Smirnova’s in-depth analysis of psychological, linguistic and pedagogical literature gave grounds to highlight the main theoretical positions on which experimental learning was built. Studies that reveal the role of visibility in the system of work to improve the content and methods of teaching were studied especially deeply. The need to use visualization in the system of work on the development of speech in preschool children is generally recognized. Jan Amos Comenius also said that introducing children to objects and their images develops “perception of feelings.” K.D. Ushinsky spoke especially passionately about the role of visibility in the development of observation, thinking, and the “gift of speech.”

Modern psychologists associate the use of visualization with the formation of specific ideas and concepts, enrichment of sensory experience, as well as with the development of perception, figurative memory, logic of thinking, imagination, the ability to search for the most accurate and expressive language means (A.N. Leontiev, N.I. Zhinkin, V.V. Davydov, D.N. Bogoyavlensky, V.A. Artemov, Z.M. Istomina, L.A. Wenger, O.M. Dyachenko). Many researchers have noted that in the development of visual and musical creativity, artistic and speech activity, perception and imagination play an important role (L.S. Vygotsky, A.V. Zaporozhets, B.M. Teplov, E.A. Flerina, N.P. Sakulina, N.A. Vetlugina, K.V. Tarasova, T.G. Kazakova). Psychologists and teachers emphasized that in preschool age it is necessary to develop active forms of perception.

E.I. Tikheeva carefully developed a methodology for the development of speech and, in particular, the use of pictures as a factor in the mental development of preschool children. She noted that “looking at pictures in early childhood has a triple purpose: 1) exercising the ability to observe; 2) encouraging intellectual processes accompanying observation (thinking, imagination, logical judgment); 3) developing the child’s language [Tikheeva, 1981, p. 72 ].

Developing Tikheyeva’s positions, many researchers consider picture storytelling as an effective means of developing coherent speech in preschoolers (L.A. Penyevskaya, O.I. Solovyova, M.M. Konina, E.P. Korotkova, A.M. Borodich, I. B. Slit). Solovyova recommended teaching how to compose stories based on a series of plot pictures, where the plot is revealed gradually. Konina has developed guidelines for the use of different types of pictures and requirements for them. She emphasized that it is the plot picture that should be used for the development of coherent speech in preschoolers. Pedagogical research on teaching storytelling from pictures has helped develop content, methods and techniques for working with pictures, and has shown their role in the development of logical thinking, attention, imagination, and coherent speech. In practice, kindergartens use a series of pictures developed by O.I. Solovyova, E.I. Radina, V.A. Ezikeeva, E.O. Baturina, Yu.S. Lyakhovskaya, G.A. Tumakova, V.V. Gerbova and others.

Yaroslavl State Pedagogical University

them. K.D. Ushinsky

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

Yaroslavl

Plan

Introduction

Chapter I. Theoretical foundations for the formation of coherent speech in preschoolers

1.1 Linguistic and psychological foundations of the formation of coherent speech in preschool children

1.2 The problem of forming coherent speech of preschoolers in pedagogical literature

1.3 Features of the development of coherent speech in preschool age

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

2.1 Characteristics of descriptive speech of children 5 years of age according to the results of the ascertaining experiment

2.2 Methodology for experimental teaching children to describe toys

2.3 Analysis of the results obtained

Bibliography

Application

Introduction

The development of coherent speech plays a leading role in the process of child development and occupies a central place in the overall system of work on speech formation in kindergarten. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure. Possession of coherent speech skills allows a child to enter into free communication with peers and adults, makes it possible to obtain the information he needs, as well as convey accumulated knowledge and impressions about the environment.

Research by psycholinguists, psychologists, and teachers is devoted to the problem of the development of coherent speech. In the research of scientists, the foundations of the methodology were laid, characteristics of the formation of coherent speech in preschool children were given (A.A. Leontiev, N.I. Zhinkin, D.B. Elkonin, M.M. Konina, E.P. Korotkova, A.M. Leushina, L.A. Penevskaya, E.I. Tikheeva, E.A. Flerina, etc.)

Psychologists in their works emphasize that in coherent speech the close connection between the speech education of children is clearly evident. (L.S. Vygotsky, S.L. Rubinstein, A.A. Leontiev, A.V. Zaporozhets, etc.)

“A child learns to think by learning to speak, but he also improves speech by learning to think.” Scientists have also proven that coherent speech has a great influence on aesthetic education and performs a significant social function.

O.S. Ushakova and N.G. Smolnikova in their studies note that “... timely and correct development of skills of coherent oral monologue speech in preschool children lays the foundation for the successful formation of coherent written monologue speech in schoolchildren.” A student entering school is required to be able to give a detailed answer in all academic subjects, fully and consistently talk about what he has read, describe, reason, and prove. All these changes are laid down in preschool age.

The works of psychologists note that the most synergistic period for the development of coherent speech is the fifth year of life. (A.V. Zaporozhets, D.B. Elkonin, etc.)

Many studies have been conducted on the problem of developing coherent speech in kindergarten; in particular, the use of visual aids, namely toys, in the learning process has been studied.

Despite the fact that in the methodology of speech development in kindergarten, a toy has long been considered as an important means of developing coherent speech, clearly insufficient attention is paid to storytelling based on a toy. This is explained by the fact that, in essence, in educational and methodological literature there is no single point of view on the content and methodology of conducting classes with children, on the order of setting tasks for teaching descriptive and narrative speech and the sequence of various activities with toys.

By telling stories through toys, children learn to select subject-logical content for descriptions and narratives, acquire the ability to build a composition, connect parts into a single text, and use linguistic means figuratively.

Thus, on the one hand, toys have great potential for the development of coherent speech in kindergarten classes, but on the other hand, this issue has received insufficient scientific and theoretical justification in the methodological literature.

The problem of this study is to determine: in what pedagogical activities with toys is it possible to more effectively develop coherent speech in children 5 years of age. Its study is the purpose of the study.

The subject of the study is the pedagogical conditions for the formation of speech in children of the fifth year of life in classes with toys.

The object of the study is coherent monologue-type statements in children aged 5 years.

The study is based on the hypothesis that the widespread use of toys in classes on the development of coherent speech with children 5 years of age will contribute to a more effective formation of full-fledged utterances in them.

The objectives of the study are:

1. Study and analysis of scientific and methodological literature on the research problem.

2. Identification of the features of coherent monologue statements of a descriptive type in the 5th year of life.

3. Determination of the content and methodology for the development of coherent speech in children 5 years of age in the process of communication with peers.

4. Determination of the effectiveness of teaching coherent monologue speech of a descriptive type using visual material / toys/.

The methodological basis of the study is the position of the theory of speech activity, its structure, and role in the formation of the child’s personality.

Research base. The experimental work was carried out in a preschool educational institution. The study involved 12 children of the 5th year of life.

In accordance with the intended purpose and objectives of the study, the following methods were used:

Study and analysis of psychological, linguistic and pedagogical literature on the topic;

Study and analysis of documentation of a preschool educational institution;

Observation of the organization and content of work in classes on the development of coherent speech;

Search, ascertaining, formative, control experiments;

Quantitative and qualitative comparative analysis of statements of preschool children;

Analysis and generalization of experimental data.

This qualifying work consists of two chapters, conclusions, bibliography and appendix.

Chapter I. Theoretical foundations for the formation of coherent speech in preschoolers

1.1 Linguistic and psychological foundations of the formation of coherent speech in preschool children

The problem of the development of coherent speech has been and remains the focus of attention of psychologists, linguists, and psycholinguists / L.S. Vygotsky, S.L. Rubinstein, A.V. Zaporozhets, D.B. Elkonin, A.A. Leontiev, I.R. Gal-perin, I.Yu. Winter, etc./.

Interest in this problem has recently increased greatly. This is due to the formation of a special branch of linguistics - text linguistics, which is defined as the science of the essence and organization of the prerequisites and conditions of human communication.

The term "coherent speech" is used in several meanings:

1) process, activity of the speaker;

2) product, the result of this activity, text statement;

3) the name of the section of work on speech development

/ B.A.Glukhov, T.A. Ladyzhenskaya, M.R. Lvov, A.N. Shchukin/;

4) a segment of speech that is of considerable length and is divided into relatively complete and independent parts.

According to modern ideas, the text rather than the sentence is the real unit of speech communication; At the text level, the intent of the statement is realized, and the interaction of language and thinking occurs.

Texts can be dialogic or monological in nature. According to the definition of L.L. Yakubinsky's dialogue "will be characterized by: a relatively quick exchange of speech, when each component of the exchange is a replica and one replica is highly conditioned by the other, the exchange occurs without any preliminary thinking; the components do not have a special purpose; there is no premeditated connection in the construction of replicas, and they are extremely brief."

Dialogue speech is more elementary in its characteristics than other types of speech.

L.P. Yakubinsky notes that: “Accordingly, the extreme case of a monologue will be characterized by duration and due to its coherence, the structure of the speech series, the one-sided nature of the utterance, not designed for an immediate response; the presence of predetermined preliminary thinking, etc. But between these two cases There are a number of intermediate ones, the center of which is the case when dialogue becomes an exchange - monologues."

In modern linguistic literature, the text is characterized as the highest communicative unit, studied as a whole, structured according to certain laws. Nevertheless, in linguistics there is no single, generally accepted definition of the content of the concept “text”; its qualitative characteristics differ in different scientific works.

Let's look at some definitions of the text.

“A text is a written speech work, owned by one participant in communication, complete and correctly formatted.” - this is the point of view of N.D. Zarubina.

L.M. Loseva identifies the following features of the text:

"1) text is a message (what is communicated) in written form;

2) the text is characterized by content and structural completeness;

Based on the above characteristics, a text can be defined as a message in written form, characterized by semantic and structural completeness and a certain attitude of the author to what is being communicated."

O.I. Moskalskaya notes the following provisions: “The main unit of speech expressing a complete utterance is not a sentence, but a text; a sentence - an utterance is only a special case, a special type of text. The text is the highest unit of the syntactic level.”

Despite all the differences between these definitions, they have a lot in common. First of all, the text is considered as a speech-creative work. A text is an author’s composition or statement expressed in writing, as well as official documents, acts, etc. There are intermediate options for speech production: preparatory oral presentations, literary impromptu expressions. They indicate the convention of dividing speech into oral and written. The main thing is that both oral and written form are a product of an inherently unified speech-creative process, a verbally expressed result of a person’s verbal and mental activity.

This is how I.R. Galperin defines the text. “Text is a product of a speech-creative process that has completeness, objectified in the form of a written document, literary processed in accordance with the type of this document, a work consisting of a name (heading) and a number of special units (supraphrasal units), united by different types of lexical, stylistic connections, having a certain focus and pragmatic attitude."

The term “utterance” in linguistics, like the concepts of “coherent speech” and “text”, has a varied interpretation. An utterance is a message, an act of communication, a unit of message, etc. At the same time, some linguists classify as utterances only sentences, other utterances of different length (volume), equal to the length of the sentence, the length of the superphrase unity, the length of the paragraph, etc. ( I. R. Galperin, I. S. Gindin, T. M. Dridze, N. I. Zhinkin, N. D. Zarubina, L. M. Loseva, I. P. Sevbo, G. Ya. Solganik, N. Enquist, T. Todorov, H. Weinrich and others).

The linguistic approach to the study of text is focused on identifying such characteristics that can be called internally textual, since they describe the ways of internal organization of the structure of the text.

1) presence of a title, completeness, thematic unity;

2) purposefulness, integration, subordination of each component of the text to its general thought;

3) structural organization of the text, the connection between its parts and sentences;

4) processing of the text from the point of view of stylistic norms (I.R. Galperin, 1977, 1981).

Almost every text is associated with retrospection, which is a return to elements of the text or repetition, or with projection - information about what will be said in the future.

Let us characterize the categories of text that are significant for our study.

Integrity is manifested at the level of content (thematic unity), function (stylistic unity) and form (structural unity).

The whole text implements the speaker’s unified program and is perceived by the listener as a complete unit of communication. The semantic unity of the text is expressed in the fact that all its elements are directly or indirectly related to the subject of speech and the communicative attitude of the speaker.

Important concepts that characterize the semantic integrity of the text are the concepts of “topic” and “content” of a statement, “main idea.”

Theme is the subject of speech, which breaks down in the text into micro-themes, which are considered the minimum units of speech meaning.

An indicator of integrity is also the title, which indicates the topic or main idea of ​​the text, or the possibility of its selection.

The creation of a complete text by a child requires a certain level of development of skills to focus on a topic or title when constructing a statement, and to select content in accordance with the purpose and main idea.

In teaching preschoolers, it is necessary to take into account both of these characteristics of the text, i.e. not only its structural, but also its semantic organization.

“All communicative elements of the text (sentences, groups of sentences, communicative blocks) must be connected, fastened together. In each text, as a rule, formal, external connections between individual parts of the text are detected, observable and described.”

“These are special types of communication that provide...logical sequence (temporal and (or) spatial) interdependence of individual messages, facts, actions, etc.” Cohesion provides a linear connection between parts of the text using linguistic units of various levels (pronouns and pronominal words, use of tense, etc.), which correlates to some extent with the category “sequence”, which is expressed in the ways of combining sentences in the text: " the use of third-person pronouns, possessive, demonstrative pronouns, pronominal adverbs, coordinating conjunctions, as well as other indicators of the left (less often right) component."

The integrity of the text is achieved using such means as “person, tense, mood, models and types of sentences for setting the purpose of the utterance, syntactic parallelism, word order, ellipse.”

The integrity of the text, says N.I. Zhinkin, allows us to most adequately express “communicative actions, a human act that has meaning,” to achieve the highest level of human language - prosody.

The sign of integrity as a fundamental property of the text was considered by A.A. Leontyev. He believes that, in contrast to coherence, which is realized in individual sections of the text, integrity is a property of the text as a whole. Integrity is “a characteristic of a text as a semantic unity, as a single structure, and is determined throughout the entire text. It is not directly correlated with linguistic categories and has a psychological nature.”

Coherence is characterized by the logic of presentation, the special organization of linguistic means, and communicative orientation.

Coherence and integrity (integrity) concepts are not equivalent. A.A. Leontiev notes that “coherence is usually a condition of integrity, but integrity cannot be completely determined through coherence. On the other hand, a coherent text does not always have the characteristic of integrity.”

V.A. Buchbinder and E.D. Rozanov, noting that an integral feature of the text is its coherence, understand the coherence of the text as “the result of the interaction of several factors. This is, first of all, the logic of presentation, reflecting the correlation of the phenomena of reality and the dynamics of their development; this is, further, a special organization of linguistic means - phonetic, lexical - semantic and grammatical, also taking into account the functional and stylistic load; this is a communicative orientation - compliance with the motives, goals and conditions that led to the emergence of a given text; this is a compositional structure - the sequence and proportionality of parts that help identify the content; and finally, the content of the text itself, its meaning."

All the mentioned factors, harmoniously combined into a single whole, “ensure the coherence of the text.”

Grammatical means include such as the correlation of sentences by type, tense and mood of verbs, their gender and number. Lexical forms of connection are the repetition of individual meaningful words, the use of coordinated pronouns, synonymous substitutions, correlative words, etc.

In the flow of speech, sentences are grouped, combined thematically, structurally and intonationally and form a special syntactic unit - a complex syntactic whole (S.S.C.). In children's speech, tests of small volume are more common, therefore, for the methodology of speech development, linguistic studies of coherence within a minimum segment of a large text are of greatest importance

(superphase unity, complex syntactic whole).

The text consists of S.S.Ts. and free sentences (such sentences open and end the text); syntactic analysis of a text includes the study of connections between sentences, means of expressing these connections, dividing the text into syntactic units that are more than sentences - S.S.Ts.

Connections between sentences within S.S.C. (S.F.E.) differ from those that exist at the sentence level and especially at the level of phrases. There are no such types of communication as coordination, control, adjacency, etc.

The connection between sentences in S.S.Ts. - this is primarily a connection between entire communicative units of language (speech), and not their parts. This also determines the difference in the semantic significance of the compared units. The functions of the predicative parts, as a rule, are confined within the complex sentence of which they are components, while the functions of the sentence extend to the organization of the entire S.S.C., and sometimes the whole text. After all, two independent sentences in the text can be connected not only with each other, but also with other sentences of the previous part of the text.

Any properly organized text is a semantic and structural unity, the parts of which are closely interconnected both semantically and syntactically. The semantic and structural unity of the text organizes the interphrase connection, that is, the connection between sentences, S.S.C., paragraphs, chapters and other parts.

The text has internal semantic relationships between its parts, content, formal and communicative integrity, which allows you to provide a semantic connection between parts of the text, prepare for subsequent information, reliably follow the path of knowledge of the text, strengthen “text memory”, return the addressee to the previous one, remind him about what was said, "referring to his knowledge of the world."

In addition to semantic and structural, another type of coherence is established for the text - communicative coherence: “The communicative aspect of language means, first of all, the presence of a unified structure of linguistic units of communication, held together by an inextricable connection between the content and formal aspects.”

Linguists have discovered that the basis of coherence in a complex syntactic whole is the communicative continuity of sentences. The topic of the sentence repeats some of the information from the previous sentence; the rheme contains new information that develops, enriches the meaning of the statement, and moves the meaning forward.

There are three types of themes - rhematic chains:

1. Chain connection, in which each subsequent sentence is directly related to the previous one. The main means are lexical repetitions, lexical and text synonyms, pronouns. This is the most common method of communication.

2. Parallel connection, in which each sentence, starting from the second, develops the topic indicated in the first sentence and is connected with it in meaning. The main means of implementation are the same word order, uniformity of grammatical forms of expression of sentence members, type-temporal correlation of predicates.

3. Parallel communication with the absence of a cross-cutting theme. The connection between sentences is carried out through a common communicative task and the imaginary picture of reality that they draw together. Typically, such constructions are used in landscape descriptions.

O.A. Nechaeva found that the following types of speech can be distinguished: description, narration, reasoning, which are built on the basis of mental processes: synchronous - in description, diachronic - in narration and cause-and-effect, inferential - in reasoning.

Let us give a brief description of the main types of monologue statements.

Description is a sample of a monologue message in the form of a listing of simultaneous or permanent characteristics of an object. When describing, the object of speech is revealed, i.e. the form, composition, structure, properties, purpose (of the object) are specified. The purpose of a description is to capture some moment of reality, to give an image of an object, and not just name it.

The description is static, it states the presence or absence of any characteristics of the object. The description is characterized by the obligatory presence of an object of speech.

Nechaeva O.A. distinguishes four structural and semantic varieties in the descriptive type of monologue speech: landscape, portrait, interior, characterization.

Reasoning is a model of a monologue message with a generalized cause-and-effect meaning, based on a full or abbreviated inference. Reasoning is conducted with the aim of reaching a conclusion: scientific, generalized or everyday (general and specific). Reasoning “is characterized by the use of rhetorical questions and subordinating conjunctions, emphasizing the nature of cause-and-effect relationships between sentences and parts of the text.”

Narration is a special type of speech with meaning about developing actions or states of objects. The basis of the narrative is the plot, which unfolds over time; the order of the actions is brought to the fore. With the help of narration, the development of an action or state of an object is conveyed.

Various forms of storytelling are distinguished. So M.P. Brandes identifies narratives: about an event, about an experience, state and mood, a brief report of facts.

O.A. Nechaeva defines the following types of narration:

Specifically - stage

Generalized - stage

Informational

There is reason to believe that the development of coherent speech in preschool age begins with a concrete stage narrative; it consists of pictures or scenes following one another. In general, stage narration is a message about specific narrative actions that are repeated in a given setting and become typical for it. Information storytelling is a message about actions without specifying them.

A type of narration is, according to T.A. Ladyzhenskaya, a story in which there are different beginnings, climaxes, and denouements. T.A. Ladyzhenskaya presents the narrative scheme as follows: the beginning of the event, the development of the event, the end of the event.

Linguistic research shows that constructing a coherent and coherent text requires the child to possess a number of language skills:

1) construct statements in accordance with the topic and main idea;

2) use various functional and semantic types of speech depending on the purpose and conditions of communication;

3) follow the structure of a certain type of text that allows you to achieve your goal;

4) connect sentences and parts of statements using various types of communication and a variety of means;

5) select adequate lexical and grammatical means.

The problem of coherent speech, its formation and development are considered in numerous psychological studies. (L.S. Vygotsky, N.I. Zhinkin, I.A. Zimnyaya, A.A. Leotyev, A.M. Leushina, A.K. Markova, S.L. Rubinshtein, A.G. Ruzskaya, F A. Sokhin, D. B. Elkonin, etc.).

Coherent speech is understood as a detailed, logical, consistent and figurative presentation of any content.

S.L. Rubinstein notes that for the speaker, any speech that conveys a thought is coherent speech. “The coherence of speech itself means the adequacy of the speech formulation of the speaker’s or writer’s thoughts from the point of view of its intelligibility for the listener or reader.” The construction of phrases already indicates that the child is beginning to establish connections between objects. S.L. Rubinstein emphasizes that coherent speech is a kind of speech that is understandable on the basis of its own subject content. In order to understand it, there is no need to specifically take into account the particular situation in which it is pronounced, everything in it is clear from the very context of speech; This is contextual speech. Thus, the main characteristic of coherent speech is its intelligibility for the interlocutor. It can be incoherent for two reasons: the connections are not realized and not represented in the speaker’s thoughts; being represented in the speaker's thoughts, these connections are not properly revealed in his speech.

The child’s speech is different in that “it does not form a coherent semantic whole, such a “context” that it can be understood on the basis of it alone.”

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

A coherent statement shows how much the child masters the vocabulary of his native language, its grammatical structure, the norms of language and speech; knows how to selectively use the most appropriate means for a given monologue utterance.

The development of coherent monologue speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them. In L.S. Vygotsky’s work “Thinking and Speech,” the main issue is the relationship between speech and thinking. L.S. Vygotsky understood this relationship as an internal dialectical unity; at the same time, he emphasized that thought does not coincide with its verbal expression. The process of transition from thought to speech is a complex process of dismembering thought and its reconstruction in words.

S.A. Rubinstein notes that "... speech is connected especially closely with thinking. The word expresses a generalization, since it is a form of the existence of a concept, a form of the existence of thought. Genetically, speech arose together with thinking in the process of social and labor practice and took shape in the process of socio-historical development humanity in unity with thinking. But speech still goes beyond the relationship with thinking. Emotional aspects also play a significant role in speech: speech correlates with consciousness as a whole.”

Research by L.S. Vygotsky, A.A. Leontyev, A.M. Leushina, S.L. Rubinstein and others prove that in young children dialogue precedes monologue. They differ in their psychological nature and linguistic means.

Dialogical speech is to a very large extent situational, i.e. is related to the setting in which the conversation takes place and is contextual, i.e. Each successive statement is largely conditioned by the previous one.

Dialogical speech is involuntary: most often, a replica in it is a direct speech reaction to a non-speech stimulus, or a statement, the content of which is “imposed” on previous statements.

A monologue develops on the basis of dialogic speech as a means of communication. Monologue speech is a relatively developed type of speech; it is largely arbitrary. Monologue speech is a very organized type of speech and the arbitrariness of monologue speech presupposes, in particular, the ability to selectively use the most appropriate linguistic means for a given statement, i.e. the ability to use a word, phrase, syntactic construction that would most accurately convey the speaker’s intention.

Researchers have found that already in the first or second year of life, in the process of direct emotional, practical communication with adults, the foundations of future coherent speech are laid. Gradually, speech acquires a detailed, coherent character, and by the age of 4-5, the oral speech of a child who communicates a lot with adults becomes quite rich and complete.

S.L. Rubinstein distinguished situational and contextual speech. He believed that a characteristic feature of situational speech is that it depicts more than it expresses. The facial expressions and pantomimes accompanying speech, gestures, intonation, reinforcing repetitions, inversions and other means of expressiveness that the child uses often significantly exceed what is contained in the meaning of his words.

The speech of a young child is situational in nature, because the subject of his speech is directly perceived, not abstract content.

A.M. Leushina showed that "... the situational speech of a child is, first of all, expressed dialogical, colloquial speech. It is dialogical in its very structure and, moreover, even when outwardly in form it has the character of a monologue; the child speaks with a real or an imaginary (imaginary) interlocutor, or, finally, with himself, but he invariably talks, and does not tell easily.” Only step by step does the child begin to construct a speech context that is more independent of the situation. Gradually, speech becomes coherent and contextual. The appearance of this form of speech is explained by new tasks and the nature of the child’s communication with others. The evolving function of the message, the complication of cognitive activity require more detailed speech, and the previous means of situational speech do not ensure the intelligibility and clarity of his statements. Psychological studies have shown that elements of coherent monologue speech appear in children as early as 2-3 years old, and the transition from external to internal speech, from situational to contextual, occurs by 4-5 years. (M.M. Koltsova, A.M. Leushina, A.A. Lyublinskaya, D.B. Elkonin). A.M. Leushina found that for the same children, speech can be either more situational or more coherent - depending on the tasks and conditions of communication. The dependence of the nature of children's speech on the content and conditions of communication is confirmed by research by Z.M. Istomina. In a situation in which the material is well known to the listener, the child does not feel the need to give a detailed statement.

1.2 The problem of forming coherent speech of preschoolers in pedagogical literature

Many scientists and teachers have dealt with the development of coherent speech in preschoolers. K.D. was the first to raise this problem. Ushinsky at the end of the 19th century. However, the methodology of speech development in general and the development of coherent speech in particular reached its greatest flourishing in the second half of the twentieth century.

Research in the field of coherent speech in the 60s - 70s was largely determined by the ideas of E.I. Tikheyeva, E.A. Flerina. They clarified the classification of children's stories and methods of teaching different types of storytelling in age groups. / N. A. Orlanova, O. I. Konenko, E.P. Korotkova, N.F. Vinogradova /.

Alisa Mikhailovna Borodich / born in 1926 / made a great contribution to the development of methods for teaching children storytelling.

She influenced the improvement of work on the development of children's speech in mass practice.

Methodological and didactic manuals prepared by students L.M. Lyamina and V.V. Gerbova have found wide application in practice.

The research of employees of the laboratory for the development of children's speech, created in 1960 at the Research Institute of Preschool Education of the Academy of Pedagogical Sciences of the USSR, had a great influence on the development of scientific methodology. The research was conducted under the guidance of the head of the laboratory F.A. Sokhina.

Felix Alekseevich Sokhin /1929-1992/ - student of S.L. Rubinshtein, a deep expert in children's speech, linguist and psychologist. Sokhin's development of methodological theory included psychological, psycholinguistic, linguistic and pedagogical aspects. He convincingly proved that the development of children's speech has its own independent significance and should not be considered only as an aspect of familiarization with the outside world. Research by F.A. Sokhin, O.S. Ushakova and their collaborators, based on a deep understanding of the processes of speech development that had developed by the early 70s, largely changed the approach to the content and methods of speech development in children. The focus is on the development of the semantics of children's speech, the formation of language generalizations, and elementary awareness of language and speech. The conclusions obtained in these studies are not only of great theoretical but also practical importance. On their basis, a program for the speech development of children and methodological manuals for educators were developed, reflecting an integrated approach to speech development and considering the acquisition of coherent speech as a creative process.

The results of research carried out in those years were reflected in a new standard program, which was improved until the mid-80s.

The problem of developing coherent speech has been studied in various aspects by many teachers. /K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, A.M. Leushina, L.A. Penevskaya, M.M. Konina, A.M. Borodich et al./.

The development of coherent speech should be carried out in the process of planned and systematic work on the retelling of a literary work and teaching independent storytelling / A.M. Leushina/; the content of a children's story must be enriched based on observation of the surrounding reality, it is important to teach children to find more precise words, correctly construct sentences and connect them in a logical sequence into a coherent story / L.A. Penevskaya /; when teaching storytelling, preparatory prosodic work should be carried out / N.A. Orlanova, E.P. Korotkova, L.V. Voroshnina/.

Important for the development of coherent speech is the formation of the ability in preschoolers to select not only content, but also the necessary linguistic form for its expression; lexical work (semantic comparisons, evaluation, word selection, use of situations, written language) is dictated to the child by an adult, who ensures mastery of complex syntactic structures; formation of the sound side of speech / intonation, tempo, diction/; development of different types of speech / N.F. Vinogradova, N.N. Kuzina, F.A. Sokhina, E.M. Strunina, M.S. Lavrin, M.A. Alekseeva, A.I. Maksakov, V.V. .Gerbova/.

Psychological and pedagogical studies of children’s coherent speech /according to F.A. Sokhin/ are carried out in a functional direction: the problem of developing language skills in the communicative function is explored.

This direction is represented by research into the pedagogical conditions for the formation of coherent speech, which is considered as a phenomenon that absorbs all the achievements of the mental and speech development of children.

Particularly clear is the close connection between the speech and intellectual development of children, which manifests itself in the formation of coherent speech, meaningful, logical, consistent, accessible, well understood in itself, without additional questions and clarifications. In order to talk about something well and coherently, you need to clearly imagine the object of the story /subject, event/, be able to analyze the subject, select its main properties and qualities, establish cause-and-effect, temporal and other relationships. In addition, you must be able to select the most suitable words to express a given thought, be able to construct simple and complex sentences, and use a variety of means to connect individual sentences and parts of a statement.

In scientific works devoted to the formation of speech, mental and aesthetic aspects it appears especially clearly.

Studies conducted in speech development laboratories have shown that awareness of linguistic and speech phenomena /meaning elementary awareness/ acts in the development of coherent speech as an important condition for the mental and aesthetic development of preschool children / L.V. Voroshnina, G.L. Kudrina, N .G.Smolnikova, R.H.Gasanova, A.A.Zrozhevskaya, E.A.Smirnova/.

Thus, in the work of A.A. Zrozhevskaya, the possibility and expediency of developing in children of middle preschool age the skills and abilities of descriptive coherent speech is proven, in which the general structure of the text is observed, the micro-topics of the statement are consistently built and quite fully revealed, and various intra-textual connections are used. The results of the study reveal opportunities for mastering coherent descriptive speech that have not yet been used in the development of speech of children of middle preschool age.

Scientists have proven that coherent speech reveals all the child’s speech skills. By the way a preschooler constructs a coherent statement, how accurately he knows how to select words, and how he uses means of artistic expression, one can judge the level of his speech development.

Many researchers and practitioners attached great importance to visibility. In particular, they found that storytelling with toys has a huge impact on the development of monologue speech skills. Activities with toys were developed by E.I. Tikheyeva. The system of teaching storytelling using toys has remained unchanged for a long time. Later research and methodological developments / A.M. Borodich, E.P. Korotkova, O.I. Solovyova, I.A. Orlanova/ made clarifications to the teaching methodology, maintaining the essence of the previous system.

Researchers of recent years / O.S. Ushakova, A.A. Zrozhevskaya/ in the formation of coherent speech using toy material, they proceeded from the fact that children should be taught not the types of storytelling, but the ability to build a monologue - a narrative, based on the categorical features of the text.

Research conducted by scientists has shown that in-depth, content-enriched work on the development of coherent speech in children, which begins at least from a young age, gives a great effect at the end of their education and upbringing in kindergarten (in any age group).

The method of speech development has data that show that kindergarten graduates who have undergone such training are much more successful than their peers in mastering the school curriculum of their native language - in relation to both linguistic knowledge and the development of coherent speech, oral and written.

The effectiveness of this technique raised the question for researchers about the need to improve it. Currently, this is carried out primarily as a clarification and deepening of the continuity of connections between the content and methods of developing coherent speech in different age groups of kindergarten.

Approaches to studying the development of coherent speech have been influenced by research in the field of text linguistics. In studies carried out under the guidance of F.A. Sokhina and O.S. Ushakova / G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, I.G. Smolnikova, E.A. Smirnova, L.G. Shadrina/, the focus is on the search for clearer criteria for assessing the coherence of speech. The main indicator is the ability to structure a text and use various methods of connections between phrases and parts of different types of coherent statements.

Research results have changed approaches to the content and forms of training. Speech tasks themselves are separated from familiarization with the environment; children’s knowledge and ideas about the elements of language activity and language communication are isolated, which, according to F.A. Sokhina, linguistic development of the child; Complex classes are being developed, the main task of which is to teach monologue speech. Variable programs are being created for different types of preschool educational institutions, in which, along with other issues, the development of children’s coherent speech is also considered/“Rainbow”, “Childhood”, etc./

Thus, at present, scientists have a wealth of practical material and a base of experimental data on the processes of development of coherent speech under the influence of targeted pedagogical influence.

1.3 Features of the development of coherent speech in preschool age

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.

In the preparatory period of speech development, in the first year of life, in the process of direct emotional communication with adults, the foundations of future coherent speech are laid.

In emotional communication, an adult and a child express various feelings (pleasure and displeasure) rather than thoughts.

Gradually, the relationship between an adult and a child becomes richer, the range of objects with which he encounters expands, and words that previously expressed only emotions begin to become designations for objects and actions for the child. The child has his own vocal apparatus and acquires the ability to understand the speech of others. Understanding speech is of great importance in all subsequent development of the child; it is the initial stage in the development of the communication function. A special type of communication develops in which the adult speaks and the child responds with facial expressions, gestures, and movements.

On the basis of understanding, at first very primitive, active speech of children begins to develop. The child imitates the sounds and sound combinations that the adult pronounces, and he himself attracts the adult’s attention to himself, to some object. All this is of exceptional importance for the development of speech communication in children: the intentionality of the vocal reaction arises, its focus on another person, speech hearing, arbitrariness, and pronunciation are formed. / S.L. Rubenstein; F. Sokhin /

Towards the end of the first - beginning of the second year of life, the first meaningful words appear, but they mainly express the desires and needs of the child. Only in the second half of the second year of life do words begin to serve as designations for objects for the baby. From this moment on, the child begins to use words to address adults and acquires the ability, through speech, to enter into conscious communication with adults. For him, a word has the meaning of a whole sentence. Gradually, the first sentences appear, first of two, and by two years of three and four words. By the end of the child's second year of life, words begin to form grammatically. Children express their thoughts and desires more accurately and clearly. Speech during this period has two main functions: as a means of establishing contact and as a means of understanding the world. Despite the imperfection of sound pronunciation, limited vocabulary, and grammatical errors, it is a means of communication and generalization.

In the third year of life, both speech understanding and active speech develop rapidly, vocabulary increases sharply, and sentence structure becomes more complex. Children use the simplest, most natural and original form of speech - dialogical, which is initially closely related to the child’s practical activities and is used to establish cooperation within joint objective activities. It consists of direct communication to the interlocutor, contains an expression of request and help, and answers to an adult’s questions. Such grammatically unformed speech of a small child is situational. Its semantic content is understandable only in connection with the situation. Situational speech expresses more than it expresses. Context is replaced by gestures, facial expressions, and intonation. But already at this age, children take into account in the dialogue when constructing their statements how their partners will understand them. Hence the ellipticality in the construction of statements, stops in the begun sentence.

In preschool age, speech is separated from direct practical experience. The main feature of this age is the emergence of the planning function of speech. In role-playing play, which is the leading activity of preschoolers, new

types of speech: speech instructing the participants in the game, speech - a message telling an adult about impressions received outside of contact with him. Speech of both types takes the form of a monologue, contextual.

As was shown in the study by A.M. Leushina, the main line of development of coherent speech is that from the exclusive dominance of situational speech the child moves to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. A change in the child’s lifestyle, the complication of cognitive activity, new relationships with adults, the emergence of new types of activities require more detailed speech, and the previous means of situational speech do not provide completeness and clarity of expression. Contextual speech arises. (The content of contextual speech is clear from the context itself. The difficulty of contextual speech is that it requires constructing a statement without taking into account the specific situation, relying only on linguistic means).

The transition from situational to contextual speech, according to D.B. Elkonin, occurs by the age of 4-5. At the same time, elements of coherent monologue speech appear already by 2-3 years. The transition to contextual speech is closely connected with the development of the vocabulary and grammatical structure of the native language, with the development of the ability to arbitrarily use language means. As the grammatical structure of speech becomes more complex, utterances become more detailed and coherent.

Situational speech is not an absolute characteristic of the child’s age. For the same children, speech may be either more situational or more contextual. This is determined by the tasks and conditions of communication.

Conclusion A.M. Leushina found confirmation in the research of M.N. Lisina and her students. Scientists have proven that the level of speech development depends on the level of communication development in children. The formula of the statement depends on how the interlocutor understands the child. The speech behavior of the interlocutor influences the content and structure of the child’s speech. For example, when communicating with peers, children use contextual speech to a greater extent, since they need to explain something, convince them of something. When communicating with adults who easily understand them, children are more often limited to situational speech.

Along with monologue speech, dialogic speech continues to develop. In the future, both of these forms are implemented and used depending on the conditions of communication.

Children 4-5 years old actively engage in conversation, can participate in a group conversation, retell fairy tales and short stories, and independently tell stories using toys and pictures. However, their coherent speech is still imperfect. They do not know how to correctly formulate questions and correct the answers of their comrades. Their stories in most cases copy the example of an adult and contain a violation of logic; sentences within a story are often connected only formally (with words later).

In children of senior preschool age, the development of coherent speech reaches a fairly high level. In dialogical speech, children use a fairly accurate, short or detailed answer in accordance with the question. To a certain extent, the ability to formulate questions, give appropriate remarks, correct and supplement a friend’s answers is demonstrated.

Under the influence of improving mental activity, changes occur in the content and form of children's speech. The ability to highlight the most essential in an object or phenomenon is demonstrated. Older preschoolers most actively participate in a conversation or conversation: they argue, reason, quite motivatedly defend their opinion, convince a friend. They are no longer limited to naming an object or phenomenon and incomplete transfer of qualities, but in most cases they isolate characteristic features and properties and provide a more detailed and fairly complete analysis of the object or phenomenon.

The ability to establish certain connections, dependencies and natural relationships between objects or phenomena is demonstrated.

The ability to establish certain connections, dependencies and natural relationships between objects and phenomena appears, which is directly reflected in the monologue speech of children. The ability to display the necessary knowledge and find a more or less appropriate form of expression in a coherent narrative develops. The number of incomplete and simple uncommon sentences is significantly reduced due to common complicated and complex ones.

The ability to quite consistently and clearly compose descriptive and plot stories on the proposed topic appears. At the same time, a significant proportion of children have unstable these skills. Children find it difficult to select facts for their stories, to arrange them logically, to structure statements, and to formulate them in language.

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

2.1 Characteristics of descriptive speech in children 5 years of age according to the results of the ascertaining experiment

The study of the problem of the development of coherent speech and the organization of experimental work was carried out on the basis of a preschool educational institution. Children aged 5 years of age were chosen to conduct the experiment, since this period of preschool age is sensitive for the development of coherent speech.

At the first stage of the work, a confirmatory experiment was carried out. It included the following tasks:

1. Description of the toy.

Purpose: To identify the features of coherent monologue statements in children of the fifth year of life during the description of a toy: structure, sequence and coherence of presentation, the nature of the sentences and the linguistic means used.

2. Description of the item.

Purpose: To study the features of coherent monologue statements of a descriptive type in children of the fifth year of life during a story about a subject.

3. A story based on a plot picture.

Purpose: To study the features of coherent monologue statements of a sequential type in children of the fifth year of life during a story based on a plot picture.

To find out their description skills, children were asked to tell about the toy: “Look carefully at the matryoshka doll and tell us everything about it. What is it like?” Protocol No. 1 recorded the story of each child verbatim, preserving the features of the statements. The children's speech did not improve. The examination of children was carried out individually in order to exclude the influence of the statements of one child on the quality of speech of other children.

To analyze coherent monologue statements of a descriptive type, the following indicators were used:

1) Sequence of presentation, presence of structural parts in the description.

2) Coherence of presentation.

3) The linguistic means used in the statement: the number of adjectives, nouns, verbs.

5) Informativeness of the statement: the number of words used in the presentation.

6) Smoothness of utterance: number of pauses.

Data from the analysis of protocol No. 1 are shown in Table 1.

Based on the methodology for assessing children's texts, T.A. Ladyzhenskaya and O.S. Ushakova, as well as data from the analysis of coherent utterances, 4 levels of development of coherent speech were identified.

I High level.

Children feel the structural organization of the text. The stories demonstrate compositional completeness and coherence of the parts of the statement. The description uses a variety of language means and highly informative statements. The stories are constructed grammatically correctly, there are a large number of sentences with complex subordinate construction. Speech is smooth, the number of pauses is no more than two.

II Level above average.

The structure and sequence of the description is broken. Along with the pronominal connection, the formal connective /conjunctions a, and/ is used. There are practically no figurative means of language in the statement; sentences of simple construction predominate, although sentences of complex construction are also used; there are pauses in speech. The story is compiled with the help of an adult.

III Intermediate level.

Children at this level simply list the signs of the toy parts. Speech is dominated by nouns and adjectives, there are no figurative means of language, and the information content of the statement is low. There are a large number of pauses. The story is compiled with the help of an adult.

Level IV.

Children try to compose a story, but are limited to individual sentences without a beginning or end. The number of pauses is more than 5.

Diagram 1. Levels of coherent monologue statements in 5-year-old children during the description of a toy. I - high level, II - above average, III - average level, IV - low level

Of 100% of fifth-year children, 8.33% of children have a high level of coherent monologue statements of a descriptive type; 41.65% of children with a level of development of coherent speech above average; 33.32% of children with an average level and 16.66% of children with a low level of development of coherent statements of a descriptive type.

In order to identify children's ability to describe objects, preschoolers were given the task: “Look carefully at the chair and tell us everything about it. What is it like?”

Protocol No. 2 recorded children's stories while preserving the features of their statements. The children's speech did not improve.

To analyze coherent utterances of a monologue type, the same indicators were used as when writing off a toy: sequence and structure of the utterance, coherence, linguistic means, the nature of the sentences used, informativeness and smoothness of the utterance.

Analysis data from Protocol 2 are shown in Table 2.

Based on the indicators, the levels of formation of coherent monologue statements of descriptive type were identified: I - high,

II - above average, III - average, IY - low level (see their description above).

Diagram 2. Levels of coherent monologue statements in 5-year-old children in the process of describing an object. I - high level, II - above average, III - average level, IV - low level

Of 100% of children 5 years of age, 16.66% of children have a high level of development of coherent monologue statements of a descriptive type; 50% of children have an above average level of development; 24.99% of children with an average level and 8.33% of children with a low level of development of coherent monologue statements of a descriptive type.

An analysis of children's statements showed that in monologue speech of a descriptive type, these preschoolers often replace nouns with pronouns and inaccurately indicate the details of a toy; The sentences are mostly simple and incomplete. The description of the toy does not indicate the object; without conclusion; used formally - a coordinating connection between sentences using conjunctions “and”, “yes”, demonstrative pronouns “this”, “here”, adverbs “here”, “then”.

The statements of most children are characterized by compositional incompleteness - a listing of individual parts of the toy. Note: some children described the toy quite consistently, but at the same time missed some structural part of the story (the beginning or the end).

Finally, there are children who, when composing a description, limit themselves to individual words and sentences without beginning or end, which indicates that significant individual differences are observed in children of the same age group.

To study coherent monologue statements of the imperative type in children, preschoolers were offered a task that they completed individually: telling a story based on a picture.

Protocol No. 3 recorded the story of each child verbatim, preserving the features of a coherent utterance.

To analyze coherent monologue statements of narrative type, the following indicators were used:

1) Complete coverage of the facts depicted in the picture, the ability to establish diverse connections between facts, characters and objects, etc.

2) Consistency and coherence of presentation, the presence of structural parts in the story.

3) The ability to closely formulate thoughts and questions and express them in a sentence.

4) The nature of the sentences: simple, complex, complex, one-word sentences.

The protocol analysis data is shown in Table 3.

Based on the indicators, the levels of formulation of coherent monologue statements of narrative type were identified:

I High level:

The child fully embraces the facts depicted in the picture and establishes diverse connections between them, as well as between objects and characters. Consistently and coherently presents what he sees in the picture.

All structural parts are present in a child's story. The child accurately formulates thoughts and expresses them in sentences. In his speech he uses both simple and complex sentences.

II Intermediate level.

The child partially covers the facts depicted in the picture, partially establishes diverse connections between them, as well as between sentences and characters. The story is missing some structural parts. The child's speech contains simple sentences.

III Low level.

The child does not establish connections between objects, characters, and phenomena depicted in the picture. There is no story.

Diagram No. 3. Levels of coherent monologue statements of the narrative type in children of the fifth year of life. I - high level, II - medium level, III - low level

Of 100% of children in the fifth year of life, 50% of children have a high level of coherent monologue statements of a narrative type; 50% with average level. There is no low level of coherent monologue statements of the narrative type.

An analysis of the narrative statements of 5-year-old children showed that when telling a story based on a picture, these preschoolers use mainly simple sentences and also complex ones with a formal connection (conjunctions “and”, “a”). Children often replace nouns with pronouns. The statements of one part of the children are distinguished by the omission of structural parts of the story, and the other - by the correct structural design of the story. In their story, children try to establish all the significant connections between objects. characters, phenomena depicted in the picture. But not everyone can do this fully.

The data from the ascertaining experiment showed that the speech of the fifth year of life is not sufficiently literate; incorrect construction of simple and complex sentences is observed; frequent replacement of nouns with pronouns; in the monologues of most children, there is a lack of a clear structure for constructing a coherent statement.

All this indicates the need for training in order to develop special skills for constructing coherent monologue statements.

2.2 Methodology for experimental teaching children 5 years of age to describe toys

Experimental work was carried out in preschool educational institution No. 188 "Zimushka" in Yaroslavl. 12 children participated in the experiment, of which 3 were girls and 9 were boys.

The purpose of the experiment: to test the pedagogical conditions for teaching coherent monologue statements of a descriptive type, under which more effective development of coherent speech is possible in children of the fifth year of life.

Based on the results obtained during the ascertaining experiment, the content and methodology of experimental training were determined, and the following tasks were set:

Activate vocabulary;

Develop the ability and skills that form the basis of descriptive speech: correctly select lexical material, express thoughts in a certain sequence;

Teach children to write complex sentences correctly.

An analysis of psychological and pedagogical literature has shown that the development of coherent speech in 5-year-old preschoolers is greatly influenced by: work to expand the vocabulary, as well as the formation of the grammatical structure of speech. Based on this, experimental training was built. The methodology included both special classes and a variety of games and game situations during the educational process in a preschool institution.

The following methodological techniques were used: creating game situations with surprise moments, game exercises; questions for children; didactic games; games - dramatization.

In the process of teaching descriptive statements, frontal subgroup and individual forms of work with children were used.

During experimental training, the following types of toys were used:

Didactic (matryoshka dolls, turrets);

Subject (figurative): dolls, cars, animals, dishes;

Sets in accordance with the purpose of the lesson (For example: table, chairs, dishes, doll, bear, dog, gifts).

The work during the formative experiment was carried out in several stages.

Tasks of the first stage: to teach children, when describing an object, to see and name its characteristic features, qualities of action; teach how to connect two sentences together using a variety of means of communication.

A child’s descriptive speech should contain a large number of adjectives, so the tasks offered to children were mostly aimed at activating this particular part of speech. Let us give examples of didactic games (see the description of the games in the appendix).

"Guess the toy."

Goal: Expand children's passive vocabulary; develop the ability to find an object, focusing on its main features.

"Tell me which one."

Goal: To teach children to identify the characteristics of an object

“Name what it is and tell me which one?”

"Who will see and name more"

Goal: To teach children to use words and actions to identify parts and signs of the appearance of a toy.

"What did Pinocchio mess up?"

Note that the games and competitions proposed by E.I. Tikheyeva are still very effective today:

“Who will see and say more about the bear cub?”

Goal: To teach children to name a toy and its main appearance features.

"Tell me, what do you know about the doll Tanya?"

Goal: To teach children to identify the signs of a toy.

For each correct answer, the child received a chip. The desire to distinguish himself prompted the child to search for the necessary word or phrase. This made it possible to increase children's speech activity during didactic games.

The role of an adult in games has changed. So, at the beginning, the teacher took the leading role and gave examples of descriptions of objects, and then the children were given independence: the adult controlled the course of the game, monitored the agreement of nouns and adjectives in gender, number and case.

Simultaneously with the work on activating the vocabulary, at the first stage, work was carried out on the formation of the grammatical structure of speech in children. Teaching preschoolers how to construct complex sentences with various types of connections is carried out in classes on speech development. practice shows that for the competent construction of complex sentences, lessons alone are not enough: additional games and exercises are needed, as well as the teacher’s work to correct children’s statements.

In order to develop skills in constructing complex sentences, we selected didactic games developed by V.I. Semiverstvov and adapted to the topic of this study.

Here are examples of didactic games:

"Why"

Goal: To teach children to compose complex sentences with the conjunction because.

"Because..."

Goal: To teach children to correctly use the conjunction because in speech.

"Finish the sentence"

Goal: Learn to compose a complex sentence.

"Shop "

"What if"

Goal: To teach children to compose a complex sentence with the conjunction if.

"Make a proposal"

Goal: To teach children to compose complex sentences.

"Who has whom?"

Goal: To teach children to compose complex sentences.

In order to check how children developed the skills of selecting lexical material in accordance with the topic and situation, as well as the skills of using various syntactic structures, we conducted a lesson - a dramatization with toys, in which the main characters performed a number of actions.

During the lesson, there was a re-enactment of “Guests Came to Masha.” The teacher says that guests have come to Masha and asks her to name their distinctive features: what they are wearing, what they look like. She clarifies what Masha and the guests are doing now, and the children answer. (The teacher performs actions with toys so that the children, when naming them, express themselves using complex sentences).

Analysis of speech utterances showed that the children had sufficiently developed the skills of selecting lexical material and the skills of correctly constructing complex sentences.

After this, we moved on to the second stage of the formative experiment.

The tasks of the second stage: to form in children elementary ideas that every statement has a beginning, middle, and end, i.e. is built according to a certain scheme.

In order to teach children to construct a description of a toy in a certain sequence, we conducted a series of classes to familiarize themselves with the structure of the description. The classes were conducted in a playful way. At the first lesson, children were given the concept of “beginning” of a description: without a beginning, no literary work (fairy tale) can exist; not a drawing, so you need to talk about the toy from the beginning (beginning). In the second lesson, the concept of “end” of the description was given, as well as “beginning” using the example of fairy tales and drawings. In the third lesson, familiarization with the concept of “middle” of the description. Please note that any description has a beginning, middle and end.

We teach children to describe toys according to T. Tkachenko’s scheme. When telling a story about a toy, the following indicators are used:

1. Color: red, green, blue, etc.

2. Shape: circle, square, triangle, etc.

3. Size: large, small.

4. Material from which the toy is made: plastic, metal, wood, etc.

5. Components of the toy.

6. How you can act with this toy.

Several lessons were held to consolidate the skills of describing a toy according to a diagram. (See the lesson notes in the appendix).

In order to instill in children the skills of independently describing toys, role-playing games were carried out.

Since the effectiveness of this type of game depends on the interest and enthusiasm of the children, much attention was paid to the plots and their organization.

The children played role-playing games: “Shop”, “Birthday”, “Exhibition”, “Excursion”.

The main requirement for the participants in these games is to describe the toy as completely, accurately and consistently as possible, so that other children can guess it based on the listed characteristics.

At the end of the second stage of the formative experiment, a control lesson was conducted - the dramatization of "Teremok". Its main purpose was to identify the degree of development of descriptive language at the end of training. (See the lesson notes in the appendix).

An analysis of children’s speech utterances during the control lesson showed that the implementation of all intended content using a variety of methods and techniques had a positive effect on the level of children’s coherent speech: the children’s vocabulary was enriched; ideas about the structure of the text have been formed; improved skills of coordinating words in a sentence; the number of complex and complex sentences in children’s speech has increased; and also the number of errors when constructing complex sentences decreased.

An analysis of the formative experiment materials is presented in the next paragraph.

2.3 Analysis of the results obtained

A final control examination of the children was carried out in April.

The purpose of the survey: to identify the dynamics of mastering coherent speech by children of the fifth year of life as a result of experimental training, to compare the results of ascertaining and formative experiments.

We examined 12 children. The same types of tasks and visual aids were selected for the survey as during the initial survey.

Task 1. Description of the toy.

Purpose: to study the level of coherent monologue statements of the descriptive type of children during the description of the toy.

Task 2. Description of the item.

Purpose: to study the level of coherent monologue statements of a descriptive type in the course of describing the subject.

Task 3. Storytelling based on a plot picture.

Purpose: to study the level of coherent monologue statements of a narrative type during a story based on a picture.

Protocol No. 4 recorded verbatim the children’s statements during the completion of 1 task. The obtained data are presented in Table 4.

Analysis of Table 4 made it possible to identify the levels of development of coherent monologue statements of a descriptive type.

Diagram No. 4. Dynamics of change in coherent monologue statements of descriptive type.

Of 100% of children after the training experiment, 24.99% of children had a high level of development of coherent monologue statements of a descriptive type; 41.65% of children have a level of development above average; 33.32% have an average level, there is no low level.

As the children performed the second task, their statements were recorded in protocol No. 5. Then the data from this survey were placed in Table 5. The results obtained are presented in Diagram No. 5.

Of 100% of children, 33.32% of children after the training experiment had a high level of coherent monologue statements of a descriptive type; 50% of children have a level above average; 16.66% have an average level. There is no low level.

Diagram No. 5. Dynamics of change in coherent monologue statements of descriptive type. (I - high level, II - above average, III - average level, IV - low level)

In order to study coherent monologue statements of a descriptive type, children were asked to compose a story based on a plot picture. In protocol No. 6, the children’s utterances were recorded with preservation of speech features; the results obtained are presented in Table 6. The levels of development of narrative utterances are presented in Diagram No. 6.

Of 100% of children, 66.64% of children after the teaching experiment had a high level of coherent monologue statements of a narrative type; 33.32% of children have an average level.

Diagram No. 6. Dynamics of change in coherent monologue utterances of narrative type.

Having analyzed the results of the educational experiment, we came to the conclusion that in the course of the work carried out on the formation of coherent descriptive speech in classes with toys, children aged 5 years of age increased the level of description of toys and objects, as well as the level of narrative statements based on the plot picture. Children's connected speech began to differ in the variety of linguistic means used, as well as in its structure and consistency.

conclusions

An analysis of scientific and methodological literature has shown that coherent speech plays a leading role in the process of child development, has a great influence on the development of mental and aesthetic education, and also performs a significant social function.

An analysis of the statements of 5-year-old children showed that in monologue speech, preschoolers often replace nouns with pronouns and inaccurately indicate the details of objects and toys. They mostly use simple, incomplete sentences. The statements of most children are characterized by compositional incompleteness; a formal coordinative connection is used between sentences.

The value of activities with toys is that children learn to select subject-logical content for description, acquire the ability to build a composition, connect parts into a single text, and selectively use linguistic means.

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

The purposeful work of a teacher to form coherent monologue statements of a descriptive type in 3-year-old children during specially organized classes and in the process of children’s daily play activities has a great influence not only on the development of descriptive speech, but also on the development of narrative speech. Based on all of the above, we can say that the hypothesis of our study, according to which the widespread use of toys in classes on the development of coherent speech with children 5 years of age will contribute to the effective formation of full-fledged statements in them, was confirmed.

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APPLICATION

Protocol No. 1. Description of a toy by children of the fifth year of life.

Kudryashova Nastya.

This is a matryoshka doll. She is very beautiful because she has a pigtail with a bow at the back and flowers on her scarf. The matryoshka’s face has large eyes, a nose, cheeks and a mouth. She has a painted scarf on her head. Matryoshka is dressed in a red sundress and a yellow blouse with black polka dots. In front of the nesting doll is a beautiful apron, on which there are many flowers. There are 2 blue flowers and a purple bud, and 1 flower is still opening.

Volkov Seryozha.

She is oval and kind. She has a head, stomach, arms and back. It is with flowers and on a stand. She just had her hair curled (pause). And the head is like a flower. She has a braid at the back with a bow, and also leaves. Her sleeves are beautiful. She is beautiful, but this is pink, and here is something black.

Bedaeva Kristina.

She is colorful with color on her head. She has yellow and black hair on her arms, and flowers on the front. (Pause) She has a pigtail. (Pause) She is also red in the back, and her cheeks are pink.

Lepekhin Alexander.

She is colorful, beautiful, good. (Pause) Head, belly, flowers, grass. (Pause) The nesting doll has a scarf. (Pause) There is a sarafan, a stalk, daisies. There are cheeks. (Pause) Stems. There is a side.

Semenov Nikita.

It is semi-oval. The face is round and painted. On a stand. (Pause) The headscarf is on, the hair is on. (Pause) Braid at the back. (Pause). Arms, sleeves and bow.

Smirnov Dima.

Eyes, mouth. (Pause). Pigtail. (Pause) Flowers. (Pause) There are hands and dots. (Pause) And many more flowers. (Pause) There is a bow.

Yudin Alexander.

She has eyebrows and has eyes, a nose and a mouth. (Pause). She also has a scarf on her head and hair, and flowers on her body. She has dotted sleeves on her dress and has dotted spots on her scarf. She also has a braid. (Pause) And everything else here is red.

Davydov Andrey.

She is beautiful, colorful. She has eyes, a mouth and a nose. She has flowers on her chest. She has eyebrows and eyelashes. She has a braid with a bow and a scarf on her head. (Pause) She has spots on her sleeves.

Sokolova Nastya.

She is beautiful and kind. She has eyes, hands, hands. (pause.).

She has eyes, cheeks, and a mouth painted on her face, and flowers on her dress. (pause) She has an apron with flowers painted on her, and she stands on a red stand.

Bradov Stas.

She has a face, hands, a handkerchief. (Pause) Flowers on the head. And here the flowers are decorated. (Pause) And here is the circle. The node is right here. (Pause). And leaves behind. (pause) There is a flower behind, a yellow circle.

Morev Daniil.

She's big and beautiful. There are hair, eyes, eyebrows. She has a scarf on her head (Pause). There are pigtails, arms, cheeks.

Andreev Dima.

There is a handkerchief. (Pause) Flowers are drawn (Pause) More hands. (pause). Pigtail (Pause) There are leaves on the handkerchief.

Protocol No. 2. Description of the object /chair/ by children aged 5 years

Kudryashova Nastya.

This is a chair. It's beautiful, big, brown, and the seat is green. The chair is made of wood. The chair has a back with shelves, legs and a soft seat. I like it because you can sit on it.

Volkov Seryozha.

It's wooden and beautiful. A chair has legs, a back, and a seat. And on it there is a green pillow. (Pause). And the chair is brown. And here the carnations are black.

Bedaeva Kristina.

The chair is big. You can sit on it (pause), you can put it under the table. There are legs, a back and a seat. The seat is green and the chair is brown because it is made of wood.

Lepekhin Alexander.

It's big, hard, but here it's soft. This back, legs and seat (pause) are green, and he is brown. (Pause). They sit on it.

Semenov Nikita.

It is wooden with legs and a back. And you can sit on the seat (pause), because it is soft (pause) and green. And it's wooden. The chair is large, but there are small ones.

Smirnov Dima.

You can sit on a chair (pause). It's big, brown, and here it's green. There is a seat, they sit on it (pause), it is big.

Yudin Alexander.

This is a chair. It's big, hard, and the seat is soft. It's all brown and the seat is green. The back and legs are made of wood, and the seat is made of rags. You can sit on it, or you can move it.

Davydov Andrey.

Well, this is a chair, people sit on it, and if it’s very big, you can lie down (pause). It has a back, legs, and a seat. The seat is soft, but he himself is hard, brown, and it is green.

Sokolova Nastya.

It is brown and the seat is green. You can sit on it, or you can sit at the table (pause). A chair has legs, a back and a seat to sit on. It's big and I have a small one.

Bradov Stas.

You can sit on it, it’s for adults because it’s big (pause). He is brown all over and green on the seat. There are legs, a seat and a back (pause). It's made of wood.

Morev Daniil.

He is big. They are sitting on it (pause). It's brown (pause), but here it's green (pause). It also has a seat, legs, and back.

Andreev Dima.

There is a seat, (pause), shelves, nails (pause). Here is green (pause), brown (pause). And here they are sitting.

Protocol No. 3. Stories from 5 year old children based on pictures.

Kudryashova Nastya.

The picture shows a boy and a girl. The girl is knitting a scarf, and the boy is painting something. He is sitting at the table, and there is a radio on the table; they are probably listening to music or some kind of fairy tale.

Volkov Seryozha.

A boy and a girl are drawn here. They are sitting at the table. The boy has paints and paper, he draws something with a brush. And the girl sits and knits to the music, because the radio on the table is working.

Bedaeva Kristina.

A boy and a girl are sitting. The girl is knitting. She has a lot of balls. She looks at what the boy is drawing. They sit and listen to the radio. It's more fun this way.

Lepekhin Alexander.

The boy is holding a brush. There are paints and water on the table (pause),

pencil, radio. He's drawing. A girl sits on a chair in a yellow blouse. There is a blue ribbon on the head.

Semenov Nikita.

There is a radio on the table. They are sitting at the table. The boy draws. There are paints, a pencil, a sheet of paper on the table. The radio is standing and playing. A girl sits on a chair and knits.

Smirnov Dima.

There is a radio on the table. The boy sits with paints (pause). He looks at the table. The girl sits and holds a scarf. They are saying something.

Yudin Alexander.

A boy and a girl are sitting at the table. The boy has paints and a brush because he is drawing. There is also a radio on the table. The girl is sitting on a chair. She knits and looks at the ball. He rolled away.

Davydov Andrey.

A boy and a girl are drawn here. They are sitting at the table. The boy is drawing a picture, probably a car, and the girl is sitting next to him. She knits a scarf for the boy. There is a radio on the table playing.

Sokolova Nastya.

The boy is sitting at the table. He draws, and when he draws he will show it to the girl. The girl is sitting on a chair and probably knitting a scarf for the winter. They are listening to the radio.

Bradov Stas.

There is a table. A boy is drawing on it. He has a tassel (pause). The girl is holding a scarf in her hands. There are threads lying below.

Morev Daniil.

A boy sits at the table and paints. There are many colors in paints. I have these too (pause). There is a radio on the table. A girl is sitting on a chair, knitting something.

Andreev Dima.

The boy draws a car. There is a glass and paints on the table. There is a radio with an antenna. The girl sits and looks. There are balls of balls lying on the floor.

Didactic games and exercises carried out at the 1st stage of the formative experiment in order to activate children's vocabulary.

"Guess the toy."

Goal: to develop in children the ability to find an object, focusing on its main features.

Progress of the game.

3 - 4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.

Note. First, one or two signs are indicated. If children find it difficult, the number of signs increases to three or four.

“What kind of thing.”

Goal: to teach children to name an object and describe it.

Progress of the game.

The child takes out an object, a toy, from the “wonderful bag” and names it. ("This is a ball"). Initially, the teacher takes upon himself to describe the toy. (“It’s round, blue with a yellow stripe”), then the children complete the task.

"Tell me which one."

Goal: To teach children to identify the characteristics of an object.

Progress of the game.

The teacher takes objects out of the box, shows them, and the children point to some sign.

Teacher: "This is a cube."

Children: “He’s blue,” etc.

If the children find it difficult, the teacher helps: “This is a cube. What is it?”

"Who will see and name more."

Goal: To teach children to use words and actions to identify parts and signs of a toy’s appearance.

Progress of the game.

Educator. Our guest is the doll Olya. Olya loves it when people praise her and pay attention to her clothes. Let's give our doll pleasure and describe her dress, socks, shoes, pay attention to her hairstyle and color. Meanwhile, Olya will hand out colorful flags to us. Whoever collects the flags of all colors first will win. For example, I say: “Oli has blond hair.” Olya gives me a blue flag. It's clear?

Note. If the children find it difficult, the teacher comes to their aid, offering to describe Olya’s socks and dress; Be sure to ensure the correct agreement of the adjective with the noun in gender, number and case.

So that children are not limited to the name of one sign, the teacher interests them with a reward - some object - for each successful answer.

"What did Pinocchio mess up?"

Goal: To teach children to find errors in the description of an object and correct them.

Progress of the game.

Educator. Buratino came to visit us with his friend. He wants to tell us something. Let's listen to him. Please, I want to tell you about my friend Duckling. He has a blue beak and small paws, he shouts all the time: “Meow!”

Educator. Did Pinocchio describe everything correctly to us? What did he do wrong?

Children correct mistakes by correctly naming the signs of the toy.

“Name what it is and tell me which one?”

Goal: To teach children to name an object and its main feature, replacing the noun with a pronoun in the second sentence.

Progress of the game.

The teacher brings a box of toys to the group room. Children take out toys, name the object, describe it, for example: “This is a ball, it’s round. Etc.”

Lesson No. 1

Introducing children to the concept of “beginning of a statement.”

Goal: to prepare children to write descriptive stories; give the concept of "the beginning of a story."

Progress of the lesson.

Educator: “A colorful parrot came to visit us from hot countries. He brought with him a whole bag of fairy tales, pictures and toys. Do you want to listen to the fairy tale that the parrot brought?”

Golden egg.

The hen laid an egg:

The egg is not simple,

Grandfather beat, beat -

Didn't break it;

Baba beat, beat -

Didn't break it.

The mouse ran

She waved her tail,

The egg fell

And it crashed.

Grandfather and woman are crying;

The hen clucks:

Don't cry grandpa, don't cry grandma,

I'll lay another egg for you,

Not golden, but simple.

Educator: “Guys, is everything correct in this fairy tale? Who was the most attentive and heard what was missing in this fairy tale?”

(Children's answers)

This tale is missing a beginning. Listen to the words with which the parrot's tale began. (“The hen laid an egg...”) How can you start this fairy tale? (Children's answers).

Listen to how I begin this fairy tale: “Once upon a time there lived a grandfather and a woman, and they had a pockmarked hen.” Guys, a fairy tale needs a beginning, maybe it’s better without it?

The beginning introduces us to the characters; without it, the whole fairy tale is incomprehensible.

Let's see what else the parrot has in his bag. This is a drawing.

Guess what fairy tale is depicted here? Fairy tale "Turnip" drawing without beginning, without turnip). What's missing from this picture? (started).

Why do you need to start a drawing?

That's right, the beginning is necessary for the drawing so that we can understand what is drawn in the picture.

Look, the parrot has some kind of toy hidden in its bag. (The teacher takes out a toy hare.) Who is this? Guys, try to come up with the beginning of a story about a hare. (answers 4-5 children).

Listen to me start the story about the hare: “This is a bunny.”

What can't a story exist without? (no start)

Guys, the parrot came to visit us for a few days. In the next lessons we will find out what other fairy tales and pictures he brought to us.

Lesson No. 2

Introducing children to the concept of “end of statement.”

Goal: to prepare children to write descriptive stories; give the concept of the “end” of a story.

Progress of the lesson:

Educator: “Today in class we will see what other gifts are in the parrot’s bag. This is a fairy tale. Let me read it to you, and you listen carefully. (The fairy tale is read without ending).

Who heard what is missing in this fairy tale? (Children's answers).

This tale lacks an ending. Come up with an ending to this fairy tale. (Children's answers)

Listen to how I finish this tale. "Mouse for the cat, cat for the Bug, Bug for the granddaughter, granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip: pull - pull - they pulled out the turnip!"

Guys, what do you think the end of a fairy tale is for?

The end of the fairy tale tells us how it ended, what happened to the heroes.

The parrot brought us another drawing, what is drawn on it?

(turnip and grandfather). What is missing? (The rest of the characters, end of the picture).

The end of the picture is needed so that the viewer can understand what fairy tale is depicted.

Guys, tell me and the parrot what the end of the story is for. (children's answers).

Lesson No. 3

Familiarizing children with the scheme of a descriptive story.

Goal: prepare children to write descriptive stories; introduce the outline of a descriptive story about a toy; activate children's vocabulary.

Progress of classes.

Educator. Guys, today the parrot told me that he really wants to hear how you can describe your favorite toys. And in order for the description to turn out beautiful and correct, we will learn how to compose stories using a diagram. (A diagram is revealed, covered with sheets of paper. During the lesson, all columns of the diagram are gradually revealed).

And here is the toy that we will learn to describe. What is this? Name it. (pyramid)

Yes, guys, this is a pyramid. When describing a toy, remember that at the beginning of the story we name the object that we are describing. After that we will tell you what color the toy is. (the first window of the diagram opens). The multi-colored spots in this table tell us what we need to tell about the color of the toy. Tell me, what color is the pyramid?) (Red, blue, green and yellow; multi-colored)

Let's open the next window of the diagram. What is drawn here?

(circle, triangle, square)

This window prompts you to tell us about the shape of the toy. What shape is the pyramid, what does it look like? (Triangle, round rings, oval crown).

Open the next window. These balls say what needs to be told - whether this toy is big or small. What is the size of the pyramid? (large).

What is in the fourth window? Iron, plastic and wood plates are glued here. They tell us what material the toy is made of.

What material is the pyramid made of? (Made of plastic.)

The next window shows that you need to talk about what parts the pyramid consists of? (rings, crowns, base with stick)

And at the end of the story, you should talk about what you can do with this toy? What can you do with a pyramid? (Play, rearrange, disassemble, assemble...)

Now I will describe the pyramid, and you listen and follow the diagram to see if I am describing it correctly.

"This is a pyramid. It is multi-colored, triangular in shape, large. The pyramid is made of plastic. It has a base, rings and a top. I like this toy because you can play with it, take it apart and put it back together.

Who wants to describe the pyramid? (answers from 2-3 children).

The parrot liked the way you described the pyramid. In the next lessons we will continue to describe toys.

Note: The teacher gets children to answer in complete sentences.

Lesson No. 4

Children writing a descriptive story about a toy.

Goal: to teach children to write descriptive stories based on the toy,

including the name of the item and its features (color, size and other appearance features), based on the presentation scheme.

Progress of the lesson.

Rabbit ears appear from behind the table. "Who is this?" - the teacher is surprised. “Bunny,” the children rejoice. “We see, we see your short tail. Children, tell the hare: “We see, we see your short tail.” (Chorus and individual answers)

The hare jumps on the table. The teacher strokes him: “How white you are! How fluffy you are! The ears are long. One sticks up, and the other looks... Where? (“Down”) Guys, look, our bunny is very upset about something. Bunny, you why so sad?"

Hare: “The animals in the forest told me that I was ugly, hairy and long-eared. So I was upset.”

Teacher: “No, bunny, you’re beautiful and we like you very much. Really, guys? Guys, I know how to make a bunny laugh. We need to describe him, and a diagram will help us with this. Let’s remember what the windows in this diagram mean. ( Repeat the criteria by which the toy is described).

Who wants to describe the bunny? (ask the children, the rest listen and complement or correct the storyteller).

Look, our bunny is happier. He really liked your stories, especially how you described his fur coat.

Lesson No. 5

Goal: to teach children to compose a short, coherent story about a toy, based on a description scheme, to strengthen children’s ability to use words to indicate signs of a toy’s appearance.

Progress of the lesson.

There are 4 different bears on the teacher’s table, and at a distance from the bears there is a parrot. The teacher asks what kind of toys are on his table, explains that the bears were brought with him by a parrot, who invites the children to play.

Having clarified with the children what kind of toys are on his table, the teacher asks whether the bears are similar to each other in size (one is large, you can say about it: the largest, one is the smallest, the other two are small); by color (two are brown, but one is fur and the other is plush, one is black and one is yellow). Summarizing the children’s answers, the teacher tells the children words that they will later use when describing them independently: big, plush, black, etc.

The parrot asks the children a riddle about one of the bears sitting on the table, which is a descriptive story about a toy: “Guess which bear I’ll tell you about. He’s the biggest, brown, plush. He has white paws and ears, black eyes - buttons.”

The teacher praises the children for recognizing the bear that the parrot told about and explains: “You easily recognized the bear because the parrot described it in great detail.”

The parrot sits with its back to the children and toys. The called child chooses a bear for himself and, holding it in his hands, composes a descriptive story using a description scheme.

“You see,” the teacher says to the child who has finished describing the toy, “the children want to help you. Let’s listen to what they want to add to your story.” (If the child’s story needs additions, the teacher asks the child to repeat the riddle.

The lesson is emotional. During the process, you can ask 5-6 children.

At the end of the lesson, the parrot praises the children for describing the toys well and having fun playing with them.

Lesson No. 6

Children's writing of descriptive stories.

Goal: to teach children to write descriptive stories about toys, including the name of the object and its features (color, size and other features of appearance).

Progress of the lesson.

“The parrot brought us a whole box of toys,” says the teacher. Today we will continue to learn to describe toys.” (Places a box on his table. One by one, he takes toys out of it. Shows them to the children and hides them in the box.) Now you know what kind of toys are in the box, and you can decide in advance which one you will talk about. (Places the box in front of the children on the coffee table.) The one I name will take any toy from the box and tell about it. The description diagram will help you. Listen to how best to describe the toy. (Takes a matryoshka doll from the box. Shows it to the children.) Of the toys that are in the box, I like the matryoshka doll the most. It is multi-colored and oval in shape. The matryoshka is small, wooden, beautiful. She is wearing a red sundress with blue flowers and a yellow scarf. If you shake the nesting doll, it rattles. This means that the nesting doll is still hiding in it. You can play with this nesting doll. you can disassemble and assemble it." The teacher asks if the children liked his story about the nesting doll. He invites the children to tell about the nesting doll. If there are no volunteers, the teacher offers to tell about any other toy lying in the box. After listening to 3-4 children's stories, it is advisable to conduct physical education minute. The teacher takes out a toy from the box and offers to depict the corresponding animal, and then asks if anyone would like to tell about this toy.

Note: Toys that children talked about do not need to be returned to the box. For this activity, 5-6 toys are enough. The number of children's stories in a lesson should not exceed 5-7.

Lesson No. 7

The game is a dramatization of "Teremok".

Goal: To consolidate children’s ability to compose descriptive stories, to identify skills in developing coherent monologue statements of a descriptive type.

Progress of classes.

The teacher calls the children:

This house grew up in a field,

He is not short, not high...

What little house are these words talking about?

That's right, this is a mansion. Who lived in the little house? (Children's answers).

Look, we also have a little tower in our group. We need to populate it.

The teacher invites the children to tear out some toy that represents an animal. Draws attention to the fact that in order to get into the mansion it is necessary to accurately and correctly describe the toy. Description is the main condition for a cat to want to get into the mansion.

There is a tower in an open field,

He is not low, not high,

Not tall.

Who, who lives in the little house?

Who, who lives in a low place?

The teacher, taking on the role of a mouse who has settled in the little house, asks each player to describe his toy.

Child: “Who lives in the little house?”

Educator: I am a little mouse. And who are you?

Child. I am a frog - a frog.

Educator. What are you like? Tell about yourself.

The child describes a frog.

Children who have settled in the tower listen carefully to the stories of others and decide whether the toy is described correctly and whether a new resident can be allowed into the tower.

All children's answers are listened to. During the descriptions, the teacher notes the level of development of coherent speech skills.

Protocol No. 4. Description of toys by children of the fifth year of life

Kudryashova Nastya.

Her name is Matryoshka. The matryoshka is multi-colored because it is wearing a pink scarf, a yellow jacket, and a red sundress. It is oval shaped and large. The matryoshka is made of wood. With a matryoshka doll you can play mother and daughter, or you can take it apart. I really like this toy because it is beautiful, kind, and has many colors on it.

Volkov Seryozha.

This is a matryoshka doll. She has eyes, nose, cheeks, mouth and eyebrows. He wears a pink scarf on his head. The matryoshka is made of wood. (Pause). She is wearing a red sundress and a yellow and black jacket. You can play with it, take it apart.

Bedaeva Kristina.

This toy is called a matryoshka. The matryoshka is multi-colored because it is decorated with different colors: red, yellow, pink, black, green. It is oval and large. Wooden matryoshka. The matryoshka can be disassembled, or you can play with it. I really like this toy.

Lepekhin Alexander.

This is a matryoshka doll. She has a head, torso, arms. It's colorful. (Pause). The mouth, eyes, hair, nose are drawn on the face. She has a pink scarf on her head and is wearing a sundress. The matryoshka is made of wood. You can play with it.

Semenov Nikita.

This is a matryoshka doll, it has a head, torso and arms. There is a scarf on my head. (Pause) Matryoshka is dressed in a sundress. There is a stand. Matryoshka made of wood, colored. The sleeves are black and yellow and there is hair. (Pause) You can play for her.

Smirnov Dima.

This is a matryoshka doll. It's wooden and can be taken apart. (Pause) Matryoshka oval-shaped, multi-colored. (Pause). It's small, my car is bigger. (Pause). You can play with it and put it on a shelf.

Yudin Alexander.

This toy is a matryoshka. It is painted in different colors: red, green, yellow, pink, black. The oval-shaped matryoshka is very large. The matryoshka is wooden because it is made of wood and varnished. The matryoshka can be disassembled and consists of several parts, so you can play with it.

Davydov Andrey.

This is a matryoshka doll. Matryoshka doll is large (Pause), oval in shape. It is multi-colored because it is drawn in different colors: there is red, black, yellow and green. She understands. The matryoshka is made of wood. They save money in a nesting doll.

Sokolova Nastya.

It is called matryoshka. It is made of wood and painted in different colors: black, green, red. yellow and even blue. (Pause) The matryoshka is big, but not like my doll. You can play with it and take it apart because it is made of two parts: lower and upper.

Bradov Stas.

This is a matryoshka doll. The matryoshka is made of wood. You can play with it, twist it, open it. (Pause). It is oval and multi-colored: red, black, yellow. I like the nesting doll because you can hide something in it.

Morev Daniil.

This is a matryoshka doll. It is painted black, yellow and red. (Pause). It comes apart and is made of wood (Pause). It is oval, like an egg. I like to take it apart.

Andreev Dima.

This is a matryoshka doll. She's colored. She has arms, a head, a face (pause), eyebrows, a nose and a mouth. (Pause). The matryoshka is made of wood. She's big. (Pause). It can be assembled and disassembled.

Protocol No. 5. Description by children of the 5th year of the life of an object

Kudryashova Nastya.

This is a chair. He is brown and his seat is green. In the group we have small chairs, but this chair is large. It is made of wood and varnished. We have a back, legs and a soft seat. I like this chair because it is good to sit on.

Volkov Seryozha.

This is a chair. He's all brown, and the seat is green. This chair is very big. The chair is made of wood and the seat is made of cloth. A chair has legs, a back and a seat. A chair is furniture, so you can sit on it.

Bedaeva Nastya.

This is a chair. It is large brown and the seat is green. The chair is hard because it is made of wood. The seat is soft because it is made of foam rubber. A chair has a back, legs, and a seat. You can sit on a chair, you can rearrange it.

Lepekhin Alexander.

This is a chair. It's big and hard because it's made of wood, and the seat is soft because it's made of foam. (Pause). It's all brown and the seat is green. You can sit on it at the table.

Semenov Nikita.

This is a big chair. You can sit on it (pause). The chair is all wooden, and the seat is rag. It is green and the stool is brown. Brown legs and back.

Smirnov Dima.

The chair has a back, and legs (pause) and a seat. It's wooden. It is brown and the seat is green and soft (pause). You can sit on it.

Yudin Alexander.

This is a piece of furniture. It is brown and green in color. The chair is big. It is made of wood. and the seat is soft, cloth. A chair has legs, a back, and a seat. You can sit on a chair, or you can sit at a table.

Davydov Andrey.

This is a chair. It is big, but there are also small ones. Here I have a small chair at home. You can sit on it. This chair is wooden. It is brown in color and its seat is green. The chair also has legs and a back (pause). It's probably good to sit on.

Sokolova Nastya.

This is a chair. It's made of wood (pause) wooden. It’s for adults because it’s big, and there are small chairs for children. The chair has a back, legs and a soft, green seat. You can sit at the table and draw on it.

Bradov Stas.

This chair is big. It can be placed under the table, or you can sit on it. It has legs, a back and a seat. It is soft and green, and the chair is all wooden and brown.

Morev Daniil.

This is a wooden chair with legs, a back, and a seat. It is soft to sit better. The chair is all brown, and the seat is green (pause). The chair is large, but the group is small.

Andreev Dima.

He is big, hard (groove). Standing here (pause), or maybe at the table. It is brown and green. You can sit on it. (pause) on the seat. It also has a back and legs.

Protocol No. 6. Stories from 5-year-old children based on pictures

Kudryashova Nastya: The picture shows a boy and a girl. They are sitting at the table. The girl has knitting needles in her hands because she is knitting a multi-colored scarf. The girl has a yellow blouse, skirt, tights and slippers. A boy is drawing something with paints. and the girl looks at him. They are having fun because the radio is playing.

Volkov Seryozha: Children are sitting at the table. The boy draws because he has a brush, and there are paints and pencils on the table. A girl in a yellow shirt and skirt sits nearby. She knits a scarf and looks at the ball because it has rolled away.

Bedaeva Kristina: A boy and a girl are drawn here. The girl is sitting on a chair. She has a yellow blouse, a brown skirt and blue tights. She is knitting a striped scarf. The boy holds a brush in his hands and draws. They listen to the radio, which is on the table.

Lepekhin Alexander: The picture shows children: a boy and a girl. The boy is sitting at the table. He's drawing. He has paints and a brush. A girl is sitting on a chair. She knits a scarf and looks where the balls have rolled away.

Semyonov Nikita: A boy is sitting at the table. He paints with a brush. There are paints and water in a jar on the table. A girl sits on a chair and knits a scarf. There are balls of different colors lying on the floor. The radio is playing on the table.

Smirnov Dima: A boy and a girl are sitting. The boy draws on the table. He has paints and a brush. The girl knits a scarf. and the balls are lying around. The radio is playing on the table.

Yudin Alexander: A boy and a girl are drawn here. They are sitting at the table. The boy has paints and paper because he draws. A girl is sitting on a chair nearby. She is knitting a scarf with stripes. There is a radio on the table and plays different music.

Davydov Andrey: In the picture, a boy and a girl are sitting at a table. A boy draws a picture with a brush and paints. He has water to wash his brush. The girl is sitting on a chair. She is knitting a striped scarf, and the balls are rolling away. The radio is playing on the table.

Sokolova Nastya: In the picture, a boy and a girl are sitting at a table. The boy is holding a brush. He thinks about what to draw. There are paints and pencils for drawing on the table. The girl knits a scarf because it is cold in winter without one. They are listening to the radio.

Bradov Stas: A boy and a girl are sitting at the table. The boy draws. He has a brush and paints. A girl sits next to her and has knitting needles, she is knitting a scarf. They listen to music.

Morev Daniil: They are sitting at the table. A boy paints with a brush. There are paints, pencil and paper on the table. There is a yellow ball lying on the floor, also red and brown. The girl knits a scarf. And the radio works.

Andreev Dima: On the table there are paints, water, paper and a pencil, and also a radio. The boy draws. A girl is sitting on a chair and holding a scarf. There are different tangles on the floor.

Federal Agency for Education

State Educational Institution of Higher Professional Education "Glazov State Pedagogical Institute"

them. V.G.Korolenko"

Faculty of Social and Information Technologies

Department of Social Pedagogy

COURSE WORK

Implementation of the principle of visibility in preschool education

Performer: Somova S.V.

student 9224 groups

Scientific adviser:

Senior Lecturer, Department of Social Pedagogy

Ivanova N.P.

Glazov 2009

Introduction

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

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

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

The principle of clarity, in the words of Ya. A. Komensky, is the “golden rule of didactics.” It requires a combination of visualization and mental action, visualization and words. Both insufficient and excessive use of visual aids is harmful. Their deficiency leads to formal knowledge, and their excess can inhibit the development of logical thinking, spatial representation and imagination. There are examples of unconventional application of the principle of visibility.

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

Purpose writing this work is to explore the possibility of the most effective use of visuals in the classroom.

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

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

2. determine the role of visibility in the educational process of preschool children;

3. Consider the methodology of using visualization in the educational process of preschool children;

4. perform a comparative analysis of the results of work with and without the use of visualization.

Theoretical basis of the study consists of the works of: Y.A. Komensky, K.D. Ushinsky, L.N. Tolstoy, A.K. Krupskaya, S.T. Shatsky, L.S. Vygotsky, S.N. Lysenkov and others.

Used in this work such methods: synthesis, literature analysis, observation, conversation, deduction of methodological research and other methods.

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

Scientists and teachers about the principle of visibility

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

Even Ya. L. Komensky (1592-1670) put forward the “golden rule”: “everything that... can be given to the senses for perception...”. The requirement that children gain knowledge, primarily from their own observations, played a big role in learning. He theoretically substantiated and revealed the principle of visibility. Comenius also sought to more strongly develop the cognitive abilities of children, “to ignite the thirst for knowledge and ardent zeal for learning.” In addition, he developed a classroom-based teaching system and put forward the idea of ​​universal education: “teach everyone everything.”

The principle of visibility was significantly enriched in the works of I.G. Pestalozzi (1746-1827). He believed that the senses themselves provide us with random information about the world around us. Education should eliminate confusion in observations, differentiate objects, and connect homogeneous and similar objects again, i.e., form concepts in children.

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

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

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

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

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

Modern didactics have been enriched by practical teachers - Sh. Amonashvili, S. N. Lysenkova, M. Shatalov, N. Ilyin, etc.

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

1.2. The role and place of visibility in preschool education

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

Classification of visual aids

“Visuality plays a special role in teaching preschool children, as it corresponds to the characteristics of their perception and acquisition of knowledge. By influencing the sense organs (visual, auditory, etc.), visual aids provide a versatile, comprehensive formation of any image or concept, and thereby contribute to a more solid assimilation of knowledge, an understanding of the connection between scientific knowledge and life.”

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

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

Experimental clarity(phenomena of evaporation, melting of ice); function - familiarization with phenomena and processes during experiments and observations.

Picture and picture-dynamic clarity(paintings, drawings, photographs, transparencies, films). Its function is to introduce some facts, objects, phenomena through their display.

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

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

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

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

Before selecting this or that type of visual aid for a lesson, it is necessary to consider the place of its use depending on its didactic capabilities.

When forming ideas, the main place is given to figurative clarity. Its simplest, most common and traditional form is printed pictures and illustrative tables, both demonstration and handout.

Painting known as a teaching tool since the 19th century. In the educational process (in the classroom and in extracurricular activities) it is used in the form of large-format wall demonstration paintings; in the form of illustrative material for individual and group use in albums of story pictures; in strips of illustrations (postcards, clippings) for the epidiascope; in the form of pictures in textbooks.

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

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

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

Drugs. Preparations are generally considered to be all natural objects that have been subjected to conservation and dissection for educational purposes (dry and wet zoological preparations, herbariums, etc.) of natural history and reading, as a demonstration for frontal work, organizing independent activities of preschool children.

Collections. These are collections of homogeneous objects, united by the generic characteristic of a collection of minerals, fabrics, seeds, soils, etc.

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

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

A significant place among educational visual aids is occupied by screen, sound, screen-sound (audiovisual) means. When using screen and sound aids, you should remember that they are not some kind of universal means, but only have certain specific capabilities. It should be emphasized that each type of technical means (film, filmstrip, slide) has its own specifics.

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

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

Training in working techniques should begin with the simplest frames of the filmstrip. To do this, you first need to teach the child to see the image in the frame. Children examine the drawing carefully, slowly, trying not to miss a single detail. Such a detailed examination will help to understand the content of the frame and answer the simplest questions: what (who) is depicted in the frame? What does the actor do? Where does the action take place? How can you evaluate this action, deed? These or similar questions are answered by different students in turn.

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

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

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

Currently, a series of transparencies have been created and are widely used for various activities, for example, a series of transparencies “Seasons”, “Animals in different seasons”, “Plants in different seasons”, “Water in nature”, “Forest”. Transparencies, like filmstrips, perform primarily an illustrative function when explaining to a teacher.

ChapterII. Implementation of the principle of visibility in the diversified development of preschool children

2.1. Didactic principles of J.A. Komensky

Comenius was the founder of modern pedagogy. In his theoretical works on the issues of teaching and raising children ("Mother's School" "Great didactics", "The Newest Method of Tongues" etc.) all the most important pedagogical problems are considered. In the didactic teaching of Comenius, one of the important places is occupied by the question of general principles of teaching, which are usually called didactic principles. The principles of teaching imply those provisions of a general methodological nature on which training and teaching in general are based. In the pedagogical literature, a distinction is made between didactic (general) principles of teaching and methodological (specific) principles of teaching.

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

1) the principle of consciousness and activity;

2) the principle of clarity;

3) the principle of gradual and systematic knowledge;

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

The principle of consciousness and activity

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

Consciousness in learning is inextricably linked with the student’s activity and creativity. Comenius writes: “No midwife can bring a fetus into the world unless there is a living and strong movement and tension of the fetus itself.” Based on this, Comenius considered student inactivity and laziness to be one of the most important enemies of learning. Comenius believed that it was necessary to drive out laziness through work.

Comenius considers nurturing activity and independence to be the most important task: “So that everything is done through theory, practice and application, and, moreover, in such a way that each student learns for himself, with his own feelings, tries to say and do everything and begins to apply everything.”

The principle of visibility

The principle of visual teaching presupposes, first of all, that students acquire knowledge through direct observations of objects and phenomena, through their sensory perception. Comenius considers visibility to be the golden rule of learning.

The use of visual aids in the learning process was addressed even when writing and the school itself did not exist. It was quite widespread in the schools of ancient countries. In the Middle Ages, during the era of the dominance of scholasticism and dogmatism, the idea of ​​visibility was consigned to oblivion and it was no longer used in pedagogical practice. Comenius was the first to introduce the use of visibility as a general pedagogical principle.

The basis of Comenius’s teaching on visibility is sensualist-materialist epistemology. To justify the clarity, Comenius cited one phrase many times: “Nothing can be in consciousness that was not given in advance in sensation.”

Komensky defined visibility and its meaning as follows:

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

2) Therefore, schools must leave everything to the students’ own senses so that they themselves see, hear, touch, smelled, tasted everything that they could and should see, hear, etc.

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

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

That is, it is clear from this that Comenius considered visibility not only a teaching principle, but also one that facilitates learning. To achieve clarity, Komensky considered it necessary to use:

Real objects and direct observation of them;

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

Pictures are like images of an object or phenomenon.

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

The principle of gradual and systematic knowledge

Comenius considers the consistent study of the fundamentals of science and systematic knowledge to be an obligatory principle of education.

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

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

2. These tasks must be solved taking into account age characteristics, or more precisely, in accordance with the tasks of individual classes.

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

4. All classes should be distributed in such a way that new material is always based on what has been covered and strengthened by subsequent material.

5. Training “should go from the more general to the more specific,” “from the easier to the more difficult,” “from the known to the unknown,” etc.

The principle of exercise and solid mastery of knowledge and skills

An indicator of the usefulness of knowledge and skills is systematically conducted exercises and repetitions.

Comenius put new content into the concepts of exercise and repetition; he set a new task for them - “deep assimilation of knowledge based on the consciousness and activity of students. Since only exercise makes people knowledgeable in all things, experienced in everything and therefore suitable for everything, we demand that in all classes students practice in practice: in reading, writing, in repetition and debate, in forward and backward translations, in debates and recitation, etc. We divide exercises of this kind into exercises: a) feelings, b) mind, c) memory, d) exercises in history, e) in style, f) in language, g) in voice, h) in rights and j) in piety.”

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

2.2. Methodology for using the principle of visibility in the educational process of preschool children

Teaching methods are ways of joint activity between teacher and students aimed at solving learning problems. We can also add that this is also the core of the educational process, the connecting link between the designed goal and the final result (from Greek - literally: the path to something).

Each method consists of separate elements, which are called techniques (for example, the techniques of the method of working with a book are drawing up a plan for what you read, retelling, making notes, etc.)

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

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

Thus, while reinforcing the material, the child performs a series of exercises proposed by the teacher, at the same time the teacher analyzes the student’s actions, sorts out mistakes, organizes new exercises to consolidate successes, and monitors the results.

Oral presentation as a teaching method contains not only information from the teacher, it is also the activity of the preschooler, aimed at perceiving and comprehending the material.

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

The uniqueness lies in the fact that the teacher, while managing the student’s activities, must see the external and internal aspects of the teaching method.

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

Thus, while observing, a child can pursue only the goal of assimilating ready-made information, but it can also be a search activity aimed at solving a cognitive problem. Knowledge acquired in search activities is more conscious, durable, and flexible. The child puts them into practice more easily.

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

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

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

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

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

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

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

We will examine a specific methodology for raising preschool children using natural resources in the third chapter.

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

Using visual aids in educating preschoolers with speech impairments;

Let's conduct a comparative analysis of the aesthetic education of preschoolers with and without the use of visual aids.

Chapter III. Using visual aids in preschool education

3.1. On the use of visualization to form a coherent monologue speech

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

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

While working with children, Solomennikova L. came to the conclusion: “We must use methods that facilitate the process of developing coherent speech, first of all, visualization.” It is known that S. Rubinstein, A. Leushina, D. Elkoni, L. Vygotsky believed that looking at paintings, illustrations, and diagrams contributes to children’s desire to name the characteristic features of the objects presented on them and talk about them; in this case, it is very important that all elements in the diagram, drawing, etc. are arranged in the sequence necessary for a detailed statement.

Solomennikova L. made her own visual diagrams to help children with special needs write descriptive stories about trees, vegetables and fruits, furniture, toys, domestic and wild animals. Working with children, I became increasingly convinced that the use of visual aids that reflect the plan of a sequential story helped to achieve good results.

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

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

1) organizational part (the goal is to help children concentrate their attention, prepare them to perceive the text);

2) reading the text (without retelling);

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

4) re-reading the text (with the intention of retelling);

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

6) exercises to consolidate language material;

7) analysis of children's stories.

“Not every work of art can be accompanied by a diagram or panel. It is necessary that the text contains repeating plot points, that events develop in a logical sequence, that there is a central character who interacts with several characters appearing in turn."

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

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

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

At the top of the flannelgraph we attach pictures depicting a man and a bear. The turnip grew - the man took the roots, and gave the tops to Misha (under the man I attach pictures with the image of the turnip itself, under the bear - its tops). The wheat ripened - the man took the tops for himself, and Misha took the roots

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

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

You can easily remember the text needed to automate certain sounds if its sequence is clearly presented to the child or if the child sketches the text diagram himself. Then he can concentrate his main attention on the correct pronunciation of sounds that are difficult for him.

To automate the sound “s” in connected texts, I took the poem “Vasenka”:

Fidget Vasenka does not sit still.

The fidgety Vasenka is with us everywhere.

Vasenka has a mustache, there is some gray on it.

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

The children themselves sketched a diagram describing the appearance of the cat in Figure 1.

1 – mustache; 2 – gray hair; 3 – tail; 4 - spot

Rice. 1

In conclusion, speech therapist L. Solomennikova notes “the positive results of teaching children coherent speech and retelling indicate the effectiveness of the visualization techniques used.”

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

Determination of the level of aesthetic development of children of senior preschool age.

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

See the beauty of nature, be able to enjoy it (blue sky with white clouds, butterflies have different colors, bright, flowers smell good);

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

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

The program also notes that in order to properly organize work on aesthetic education, it is advisable to outline its approximate content and determine specific requirements that correspond to the general objectives of education for children of each age group.

Over the course of two months, the work of teachers of two kindergartens: “No. 2” and “No. 5” in the village of Selty was observed on the aesthetic education of children using visual aids of nature in accordance with program requirements.

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

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

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

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

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

The first task was the “Nonsense” technique.

“Nonsense” technique

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

The procedure for carrying out the technique was as follows: first, the child was shown a picture. There are some pretty ridiculous animal situations in it. While looking at the picture, the child received the following instructions:

Look carefully at this picture and tell me if everything is in its place and drawn correctly. If something seems wrong to you, out of place or drawn incorrectly, then point it out and explain why it is wrong. Next you must say how it really should be.

The time for exposing the picture and completing the task is limited to three minutes.

(see Appendix 6).

Second task served as a system of questions that revealed children’s knowledge about wintering and migratory birds, about the external characteristics of animals and their habitat, about deciduous and coniferous plants, about the behavior of birds and animals in winter, as well as about seasonal agricultural work.

System of questions:

1.Which animal has spines? (At the hedgehog)

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

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

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

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

The results of the ascertaining experiment to identify the level of aesthetic development of children of senior preschool age, obtained using the “Nonsense” technique and the questions asked, are presented in Table No. 1 (see Appendix 3).

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

Methodology for improving the work on aesthetic education of preschoolers using the means of nature.

Based on the results obtained, we developed a set of classes aimed at improving the aesthetic education of preschoolers using visual means of nature.

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

The main objectives of the experimental work were the following:

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

2) Give basic concepts about the relationships in this world;

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

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

The study was conducted in the senior groups of kindergarten No. 5.

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

To work on the aesthetic education of children using the means of nature, a purposeful system of classes was developed. Each lesson includes a variety of games, techniques, and experiments. Much attention is paid to seasonal excursions, which were held in one place.

The relationship between aesthetic education and all aspects of the educational process provides an integrated approach to the harmonious development of the younger generation; the lesson plan is presented in Appendix 4.

Lesson 19. Excursion to the winter forest “Visiting the winter-winter.”

Goal: show children the miracle of white color, see trees in winter, the diversity of tree bark. Contents and methodology. The teacher, having come to the forest, draws the children’s attention to the beauty of the winter forest, to the appearance of the trees and bushes (no leaves). Invite the children to see how beautifully the bare branches stand out against the sky.

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

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

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

Not a leaf, not a blade of grass!

Our garden became quiet.

And birches and aspens

The boring ones stand.

Only one Christmas tree

Cheerful and green.

Apparently she is not afraid of the frost -

Apparently she is brave. Play the “Guess” game.

Goal: to train children in choosing a tree according to the principles specified by the teacher or child, revealing the structural features and behavior of a given inhabitant. Progress of the game: a description of the tree is offered to an adult or a child, and the rest must find out what tree we are talking about, find and run up to it.

To test the effectiveness of the proposed system of classes on aesthetic education of children using nature, two tasks were used.

The first task was to use the “Seasons” technique, which allows you to determine children’s knowledge about seasonal changes in nature.

Methodology "Seasons"

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

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

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

System of questions:

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

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

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

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

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

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

As can be seen from table No. 2 , The experimental group is at a high level of development, which makes it possible to use the developed system of classes on aesthetic education using visual means of nature in practice.

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

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

Conclusion

In conclusion, we will summarize our research in the field of using visualization in the education of preschool children.

We set ourselves a goal: to explore the possibilities of using visuals most effectively in the classroom. For this purpose, the works of great teachers of the past and modern authors were studied (Ya.A. Komensky, K.D. Ushinsky, L.N. Tolstoy, L.S. Vygotsky, S.N. Lysenkov, etc.). All of them are unanimous in the opinion that the use of visual aids should be carried out in compliance with measure, place, gradual complication and variety of forms. Tolstoy understood the sense of proportion and place as the inadmissibility of overloading the lesson with artificial forms of visualization, that is, paintings, images of things, and even the things themselves, taken out of their natural setting.

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

Also during the work the following tasks were completed:

The role of visual aids in the comprehensive education of preschool children was revealed in detail. None of the types of visual aids have absolute advantages over the other. When studying nature, for example, natural objects and images close to nature are of greatest importance, and in grammar lessons - conventional images of the relationships between words using arrows and arcs , by highlighting parts of a word with different colors. It is very important to use visual aids purposefully, and not to clutter up the classroom with too many visual aids, because the ego prevents students from concentrating and thinking about the most important issues. This use of visualization in teaching is not beneficial, but rather harms both the acquisition of knowledge and the development of preschoolers.

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

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

List of used literature

Artemov V.A. Psychology of visibility in learning. – M.: Education, 1998.

Baranov S.P. Principles of learning. – M., 1975.

Baranov S.P. The child's sensory experience in primary education. – M., 1963.

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

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

Vygotsky L. S. Imagination and creativity in childhood. – St. Petersburg: Union, 1997.

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

Davydov V.V. Developmental learning theory. - M., 1999.

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

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

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

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

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

Zagvyazinsky V.I. Teacher's pedagogical creativity. - M., 1987.

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

Zelmanova L.M. Visualization in teaching the Russian language: A manual for teachers. M.: Education, 1984.

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

Karaeva S. A. Using cards with pictures in Russian language lessons: visual material. // N.Sh. - 2003. -No. 8 - p. 46.

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

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

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

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

Leontyev A.11. Psychological issues of consciousness of teaching. - M., - 1983.-t. 1.-s. 360.

The world of childhood: Junior schoolchild // Ed. A.G. Khripkova. - M.: Pedagogy, 1981.

Equipment for the pedagogical process in primary school. – M.: “Enlightenment”, 1975.

Pedagogy / Ed. Faggot. – M., 1999. P. 172-184.

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

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

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

Tolstoy L.N. Complete. Collection Works: In 90 volumes - M., 1928-1958.

Ushinsky K.D.. Native word. Book for teachers. Collected works, - M., 1974.

APPENDICES

Annex 1

Annex 1

Appendix 3

Table No. 1

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

Appendix 4

Lesson plan for aesthetic development of preschoolers

by means of nature

Appendix 5

Table No. 2

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

Appendix 6

Rating scale for formative and ascertaining

experiments

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

8-9 points (high) - the child noticed and noted all the existing absurdities, but from one to three of them was not able to fully explain how it really should be.

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

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

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

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STATE EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

DAGESTAN STATE PEDAGOGICAL UNIVERSITY

FACULTY OF PRIMARY CLASSES

Department of Theoretical Foundations and Technologies of Primary Language Education

GRADUATE QUALIFYING WORK

Formation and development of Russian coherent speech of primary school students using visual aids

Specialty 050708 - Pedagogy and methods of primary education

Completed by: 6th year student, 3 groups

Velikhanova R.Z.

Scientific director

Candidate of Pedagogical Sciences, Associate Professor Karaeva S.A.

Makhachkala 2013

INTRODUCTION

Visibility as one of the most important didactic principles is developed and implemented in the theory and practice of teaching the Russian language at all stages of the development of school education. The main way of its implementation is the use of visual aids in the educational process. Visual materials can only be useful if they are organically connected with the content of the lesson as a whole, with all its components and tasks. When starting to use visual aids, the teacher must realize for what purpose he is doing this, determine at what stage of the lesson to work with them, and how to connect this stage with other parts of the lesson.

Speaking about the role of visibility in learning, K.D. Ushinsky wrote: “Childhood nature requires visibility. Teach a child some five unknown words, he will suffer for a long time and in vain over them, but associate twenty such words with pictures, and the child will learn them on the fly.” K.D. Ushinsky considered one of the main conditions for the development of a child’s gift of speech to be the clarity of the object (phenomenon) in question. This is especially important in the first stages of training. It is necessary that the object stands directly in front of the student’s eyes or is strongly etched in his memory. “Such an object itself asks the child a question, corrects his answers, puts them into a system, and the child thinks, speaks and writes independently, and does not catch phrases from the teacher’s lips or from the page of a book.”

Modern research into language teaching methods proves that the use of educational complexes with extensive use of visual aids creatively enriches the capabilities of the textbook and allows one to achieve significant success in language teaching.

As you know, teaching the Russian language in a national school means teaching speech activity in Russian. That is, the understanding of language norms is subordinated to the tasks of communication. The student must put into practice the knowledge, teachings and skills that he acquired in Russian lessons in order to correctly express his thoughts in Russian. Language and speech clarity certainly helps him in this. From the point of view of perception, linguistic and speech clarity is divided into visual (visual), auditory (auditory) and visual-auditory visibility (audiovisual).

Great attention has always been paid to the use of visual aids at the initial stage of learning. This is due to the fact that they have the opportunity to show the development of phenomena, their dynamics, communicate educational information in certain doses and manage the individual process of knowledge acquisition. They stimulate the cognitive interests of students, create, under certain conditions, an increased emotional attitude of students to educational work, provide a versatile formation of images, contribute to the solid assimilation of knowledge, understanding of the connection of scientific knowledge with life, while saving teachers’ time. The topic of using visual aids in the classroom is increasingly being developed in the psychological and pedagogical literature in connection with the emergence of new types of visual aids and their capabilities in teaching schoolchildren.

The use of visual aids in the educational process helps students develop the ability to practically use the Russian language in everyday life and in the process of work, and helps to make every Russian language lesson a lesson in the development of oral and written speech.

The use of visual aids facilitates the assimilation of Russian words and their consolidation in students’ memory, since the acquired words are associated with a visual image. In addition, the teacher has the opportunity to control the assimilation of learned words at any time. The use of visual aids in the classroom not only facilitates the process of explaining language material, facilitating its stronger assimilation, but also significantly saves time and uses it more rationally.

Relevance of the topic and the novelty of the research is primarily determined by the lack of development of this problem in the linguodidactic and methodological literature.

Especially in the absence of a Russian speech environment, a special place in mastering a second language as a means of communication is occupied by the use of visual aids that help create a specific situation for speaking. The choice of the topic of the thesis is due to this need, as well as the insufficient development of a number of theoretical and practical issues on this topic.

The object of the study is the process of formation and development of coherent oral Russian speech of primary school students using various plot pictures, tables, diagrams, etc.

The subject of the study is the substantiation of the theory and methodology for organizing students' educational activities in order to instill in them the skills of coherent Russian speech.

Purpose of the study. Based on the disclosure of the features and originality of the formation and development of oral dialogic and monologue speech using visual aids, to develop the most effective and rational scientifically based methodological recommendations aimed at developing strong skills in generating and producing coherent statements among primary school students in accordance with specific conditions communication.

Research hypothesis: the formation and development of skills in coherent Russian speech will be more intensive and effective if we rely on the widespread and targeted use of visual aids and audiovisual aids in a gradual manner and taking into account the psychological characteristics of children.

To achieve the goal and the hypothesis put forward, it was important to solve the following tasks:

Study and summarize linguistic, linguodidactic and psychological-pedagogical literature to identify the role of visibility in the formation and development of skills in coherent oral and written speech among primary school students;

To identify the psychological and pedagogical prerequisites for the successful development of Russian coherent speech in children;

Show the role of visual aids in the formation and development of Russian coherent speech among primary school students.

To solve these problems, the following research methods were used in the work:

Theoretical (study and analysis of linguistic, linguodidactic, psychological, pedagogical and methodological literature);

Pedagogical.

Theoretical significance of the study. The work reveals the features of dialogic and monologue speech, substantiates the linguistic and psychological-pedagogical prerequisites for the development of speech skills of primary school students, as well as the principles of constructing a methodology for the speech development of primary schoolchildren.

The practical significance of the work lies in the development of methodological recommendations for the wise use of visual aids for the formation and development of students' skills in coherent statements.

The structure of the work is determined by the content, goals and objectives of the study. It consists of an introduction, two chapters of findings and a conclusion. Attached is also a list of research and educational literature that was used to one degree or another during the development of the problem.

CHAPTER?. LINGUISTIC PREREQUISITES FOR THE FORMATION AND DEVELOPMENT OF RUSSIAN CONNECTED SPEECH OF PRIMARY CLASS STUDENTS

1.1 Consistency and originality of their assimilation at the initial stage of training

The basis of modern methodological concepts of teaching the Russian language is the idea of ​​distinguishing between language and speech, understanding the essence of these concepts, their relationship. In linguistics, the concepts of “language” and “speech” were distinguished by such outstanding representatives as W. Humboldt, G. Schuchardt, A.A. Potebnya, F.F. Fortunatov, I.A. Baudouin de Courtenay and others. We find an attempt at a theoretical substantiation of such a distinction in the works of F. de Saussure and L.V. Shcherby.

Language is a system of material units that serve communication. These units are reflected in people's minds in contrast to specific thoughts, feelings and desires. If units of language were constantly tied to the same specific thoughts and feelings, they could not serve as a universal tool of communication. Words, grammatical forms and other units of language are used to express specific concepts. As a result, speech (or language in action) arises, used to express specific content.

Language and speech are one and at the same time different. The means of communication in potential is language, and the means in action constitutes and implements speech. Language is a social, socio-historical phenomenon, and speech is an individual psychological phenomenon. Language exists in society, in the minds of its speakers. The creator and speaker of a language is the people, and the creator and speaker of speech is an individual. Speech is built on the material of language and according to its inherent “rules”.

Language is a sign system, equally understood by all its speakers; it is a tool of communication. Speech is the very process of using a sign system for the purposes of communication or thinking.

Awareness of the relationship between language and speech is necessary for understanding many properties of speech and, first of all, for comprehending such communicative qualities as correctness, purity and richness, expressiveness. Everything in the language is correct and standardized. The definitions “correct”, “incorrect”, “accurate”, “inaccurate”, etc. do not apply to it. In speech, deviations from the rules of the language and violations of its norms may occur. This is how an interesting and complex problem of speech culture appears in the science of language.

The functioning of language and speech as two interrelated but diverse phenomena suggests the importance of differentiating methods of language learning and speech teaching. This is especially necessary for a national school and is associated with the question of what to teach in a given school - language or speech.

The solution to this problem is determined by the purpose of studying the Russian language in primary national schools. The main and most important task of studying a second language in it is the formation and development of students’ speech, instilling in schoolchildren the skills and abilities to communicate in a given language. From here it is clear that the implementation of this task involves the study of Russian as a non-native language through speech training, in connection with which the following aspects are highlighted:

Studying a language to become familiar with its graphic, phonetic and lexico-grammatical systems;

Speech training for communication in this language.

Speech exists in different forms. It can be internal and external. These two forms cannot exist in isolation from each other. Thought finds its linguistic expression in speech. Therefore, speech cannot develop in isolation from thinking. Inner speech precedes external speech, acting as a transitional step from thinking to external speech (thinking - internal speech - external speech). These questions are reflected in the works of psychologists L.S. Vygotsky, A.N. Sokolova, N.I. Zhinkina, B.V. Belyaeva, N.Ya. Galperina, A.K. Markova and others.

External speech exists in two forms: oral and written. Oral speech is rich in its functions. It serves as a means of obtaining information, a form of multilateral communication between people in all areas of their activity and is always designed for certain listeners who react to the statement. This live contact allows the speaker to make changes to the content, think about the timbre and strength of the voice; trace how these changes affected the reaction of listeners. Oral speech is characterized by intonation, facial expressions and gestures that complement the thoughts, feelings and experiences of the speaker, as well as improvisation.

From the point of view of the laws and norms of a given language, oral speech must, first of all, be correct, vivid, figurative in form, and internally emotional.

It is divided into dialogical and monological.

Dialogue is one of the most common types of oral speech, the most natural form of verbal communication. This is a conversation between two or more persons. According to L.V. Shcherba, “language reveals its true existence only in dialogue.”

The dialogues are differentiated by topic: some of them are related to everyday topics, others - to topics of an abstract nature. Two or more lines of dialogue that are closely related in meaning form a dialogic unity.

It is advisable to begin teaching dialogic speech with imitation, repeating questions and answers after the teacher; from imitation of him. The fact is that at first, younger schoolchildren are very shy; They know each other little and have almost no speaking skills. From imitation, children gradually move to using analogy.

The first type of exercises, which prepares students for the actual dialogic exercises, consists of responding to the teacher’s questions, which, depending on the goal, require answers in complete or incomplete sentences.

Practice shows that taking initiative in dialogue is a great difficulty for students. Therefore, it is necessary to constantly encourage their desire for independence. A method of working such as answering questions in a chain or chain dialogue comes to the rescue. This technique is based on imitation of a model, but meaningful imitation, which contributes to the formation of the skill of transferring what has been studied and acquired to similar material. Students modify the sample and substitute the necessary words into it.

For example, when teaching children practically about personal pronouns, the teacher hands out pictures and objects; takes something for himself, shows it and, turning to one of the students, asks what he has. The student must answer the teacher's question. If he can’t, the class helps. With the help of such exercises, both intonation skills and the skills of quickly using the right word are developed; students are prepared for active speech activity.

Chain dialogues are useful for practical mastery of various grammatical forms. (Who did you come to school with? Who are you friends with? What books do you have? Where did you get them? What assignment did the teacher give you? Who do you sit with in class? When do you return home from school? etc.).

To master dialogues that imitate communication in natural conditions, it is advisable to use role-playing games and dramatizations. For example, “In the school library.” (Dialogue between librarian and visitor).

Good morning, Farida Karimovna!

Good morning, Rizvan!

I brought the book.

Which book?

About war.

Have you read it?

Do you like her?

Yes very.

Do you want another book?

Not today, I'll come tomorrow.

Goodbye!

To instill in children the skills of composing dialogues with complete and incomplete sentences, it is advisable to suggest constructing answer options:

Did you have a good friend in class?

I had a good friend in class.

Is he from your village?

He is from another village.

A monologue is “a product of individual construction” (V.V. Vinogradov). This is the most important form of speech. Compared to dialogue, it is much more traditional in the choice of linguistic means for conveying content and in its design. Mastering the forms of monologue speech is an art, an extraordinary gift that allows you to teach children Russian speech practice in an interesting and effective way.

Monologue speech of a teacher is the most important effective means of forming and developing skills of coherent oral speech. It should have unity of content, features of the presentation of the material, its verbal design and methods (techniques) of pronunciation.

Traditionally, monologue speech includes: narration (telling, retelling, reporting), description, reasoning, which are closely related to the formation and development of coherent speech.

Coherent speech based on a picture, about familiar people, surrounding life, familiar objects and natural phenomena, about what has been seen and heard serves as an excellent means of assimilating linguistic material. At the same time, it is an integral part of mastering speech skills.

It has been proven that the ability to tell a coherent story depends on the ability to observe, analyze, compare, cover various characteristics of objects, phenomena, and dismember them; present all this in a certain order - in terms of the content of the speech.

It is difficult for children to remember the necessary words and constructions, i.e. the plan of expression is difficult. The acquisition of monologue speech is associated with both the content plan and the expression plan.

Teaching storytelling begins from the very first lessons, listing objects with an indication of them.

This is my house. There are trees here. The parents are here; Mom and dad are here. There are trees and flowers; Mom and dad are here. And there are flowers and trees...

Success in developing monologue speech skills is largely due not to memorizing texts by heart, but to a system of exercises on coherent storytelling on similar topics; frequent repetition of the themes of stories during a certain period (for example, pre-literary).

1.2 Speech activity of primary school students

In the traditional method, two main directions of children’s speech development are outlined. The first is carried out in the process of implementing the language in practical activities. The second is related to specially organized training, which we deal with, first of all, when studying the language of interethnic communication.

The methodology for developing speech at the lexical level provides for the following areas:

Enriching children's vocabulary;

Clarification of the dictionary and its active use;

Prevention and elimination of unliterary words.

Thus, speech development is a purposeful, teacher-organized process of realizing language in the act of communication, enriching students’ vocabulary and improving the structure of their speech and thinking. By developing the speech and thought of students, the teacher leads them from simple to complex, from the known to the unknown, and thereby achieves content and improves their quality.

In the process of children's speech development, the ability to control speech plays an important role. There are, as it were, two systems taking part here: the control system, which includes the subject’s brain, and the controlled system, which includes the speech organs, as well as the speech system in a given language. Speech is controlled and regulated using the so-called feedback between speech as a controlled system and the brain with certain models of language as a control system. There is a “feedback (through air and bones) through which sound waves also enter the ear and therefore the brain of the speaker. It serves to control one’s own speech.” In this case, the information that comes back to the control center tends to counteract the deviation of the controlled value from the control one. And the phrase acts as a signal about the nature of speech, which is also a source of feedback.

Developing students' speech means making it meaningful and imaginative, harmonious and expressive, accurate and clear.

Practice shows that the pace of speech largely depends on the speaker’s temperament and his condition. Sadness, grief, melancholy, serious emotional experiences, depression slow down the speech rate; and, conversely, delight, joy, fear and other moments of emotion speed it up.

What is speech activity? According to academician L.V. Shcherba, when teaching any activity, you must not only be able to demonstrate it yourself, but also understand its mechanism.

In natural communication conditions, speech activity is determined by certain needs, motives and goals. Since it is carried out orally and in writing, its possibility is traditionally determined by the level of formation of 4 mechanisms:

Listening (perception of Russian speech by ear);

Speaking;

There is close interaction and interconnection between these mechanisms (the same words and grammatical structure as a whole).

From the above it is clear that children master language through speech activity. Therefore, it is necessary to create conditions for such activities: the need for communication (or communication), the creation of a speech environment, bringing the speech skills of schoolchildren to a certain minimum. We are talking about improving coherent statements, increasing their culture, all their expressive capabilities.

Connected speech is considered from various points of view:

Its typology, forms, types and genre diversity (oral and written, dialogic and monologue);

Applications in educational and speech activities (dialogue between teacher and student, between students; conversation based on a picture, about what has been read and heard, about the surrounding reality; retelling close to the text, brief retelling; story, presentation, composition);

The specifics of education, the construction of which is regulated by its own rules.

Speech activity is carried out in the form of utterances consisting of one structure or a group of structures. At the same time, exercises in the pronunciation of tongue twisters significantly help the formation of distinct, legible and intelligible Russian coherent speech.0

Learning to speak is a guided process; Teachers and methodologists have great opportunities to significantly accelerate the rate of growth in students’ speech abilities through special organization of educational activities.

Firstly, the effectiveness of the educational process can be increased by selecting and organizing didactic material. If during spontaneous speech practice we encounter a large number of different elements of language, then in the process of organized learning we can include in speech only what is really important and necessary for mastering the language. Secondly, the effectiveness of the educational process can be increased through the use of visualization, the use of such methods and techniques that facilitate the acquisition of knowledge, skills and abilities necessary for practical language proficiency. For example, a student will understand and learn little about the language if he is immediately (in the first lessons) given the following text:

Here's the yard. There is a tree growing there. It's big. There are children here. They are playing.

This text is too heterogeneous both from the point of view of lexical, and from the point of view of morphological forms, and from the point of view of syntactic structures.

A text that is relatively linguistically homogeneous will be more useful, for example:

This is home. What is this? - This is a house. - And this is a tree. What is this? - This is a tree.

Outwardly, the student simply listens to the teacher and repeats after him. But at the same time, a lot of mental work is happening in his mind. Even without the teacher's explanation, he gradually begins to realize that there are two parts here (in our notation, each part is equal to one line).

In turn, this or that line also breaks down into three parts: in the first part something is stated (This is a house. And this is a tree), in the second part there is a question, an incentive to speak (What is this?), and in the third part it is given the answer to the question posed. In other words, each microtext begins to break down into sentences in the minds of students. By comparing the structures of sentences with each other, the student will approach the selection of words in sentences, some parts: this, a house, that, a tree. If we continue to work on similar sentences, the child will make more significant conclusions, for example, that the word “what” replaces the words “house” and “tree”, that is, it takes the first steps towards understanding the lexical units “house”, “tree” “as words similar to each other, and to the awareness of the fact that the concept “what” is equivalent to the words house, yard, tree, table, book, etc.

In our opinion, even with such limited experience of familiarity with Russian speech, children comprehend the existence of a connection between words (the words “what” with a question, with interrogative intonation).

Gradually, new words, new parts of speech and constructions can be included in speech activity. So, for example, animate and inanimate nouns will appear, and the child’s developing ability to use the questions who? So what? will be the first step towards understanding the features of this very important lexical and grammatical category. Nouns in the plural will appear - and the child will learn to distinguish the forms table-tables, desk-desks and realize how they differ, and then learn to form the plural independently. And this ability to distinguish forms and form them will serve as the basis for correct understanding, and, if necessary, the formation of the plural of those words that are not yet known to the child now and will appear only in the future. In connection with the accumulation of vocabulary, students will gradually learn to group words into word-formation types, which will serve as the basis for expanding the necessary vocabulary.

Conclusions on chapter 1

1. One of the most important theoretical foundations for teaching coherent Russian speech to primary school students is the correct interpretation of linguistic concepts: language and speech, text and microtext, their relationship.

In determining the content, methods, and techniques of teaching the Russian language in these classes, one should proceed from an awareness of the essence of language and speech, their relationship, it is important to understand the need to distinguish between methods of studying language and teaching speech.

2. The focus of the primary school teacher should be on the formation and development of students, first of all, dialogical and monologue speech. At the same time, it is important to remember that it is more difficult to control speech during a dialogue than during a monologue, because during a dialogue the speaker is under the influence of a certain situation: he must say what the interlocutor wants or expects to hear in a given speech situation.

3. The basic minimal unit of coherent speech is the complex syntactic whole (CSC), which represents the unity of content, logical-compositional structure and syntactic organization. The importance of its assimilation affects, first of all, the interpersonal relationships into which the student enters. Insufficient command of syntactic units (especially speech) is the reason that does not give him the opportunity to freely participate in the life of society.

4. The formation of skills and abilities in primary school students is the main and important part of the overall process of teaching the Russian language as a means of speech development and communication. The main attention should be paid to the development of phonemic hearing in children, connecting different shades of sound with meaning.

visibility Russian speech schoolboy

Chapter II. Methodological prerequisites for speech development of primary school students using visual aids

2.1 Types of visual aids and their role in the formation and development of Russian coherent speech

It is known that Y.A. Comenius spoke about the famous “golden rule,” which provided for students’ direct acquaintance with objects in real life or with images of these objects. In his opinion, everything that is possible should be “provided for perception by the senses.”

The importance of concrete sensory support in pedagogical activity was convincingly substantiated by K.D. Ushinsky, who saw in visual learning an educational process built not on abstract ideas and words, but on specific images directly “perceived by the child.” According to the fair remark of the great teacher, “children’s nature requires clarity,” which is one of the main conditions for the development of the gift of words, its assimilation and consolidation in the memory of students.

Indeed, visualization is a wonderful means of creating a situation that is necessary for understanding coherent speech and its active use.

In modern didactics, there is a broader understanding of the principle of visualization. We are talking about systematic reliance not only on specific objects and their images, but also on models, which are considered as “a conventional image (image, diagram, description, etc.) of an object (or system of objects).”

The role of educational models in the formation of theoretical concepts as the basis of scientific thinking is convincingly revealed by V.V. Davydov. He characterizes these models as a kind of alloy of clarity and concepts, concrete and abstract; even proposes to consider modeling as a didactic principle that complements visualization. But we find the opinion of those who consider modeling an integral part of the principle of clarity more convincing. Thus, psychologists D.N. Bogoyavlensky, A.N. Leontyev and others believe that visual aids contribute not only to concretizing ideas and enriching students’ sensory experience, but also to revealing certain pedagogical patterns and leading to scientific generalizations. According to A.N. Leontyev, visibility serves as an external support for internal (mental) actions - and this is its psychological function.

Visualization gives a greater pedagogical effect if combined with the word of the teacher, who organizes student observations and encourages them to cognitive activity and independent conclusions. This means that the matter is not only in the nature of the visual material included in educational activities, but also in the methodology of its use.

Visual aids are traditionally divided into two types:

Didactic (educational paintings and drawings);

Works of art used for the formation and development of students' oral and written speech.

Among the teaching aids there are subject, thematic, situational, plot and others. Subject ones are useful in semantizing words, explaining phonetic and grammatical phenomena; thematic and plot-based are effective for the ability to use the studied linguodidactic material in monologue speech, situational - for the intensive development of dialogic speech.

Visualization of the second type contributes more to the ideological and educational goal. With the help of various paintings, the teacher achieves the formation and development of artistic (aesthetic) taste in children, which manifests itself both in the ability to more or less freely express one’s thoughts on its content, and in justifying one’s assessment of a work of art. Visibility, thus, makes the learning process in primary school lively, interesting and attractive.

One of the conditions for ensuring the effective use of visualization is the correct selection of educational material in accordance with the goals and stage of training. The rational use of visual aids that are appropriate to the interests of children and their age has a beneficial effect on increasing the communicative orientation of learning, the formation and development of speech skills, and serves as a reliable incentive for language acquisition.

Thus, the basis of the principle of visual teaching is the sensory perception of language material. It (visuality) is the best means of mobilizing the psychological activity of schoolchildren, increasing their interest in lessons and the potential for involuntary memorization. Visualization expands the volume of acquired material and promotes the development of speech skills at all stages of teaching the Russian language in a national school. In Russian language lessons, it should, first of all, be linguistic, implemented both by the speech of the teacher, and the speech of students, and magnetic recording, and wall newspapers, and radio broadcasts, and various evenings and matinees, and, finally, tables and diagrams with parallels from Russian and native languages. Illustrative material is not excluded (story pictures and their series; objects and actions with them, filmstrips and films, etc.), which should be used skillfully and within reasonable limits in lessons and outside of class hours.

In the elementary grades, speech clarity undoubtedly occupies a leading place: it makes it easier to memorize the most difficult cases of word usage and adherence to the norms of literary pronunciation. Speech visual aids reproduce specific words, phrases, sentences - especially text.

The main means of realizing auditory clarity is sound recording - materials recorded on a gramophone record or tape. These teaching aids complement the living word of the teacher, cinema and television, radio and filmstrips, slides, overhead projector, etc. TSO is not only an application to the teacher’s word, but also a kind of illustrated guide. They stimulate the mental activity of students, make educational material more visual and therefore more accessible; their use is a powerful means of forming and developing children’s speech skills.

Thus, to implement the principle of clarity, it is useful to distinguish between such teaching aids as taking into account the features of the didactic material used in them (verbal and visual; specific language units and their schematic display), types of perception (visual, auditory, visual-auditory); methods of supplying material (with or without TSO); organizational forms of work (frontal based on demonstrative aids and individual based on visual handouts).

Experimental work has shown that of all the types of visualization that contribute to the speech development of primary school students, the most common and acceptable is the picture: children are more prone to concrete thinking.

When working with narrative paintings and reproductions of paintings by famous artists, there is no need for translation: students not only hear the name of an object, action, etc., but also see it, and thus a condition is created that generates serious speech activity.

There are certain requirements for working on paintings; they should be selected taking into account the minimum vocabulary and topics of texts for reading in grades 1-4 and the place of application, depending on the didactic possibilities, purpose and objectives of a particular lesson; promote the development of visual and figurative thinking in children; to activate attention when mastering any educational material, to promote the formation of basic skills in educational and search activities; stimulate interest in learning, creating attitudes towards effective learning; receive information about speech development.

Subject and plot paintings in primary grades are introduced during the preparatory period. At the same time, the former help to carry out work to enrich the vocabulary of children, serve as material for logical exercises and independent work in syllabic-sound analysis, and the latter are used mainly for the formation and development of speech skills, composing coherent stories in the target language.

For exercises in coherent storytelling, drawings are specially placed in the Primer. The children look at them, the teacher asks them questions, to which the students answer in three or four sentences, after which, guided by one or another drawing as a plan, they coherently convey the content of what is depicted on it.

When teaching listening, pictures and drawings perform, on the one hand, the function of clarifying and concretizing the information received through the auditory canal, and thereby facilitate the process of perception and understanding of spoken speech; on the other hand, they serve as a means of control and understanding of what is heard.

The formation and development of speech skills is facilitated by the use of mobile and split alphabet, various syllable cards and other aids during the period of learning to read and write.

The mobile alphabet is used mainly in the first period of training to develop positional reading by inflecting words (independently and in words). It is a bar with windows from three to five holes.

Between the slats, through the windows, ribbons with letters are passed, the order of which corresponds to the task of using the manual for one or another synthesis technique when teaching reading.

The split alphabet is used (along with the mobile alphabet) at the second and third stages of literacy. It consists of a typesetting canvas and a cash register with pockets into which cards with letters and punctuation marks are inserted; used as a demonstration visual aid and as handouts available to each student. The teacher introduces students to this manual, showing how to carefully place the letters in pockets and place them on the canvas. First, students receive each letter that they become familiar with in the Primer, and later all that they know and handle with care. It is advisable to periodically give three or four new letters in the Primer, since children themselves strive to recognize them, and this has a positive effect on learning to read and write.

The split alphabet is used to compose words of unequal sound structure. On it, children practice distinguishing similar sounds in words and their different designations with letters (shar-zhar, sew-zhili, korka-gorka). Composing words from a split alphabet reinforces the ability to denote sounds with letters in accordance with the sequence of sounds in a word. Using a similar alphabet, you can show the transformation of words by building up: became-stood, cooked-cooked, swarm-build-troika-build, etc. You can make words and sentences from the letters of the cut alphabet using pictures, and complete words when copying from the board and under the dictation of the teacher.

In a writing lesson, analysis of the sound structure of words according to diagrams and subsequent compilation of them from a split alphabet can precede writing words in a notebook. This helps students write words without errors and pay more attention to penmanship, focus on the shape of letters and their connections.

Working with a split alphabet allows students to exercise (taking into account their preparedness) in jointly composing words and sentences of varying difficulty. For example, in a classroom painting, two students of different backgrounds work together to create the sentence “The fox digs a hole.” One chooses the word “fox”, the other - two other words. The first one makes a point and, according to the teacher’s instructions, finds the consonants in the word “fox”.

Training exercises with split alphabet are a good tool for more successful progress in writing for lagging students. You can use words like “ball-balls”, “saw-saw”, “cheese-cheeses”, etc.; exercises in building up (“par-park”, “cat-cattle”, “sleep-elephant”), as well as in comparing close sounds ([sh]ar-[zh]ar, [s]up-[z]uby, [k]ol-[g]ol). The teacher suggests writing out a word made up of block letters in handwritten font or writing the same word from memory.

Practice shows that when teaching primary school students (especially literacy), it is useful to use split syllables. Two or three letters are written or pasted on cardboard to form a syllable. The size of the letters is the same as the letters of the split alphabet. This makes it possible to use both benefits together.

As you go through the pages of the Primer, you can make all the syllables found in the words you read. Their number will increase all the time, and the syllables themselves will become more complex in construction.

At the initial stage of learning to read and write, these types of syllables are:

an mo ra nu then he ka no ti su il; at the next stage, when softening the consonants: be ve ge di mi may my lei tea.

In the second half of the alphabetic period, the syllables are already of a complex type: three, three, eating, ere, vho.

Having a split alphabet and split syllables, students can freely compose different words and short sentences, copy them in notebooks, draw pictures for them, etc.

The syllable table is compiled according to rows of vowels, each of which is read with all the studied consonants vertically, and horizontally the consonant is read with all the vowels, i.e. according to the principle of syllable change.

To practice the pronunciation of sounds and syllables, we used a manual

[n] - syllables: but, well, neither (scissors)

[s] - syllables: sa, su, si (sugar)

[k] - syllables: ka, ko, ku, ki (cat) (brick)

[t] - syllables: ta, tu, ti

[l] - syllables: la, lu, lo, li

[r] - syllables: ra, ru, ri

[v] - syllables: va, vo, vi

[e] [e] - syllables: le, se, those

To indicate soft consonants, green color designation was used (the syllable “mi” is indicated in black on a green background); to indicate hard consonants - blue color designation (the syllable “mo” is indicated in black on a blue background).

When composing syllables, we turned to the traditional technique: the student draws out the syllable p - and - and, first determines the vowel, then the consonant sounds that are included in this syllable. Then use 2 cubes:

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Task: find the syllable “pi” on the plane of the cube and replace two cubes with one.

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We are convinced that working with blocks increases the efficiency of children’s independent work, promotes the development of their speech and cognitive mental activity.

The formation and development of concrete speech is facilitated by the simplest lexical tables, which involve attaching various prefixes to the same root with the subsequent compilation (with formed lexemes) of communicative and nominative syntactic structures.

Tables of synonymous pairs and their use in identifying various syntactic structures turned out to be useful.

An actor is an artist, brave is courageous, Motherland is fatherland, road is path, affectionately is gentle, difficult is hard.

Task: Make up phrases and sentences with these synonyms, use them in a short coherent text.

2.2 Principles for constructing a methodology for the speech development of younger schoolchildren

In the development of a rational and effective system for the formation and development of Russian coherent speech of primary school students, a decisive role is played by compliance with the basic principles of its construction, for which it is important to proceed from the didactic and general pedagogical principles of scientific character, consciousness, systematicity and consistency, the connection between theory and practice, continuity and educational character training, etc.

The scientific principle involves equipping students with knowledge that is fully consistent with the latest achievements of modern language science. However, revealing the patterns of internal development of language and the features of linguodidactic science at this stage quite often turns out to be very difficult without observing a certain system and sequence. Thus, it is impossible to master the morphemic composition of words in the primary grades without knowledge of the specific functioning of vowels and consonants in the language or the phonological basis of learning; comprehensive and lasting mastery of various grammatical forms of adjectives, numerals and other variable significant parts of speech without comprehending the originality of the paradigm for changing nouns.

All this indicates the expediency and necessity of equipping children with systematic scientific knowledge in an accessible logical sequence, establishing a close connection between new material and what has been covered and learned at one or another stage; teaching the Russian language as a system in the interrelation of all its aspects (especially vocabulary and grammar, phonetics and morphology, etc.) with the goal, first of all, of forming and developing students’ strong skills in coherent oral and written speech.

Particular attention is paid to the implementation of the principle of educational education, in which, together with knowledge and skills, the worldview of schoolchildren, their beliefs and views, moral feelings and aesthetic taste are formed.

It is known that the success of teaching and upbringing largely depends on the skill and professionalism of the teacher, on his ability to penetrate into the complex inner world of the child. The teacher must have perfect command of his subject, be able to creatively approach this or that linguodidactic material being studied; be able to show the beauty and power of the Russian word, the richness of the language’s vocabulary, the variety of its visual and expressive means; using specific examples to give students the opportunity to be convinced of its true greatness and imbued with a sense of pride in it.

In the formation and development of Russian coherent speech of junior schoolchildren, a large place is occupied by reliance on the principle of clarity, which often complements the content of a given microtext, clarifies it and evokes in students an emotional attitude towards the material being studied.

2.3 Methods and techniques for teaching Russian speech in the primary grades of national schools

First of all, we note that there is no universal classification of methods and techniques of initial training in the formation and development of Russian coherent speech. In the pedagogical literature, the method is considered as “the teacher’s method of action in the lesson, which determines the educational activities of schoolchildren.”

One of the common and recognized methods is the synthesizing method. It includes a wide variety of techniques, paths and methods of learning; involves teaching a second language while relying on the native language; characterized by a combination of inductive and deductive learning methods.

The inductive method is the path from the particular to the general. The teacher poses a series of logically interconnected questions to the students, focusing their attention on certain didactic material, which ultimately leads to conclusions and a generalized conclusion.

In the methodology of initial teaching of the Russian language, the inductive method involves the observation of specific language material and the use of various lexical and morphological-syntactic phenomena in the communication process. It develops the creative activity of students and their independence of thinking. Schoolchildren learn elementary forms of comparison, juxtaposition and contrast, and acquire initial skills to establish similarities and differences between them. Didactic material introduced with such active participation of students is absorbed very intensively. Children begin to realize its educational value and practical significance.

The deductive method is the path from the general to the specific. It begins where induction ends. In relation to the methodology of initial teaching of the Russian language, it means concentrating children’s attention on a rule, which is illustrated by one or more illustrative examples, followed by the construction of communicative and non-communicative syntactic units.

Inductive and deductive methods of teaching are two sides of the same single pedagogical process. Neither induction nor deduction practically exist in their pure form. Analysis and synthesis are always interconnected and dependent on each other. This relationship manifests itself especially clearly and clearly when teaching Russian speech to primary school students, where various phonetic and lexico-grammatical phenomena of the language being studied are compared with similar or similar phenomena or forms of the native language (analysis), and then they practice using them in speech in accordance with norms of word usage (synthesis).

Currently, the conscious-practical (active) method of teaching a second language, psychologically substantiated by B.V., has become widespread in primary school. Belyaev. It involves relying on children’s conscious assimilation of the material being studied and a targeted focus on practical mastery of speech and language.

The conscious-practical method in the psychological-didactic and methodological tradition is often called the communicative (conscious-communicative) method: it involves the conscious construction of sentences in a second language: the semantization of words through clarity, by comparison, contrast and differentiation (taking into account their meanings and the uniqueness of the paradigms) , with the help of context and translation.

The communicative method predetermines the grouping of words according to lexico-grammatical characteristics, the development of a certain system of associations in the semantics of words based on similarity, contiguity and contrast, and most importantly, the training of students in foreign language speech practice in order to consolidate their vocabulary.

This is a very useful method that recognizes the active role of thinking in the process of mastering speech skills and the advisability of combining the needs of communication with understanding the most important phenomena of the language system. And in this regard, it is called upon to solve the pressing problems of teaching the Russian language in national schools. Therefore, in the implementation of the basic principles of didactics in the methodology of teaching Russian coherent speech to students of national schools, it occupies one of the first places.

It should be noted that the choice of one or another teaching method largely depends on the nature of the presentation of linguodidactic material and the composition of the students. It is determined by the goal that the teacher sets for himself and the results that he intends to achieve. However, in all cases, the use of one or another method is based on a strict and reliable, fairly complete and strong linguodidactic basis. The best “method” is one that takes into account the need to pay attention to the subject matter, the personality of the students and to “the material and formal aspects of learning in their inextricable unity.”

The technique as a way of accomplishing the tasks set during the learning process can be very diverse and specific. This includes a conversation, a teacher’s story, imitation, the use of visual aids, students’ independent work on a textbook and teaching aids, observation of language material, etc.

2.4 Experimental work in primary school

The methodological recommendations for the speech development of children developed in our work are based on linguistic and psychological factors, as well as didactic, general pedagogical and methodological principles themselves, clarifying:

What and how should be taught in the aspect of the formation and development of coherent speech using visual aids;

What skills and abilities to instill in children and in what order;

What educational, methodological and visual aids should be used for the speech development of primary schoolchildren and how to carry out this work.

To implement these tasks, it was necessary, first of all, to simply and clearly reveal the essence of the concept of “oral speech”.

From a linguistic point of view, oral speech is speech that is created directly in the process of speaking, verbal improvisation. Connected speech is “a segment of speech that is of considerable length and is divided into more or less complete independent parts.”

Based on this, in order to answer the question: what and in what sequence to teach primary school children, it was important to determine what oral speech skills they possess when they enter 1st grade, and what is accessible and what is difficult at this stage training. The focus was on the features of the source text of the presentation, its structure and lexical and grammatical structure. This meant that there are many similarities between oral and written forms of speech. This means that attention should be paid to the implementation of the relationship between them, to the specifics of oral speech, where intonation, facial expressions, gestures and situation play a significant role.

In developing a system of work on the formation and development of coherent Russian speech among students, we relied on the research of scientists on the psychology of speech development (using educational visualization), its originality (V.A. Artemova, B.V. Belyaev, L.S. Vygotsky, P.Ya. Galperina, I.A. Zimneya, A.A. Leontyev, S.L.

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thesis, added 12/09/2011


Theoretical problems of the state of coherent written speech among students, modern ideas about coherent speech in linguistic and methodological literature. Experimental research and correction of coherent speech, a system of correctional work with students.

thesis, added 08/02/2010


Psychological and pedagogical characteristics of primary school students in special (correctional) schools. Psychological nature of coherent monologue speech. Results of a study of coherent speech in primary school children with intellectual disabilities.

thesis, added 03/01/2009


Cognitive activity as a form of human activity. Psychological and pedagogical characteristics of primary school students. Program for speech development and speech etiquette "School of Polite Sciences". Circle “I explore the world in drawings”, activity plan.

thesis, added 08/09/2014


Lexicology as a linguodidactic basis for the methodology of vocabulary work. Activating the vocabulary of primary school students. The role and significance of vocabulary work in the system of students’ speech development. Research on the development of speech culture of primary school students.

course work, added 06/26/2015


Features of the formation of coherent speech in children with mental retardation. Speech activity of children with mental retardation, development techniques. Types of work on the formation of coherent speech. Coherent speech as a result of the development of cognitive interest among students in Russian language and literature lessons.

test, added 03/20/2011


Scientific and methodological substantiation of the linguodidactic problem of the development of coherent speech in primary schoolchildren. The role of the pedagogical approach to instilling coherent speech skills. Work on words, phrases and sentences. Methods for developing coherent speech.

course work, added 05/13/2013


Linguistic and methodological foundations for the development of coherent speech at school. Types of texts for creating essays. Psychological and pedagogical foundations for the development of coherent speech among primary school students during the learning process. Methodology for conducting an essay based on life experience.

course work, added 04/29/2014


The concept of coherent speech and its importance for the development of preschool children. The role of word games in its development. Contents and basic methods for studying the development of coherent speech in children of senior preschool age. Methodological recommendations for its development.

TECHNIQUES, METHODS OF TEACHING CONNECTED SPEECH
SENIOR PRESCHOOL AGE.

(article)

Speech therapist teacher, MADO No. 379

Valeeva V.G.

Kazan 2017

Issues of the development of coherent speech were studied in various aspects by K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, A.M. Borodich. and many others. “Coherent speech,” emphasized Sokhin F.A., “is not just a sequence of thoughts connected with each other, which are expressed in exact words in correctly constructed sentences... Coherent speech, as it were, absorbs all the achievements of the child in mastering his native language, in mastering it sound side, vocabulary and grammatical structure.” By the way children construct their statements, one can judge the level of their speech development.

Connected speech is the most complex form of speech activity. It has the character of a consistent, systematic, detailed presentation. The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue.

Dialogue as a form of speech consists of replicas, a chain of speech reactions, it is carried out either in the form of alternating questions and answers, or in the form of a conversation (conversation) of two or more participants. The dialogue is based on the common perception of the interlocutors, the commonality of the situation, and knowledge of what is being discussed.

Monologue speech is understood as the coherent speech of one person, the communicative purpose of which is to report some facts of reality. Monologue is the most complex form of speech, serving for the purposeful transmission of information. The main properties of monologue speech include: the one-sided nature of the statement, arbitrariness, conditionality of the content by focusing on the listener, limited use of non-verbal means of transmitting information, arbitrariness, comprehensiveness, and logical sequence of presentation. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned.

The development of both forms (dialogue, monologue) of coherent speech plays a leading role in the process of speech development and occupies a central place in the overall system of work on speech development in kindergarten.

Learning coherent speech can be considered both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child’s independent use of individual words and syntactic structures.

In children without speech pathology, the development of coherent speech occurs gradually along with the development of thinking, in connection with the development of activity and communication.

In the first year of life, in the process of direct emotional communication with adults, the foundations of future coherent speech are laid. Based on understanding, which is very primitive at first, children’s active speech begins to develop.

By the beginning of the second year of life, the first meaningful words appear; later they begin to serve as designations for objects. The first proposals gradually appear.

In the third year of life, understanding of speech and one’s own active speech develop rapidly, vocabulary increases sharply, and the structure of sentences becomes more complex. Children use dialogic forms of speech.

In preschool age, speech is separated from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types of coherent statements (description, narration, partly reasoning) with and without the support of visual material. The syntactic structure of stories becomes more complex, the number of complex and complex sentences increases.

And so, by the time they enter school, coherent speech in children with normal speech development is quite well developed.

As a rule, many children have insufficiently formed coherent speech. A limited vocabulary and repeated use of identical-sounding words with different meanings make children’s speech poor and stereotypical. Correctly understanding the logical relationship of events, children limit themselves to only listing actions.

When retelling, children make mistakes in conveying the logical sequence of events, miss individual links, and “lose” the characters.

The descriptive story is not very accessible. Usually the story is replaced by a separate listing of objects and their parts. Significant difficulties are noted when describing a toy or object according to the plan given by the teacher.

Creative storytelling is also difficult for children. Children experience difficulties in determining the intent of the story, the consistent development of the chosen plot and its linguistic implementation. Often, completing a creative task is replaced by a retelling of a familiar text.

The formation of speech becomes of paramount importance in the overall range of activities in kindergarten.

Efimenkova L.N. makes an attempt to systematize methods of working on the development of children's speech. All work is divided into three stages. At each stage, work is carried out to develop vocabulary, phrasal speech and access to coherent speech. The formation of coherent speech is the main task of the third stage. Rabat begins with the concept of a word, the connection of words in a sentence. The author suggests teaching children first detailed, then selective and creative retelling. Any type of retelling is preceded by text analysis. Work on coherent speech is completed by learning to compose a story based on personal experience.

Glukhov V.A. offers a system for teaching children storytelling in several stages, providing for children to master the skills of monologue speech in the following forms: composing statements based on visual perception, reproducing a listened text, composing a descriptive story, storytelling with elements of creativity.

Tkachenko T.A., when working on the formation of coherent speech in children, uses auxiliary means, such as visualization and modeling of the utterance plan. The exercises are arranged in order of increasing complexity, with a gradual decrease in clarity and “collapse” of the statement plan. As a result, the following operating order is indicated:

Retelling the story using visual action;

A story following a visual (demonstrated) action;

Retelling a story using flannelgraph;

Retelling a story based on a series of plot paintings;

Compiling a story based on a series of plot paintings;

Retelling a story based on a plot picture;

A story based on a plot picture.

The peculiarity of this system of work is that by consistently applying the stages of training, it is possible to form coherent speech in those children who initially did not know detailed semantic statements.

Long-term observations show that children need auxiliary aids when forming coherent speech. When selecting such means, one must be based on factors that would facilitate and direct the process of developing coherent speech. One of these facts, according to S.L. Rubinshteina, L.V. Elkonina, A.M. Leushina and others, is the visibility in which (or about which) a speech act occurs. Modeling of the utterance plan is highlighted as an auxiliary tool, the significance of which was pointed out by the famous psychologist L.S. Vygodsky.

Teaching storytelling can begin in the order of gradually decreasing clarity, as well as “collapsing” the modeled plan.

The following order follows:

Retelling the story based on the action demonstrated;

Writing a story using flannelgraph;

Retelling a story using plot pictures;

Compiling a story based on a series of plot pictures;

Retelling a story using one plot picture;

Compose a story based on one plot picture.

Such types of storytelling as description of objects and objects, comparison of objects and objects can be used later, since when describing and comparing objects and objects, children experience comparative difficulties associated with:

With independent determination when considering an object, it

main features and properties;

By establishing consistency in the presentation of identified

signs;

Keeping this sequence in the child’s memory.

When composing descriptive and comparative stories, you can use diagrams first within the most typical groups of objects, such as toys, clothes, animals, dishes and others.

Schemes make it much easier for children to master this type of coherent speech. In addition, the presence of a visual plan makes such stories clear, coherent, complete, and consistent. Schemes make it much easier for children to master this type of coherent speech. In addition, the presence of a visual plan makes such stories clear, coherent, complete, and consistent. Schemes can be used not only to compose descriptive stories, but also in such an important and complex section of work as teaching children to independently pose questions.

In classes, when composing descriptive stories, the following tasks are set:

Formation of skills to identify essential features and basic

parts (details) of objects, use adequate

special phrases and statements;

Formation of generalized ideas about construction and description

subject;

Children's mastery of the linguistic means necessary for co-

presenting coherent statements in the form of description;

Practical mastery of the skills of describing objects through training

regular exercises.

Training is carried out in stages and includes the following types of work:

Preparatory exercises for describing objects;

Formation of initial skills of independent description;

Description of objects according to their main characteristics;

Teaching a detailed description of the subject (including various

signs-microthemes);

Consolidation of description skills, including in the process of games and preparatory

technical and practical actions;

Preparation for teaching comparative description of objects;

Teaching comparative description of objects.

Teaching descriptive speech is carried out in connection with the work on the formation

teaching children grammatically correct speech in the following direction:

systematic exercises in the correct use of word forms

(case endings of nouns, adjectives, some verb forms);

developing practical inflection skills in children;

exercises in the correct construction of phrases;

developing skills to control the grammatical correctness of speech;

activation and enrichment of vocabulary.

During classes on describing objects, children are presented with a number of objects belonging to the same group. Before writing a description, children name all the objects. In this case, special attention is paid to their differences in appearance. This helps children identify the main features of the object of description and helps to consolidate the corresponding messages and contrasts. The object of description is chosen either by the teacher or by the child himself (depending on the specific objectives of the lesson and the level of preparedness of the children).

During training, a number of auxiliary techniques are used: gestural indications of the shape of an object, its details; description based on drawings. An effective method for teaching is a parallel description by the teacher and the child of two similar game objects, when the teacher, and after him the child, compose a description of the object in parts, naming the same features. For example:

Teacher: Child

This is a cat I also have a cat

My cat is gray and black - My cat is all black.

with stripes. Her paws Her paws are white.

little white ones. A cat's fur A cat's fur is fluffy.

soft, fluffy. Cats have small ears. Cats have small ears.

ki are small and sharp. Eyes eyes green...like fire-

hers are round and green. U ki. She has a big mustache.

cats have long whiskers...etc.

This technique is used in working with children who experience the greatest difficulties in depending on the sequential plan-scheme.

The technique of describing an object based on a completed drawing is effective for mastering the skills of independent description. After completing a drawing of an object or toy, the child is asked to describe it according to a specific plan. Drawings are made with colored pencils or felt-tip pens in order to consolidate color visual ideas. Then they are displayed on a typesetting canvas and the children take turns talking about the depicted objects. The teacher gives a brief analysis of the children’s statements (completeness of information about this subject, consistency, errors in the use of language means.)

Descriptions of objects from memory (objects of the home environment, animals, plants) are carried out in separate lessons on the topics: “My favorite toy”, “Our faithful friends”, etc. Descriptions from memory can also be carried out on the basis of children’s fresh impressions, for example, after visiting a zoo, a living corner, collective work on caring for plants, classes to get acquainted with nature.

The game forms of work used provide for the consolidation and development of speech skills and verbal and mental actions formed in the process of learning to describe. They include exercises in recognizing objects by description, comparing objects, drawing up questions based on the text of the description, reproducing a speech sample, and independently describing objects.

I will give a brief summary of individual gaming activities.

Work on a comparative description of two objects begins with the use of the following types of exercises: supplementing sentences started by the teacher with a word that is necessary in meaning, denoting a feature of the object (“A goose has a long neck, and a duck has...”); making proposals on questions like: “What do lemon and orange taste like”; an exercise in identifying and designating contrasting features of two objects associated with spatial characteristics (an orange is large and a tangerine is small; a tree is tall and a bush is short; a river is wide, a stream is narrow); sequential identification of a number of features that distinguish objects of the same group from each other (spruce and birch, porcini mushroom and fly agaric.) We also used the technique of parallel description (in parts) of two objects - by the teacher and the child (description of a cow and a goat, a dog and a cat, etc. .)

Schemes and illustrative panels can also be used in retelling, which plays a special role in the formation of coherent speech. When retelling, the structure of speech, its expressiveness, pronunciation are improved, and the ability to construct sentences and the text as a whole is deepened.

When organizing a lesson on teaching retelling, you need to strictly adhere to the plan:

Organizational part (the goal is to help children concentrate their attention, prepare them to perceive the text;

Reading the text (without retelling);

Analysis of the text in question-and-answer form (questions were posed so that children could once again clarify the main points of the plot and methods of its linguistic expression);

Repeated reading of the text by children (with a focus on retelling);

Retelling the text by children (based on visual material);

Exercises to consolidate language material;

Analysis of children's stories.

Not every work of art can be accompanied by a diagram or panel. It is necessary that the text contains repeating plot points, that events develop in a logical sequence, that there is a main character who interacts with several characters appearing in turn. For example, when retelling the fairy tale “The Mischief of the Old Woman Winter” in the adaptation of K.D. Ushinsky, you can use an illustrative panel. In the center of the flannelgraph we place a picture depicting the old woman Winter. Below it, in one row, we sequentially place pictures depicting birds, fish, animals, adults, and children. This is how a visual plan for the retelling appears before the children’s eyes.

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

Pictures of a man and a bear are attached to the top of the flannelograph. The turnip grew - the man took the roots, and Misha gave the tops (a picture of the turnip itself is attached under the man, and its tops are under the bear.) The wheat ripened - the man took the tops, and Misha - the roots (next to the turnip we attach a picture with spikelets, and Misha - roots (next to the turnip we attach a picture with spikelets, and next to the picture with turnip tops we place an image of the thin roots of an ear of wheat.)

In subsequent lessons, the illustrative panel can be replaced by modeling the plot of the work using conditional diagrams, which children will learn to draw up a retelling plan. At later stages, simple drawing diagrams are used, which are drawn up by the children themselves.

Visualization (children's drawing diagrams, panels, conventional diagrams) can be used not only when teaching retelling and composing descriptive stories, but also when memorizing poems.

A significant place in the work on the formation of coherent speech is given to exercises in composing complex plot stories, stories from one’s own experience. Available tasks of a creative nature are included in the lessons (composing a story by analogy with the text being retold, continuing to the action depicted in a series of plot pictures, etc.)

When conducting classes, the following tasks are set:

Consolidation and development of children's verbal communication skills;

Formation of skills in constructing coherent monologue statements;

Targeted influence on the activation of a number of mental processes (perception, memory, imagination, mental operations), closely related to the formation of oral speech messages.

Summing up the results of the work at the end of the school year, it should be noted that using a systematic approach to teaching, special planning of the section of work on the development of coherent speech, the use of visualization, various, complementary techniques, types and forms of training, taking into account the characteristics of the speech and cognitive development of children, you can get good result.