Specifics of conversations with children of the second and third year of life. The content of conversations with children is visual and based on the children’s personal experience.

Types of conversations and their purpose. Requirements for the content of conversations for children of different age groups. Structure of the conversation. Characteristics of questions as the main techniques of conversation.

1. Conversation and conversation as two ways verbal communication people are the most important methods for developing children’s coherent speech from dialogue to monologue.

Talk with children in the first year of life promotes the development of imitation (in the form of babbling) and understanding of speech (developing a connection between an object, an action and a word). To develop imitation in a conversation with children, you should repeat the same or similar syllables (mother, aunt), it is good to use the technique of roll call with the child, and melodious pronunciation of words. The development of speech understanding in children is associated with the emergence of primary orientation in the environment, with the ability to perform some simple actions in the process of conversation with an adult (show, give, on, sit, make pats). The most common technique for developing speech understanding is asking a child: “Where is something?” In response, children by the end of the first year of life can show 6-8 objects. With speech, the adult accompanies all the child’s actions and games: washing, feeding, dressing, playing with toys, folk nursery rhymes “Ladushki”, “Magpie”, etc.

The second year of a child’s life is a period of intensive formation of all aspects of speech. The development of speech understanding (from understanding individual words and phrases to understanding the plot of a short story or fairy tale) is based on familiarization with surrounding objects. Therefore, when talking with children of the second year of life, you should pay attention to the qualities, condition, purpose of objects: “I have a small car, and you have a big one,” “The apple is red, sweet.” Improving the understanding of speech is facilitated by the complication of children’s orienting activities, which are developed in conversation: “Show the nesting doll,” “Find the doll,” “Where is the cockerel?” First, children answer the adult’s questions with action or onomatopoeia: “Tell mom thank you” (the child nods his head), “How big will you grow?” (the child stands on his toes and raises his hands up), “Call the cat” (kitty-kitty). To teach a child to answer questions, when asking them, you must first answer the adult himself: “What does Katya eat? Porridge? Such questions, followed by an answer, are asked to the child throughout the day: when dressing, going to bed, during games. First, the child can repeat the answer after the adult, and then he will be able to answer himself in a situation familiar to him.

Particular attention should be paid to developing children's understanding of instruction words: say, repeat. When talking with adults, children happily repeat individual words and phrases. However, difficulties may arise here if the child is accustomed to accompanying the conversation by showing toys or pictures. Therefore, it is necessary, repeating the words “say, repeat” in a calm tone, to ensure that the child focuses his attention on the adult’s face, listens and responds. It is important to teach children of the second year of life to express their desires when talking with adults. in different words“give”, “may I”, “drink”, “go”, etc.

In the third year of life, children begin to communicate with each other, therefore, in conversations with adults, they learn those forms of communication, which they then transfer to situations of communication with peers. In a conversation with adults, the planning function of speech begins to take shape: “I will draw a house,” “I will be a mother, and you will be my daughter.”

Children of the third year of life actively become acquainted with the qualities and properties of surrounding objects and phenomena. When talking with children day after day, you should avoid using monotonous words and expressions. For example, instead of the usual word “hot”, you can say: “The tea is hot, wait until it cools down.” It is necessary to express the same thoughts in different ways; this not only helps to enrich children’s vocabulary, but also expands and deepens their understanding of the world around them. Children begin to compare, contrast various objects and phenomena, and establish connections between them. Therefore, any requirement or instruction must be explained to the child: “Put on mittens, because it’s cold.” This is how they teach the child to motivate his requests and desires: “First I’ll play a little, then I’ll eat.”

In children of the third year of life, the need to talk with adults increases significantly. In a conversation with an adult, a child best perceives individual appeals: “Katya, go wash your hands,” “Tanya and Sveta, help Petya collect the toys.” Children may not pay attention to phrases like: “Children, go wash your hands” or “Let’s collect the toys together.”

Children often use speech as a means of communicating with each other in games in pairs or with a small number of participants. But children are not always able to agree and distribute roles and playing responsibilities. Therefore, direct or indirect participation of an adult is necessary.

Thus, a child’s conversation with adults and peers contributes to the development of speech functions (communicative, regulatory, cognitive) and the formation of various speech skills (answering a question, denoting objects, actions, signs with words, constructing phrases and simple sentences).

2. Conversation- This is a purposeful discussion with children of any phenomena. Conversation is an active method of teaching children to become familiar with the world around them and one of the most effective verbal methods in the development of children's speech. The rationale for conversation as a method was given back in ancient Greece by Socrates and Plato for teaching rhetoric and logic to young men. For the first time, the use of conversations in preschool education was proposed by Ya.A. Komensky and I.G. Pestalozzi. E.I. attached great importance to the conversation. Tikheeva. She meant a conversation as an organized, systematically conducted speech lesson, the purpose of which was to deepen and systematize the ideas and knowledge of children.

Conversation for children preschool age is a means of systematizing and clarifying children’s knowledge. During the conversation, the adult guides the children’s thoughts with his questions, leading them to comparisons, generalizations, and conclusions. The value of the conversation lies precisely in the fact that the child is taught to think logically and reason, and this is necessary for further education at school. The development of thinking is closely related to the development of coherent speech skills. In a conversation, the child is taught to clearly express his thoughts in words, and develops the ability to listen to his interlocutor.

The content of the conversation should be close and accessible to children. The teacher’s mistake is the desire to give children as much new and complex material, which children cannot understand and assimilate, so they become distracted and deviate from discussing issues. The most effective technique is to fragment information: new information is given in small parts – “segments” – during the conversation, based on personal experience children. The technique of “speech segmentation” allows you to conduct conversations lively and naturally, to achieve children’s activity.

The younger the child, the more conversations should be related to his direct observations. With older preschoolers, it is necessary to go beyond the scope of immediate personal experience in conversation, but the knowledge should be elementary and contribute to the child’s active mental activity.

Visual materials (objects, toys, paintings, models, etc.) are of great importance in organizing and conducting conversations. The teacher needs to think through the logic of sequential examination of visual material, as well as questions, explanations, and tasks for children.

Conversation structure traditionally includes three parts. In the first (introductory) part, children need to provide living image, therefore, you can start a conversation by looking at visual material or memories of phenomena close to the child’s life experience. In the second part (main) it follows analysis phenomena and facts discussed, highlighting the most significant features on the basis of which it is necessary to bring children to conclusions. The third part (final) is aimed at generalization, systematizing children’s ideas, contributing to the development in children of the necessary attitude towards the phenomena under discussion and proper behavior.

The main method of conversation is questions. The sequence of questions and their formulation are important for success. In this case, it is necessary to take into account the individual characteristics of children. Most often, the teacher uses questions that require simple naming of objects, descriptions of their properties, and actions with them. At the same time, the child states the facts known to him - names and describes the material that he perceives directly. Questions like “What is this?”, “Which one?”, “What does it do?” can be asked to awaken children's memories of previously seen objects or events; they stimulate mental activity and activate the child’s speech.

The most difficult questions for children are those that involve establishing cause-and-effect relationships (“when?”, “why?”). Sometimes children cannot answer such a question because it is very general, then the wording of the question should be specified. For example: “When do the birds fly?” - the question is not clear, as a rule, children are silent when clarifying: “When do the birds fly - in spring or autumn?” the children answer: “In the spring.” Main task questions - to encourage children to engage in independent logical reasoning, which is expressed in phrases and detailed sentences.

Particular attention should also be paid to the questions that children themselves ask. Unfortunately, in practice, the conversation often turns into a monologue-story by the teacher or a one-sided survey of children. However, it is very important to encourage children to ask questions, to provoke a lively exchange of opinions, to lead children to the right conclusions and conclusions. Thus, during the conversation, children learn to listen to the opinions of others, stick to the general topic of the conversation, ask clarifying questions, thereby improving effective communication skills.

Thus, conversation as a method of active cognition of the world around us contributes to the development of all aspects of a child’s speech: lexical, grammatical, phonetic, as well as coherent speech.

Literature

1. Lyamina, G.M. Speech development of an early age child: methodological manual / G.M. Lyamina. – 2nd ed. – M.: Iris-press, 2006. – 96 p.

2. Starzhinskaya, N.S. Teaching children to tell / N.S. Starzhinskaya, D.M. Dubinina, E.S. Belko. – Minsk: Adukatsiya i vyakhavanne, 2003. – 144 p.

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 typical for 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 help the child accumulate 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).“With older children, such conversations are more varied in content... It should be made the subject of conversation interesting travels, incidents from 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 older 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 have 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 to accumulate 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. The children are very interested: “Look, look at what it’s floating in, hit, stands there, cracked!” - 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 in distracting the children from the 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 object 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 available 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, 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.

Completed by teacher of the 1st category of MBDOU d/s No. 36 of Taganrog Teslenko E.N.

Tasks:

• To promote the formation of the ability to independently construct a coherent and expressive speech statement using a diagram.
• Improve grammatical structure speeches (agreement of adjectives with nouns in gender, number, case).
• Practice selecting definitions for nouns, keeping children active and encouraging the formation of definitions from two words (long ears - long-eared, long legs– long-legged, short tail– short-tailed, eats grass – herbivore, slanted eyes – cross-eyed), develop grammatically correct speech, based on answers to questions.
• Develop imagination logical thinking, attention.
• Promote the formation of correct posture.
• Activate vocabulary: herbivore, carnivore, omnivore, scanty.
• To promote the formation of interest in the nature of the native land.

Materials and equipment for the lesson:

Images of wild animals, birds, models of forest trees, reproductions of forest paintings, a reference diagram for writing a story about forest animals, a ball, a cassette with the voices of forest birds, a tape recorder, a magnetic board, a Dunno doll, didactic game "Guess whose" .

Preliminary work:

Looking at illustrations of wild animals and talking about them.

Stories: L.N. Tolstoy "Lambs and the Wolf" , V. Bianchi "Bathing bear cubs" , A.K. Tolstoy "Lisa Patrikeevna" , E. Charushin "Wolf" , "Bear and cubs" , N. Sladkov "The Fox and the Hedgehog" , "The Fox and the Hare" , G. Snegirev "Little Bear" .

Didactic games: “When does this happen?” , “Whose house is this?” , “Who eats what?” , "Who's lost?" , “Guess who it is?” , "Guess whose" .

Games - dramatization: B. Zakhoder "Hedgehog" , S. Marshak "The Hedgehog and the Fox" .

Methodical techniques:

• clearly - effective (demonstration, illustration)
• verbal (explanation, clarification, telling)

Practical (game).

Progress of the lesson.

Educator: - Guys, do you like to travel? (Children's answers).

Listen to the riddle and guess where we will go:

The hero stands rich,

Treats all the guys:

Vanya - strawberries,

Tanya - bones,

Mashenka is like a nut,

Petya - russula,

Katya - raspberries,

Vanya - a twig!

(Forest)

(Children's answers).

Educator: - That's right. Let's close our eyes and hear the magical sounds of the forest. (Recording sounds "sounds of the forest" ) . Guys, we can not only enjoy the sounds of the forest, but also admire its beauty.

While you are admiring the pictures, let's listen to a poem about the forest. (Child reads).

“Walk!” - beckoned

Forest path.

And so he walked

Along the path Alyoshka!

After all, in the summer in the forest

Interesting, like in a fairy tale:

Bushes and trees

Flowers and frogs,

And the grass is green

Softer than a pillow!

Dunno: - Hello, guys! You know, I saw a red wolf in the forest, he was sitting under a bush and trembling, and he also had long ears. (children laugh)

Educator: - Does a wolf have long ears, is it red? Dunno, you've probably got something mixed up. We will now tell you about the forest inhabitants.

(children's stories according to the scheme: who, appearance where he lives, what he eats, what he fears

Educator: -Tell me, if a hare has long ears, how can you say it in one word? (long-eared)

Can you say about the hare – long-tailed? (reasoned answers from children) So what is he like? short-tailed or they say stubby (ask the guys to repeat the word "short" and give him an explanation)

Well, Dunno, do you remember the forest animals?

Dunno: - Yes, thank you guys!

Educator: - I suggest you get up and walk through the forest.

Let's walk through the forest together (physical minute).

We walk through the forest together,

We are not in a hurry, we are not lagging behind.

Here we go out into the meadow. (Walk in place.)

A thousand flowers around! (stretching arms to the sides.)

Here is a chamomile, a cornflower,

Lungwort, porridge, clover.

The carpet is being laid out

Both right and left. (Bend over and touch your left foot with your right hand, then vice versa.)

Hands stretched to the sky,

The spine was stretched. (Stretching - arms up.)

We all had time to rest

And they sat down again. (Children sit down.)

Dunno: -Even though I’m confused with animals, I know a riddle about them that you’ll never guess.

-Whether you believe it or not:

An animal ran through the forest.

He carried it on his forehead for a reason

Two spreading bushes. (deer)

That's right, how smart you are!

Dunno: -I want to invite you to play another game, it’s called “Whose tail, whose head?” "

(When presenting pictures to children, Dunno “accidentally scatters them”). -Oh! Guys! What should I do? Please help me collect them. (Pictures depicting tails and the animals whose tails these are)

Whose tail does the bear have? -bearish

whose paw? - bearish

Whose ear? - bearish

Whose paws does the hare have? - hare

Whose tail does the fox have? - fox

Whose needles does the hedgehog have? - hedgehogs

Whose head does the wolf have? - wolf

Whose ear? - wolf

Whose back? - wolf

Whose antlers does the deer have? - deer

Children attach tails and heads according to their purpose, explaining why they did so.

Educator: - It’s good in the forest, take care of its beauty. What proverbs and sayings do you guys know?

Living near the forest means you won't be hungry.

To be afraid of wolves, not to go into the forest.

The forest waters, feeds, clothes, shelters, warms.

Those who love and know the forest, it helps.

Forests protect from the wind and help the harvest.

Educator: -Guys, do you think you know everything? Where else can you learn even more about the forest and its inhabitants? (children's answers).

Dunno: - How much do you know! How interesting it is with you! I learned so many interesting things, but unfortunately it’s time for me to go, goodbye!

LITERATURE:

1. Nikolaeva S.N. Environmental education program for preschoolers M. New school 1993
2. I.A. Ryzhova “Our home is nature” .
3. Bidyukova G.F. – Blagoslonov K.N. Programs for out-of-school institutions. M. Enlightenment 1995
4. Podyakova N.N. Intellectual education of preschool children.
5. Zebzeeva V.O. About the forms and methods of environmental education for preschool children // Preschool education, 1998, No. 7, p. 45-49.
6. Nikolaeva S.N. Communication with nature begins from childhood. Perm 1992
7. Vinogradova N.F. Nature and the world around us. M. 1992
8. Development of speech in preschool children /Ed. F. Sokhina – M.: Education, 1984.

Summary of GCD for children senior group

Educational area: "Cognition"

Speech development lesson

Topic: Conversation “About polite words and polite actions”

Target: teach children to speak coherently from experience and observations about polite actions.

Software tasks:

Educational: strengthen politeness skills;

Educational: develop intonation expressiveness speeches;

Educational: cultivate a sense of respect for people and goodwill.

Venue: group room in Preschool educational institution for children garden No. 5.

Preliminary work:

The works were read: “Just an Old Lady” and “The Magic Word” by Oseeva, “This is Us” by Kardashova, looking at the colorful illustrations for these works with the children.

V everyday life observed the actions of children, about which individual conversations were held, in which the children were encouraged for polite actions.

We watched a series of cartoons about polite actions “Uncle Styopa” by S. Mikhalkov, “What is good and what is bad” by V. Mayakovsky and the fairy tale “Twelve Months”.

Vocabulary work: activate words in children’s speech (politeness, thank you, please, hello, goodbye).

Progress of activities:

Children are in a group room at a preschool educational institution.

Educator: Today guys, we will talk about polite actions. We read stories, poems, watched cartoons. And today we will remember these words and actions.

Educator: What polite words do you know?

Children: Hello, goodbye, thank you, please.

Educator: In what cases are these words spoken?

Children: After meals, for assistance provided, at meetings, at requests, saying goodbye.

Educator: How should these words be said?

Educator: Which story talks about a polite, magic word?

Children: In the story "The Magic Word".

Educator: What was the boy like before he met the old man? What has he become? How did his family begin to treat him?

Children answer with complete answers. The teacher encourages children for correct answers and attracts those who are inactive.

Finger gymnastics “Polite words”.

(Children repeat the words and movements after the adult, stretch their arms forward with their palms up, clench their fingers into fists and unclench them)

Preliminary work: reading N. Nosov’s book “Dunno and His Friends”; coming up with rhymes for the proposed words; plot drawing “New Year's party in kindergarten”; conversations with older children about winter.

Material: wand; cards-schemes (eye, hand, mouth, child doing exercises) a beautiful envelope decorated with flowers, a letter, a snowflake, cards-schemes: words: (winter, blizzard); images (sleds, little lambs, snowman, Christmas tree, bee, bunny, icicle, ball, Smesharik, Santa Claus, bag, candy, garlands, watch, scarf, bouquet) (Appendix 2).

Tasks: using games with sounds and rhymes, diagram cards; consolidate the ability to regulate the strength of the voice, the pace of speech, and develop clear diction; cultivate the ability to listen and hear the teacher and peers, the desire to engage in children's word creation.

Progress of the lesson

The lesson begins with the communicative game “Greeting”.

Educator (V.). Guys, I would like everyone to say hello to each other.

Children, standing in a circle, say their names: first girls slowly, boys quickly, then girls quickly, boys slowly.

IN. Today we will talk about winter. And cards-schemes will help us.

The teacher shows a diagram with an image of an eye.

IN. The card reminds us of eye exercises.

Conducted visual gymnastics with a magic wand.

The stick rises

Rotates slowly

It will sway left and right,

It lies on the table and turns off.

The teacher shows a diagram with a picture of a hand.

Conducted finger gymnastics(at the teacher's choice).

The teacher shows a diagram with a picture of a mouth. Offers children a game to develop clear diction.

Peter walks with one hammer, one hammer, one hammer.

(Children fist bump right hand along the knee of the right leg.)

Peter walks with two hammers, with two hammers, with two hammers.

(Children knock the fists of both hands on the knees of both legs.)

Peter walks with three hammers, three hammers, three hammers.

(Children knock the fists of both hands on the knees of both legs and stomp with one foot.)

Peter walks with four hammers, four hammers, four hammers.

(Children knock the fists of both hands on the knees of both legs and stomp with both feet.)

The teacher shows a diagram with an image of an envelope.

IN. We received a letter, but I don’t see it anywhere.

Children search and find the letter from Flower City using a group map. The envelope contains a message from the poet Tsvetik.

I am a poet, my name is Tsvetik,

From me to you all...snowflake!

The teacher takes out a snowflake from the envelope.

IN. In my opinion, Tsvetik made a mistake. Which one?

Children. The poem came out without rhyme.

IN. Do you know what rhyme is?

Children. Words that sound similar at the end of lines.

IN. Come up with a rhyme for the words: Christmas tree, sleigh, icicle, bag, flower, ball. (It is important to focus children’s attention on the rhymes that will sound in the poem: icicle - whistle, Christmas tree - bee, sleigh - lamb, ball - smesharik.)

The teacher shows a diagram depicting a person performing gymnastics.

Physical education minute.

Snow fluff, white fluff.

Everything, everything, everything is fluff all around.

Pooh on hats

Fluff on the lips

Pooh on the edges

Fluff on fur coats.

Down covered his forehead and nose.

Who did this?..

Father Frost.

Children perform movements in accordance with the text.

The snow was falling, falling, falling and came to the field,

(Walk around the group, waving your arms back and forth.)

He made a snowdrift as tall as a skyscraper,

(Raise your hands up and join.)

(Easy running around the group.)

The snow fell, fell, snowed, and came to the forest.

(Walking, waving your arms.)

Swung on the branches

(Swing your arms back and forth.)

Met a fox

(Lean forward, arms back.)

Made snowdrifts in the thicket

(Walking around the group.)

IN.(draws the children’s attention to the fact that in the envelope there is another letter from Tsvetik, reads). “Dear boys and girls, I wanted to write you a poem about winter, but I got sick. Do you know “winter” words? »

Game« Chain of words».

The first child says the word “snow”, the second repeats it and says his word, etc.

Let's try to write a poem, guys? Let's look at the cards sent by Tsvetik.

Children explain why this word was chosen by Tsvetik for winter poem. On the cards “winter” and “blizzard” are written in letters, the children read them.

IN. Why is there a bunny on the diagram?

Children. His winter coat is white as snow.

IN. Where did the bee come from in winter?

Children. On New Year's party Julia was in a bee costume.

IN. Is watch a “winter” word?

Children. When the clock strikes twelve times, New Year begins.

IN. Do we need a scarf in winter?

Children. A scarf is part of winter clothing.

IN. On the cards there is an icicle-whistle, a ball-smesharik - just funny rhymes, we will try to use them.

When all the cards have been reviewed and sorted out, the teacher begins to read a poem written in advance, while moving the pointer over the pictures that are appropriate in meaning so that the children understand: they are the ones composing the poem. Having used all the word cards, he reads out the resulting work together with the children.

White, fluffy winter has come to us.

And she brought many surprises.

A sleigh rides down the hill and carries little lambs,

This snowman is used to making jokes like that.

And a bee appeared under the green tree.

It was Yulia who dressed up and started dancing with the blizzard.

The icicle danced here, and the ball danced,

The whistle whistled loudly and Smesharik shouted:

Where is our Grandfather Frost? Where is his bag?

Tell it to us, snowman friend.

And in the bag for everyone there are candies, and garlands, and watches,

Don't forget to hide all your noses in a scarf this winter.

We wrote funny poems for you, Tsvetik.

Come visit in the summer and bring a bouquet.

IN. I think we have a wonderful poem. We will draw “winter” pictures and send them to Tsvetika, let her rejoice and get better.

The teacher praises the children and thanks them for their efforts.