Make up a story based on the story illustration. Drawing up a story by children from a picture is a solvable problem. The value of the picture as a didactic tool

Ukraine
Zhytomyr Oblast
Berdichev
Preschool №15 "Chamomile"
Teacher-defectologist in a group for children with mental retardation
Irina Ivanovna Stetsyuk

The picture is one of the main attributes educational process at the preschool stage. its positive advantages over other didactic means are disclosed in sufficient detail in teaching aids and textbooks on education (M. M. Konina, E. P. Korotkova, O. I. Radina, E. I. Tikheeva, S. F. Russova, etc.). Briefly, only the main values ​​can be determined (Scheme 3).

The value of the picture as a didactic tool

preschool education

Types of paintings used in the educational process of a preschool institution

Paintings, drawings, illustrations for literary and folklore works used in educational process as a means of mental (acquaintance with the environment, development of imagination, perception, attention, thinking, speech, formation intellectual abilities, sensory development), aesthetic (development artistic and aesthetic perception, the formation of emotional sensitivity, enrichment of the emotional-sensory sphere) and speech education (development of artistic and communicative abilities, stimulation of the initiative of expression, mastery of various types of coherent speech).

Pictures for working with children are distinguished according to the following criteria: format (demonstration and handouts), themes (natural or objective world, the world of relations and art), content (artistic, didactic; subject, plot), character (real, symbolic, fantastic, problematic - a mysterious, humorous image) and a functional method of application (an attribute for a game, a subject of discussion in the process of communication, an illustration for a literary or piece of music, didactic material in the process of learning or self-knowledge environment etc.).

In the domestic and foreign psychology(research by G. A. Lyublinskaya, V. S. Mukhina, G. T. Ovsepyan, S. L. Rubinshtein, Binet, Stern, etc.) different approaches to explaining the peculiarities of children's perception and understanding of the content of pictures, at the same time common for these approaches is the definition of some periodization in the development of the child's readiness to perceive the picture. It goes through three stages: naming, or enumeration, description and interpretation.

Scientists determine a number of factors that affect the depth and adequacy of children's perception of pictures. Of these: the level of artistic and aesthetic perception of the child, his life and artistic experience, the content and themes of the picture that are accessible for understanding, as well as correctly organized process looking at the picture. Peculiarities of children's perception and understanding of pictures are taken into account in the method of teaching storytelling according to the content of the picture.
The methodology for conducting each of the five types of classes has its own specifics, but all of them contain mandatory structural parts - the organization of perception, the consideration of the picture by children and learning to compose a story according to its content. The performance of the second part of the lesson to a certain extent depends on the performance of the first, i.e. on how effectively the process of perception is organized. So, in order to properly manage the mental and speech activity of children in these classes, the teacher must master the methodology for teaching the examination of a picture and the method of teaching a story according to its content.

Numerous observations and analysis of the work of teachers with the picture made it possible to identify typical mistakes in organizing the process of children's perception of pictures.
Questions are almost the only methodical device in the first part of the lesson.
Preschoolers find it hard to be long time in a static position, which requires a conversation on questions. The use of game techniques, emotional-figurative plastic studies, creative tasks, etc. activates the process of perception, helps to increase its effectiveness
The number of questions is selected according to the principle “The more the better”.

The number of questions on the content of the picture, depending on the age of the children, can vary from 3-4 to younger age up to 8 - 10 in the senior. It's not the quantity that matters, but the variety.
The vast majority of questions are of a reproductive nature, i.e. are questions about the obvious. Excessive enthusiasm for them slows down the process of thinking, extinguishes interest in the picture.
Questions about the content of the picture should excite thoughts. Children like to feel smart, they like all sorts of surprises, riddles. It is search activity that is more natural for preschool age. So, questions about the obvious should not be preferred even at a younger age. The question should be posed in such a way as to force the child to seek the answer through the analysis of what he saw.
Teachers often select typical, template questions related to the statement of what is shown in the picture and the establishment of the simplest connections between the elements of the image.

Such questions make classes doomed from the beginning, and any initiative becomes impossible, and activity and independence, the originality of the thought of each participant in the lesson, turns out to be superfluous. In such a passive intellectual, emotional state, one should hardly expect interesting own stories from children. They are only able to imitate the model of the teacher's story and wait, bored, for the end of the lesson.
Therefore, in order to activate the intellectual and speech activity of children in the process of perceiving the picture, it is necessary to carefully consider the first part of the lesson.

At a younger age, limited time for classes, age features physical and mental development children are not allowed to conduct an introductory conversation, by the way, it is not necessary also because usually the content of the pictures for the youngest turns out to be very simple. It is enough to refer to own experience children related to the content of the picture, for example: “Do you like to build with blocks? How often do you build? “Or” Remember, we collected autumn leaves on the site? ”, or“ Have you seen a real live rooster? Tell us how it happened,” or “Did you hold little kittens in your hands? ". Update emotional experiences, appropriate associations will help children more adequately perceive the picture.

It would also be appropriate to use a riddle about the main character of the picture, recalling small poems, preferably familiar to children, corresponding to the content of the picture.
Average preschool age pictures become more complex in content, therefore, the goal introductory conversation- updating the knowledge acquired by children, necessary for discussing the picture. Appeal to own and collective experience children, solutions problem situation close to that reflected in the picture, lexical and grammatical exercises for the selection of words of a certain lexical field - these and other methodological techniques will prepare children for the perception and understanding of the picture.

The content and themes of the paintings used at the senior preschool age require that the lessons be given a greater cognitive and aesthetic emphasis. In an introductory conversation, it may be appropriate brief information about the life and work of the artist - the author of the picture, its genre, a generalizing conversation about the season, the life of animals, human relations etc., i.e. something that sets children up for the perception of the picture. Appeal to the children's own experience, participation in a polylogue corresponding to the topic of the lesson, lexical and grammatical exercises also activate the mental and speech activity preschoolers, encourage them to take initiative.
One of the central places in the structure of the lesson is occupied by a conversation about the picture, which occurs after the children have silently examined it.

As already noted, the question is the main methodical method in teaching children to view pictures. The main group of questions that the teacher prepares in advance should be questions about the general content, nature of the picture, as well as describing the actions of the main characters in the picture, and questions aimed at analyzing emotional state, means of expressing expression, on the aesthetic assessment of the depicted.
Part of this is reproductive issues, so to speak, of a stating nature.

Often, teachers do not think about whether they encourage the child’s questions to a detailed (and not artificial, but natural) answer, to coherent speech in the form logical judgments. So, template questions “What do you see in the picture?” Or “What is in the picture?” They require the child to give a short one-word answer or list individual elements. The mind of the child in the process of such a response "sleeps." Therefore, it makes no sense to expect active speech actions from him.

more appropriate problematic issues, requiring the child to search for an answer in the picture itself, analytical actions that find a way out in a judgment independently compiled by the child. I will illustrate what has been said with a description of a typical situation. The teacher shows the children the picture "Winter Entertainment", asks: "What season is shown in the picture?". The same template answer: “Winter”, or artificial, also template: “The picture shows the season of winter” (this is how the educators taught to answer in an expanded way). No intellectual and speech activity, because the obvious well-known signs of winter (snow, sleds, skis, ice rinks). The child simply acknowledges it. And if we replace the question, reformulate it, we will force him to peer into the picture, finding on it not a template, known to everyone in advance, but his own answer, to reveal observation, attentiveness, and the ability to think. Moreover, this may not necessarily be a question, for example: “How does the artist in the picture show that the day is not very cold, pleasant?”, And the statement is a provocation: “I believe that there was a heavy snowstorm the day before. Do you understand how I figured this out? ". To answer this question, it is not enough to say about the snow, you also need to find traces of past bad weather. Question: “What do you think, is it a weekend or a weekday in the picture? Explain how you understood it,” also requires active analytical actions from the children, and the teacher helps them formulate independent statements: “I think that ...”, “because ...”, “if it was a day off, then ...” . A detailed answer becomes a natural result of intellectual and speech activity: the child thinks and expresses his opinion unconventionally, because it is his own opinion, for the formulation of which he acquired language means himself or with the help of a teacher.

I will give a fragment of the lesson - a conversation on the content of the painting "Clearing the streets from snow" (N. Zelenko's series "Paintings on familiarization with the environment for preschool institutions").
- I believe that there was a heavy snowfall the day before. Can you guess how I got it? How, what words can be said about the city in the snow? (Covered with snow, decorated with snow, covered with snow.)
- Everyone: pedestrians, drivers, children, janitors, trees, animals - are equally happy with such a big snow? Explain why you think so.
- Pay attention to the car. Do you know what it's called? (Snowplow.) Explain what it is for? (If the children do not know exact name, you can suggest forming a word-name.) Think of what name such a machine can have.
- Tell me how this machine works? Who is involved in snow removal? (Driver, wipers, workers.)
- Pay attention to the boys. Do you think the boys are just going for a walk, or are they already returning? Explain your opinion. If we could listen to their conversation, what would we hear? (Compiling a dialogue.)
Now let's look at a woman with a child. Tell about them. Who do you think saw the car first, what are they talking about? (Compiling a dialogue.)

Lexico-grammatical exercise "Continue the sentence."
- Let's play. I will start the sentence and you will continue it. But for this you need to look very carefully at the picture.
I believe that the picture depicts the beginning of the day, because ...
Perhaps it is evening in the picture, because ...
It looks like it's going to snow again soon because...

Even in junior group the conversation behind the picture will be more effective if the question encourages the kids to search and analytical activities, and not to a simple statement.
For example, I will give a conversation on the painting “Building a House” from the “Playing” series by Nina Baturina. Let us recall its content. In the picture, three kids (two boys and girls) are finishing building a house for the doll. One of the boys decorates the building with a flag, the other loads construction material, and the girl is driving a car with doll property.
The teacher (after examining the picture) allows them to freely express their impressions, opinions about the picture, not in a hurry with questions, so as not to suppress their initiative. Then he invites you to carefully consider the picture, invites the children to give names to the characters, encourages them to answer: “Tell me, what are the children doing in the picture?”.
Children. They are building a house.

They build a house for a doll. The doll will live as it is built.
The set of questions below tend to look at the actions of each of the characters: “What is the boy in the blue shirt doing? What is the girl doing? "Other. Answers to such questions tire children very quickly, because only a few remain active during the investigation, and everyone else is quietly waiting for the lesson to end. To prevent this from happening, you should ask questions that excite the intellectual, and, accordingly, the speech activity of children.
Let's illustrate what has been said with a fragment of the lesson.
Educator. Do you think the boys are just starting or are finishing building? How did you get it?
Children. When they are just starting, then only cubes, but they don’t have a house, but there is a house.
They've already built it.
The house is already so big.
- Vova is already setting the flag, and she brought the furniture.
“They don’t have many designers left, and when they build, they need a lot.

Educator. Do you think Kolya brought the building material or is he taking it away?
Sasha (makes a gesture with her hand). Brought - this is when here. He stacks the cubes on the car. They have already built, they do not need more cubes.
Educator. Let's play. If we decided to build the same house for the doll, so that I should tell you: “Bring or take?” When you start building, do you bring, bring, or take away blocks?
Children (show hands). So - we bring, and by car - we bring.

After clarifying and pronouncing the verbs by the children, the teacher offers to play - to prepare the building material that is needed to bring just such a structure after class. Such game task allows you to briefly switch the attention of children to individual details in order to maintain interest in the lesson and satisfy their need to act actively. In addition, it is an effective lexico-grammatical exercise. The educator appoints (in turn) the "chief builder", who must name desired material(shape, color, quantity): “One large green pyramid, blue, and two smaller ones,” and one of the children (in turn) - find them in the play closet. After 5-6 tasks, the teacher again draws the attention of the children to the picture.
Educator. And now very complex issue. Take a close look at the furniture that Olya brought, tell me, how many dolls will live in the house? How did you get it?

Children. Lot.
- There is one bed and a chair ...
- The little ones do not live on their own, she will live with mom and dad. Only adults can live on their own.
- There's only one. And there is a lot of food in the fridge.
- She will bring a chair, but there is no more room in the car.

Another option game exercises there may be an offer for children to “steer” the construction process - to tell the characters how to proceed further. The teacher helps each child to build a phrase-appeal, a command to the heroes of the picture: “Vova, put another pyramid above the window. It will be beautiful." This helps to keep the kids' interest in the picture, provides the conditions for their initiative mental and speech actions.
At older preschool age, a conversation on the content of the picture can begin with an analysis of its primary or search for a more successful, accurate name: “The picture is called“ Winter Fun». Why do you think it's called that? What does the word "fun" mean? ”- The teacher turns to the children after a silent consideration. “What do you think it could be called differently? Explain your choice." This allows children to understand, evaluate the picture as a whole, in order to move on to a more detailed consideration of it.

The question regarding the actions and characters of the characters makes it easier for children to highlight parts of the picture, contribute to a deeper consideration of it. Effective reception, besides questions, there is a creative task "virtual dialogues", which helps to mentally enter the situation, which is shown in the picture.

I will give an example of a conversation on the content of the painting “A Holiday at the Forest Edge” (cover of the magazine “Bumblebee” No. 2,2001).
- Children, look carefully at the picture and remember your birthday. Tell us how your holiday is similar and how it differs from the one drawn.
- Do you think the holiday is just beginning or has been going on for a long time? Explain how you got it?
- Tell us, how did you guess which of the animals is the birthday boy? How old was he? (The teacher helps the children build a proof phrase using the words “firstly”, “secondly”, “besides”, etc.).
- What do you think, from whom did Bumblebee bring a congratulatory telegram? What is written in it?
- Birthday is a fun holiday that everyone is happy about - guests and the birthday person himself. However, look carefully, some people are not in a very festive mood. Explain why. How would you calm the kids who quarreled over a pie: "Keep this pie for yourself, because on the table ...". What can be said about the fox and the wolf cub, what are they?
- Have you guessed which of the animals at the festival is the smallest? Yes, it's a bunny. Perhaps he woke up early to congratulate his sister Zaya, then he was so happy, helped to prepare for the holiday, got tired and fell asleep right at the table, without waiting for the cake. What do you think the mother bunny will do? (Leave a piece of cake for the baby, and take him to the crib.)
- What do you think, what gifts did the tortoise and snail prepare? What can be in the big and small boxes? ”
Mom has prepared a lot of delicious things for the guests. Name what the guests are eating.
- But the main thing on the table is a cake decorated with cream, blueberries and strawberries. Count how many pieces it needs to be divided into so that everyone has enough. Don't forget the little dormouse. How do you think the pieces should be the same size than?

Exercises, game and logical tasks:
a) the game "School of scouts" - a task for observation and quick wits: which of the animals needs a high chair?
The hedgehog brought a huge bouquet. What colors did he make it out of?
- Who else congratulated Zaya with flowers?

b) exercise "Virtual Dialogues" - imagine how her friends could congratulate the birthday girl, what they told her, wished. Do not forget to change the voice to the one from whom you want to congratulate Zaya.
c) the creative task "Going beyond the limits of the depicted" - mother and Zaya were preparing to meet the guests from the very morning.

Let us imagine how they conferred, to whom what dishes would be pleasant. What were they talking about? Mommy said: "A squirrel will come, so come on ...". Zaya suggested: “And for the raccoon, let's cook ...”
Often children experience difficulties in compiling an independent story, in such cases it is appropriate to use the technique of conjugated (adjacent) speech (an adult begins a phrase, and a child continues it), this will help children select cues and maintain a dialogue. If we return to the lesson on the painting “We are building a house”, then this part of it looked like this:
Educator. If we could be near the children, we would hear what they are talking about. What do you think Olya is talking about to the boys? Let's …
Children. … Faster to build. The doll wants to go home
Educator. Kolya, take away...
Children. ... More like a constructor.
Educator. Let at home ...
Children. … It will be nice and clean.
Educator. And what does Vova answer to her? Wait, I'm now...
Children. ... I'll just check the box. He is on the roof. And we'll go for tea.
Some of the most difficult for children are questions related to the assessment of the emotional state, description of mood, personal qualities etc. The reason for this may be that there are not enough words and phrases needed to determine the emotional state. The incentives in this case can be plastic sketches, suggestions to repeat the movements, facial expressions, posture of the hero of the picture, try to enter into his position and tell about it in words.

An effective addition to the conversation on the content of the picture is a modified method of perception depicted in the picture by various senses, developed by the Russian scientist I. M. Murashkovskaya. The technique is based on the principles of the theory of solution inventive problems TRIZ is aimed at developing in children the ability to perceive an image through imaginary possible sensations from contact with various objects, imaginary sounds, tastes and aromas and learning to convey in a coherent statement.

The sequence of exercises according to this technique can be as follows.
1. Highlighting the objects depicted in the picture: “As real researchers, you like to study, examine, listen to everything. If so, then your hand can quickly and easily turn into a visual (or auditory) tube. it only needs to be composed so that a tube is formed, and something could be seen (heard) through the hole. And now let's try to look through the pipe and name only one any object in the picture, whether it's big or small anyway.

2. Establishment different levels interdependencies between objects: “How wonderful that you, as researchers, already know how to see even the smallest, most insignificant thing and name it. However, nothing exists by itself. Everything is related. Let's try to connect any two objects in the picture to each other, to determine their connection, why they are important to each other.

3. Representation of objects through their perception by various analyzers: “Imagine that our picture is unusual, that special headphones (gloves) are attached to it, through which, when you put them on, you can hear all the sounds (touch something) in the picture. Imagine that you put on such headphones, listen carefully and say what sounds, words you heard.

The last stage can be not just the next, but an independent stage. You can invite children to focus on individual objects in the picture, find imaginary options for possible sounds and words (Similar to aromas, sensations, etc.) that determine these sounds, sensations, imitate, make up dialogues on behalf of the characters. Encouraging children to do these creative tasks will provide a high level of intellectual, emotional, speech activity, will allow you to keep during the whole lesson good mood and the children's keen interest in the process of perception, and, not least, the desire to express their impressions in their own stories.
Consequently, the success, productivity of the second part of the lesson, that is, the quality of children's stories, largely depends on the thoughtful, carefully conducted first part of the lesson, which provides deep perception and children's awareness of the picture.

Traditionally, in the method of developing children's speech, the leading method of teaching storytelling from a picture is considered to be a sample of a teacher's story. Gradually, depending on the age capabilities of the children, readiness for the process of compiling a coherent statement, the ability to perform this task on their own, the sample story changes from full to early stages education, then to a partial, backup sample - in the middle preschool age. In teaching older preschoolers, the sample is used only occasionally when the situation requires it. Children are taught how to plan a story. First, the educator, together with the children, analyzes in detail the plan he has drawn up, then he proposes to draw up a plan on his own, that is, a gradual transition is made from complete imitation of the model to awareness or semi-conscious imitation of the algorithm of actions, independent compilation of the story.

Although such an application of the model as a method of teaching storytelling in the big picture preschool education looks logical, but pupils often find themselves “attached” to it, that they cannot get rid of it even at senior preschool age. positive trait The model is that, on the one hand, it acts as a guide, shows children how to compose a story. In addition, provided excessive passion the model inhibits the child's independent thought and initiative in the selection language tools its proper expression.

Without abandoning the model as a learning technique, however, we consider the structural-syntactic scheme of descriptive and plot narration (developed by L. G. Shadrin), which accompanies speech and such a technique as telling by teams, to be effective.

Many educators find it difficult to avoid common mistakes in the process of managing children's storytelling. Let's analyze the main ones.
The story compiled by the educator is considered an exemplary role model, so children are forced to listen to 6-7 stories of the same type. Such classes become boring, unpleasant test for both children and educators.

Some educators mistakenly replace the concept of "speech activity" with the narrow concept of "speaking", therefore, to ensure " high level speech activity" in the classroom make children mindlessly repeat, pronounce ready-made texts (words, phrases). However, as scientists prove, mastery of the native language, the formation of speech skills is possible only under the condition of active, that is, independent, conscious speech practice, which allows a person to show his individuality. Consequently, the task of the educator is manifested in the fact that, only by guiding, helping and supporting, give each child the opportunity to tell in his own way, to reveal his nature through independent narration, to express himself.
Educators try to children's story reproduced the content of the whole picture.
The subject, and even more so the plot picture has so many elements, nuances that the stories about each of them and the whole picture as a whole can be varied and unique. However, often educators require only full description pictures, which the child, due to his lack of preparedness, is rarely capable of.

Hence, the only way out- repeat the example of the teacher's story. In the second part of the lesson, you should first offer stories about the parts, details of the picture at the initiative of the children: “What would you like to tell about?” Or “Perhaps you would like to talk about a little pussy?”. Then you can offer to make a collective or individual story, reflecting the general content of the picture. Under such conditions, each child chooses for himself a feasible task, and does not perform what is imposed from the outside.
Educators consider it impossible to interfere in the child's story, they say, by doing so we deprive him of independence.

One of the most important principles of organization learning activities that affects its performance, effectiveness, is the principle of success. Its essence lies in the fact that every child should learn, feeling his success, then he will do it willingly. The feeling of progress is determined by many factors, including the correspondence of the task to the child's capabilities, as well as tactful, unobtrusive accompaniment of children's actions by adults. Feeling kindness - benevolent support, interest, the child behaves more confidently, willingly accepts the help of the educator, who should only be a connecting background so as not to extinguish the children's initiative.

In managing storytelling according to the content of the picture, educators are afraid to go beyond the limits of the depicted, they make little use of verbal creativity.
Performing creative tasks, compiling virtual dialogues in the first part of the lesson brings children into the stories interesting details, original storylines. If children experience difficulties in performing creative tasks, you can first offer a collective plot construction until the children show readiness for self-fulfillment tasks of this type. Saving, recording stories with subsequent design in the form of a booklet, album, postcard, etc. is an additional incentive for their activity.
Evaluation and analysis of children's stories become important in the process of teaching storytelling from a picture. At a younger preschool age, the assessment should be only positive.
In middle age, the educator analyzes the stories of children, emphasizing, first of all, the positive aspects and briefly expresses suggestions for improving the quality of the story. Children can be encouraged to analyze by asking them to pick up more exact word, make a more successful statement: “Children, did you notice how Sasha said about ... How else could you say? Say it your way."
Children of senior preschool age actively participate in the analysis of their own stories and the stories of their comrades. This moment in the lesson should be used to improve the coherent speech of children, directing them to a more successful lexical substitution, selection and pronunciation of additional options regarding the characteristics of the image, storyline, sentence construction, narrative structure. That is, this is not just an indication of errors, but the recognition of other versions of the statement.

The method of teaching storytelling according to the content of the picture is constantly enriched with new creative finds of educators, interesting methods and methods of controlling the speech activity of children. It is important that while selecting, combining various methodological methods, we should not forget that a picture is only effective remedy, and most importantly in the classroom - a child whose development we must guide and accompany.
Since the main guidelines according to the methodology for organizing teaching storytelling in a picture, we have already determined, we will consider the specifics of conducting classes on compiling a comparative description of two pictures, toys or objects and the method of teaching storytelling in a series plot pictures.

At the first stage of learning descriptive story little like a monologue. At the beginning of the lesson, the teacher draws the attention of the children to the toys, offers to consider them, choose one and talk about it. Then he communicates with the child (children) and with his remarks suggests the content and design of the statement.
Educator. I have a bear.
Child. And I have a chicken.
Educator. My bear is big, fat, his skin is dark, furry.
Child. And my chicken is small, yellow, he has feathers. He is like a little lump.
Educator. My bear is clubfoot, he has four short legs.
Child. And my chicken only has two paws with fingers ...
Educator. Teddy bear likes raspberries and honey.
Child. And the chicken is looking for worms and eats millet.

Gradually, when the children have mastered the comparative method of comparison in tandem with an adult, the teacher offers to complete the task on their own. In the first part of the lesson, the teacher organizes the examination of toys (objects, pictures), directing the process of perception with questions in the following sequence: first asks to name the objects, highlight several essential features of each, then asks to say how these objects differ, and only then - how they are similar. It is important to motivate the task in order to activate the intellectual and speech activity of the child, to make it attractive and interesting for children. For example, you can offer to play the Lost and Found game, which stores lost things. It is advisable to pick up 4-5 pairs of objects for the lesson that are similar in several ways, for example, two cars, two hares, two dolls, two toy houses, two flower vases. In the first part of the lesson, children choose a toy for themselves, examine it, name individual signs on the questions of the educator. Then the adult takes on the role of another lost and found office, and the children, if they wish, are clients of the bureau, who need to prove that this particular toy, and not another similar to it, belongs to them.

Let me illustrate this with the following dialogue.
Educator. Perhaps you didn’t lose this bunny, because we have two bunnies?
Child (examines two bunnies). No, this is my bunny. See, my bunny is small, and that one is bigger. Mine does NOT have a bow, but this bunny has a blue bow around his neck. My bunny can move its paws, but this bunny can't.
At older preschool age, for a comparative description, it is appropriate to use not only objects, toys, but also reproductions of landscape paintings. For comparison, it is better to choose paintings in which the same natural phenomena(rain, snow, thaw, heat), but the paintings differ in mood, character, and ways of depicting. You can also compare paintings by one artist or by different artists, in which objects of nature are depicted in different time of the year. The logical structure of the lesson remains the same: first, a sequential examination of pictures with questions, then a comparison, and first, opposite signs are distinguished, and then signs by similarity. I suggest that you familiarize yourself with the lesson in which children are taught to do comparative description two landscape paintings. The synopsis is given in the magazine "Bumblebee" (No. 3,2000)

An effective method for teaching storytelling through a series of paintings. Modern technique the use of a series of plot pictures for the development of the coherence of speech of older preschoolers was developed by the Russian methodologist A. A. Smirnova, who not only developed a series of pictures, but also proposed effective methodology stimulating coherent speech of children. The author took into account that in the process of perception, children fix their attention on the plot, the actions and relationships of the characters, the expressiveness of the images. Therefore, a series of paintings provided for the sequential deployment of the storyline, the compositional parts of the story were clearly distinguished (the first picture is the beginning, the plot, the second, the third is the middle, the disclosure of the main content, the fourth or fifth is the conclusion), so that when moving from picture to picture there are semantic and grammatical connections between parts of the statement (pictures). The methodology for conducting this type of lesson is distinguished by five ways of presenting pictures to children. Let's explore these options.

Thus, the first method involves sequential examination of pictures, of which only the first one is open at the beginning of the lesson. Before opening the next one, the teacher invites the children to guess what is shown on it. Only when the fantasy of the children is exhausted, the teacher opens it. This allows you to maintain interest in the lesson for a long time. For each of the pictures, the teacher selects 1-2 questions and 1-2 lexical and grammatical tasks (exercises, games, creative tasks). For each picture, a story is compiled, which gradually increases: first, only by the content of the first picture, then - the first and second, then - the first, second and third, etc.

The second way is to present the children with all the pictures at the same time, which they themselves must place in a logical sequence. Then the classes take place according to the standard scheme - the sequential examination of each picture for questions and the compilation of stories.
The third way - the first three pictures are closed, the last one is open. In the first part of the lesson - collective creative fantasies children about the beginning of the story. Next, the pictures are sequentially opened and stories are compiled.
The fourth method differs in that at the beginning of the lesson, the first and last pictures are opened. After fantasizing about the content of the middle pictures, the children sequentially look at all the pictures and make up stories from them.

The fifth method is characterized by opening pictures through one. The lesson methodology retains logic. Note that the practice of applying this type of occupation convincingly proves that the most effective way organization of storytelling is storytelling by teams. This is not only a way to ensure high speech activity (12-16 children take part in the lesson), but also a means of developing coherence as a quality of a story and stimulating creativity - each team does not repeat previous stories, but composes its own.

AT forward planning it is desirable to alternate different kinds storytelling lessons.

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Gulmira Koneva
Abstract of the lesson with the use of TRIZ "Compilation of a story based on the painting "Village Yard"

MUNICIPAL AUTONOMOUS PRESCHOOL

EDUCATIONAL INSTITUTION KINDERGARTEN

COMPENSATING TYPE No. 3 "RAINBOW"

Master class with elements TRIZ

« village yard»

Prepared:

caregiver: Koneva Gulmira Khamidovna

Balakovo

Master class with elements TRIZ.

« Drawing up a story from a picture« village yard»

Target: Ensure the development of children's skill make up creative stories according to the picture.

Tasks:

Develop the ability to select the most precise definitions when describing the objects depicted on picture;

Build skill carefully look at the picture(with the help of teacher questions, discuss its content.;

Exercise children in the ability to highlight specific objects depicted on picture, and give them appropriate names;

exercise in composing fantasy stories in the 1st person; develop empathy in children by assigning objects to picture human feelings, thoughts, characters;

Expand and activate children's vocabulary;

Activate perception, develop attention, memory, imagination, analytical skills;

Continue to cultivate the ability to listen carefully to a friend, not to interrupt or repeat him, to evaluate stories of comrades arguing your choice.

Equipment: painting« village yard» , magnetic board, emoticons, A4 paper for "spyglass", black felt-tip pens, paper for sketching the scheme.

Methodological techniques:

Game motivation "Magic painting» ;

A game "Spyglass";

Game “Photography;

A game "Entry into picture» ;

Fizminutka;

A game "Live Pictures» ;

A game "Transformation into an object on picture» .

GCD progress:

Organizational part:

caregiver: - Today I want to show you a very unusual, even magical picture. Why is she unusual? Because she can talk. Don't believe? Now I will show you. But tell she will only be very attentive, not missing a single detail to children.

Let's do this now Let's take a close look at the picture from a distance. and for this I have "magic spyglass". Each of you, through the pipe, will see only one object or one creature. Look through the magic spyglass and tell: who or what do you see there?

Main part:

A game "Spyglass"

Children are invited picture for viewing and landscape sheet to simulate a spyglass.

(point the spyglass eye on one object and name his: girl, well, house, sun, earth, sky, trees, yard, firewood, flowers, etc.)

A game "Photographing"

caregiver: - Well done, how many different objects we saw, and let's, in order not to miss or forget anything, sketch all the objects schematically, as if we were photographing them, I'm on the board, and you are on your sheets.

Name the items you saw? Where are they located on picture?

(Children call as possible more objects shown on picture, and I schematically fix them on the board, the children on their sheets repeat the diagram after me).

caregiver: - Guys, let's take a closer look, have we marked all the objects, have we depicted them in the right place? Check with your spyglass.

Yes, well done, you didn't miss anything! were attentive (quickly list everything named, starting with the main one)

caregiver: Guys, what are we doing now? (named objects on picture) . That's right, remember rule: "Looking at picture and name objects» .

Guys, all objects on pictures are connected let's think and say: What or how are they related? Who is who's friend? Who is who's enemy? - I connect two objects on the board with arrows, and the children on their diagrams, then give an explanation of the relationship of objects.

Well done! Everyone did their job.

What were we doing now? (children's answers). That's right, we talked about how objects on picture, are interconnected. But the second rule of our games: “One thing is related to another because).

A game "Entry into picture»

caregiver:- Do you like this painting? Would you like to enter this picture? (children's answers). Then, close our eyes and imagine that we were transported to picture.

Open your eyes guys here we are in picture how gently the spring sun shines, let's warm ourselves under its rays.

Fizminutka

My sunny ray hands up

Jump on the palm of your hand up

My sunny ray is spinning

Small as a baby

Jump on the nose, on the shoulder Hands on the nose, on the shoulders,

Oh, how hot it got! jumping

Jump on the forehead and again Hands on the forehead, on the shoulders,

On the shoulder let's jump jumps

We closed our eyes, we closed our eyes

And the sun is playing

Cheeks with a warm ray stroke the cheeks

Gently warms.

caregiver: -Well done, how well they warmed themselves under the rays of the spring sun, felt its warmth.

Guys, we are in picture And what sounds do you hear? (I hear sounds.

What smells do you smell? (smells like pancakes, smells like summer flowers....).

Well done, that's how many sounds we heard and what smells we felt.

Ah, here's the next one. rule: "I hear how...", "It smells in here..."

A game "Live Pictures»

caregiver: -Guys, picture more, wants you something tell about yourself. Now, I will offer each of you card, which schematically depicts one or another object with paintings. You should define: which of you, who and find your place on picture(each child determines according to the scheme who he is and where he should stand).

Guys, let's go with you "Let's draw a live picture» : “We circled around ourselves and in the picture turned» .

Well done, let's check, everything is in its place? wonderful painting.

And here is the next rule: “Each object has its place on picture» .

A game "Transformation into an object on picture»

caregiver: -Guys, now think and tell us about yourself: Who or what are you? What are you doing on picture? What's your mood? Who are you friends with picture? (Each child chooses an object depicted on picture(animate or inanimate) and tells about yourself within the framework of the chosen image).

Well done you are so interesting about yourself told. Let's remember the rule games: "I turn into the hero depicted on picture and I have….”

“We circled around ourselves and we turned into guys”.

Final part:

Outcome:

caregiver: - Well done! You all pleased me today, invented, fantasized, interesting talk about objects. And taught us all this "magic" painting.

Do you want her to stay with us? (children's answers). picture I also really enjoyed playing with you, and she decided to stay with us again. And next time for our paintings, we will try write a great story.

Reflection

caregiver: - On our magical picture there are two characters - a girl who smiles and a dog who is sad. So guys, if you think that the activity was fun, take a smiling emoticon and attach it next to the girl, and if it was sad, attach a sad emoticon next to the dog.