowledge about the essence of a phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poetry, riddles, visual material, the participation and activity of all children in the group.

Ending the conversation characterized by a certain completeness. Most often it is associated with generalizing conclusions throughout the conversation. The ending of the conversation may be different depending on its nature and content (examining handouts, reading poetry, performing game actions)

If the conversation is educational in nature, the children or the teacher make a generalization (final story). An ethical conversation can be ended with an installation to follow the rule: “. Polite children will never forget to say hello first. Always remember this."

6. Methods and techniques of conversation:

1) The main technique in the methodology for its implementation is questions. The effectiveness of the conversation depends on the skillful selection and formulation of questions. Depending on what kind of mental task the question contains, we can distinguish two groups of questions.

Questions, requiring a simple statement– naming or describing phenomena, objects, facts familiar to the child; those. he must accurately name the object, its parts, highlight characteristic features(who? what? where? when? which?). This reproductive issues.

For example, in a conversation about winter, they can be formulated as follows: what trees are there in winter? What is the weather like in winter? What month is it now? Is this the beginning of winter or the end?

Another group of questions – search engines– aimed at revealing accessible to the child connections between objects and phenomena. Such questions require some logical operations, activation of mental activity, ability to compare, compare and evaluate; generalize, draw conclusions and conclusions; establish cause-and-effect, temporal and other connections and relationships (why? why? why?).

In the same conversation about winter, they may sound like this: why do rivers and ponds freeze in winter? How do people escape the cold? Do you know what changed in nature in February? Why do you love winter?

Do questions that require inferences, conclusions, generalizations need careful, precise formulation? Requires a certain amount of children's knowledge.

Depending on the completeness and degree of independence in the disclosure of the topic, we can distinguish main and auxiliary(suggestive or suggestive). In the conversation “Who builds the house?” the teacher asks another question: “We forgot something else, without which it is impossible to good home. What is this?" The children are silent. Then a leading question is asked: “What is needed to prevent rain from pouring into the rooms?” (Roof)

2) instructions (tell me in detail)

3 ) generalizations,

4) explanations, explanations

5) generalization

6 ) teacher's story

7) visual display (short-term) - toys, objects, paintings)

Beginning of the form

8 ) reading thin. literature (riddles, proverbs)

The effectiveness of the conversation largely depends on the teacher’s ability to purposefully lead children, guide children’s thoughts and intensify speech activity

C) Lessons - conversations

The methodology determines in what age groups Conversations are held. In relation to younger preschool age, conversation is used in the process of gaining experience. The conversation is accompanied by looking at toys and pictures.

In middle preschool age, conversations are predominantly used that accompany the acquisition of new knowledge, accompany observations (what objects are made of, our clothes, washing utensils) and excursions (what the postman does).

In older preschool age, all types of conversations are held.