Ushakova's technique for the development of speech. The development of speech of preschoolers as a necessary condition for personal development
It's no secret that human speech is not only a way to communicate with each other. First of all, it is a psychophysical portrait of the person himself. By the way certain people express themselves, one can immediately tell about their level of education, worldview, passions and hobbies. The main period of the formation of correct speech occurs at this time, the child is actively learning about the world.
When should you start?
Within the framework of the new standard (FGOS), very great attention focuses on the development of speech in preschool children. At the age of 3 years at normal development a child should have about 1200 words in his vocabulary, and a 6-year-old should have about 4000.
All specialists are working hard on the development of the speech of their students. Everyone has the same goal, but everyone uses their own methods, depending on the chosen DOW methodology. This or that method of speech development provides an opportunity for educators to take advantage of the successful experience of professionals working on this problem.
Who and what teaches children?
If you look at the diploma of an educator, and we are talking specifically about qualified specialists, then there you can see such a discipline as "theory and methodology for the development of the speech of preschool children." studying given subject, the future specialist receives theoretical knowledge on the development of children's speech by age categories, and also gets acquainted with various methods of conducting classes in a preschool educational institution, respectively age group trainees.
Every person knows from the lessons of history how a person's speech was formed. Its construction went from simple to complex. At first it was sounds, then separate words, and only then words began to be combined into sentences. Every child goes through all these stages of speech formation in his life. How correct and literary rich his speech will be depends on the parents, educators and the society that surrounds the baby. The teacher-educator is the main exemplary example of the use of speech in everyday life.
Goals and objectives of speech formation
Correctly set goals and objectives for the development of speech of preschool children help teachers to work on this problem as efficiently as possible.
The main thing for the development of speech of preschool children is the formation oral speech child and his communication skills with others on the basis of possession literary language of his people.
The tasks that will help achieve the goal are as follows:
- child education;
- enrichment, consolidation and activation of the child's vocabulary;
- improving the grammatically correct speech of the child;
- development of coherent speech of the child;
- educating a child's interest in the artistic word;
- teaching the child the native language.
To achieve the solution of the tasks set and to achieve the final result of the set goal when the child is released from the preschool educational institution, the methodology for the development of the speech of preschool children helps.
Methods for the development of speech in a preschool educational institution
Any technique, regardless of the subject, is always constructed from simple to complex. And it is impossible to learn how to perform complex tasks if there is no skill in performing simpler ones. At the moment, there are several methods for the development of speech. Most often, two methods are used in preschool educational institutions.
Methods of speech development for preschool children L.P. Fedorenko, G.A. Fomicheva, V.K. Lotareva makes it possible to theoretically learn about the development of children's speech from the very beginning. early age(2 months) and up to seven years, and also contains practical recommendations for educators. This benefit can be used not only by a specialist, but also by any caring parent.
Book by Ushakov O.S., Strunina E.M. "Methodology for the development of speech of preschool children" is a manual for educators. Here, aspects of the development of children's speech by age groups of a preschool institution are widely disclosed, and the development of classes is given.
In these methods for the development of children's speech, everything starts with sound lessons where educators teach and monitor the purity and correct pronunciation of sounds. In addition, only a specially trained person can know at what age and what sounds a child should be given. For example, you should try to start pronouncing the sound “r” only at the age of 3, of course, if the child has not found it before on his own, but this does not mean at all that work has not been done with this sound before. In order for the baby to learn to pronounce the sound “r” in a timely and correct manner, educators spend preparatory work, namely, they do tongue gymnastics with children in the form of a game.
The game is the main way to develop speech
AT modern world The theory and methodology for the development of speech in preschool children speak of one thing, that the main way is considered to be playing with a child. This is based on mental development, namely the emotional level of development, if the child is passive, then he will have problems with speech. And in order to encourage the child to emotions, because they are the impetus for speech, a game comes to the rescue. Objects familiar to the baby become interesting again. For example, the game "roll the wheel". Here, first, the teacher rolls the wheel down the hill, saying: “The round wheel rolled down the hill and then rolled along the path.” Children usually enjoy it. Then the teacher offers to ride the wheel to one of the guys and again pronounces the same words.
Children, without suspecting it, begin to repeat. There are a lot of such games in the methods for preschool educational institutions, they are all diverse. At an older age, classes are already held in the form role playing, here communication is not a teacher-child, but a child-child. For example, these are games such as "daughters-mothers", "game in the profession" and others. The development of speech in preschool children in play activities proceeds most effectively.
Causes of poor speech development in a preschool child
One of the most common causes of poor speech development in a child is a lack of attention from adults, especially if the child is naturally calm by nature. Most often, such children from a very young age sit in a crib or playpen, showered with toys, and only occasionally do parents, busy with their own affairs, come into the room to see if everything is in order.
Another reason also occurs through the fault of adults. This is a monosyllabic communication with a child. In the form of such statements as "move away", "do not interfere", "do not touch", "give". If the child does not hear complex sentences, then there is nothing to demand from him, he simply has no one to take an example from. After all, it is not at all difficult to tell a child “give me this toy” or “don’t touch it, it’s hot here,” and already how many words will be added to his dictionary.
The thin line between the development of speech and the psychological development of the baby
If the above two reasons for the poor development of speech in a child are completely excluded, and speech develops poorly, then it is necessary to look for reasons in his mental health. From an early age to school, most children are unable to think abstractly. Therefore, it is necessary to teach the baby to speak using some concrete examples or associations. The methodology for the development of speech in preschool children is based on the studied psychological development of children. There is a very a fine line between language development and mental development. At the age of 3, the child begins to develop logic and imagination. And often parents are concerned about the appearance of fantasies, they begin to accuse the child of lying. In no case should this be done, because the child can withdraw into himself and stop talking. There is no need to be afraid of fantasies, they just need to be directed in the right direction.
How to help a child if speech develops poorly?
Of course, every child is different. And if a child by the age of four expresses only single words, unrelated even in simple sentences, then you need to call for help from additional specialists. The methodology provides for the inclusion in the education process of such specialists as a teacher-speech therapist and a teacher-psychologist. Such children are most often assigned to a speech therapy group, where they are dealt with more intensively. There is no need to be afraid of speech therapy groups, because how much joy a child will have when he can speak coherently and logically correctly.
Ignorance of parents is a source of poor development of children
The method of developing the speech of preschool children is desk book not only educators, but also parents. Because the lack of education of parents leads to poor development of children. Someone demands too much from a child, while someone, on the contrary, lets everything take its course. AT this case close contact of parents with the educator is necessary, it is even possible to hold thematic parent-teacher meetings. After all, it is better to prevent mistakes than to correct them later. And if you act correctly, jointly and in concert, then the child by the end of the preschool educational institution will certainly have an excellent literary speech with the necessary vocabulary, which in the future, at the next stages of learning, will only become deeper and wider.
Subject. The development of speech of preschoolers as a necessary condition personal development.
FULL NAME. Kleymenova Galina Alekseevna,
educator of the Municipal Budgetary Preschool Educational Institution Kindergarten No. 2 "Kolokolchik" of the Starooskolsky District of the Belgorod Region.
Speech is a great power: it convinces, converts, compels.
R. Emerso
In accordance with the new Federal Law "On Education in the Russian Federation", preschool education has become an independent level general education, the Federal State educational standard preschool education (FSES DO). According to the standard, the content of the program should ensure the development of the personality, motivation and abilities of children in various types activities and cover the following areas: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development. According to the Federal State Educational Standard for Preschool Education (FSES DO): "speech development
includes possession of speech as a means of communication and culture; enrichment active dictionary; development of a coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for literacy training"
It is impossible to judge the beginning of the development of the personality of a child of preschool age without assessing his speech development. AT mental development child's speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all the main mental processes. Therefore, determining the directions and conditions for the development of speech in children is one of the most important pedagogical tasks. The problem of speech development is one of the urgent.
Speech is a tool for the development of higher departments of the psyche. Teaching a child to speak, the educator simultaneously develops his intellect. The development of intelligence is the central task that the teacher sets himself in a preschool institution.
The strength of the native language as a factor that develops the intellect and educates emotions and will lies in its nature - in its ability to serve as a means of communication between a person and the outside world (extralinguistic reality). The sign system of the language - morphemes, words, phrases, sentences - encodes surrounding a person reality.
The system of work on speech development lies in the close relationship and complementarity of its three components.
1. The educator's speech occupies a central place.
With his speech, the teacher teaches the child the native language, communicating throughout the day. The speech of the educator is the main source of speech development of children in kindergarten, and he must be fluent in those speech skills that he transmits to children (sound pronunciation, articulation, the formation of lexical and grammatical skills, etc.).
2. Conversations, games, and game exercises aimed at enriching and activating the child's speech, which are held with all children, part of the children and in individual form. They can be short-term and longer (10-15 minutes); can be planned in advance, or they can arise spontaneously - the teacher must have a flair for the “moment”.
3. Creation by teachers of certain conditions - a special place, isolated from the game zones, where individual and subgroup work on the development of speech takes place- speech area.
The formation of a person's personality to a large extent depends on the pedagogical impact, on how early it begins to be exerted. Therefore, preschool institutions are an important link in shaping the development of the child's personality.
In a preschool institution, the mental, moral and aesthetic education of children is carried out in the process of speech development. The content of speech acquired by a child of preschool age, as is known, is the surrounding reality reflected in his mind, perceived by his senses: he himself, parts of his body, close people, the room where he lives, the interior of the kindergarten where he is brought up, the yard , the park, the nearest streets, the city, the processes of people's labor, nature - inanimate and living. The content of the speech development of an older preschooler also includes aesthetic concepts associated with the concept of duty in relation to people around, nature, ideas about phenomena. public life, holidays. Therefore, the “Kindergarten Education and Training Program” combines the work on the development of speech with the work of familiarizing children with the environment, as well as with fiction, and determines the forms of this work..
Speech education is closely connected with the formation of artistic and speech activity, i.e. with aesthetic education. AT preschool institutions introduce children to folklore and literary works, thanks to this, preschoolers learn to master the expressive means of their native language.
Acquaintance with literature, retelling works of art, teaching the compilation of a collective story contributes to the formation of not only ethical knowledge and moral feelings, but also the moral behavior of preschoolers.
System speech work contributes to the consistent assimilation of the structural elements of the language. The main thing in this is the creation of optimal pedagogical conditions for the development of the language abilities of preschoolers. As a result, there is an increase specific gravity work on the word as the basic unit of the language and the definition of the circle linguistic phenomena with which you can introduce preschool children
age.
Preschool is the age of play. It is in the game, in our opinion, that relationships between children are born. They learn to communicate with each other, the child's speech develops in the game.
Games are selected according to the interests and desires of children. For the development of speech, small forms of folklore are used in the work: proverbs, sayings, riddles, lullabies, folk songs, nursery rhymes, pestles, etc.
Using, with the help of adults, proverbs and sayings in their speech, children of senior preschool age learn to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonation, develop the ability to creatively use the word, the ability to figuratively describe an object, give it a vivid description.
Guessing and inventing riddles also affects the versatile development of the speech of a preschooler. The use of various means of expression to create a metaphorical image in a riddle (method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of imagery of speech of an older preschooler.
Lullabies develop the speech of a preschooler, enrich their speech due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to people's experience and attract with their appearance.
Folklore works are priceless. Acquaintance with children's folklore develops interest and attention to the world around them, popular word. Speech develops, moral habits are formed. Folk songs, nursery rhymes, pestles - all this is a wonderful speech material which can be used in all kinds of activities.
The development of subtle movements of the fingers is especially closely connected with the formation of speech. The well-known researcher of children's speech M.M. Koltsova writes: “The movements of the fingers historically, in the course of the development of mankind, turned out to be closely related to the speech function.
The first form of communication primitive people there were gestures; the role of the hand was especially great here ... the development of the functions of the hand and speech in people proceeded in parallel.
It is necessary to take care of the timely development of the child's speech from the first weeks of his life: to develop his hearing, attention, talk, play with him, develop his motor skills.
The higher the motor activity of the child, the better his speech develops. The relationship between general and speech motility has been studied and confirmed by the studies of many prominent scientists, such as A.A. Leontiev, A.R. Luria, I.P. Pavlov.When a child masters motor skills and abilities, coordination of movements develops. The formation of movements occurs with the participation of speech. Precise, dynamic performance of exercises for the legs, trunk, arms, head prepares the improvement of the movements of the articular organs: lips, tongue, mandible etc.
However, we must not forget that the child spends a lot of time outside the kindergarten: in the family circle, with peers in the yard, etc. In communication with others, his vocabulary is enriched. Expressing his opinion on certain issues, the child learns to pronounce sounds correctly, build phrases. A child masters speech more successfully when they are engaged with him not only in a preschool institution, but also in the family. A correct understanding by parents of the tasks of upbringing and education, knowledge of some of the methodological techniques used by the educator in the development of children's speech will undoubtedly help them in organizing speech lessons Houses.
The most effective results can be achieved only if parents and teachers work together. At the same time, the work should be structured in such a way that parents are equal participants in the development process. To do this, I developed consultations, memos for parents, thematic parent meetings: "Games and exercises for the development of speech of children of the 3rd year of life", "Development of speech younger preschoolers"Speech development of older children", "Didactic game and speech development of children", etc. We try to hold meetings in game form so that parents feel a little like children, disconnect from everyday worries. And most importantly, they learned to play themselves and could teach their children to play. ATindividual conversationwe try to tactfully and unobtrusively explain to parents, whose children need the help of specialists, the seriousness of the situation. Indeed, many parents believe that the child will speak on his own, without anyone's help, but this is a delusion. We often advise parents to talk more with their children, read books at night, even in the kitchen, when dinner is being prepared, you can play word games.
Thus, the DOW involves the purposeful activity of its participants, creativity to its organization and a personality-oriented model of influence, which is a prerequisite for successful development speeches of preschoolers.
Literature:
1. Federal state educational standard for preschool education
2. Ushakova O. S. Methods of speech development for preschool children / O. S. Ushakova, E. M. Strunina. - M.: Humanitarian. ed. center VLADOS, 2008
3. Novotortseva N. V. Encyclopedia of speech development. - M.: CJSC
"ROSMEN - PRESS", 2008
4. M site materials site link ()
its wealth and beauty. educational impact renders
and content literary works, starting with the works of oral folk art, as well as the content of paintings, folk toys and manuals, develops in children curiosity, pride and respect for their creators. In addition, such methods as telling stories together, in groups ("teams"), also presuppose the ability to negotiate among themselves, if necessary, help a friend, yield to him, etc.
Familiarization of children with literature, retelling of works of art, teaching children to compose a collective story contributes to the formation of not only ethical knowledge
and moral feelings, but also the moral behavior of children. Work on the semantic side of the word, semantic enrichment
vocabulary of children, their developing vocabulary can and should include the introduction into the speech of children (and into the understanding of speech) of groups of words denoting the qualities of a person, his emotional states, assessments of human actions, as well as aesthetic qualities and assessments.
Principles of teaching mother tongue
The main tasks of the development of speech are the education of the sound culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement.
These tasks are solved at each age stage, however, from age to age, there is a gradual complication of each task and teaching methods change. The specific weight or other task also changes when moving from group to group. The educator needs to be presented with the main lines of succession of tasks for the development of speech, which are solved in the previous and subsequent age groups, and the complex nature of the development of each task.
Enrich vocabulary through view enrichment
So, all educators know that it is necessary to replenish the vocabulary of children with new words. They try to name the children all the objects around them, toys. However, not everyone cares that the child is aware of the meaning of the word, its meaning. The peculiarity of dictionary work lies in the fact that it is indistinct
is inextricably linked with the enrichment of knowledge and ideas of preschoolers, which means that such work is carried out in different types familiarization of children with the environment, with objects and phenomena of everyday life, everyday life, with nature. The child learns the verbal designations of objects and phenomena of reality, their properties, connections and relationships. All this is a necessary link for vocabulary work in the development of children's speech and teaching their native language.
Work on understanding the word
However, for the development of children's speech, it is important not only to increase the vocabulary, but also the formation of an accurate understanding of their meaning and correct use in the sense of meaning. Practice speech communication constantly confronts children with words of different meanings, with synonyms, antonyms. It is known that in preschool children the orientation to the semantic content is very developed, and the correctness of the statement depends on how accurately the meaning of the chosen word is conveyed. However, the speech of a preschooler has a significant difference from the speech of an adult in relation to the meaning that the child puts into the words he utters. Often the child himself tries to comprehend the words, puts into their content the understanding inherent in his experience. (K.I. Chukovsky collected many examples of this.) Therefore, in the development of the dictionary, one of the important directions should be work on the correct understanding of the meaning (meaning) of words, the development of the accuracy of word usage. This further determines the culture of speech.
Speech development techniques
To solve these problems are speech exercises, word games, the main purpose of which is to develop children's attention to the word, its exact use. Exercises create conditions for children's speech practice and replenishment and activation of the dictionary with words from different parts of speech.
Among the verbal methods of dictionary work, a special place is occupied by lexical exercises, which contribute to the prevention of speech defects, activate the vocabulary of children, develop their attention to the word and its meaning. They form practical skills for children: the ability to quickly choose
from his vocabulary the most accurate the right word, make a sentence, distinguish shades in the meaning of a word. Such exercises do not require objects and toys. They use familiar words.
In the exercises, a large place is given to such a technique as a question. The direction and content of their mental activity depends on the verbal formulation of the question; the question should cause the mental activity of children. Putting questions to children, an adult not only achieves the reproduction of knowledge, but also teaches children to generalize, highlight the main thing, compare, reason. It is necessary to ask more often such questions as “Can I say this?”, “How can I say it better?”, “Why do you think that you can say that?”, “Tell everyone how you understand it,” etc.
A game is an amateur children's activity in which an adult can take one place or another. You can influence the game indirectly, through role-playing behavior and separate offers, replicas, questions. In a creative children's game, the child's speech, grammatically formalized speech, rapidly develops. But an adult should not put in front of a playing child didactic goals associated with the development of the forms and functions of speech. Games that have a complex effect on vocabulary, grammar, speech coherence should be interesting and exciting.
Along with games that have a wide general developmental impact, there are also didactic games in which the tasks of activating, clarifying one or another grammatical form. For example, games that help you learn Genitive plural, imperative mood of the verb, agreement of words in the gender, ways of forming words (names of young animals, people of different professions, words with the same root).
Games aimed at teaching children storytelling develop in children the ability to describe an object according to the main features (color, shape, size), actions; tell about an animal, about a toy, from a picture (compose a plot, unfold it in accordance with the plan).
The didactic task is clothed in game situations in which incentive motives for a coherent presentation of thoughts clearly appear. the child looks for a familiar object, and then tells
about him. Thus, special classes, games and exercises solve in a complex all the tasks of speech development (education of the sound culture of speech, the formation of the grammatical structure of speech, vocabulary work, the development of coherent speech).
Criteria for assessing the speech development of a preschooler
The high level of speech development of a preschooler includes:
- possession literary norms and the rules of the native language, free use of vocabulary and grammar when expressing one's thoughts and compiling any type of statement;
- a developed culture of communication, the ability to make contact with adults and peers: listen, answer, object, ask, explain;
- knowledge of the rules of speech etiquette, the ability to use them depending on the situation.
Questions and tasks
1. What is a "sense of language"?
2. Should children be taught their mother tongue? Why?
3. How is the development of a preschooler's speech related to other aspects of his personal development?
4. What components does the mother tongue teaching system include?
5. List the criteria by which the speech development of a preschooler is assessed.
Literature
1. Sokhin F.A. Psychological and pedagogical foundations for the development of speech in preschoolers. M., 2002.
2. Gvozdev A.N. Questions of the study of children's speech. St. Petersburg: "Childhood-
Press", 2007.
3. Leontiev A.A. language, speech, speech activity. M.: KomKniga, 2007.
4. Alekseeva M.M., Yashina V.I. Methods for the development of speech and teaching preschool children their native language. M., 1997.
5. Ushakova O.S. Theory and practice of preschool speech development
ka. M.: "Sphere", 2008.
Lecture 2. Development of the sound side of speech of preschoolers
What is phonetics?
Phonetics, which studies the sound side of speech, considers sound phenomena as elements language system, which serve to translate words and sentences into a material sound form.
Linguists - R.A. Avanesov, G.O. Vinokur, V.A. Bogoroditsky, I.L. Baudouin de Courtenay, A.N. Gvozdev, L.R. Zinder, A.A. Potebnya, F. de Saussure, A.I. Thomson, L.V. Shcherba - consider the sound side of the language from different points of view According to F. Saussure, the basic units of the language (words, phrases, sentences) have a semantic side (meaning) and a material side (they are a series of sounds). Such two-sidedness is possessed by signs that have a signified (meaning) and signifier (material reality). Sounds and their combinations are denotative. The sound units of the language - sound, syllable, measure, phrase - are interconnected and form a system. A sound is characterized by pitch and timbre, a syllable consists of several sounds, a measure is a group of syllables united by one stress, a phrase (or syntagma) consists of several measures united by intonation. These units of speech, which have an independent extent, are called linear. In addition to linear, prosodic units of speech are distinguished. Prosody - from the Greek "prosodia", stress. Prosodic units of speech are associated with stress and intonation elements: melody, pronunciation power, speech tempo. Stress, in turn, can be phrasal, logical, emotional.
The strength of the impact on the listeners largely depends on the sound design of speech, therefore it is necessary special work above the sound side of speech. The Russian language has a complex sound system, therefore many researchers who are engaged in the theory pay attention to it. sounding speech. It is on the basis of the analysis of the sound structure of the language that the basis for the theoretical understanding of the processes occurring in the language is created. Scientists characterize the sound units of a language in terms of sound formation (these are the articulatory properties of the language), sound (acoustic properties of the language) and reproduction.
acceptance (perceptual qualities of the language). All these units are interconnected.
Phonological means of language
A.N. Gvozdev showed how much work a child does when he masters the phonological means of a language. For the assimilation of individual sounds of speech, the child needs different times. The right conditions education and training of the child lead to the assimilation of the grammatical and sound side of the word.
Articulatory aspect of speech
The studies of linguists, psychologists, teachers give reason to believe that it is the sound side of the language that early becomes the subject of the child's attention (L.S. Vygotsky, D.B. Elkonin, N.Kh. Shvachkin, F.A. Sokhin, M.I. Popova , A. A. Leontiev, A. M. Shakhnarovich, E. I. Negnevitskaya, L. E. Zhurova, G. A. Tumakova).
L.S. Vygotsky, speaking about the assimilation of the sign side of the language by the child, emphasized that at first the child masters the external structure of the sign, i.e. sound. D.B. Elkonin wrote: “Obviously, the development of coherent speech in a child and the closely related assimilation of the grammatical structure are impossible without mastering the sound system of the language” (1989, p. 374). The latter, according to D.B. Elkonin, is the basis for the formation of a child's speech. "Mastering the sound side of the language includes two interrelated processes: the formation of the child's perception of the sounds of the language, or, as it is called, phonemic hearing, and the formation of the pronunciation of speech sounds" (ibid.).
Psychologists associate the number of correctly pronounced sounds with the expansion of the stock of actively used words (N.Kh. Shvachkin, N.I. Zhinkin, G.L. Rosengart-Pupko, M.I. Popova). We also note that the method of teaching preschoolers to read, developed by D.B. Elkon and his followers, is based on the action with the sound side of the language (L.E. Zhurova, N.S. Varentsova, L.N. Nevskaya, N.V. Durova, G.A. Tumakova). Teaching reading begins with the introduction of the child into the sound reality of the language, “to ensure the subsequent assimilation of grammar and related spelling” (L.E. Zhurova, 1974,
The sound side of the speech of preschoolers was studied in different aspects: as the development of speech perception and as the formation of the speech motor apparatus (E.I. Tikheeva, O.I. Solovieva, V.I. Rozhdestvenskaya, E.I. Radina, M.M. Alekseeva, A.I. Maksakov, M.F. Fomicheva, G.A. Tumakova). Many researchers emphasize the role of developed awareness in children phonetic side speech. Children early begin to notice shortcomings in their own and other people's speech (A.N. Gvozdev, K.I. Chukovsky, M.E. Khvattsev, D.B. Elkonin, S.N. Karpova). From understanding the features of the sound side of speech, you can stretch the thread to the formation of the arbitrariness of speech (F.A. Sokhin, G.P. Belyakova, E.M. Strunina, G.A. Tumakova, M.M. Alekseeva).
Phonetic observations of children over articulation create the basis not only for the formation of speech hearing, but also for the development of a culture of oral speech in its pronunciation aspect. L.V. Shcherba emphasized that the study of the grammar of a living, spoken language teaches the student how to observe his own speech: understanding the meaning of a word, he associates it with the sounds that make up this word. From here, observations begin on the pronunciation of the word, the phenomenon of alternating vowels and consonants; children begin to think about the role of stress in the Russian language, the meaning of intonation.
Intonation
Work on the sound side of speech with preschool children includes exercises with all elements of phonetics. In the construction of an utterance, the role of each element of the sound culture of speech is extremely important, and the intonation characteristic of the spoken speech plays a special role. Masters of oral storytelling consider the range of intonations that expand the semantic content of speech to be unlimited. And school teachers consider the formation of intonation skills important for the perception of written speech.
Some researchers associate the child's speech development with the process of mastering the intonation system of the language (N.M. Aksarina, M.I. Koltsova, R.V. Tonkova-Yampolskaya, O.I. Yarovenko).
MM. Bakhtin, considering a sentence as a unit of language, emphasized that it has a special grammatical intonation.
tion - completeness, explanation, division, enumeration. Special place he gives intonation narrative, interrogative, exclamatory and motivating. And the sentence acquires expressive intonation only in the whole statement. So, intonation conveys not only the content of the utterance, but also its emotional features.
It is necessary to teach children to use intonation correctly, to build an intonation pattern of a statement, conveying not only its semantic meaning, but also emotional features. In parallel with this, the ability to correctly use the tempo, the volume of pronunciation, depending on the situation, to clearly pronounce sounds, words, phrases, sentences (diction) is underway.
Speech hearing
Practical knowledge of the language involves the ability to distinguish by ear and correctly reproduce all the sound units of the native language. AT pedagogical research It is emphasized that in the period of preschool childhood, the child simultaneously with the intonational side of speech develops speech hearing - a sense of pitch, sound strength, a sense of timbre and rhythm.
Tone, timbre, pauses, different types stress - are important means of sound expressiveness of speech.
Speech rate
Among general characteristics In terms of the sound culture of speech, the attention of researchers was attracted by such an indicator as tempo, which is most directly related to the development of spoken speech. In the literature, there were only cursory indications of an increased speed of speech in preschool children due to the insufficient development of control over one's speech and the weakness of inhibitory processes in preschool children.
A.I. Maksakov made an attempt to trace the possibilities of preschool children in the regulation of the rate of speech. The data obtained showed that children more easily accelerate the pace of speech than slow it down, the pace largely depends on the content of the statement, its complexity.
did not significantly affect the accuracy and consistency of the text transmission by the child. When using more complex texts, only those children who listened to the story in slow motion delivered it correctly. It was concluded that the rate of speech of adults is of no small importance for the accurate and correct perception and understanding of speech by preschool children.
Thus, the role of various elements of the sound side of speech in the construction of any utterance is important. Each of these elements has a different effect on the sound design of the presentation of the text: the understanding of its content largely depends on the tempo of speech, its loudness, and the semantic perception of the spoken statement also depends on diction. Ultimately, the strength and depth of the impact of the statement on the listener largely depends on the awareness of the sound side of speech.
Of course, such characteristics of the sound culture of speech as tempo, loudness, diction, largely depend on the individual characteristics of the child, his temperament, the conditions of education and the speech environment that surrounds the child. Therefore, special work is needed to teach the child, depending on speech situation change both the strength of the voice and the tempo of speech in order to use the expressive means of speech appropriately and consciously. And this work should be carried out systematically.
Age features of the formation of the sound side of words
Principles of working with children of primary preschool age
The education of the sound culture of speech in children of primary preschool age (3-4 years) includes, first of all, the work of teaching the correct sound pronunciation.
is given taking into account the difficulty of their pronunciation and the sequence of their appearance in the process of speech development (A.I. Maksakov, G.A. Tumakova).
The researchers emphasized that along with work on the correct sound pronunciation, one should work on all the elements of the sound side of speech - on the tempo of speech, voice power, intonation.
AT these skills are most important condition the formation of all aspects of speech and especially its coherence. Work on the intonational expressiveness of speech helps to avoid such shortcomings of the statement as monotony, inarticulateness of speech, blurred diction, slow (or fast) pace, since the understanding of the content and emotional meaning of the statement depends on the sound design of the speech.
AT at a younger preschool age, it is necessary to teach children to hear, distinguish and pronounce sounds in words. Work on the correct pronunciation of vowel sounds, their differentiation must be carried out in order to form a clear articulation of the sounds of the native language, as well as to teach children to listen to the speech of an adult, to distinguish individual sounds and sound combinations by ear.
Pronunciation of consonant sounds (their sequence is substantiated in sufficient detail in the works of speech therapists - [m], [b], [n], [t], [d], [n], [k], [g], [x], [ f], [c], [l], [s], [c]) prepares organs articulation apparatus to pronunciation of hissing sounds. To work with pronunciation, games and exercises are used aimed at developing the ability of children to differentiate sounds related to the place of formation ([p] and [b], [t] and [d], [f] and [c]) in small speech units - syllables: pa-pa; woman; so-and-so, to-to, etc. Then the differentiation of hard and soft consonants is worked out, the children are brought to correct pronunciation hissing.
Games for the development of the articulatory apparatus
Pipe and bell
For the development of the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments - a pipe and a bell -
2.1 Methodology for using small forms of folklore
in the child's speech development.
In the previous chapter, theories of the development of speech were considered, including the use of small forms of folklore. To test the effectiveness of the developed complex, a pedagogical experiment was conducted on the basis of the preschool educational institution "Solnyshko" in the village of Berezovka, Pervomaisky district. Before proceeding to determine the main methods and forms of their use in the development of speech skills in preschoolers, we analyzed the situation in the group. We were interested in what level of development of children's speech skills and how much they know small forms of folklore. For this purpose, we chose the technique (semantic method) of O.S. Ushakova and E. Strunina.
They consider the most important condition for the development of the speech structure of preschool children to be work on the word, which is considered in conjunction with the solution of other speech problems. Fluency in a word, understanding its meaning, accuracy of word usage are necessary conditions for mastering the grammatical structure of the language, the sound side of speech, as well as developing the ability to independently build a coherent statement.
The practice of verbal communication confronts children with words of different meanings: with antonyms, synonyms. In preschool children, orientation to semantic content is very developed: "A word for a child acts, first of all, as a carrier of meaning, meaning."
To identify the understanding of the meaning (meaning) of words by older preschoolers, O. Ushakov and E. Strunina offer different tasks, on the basis of which we compiled our diagnostics (Appendix 1).
The following speech skills were diagnosed: accurately use words (tasks 3, 4, 5) in various grammatical forms and meanings; understand the different meanings of a polysemantic word; independently select synonyms and antonyms (tasks 3, 7, 8); the level of awareness of semantic relationships between words (task 9); smoothness and fluency of presentation, lack of discontinuity and repetition, hesitations, pauses in coherent speech (task 12); the ability to isolate sounds in words (task 6); the level of development of speech skills - evidence (task 1); level of orientation to the semantic side of the word (task 2) and expression (task 2, 4, 5).
In addition, the diagnostics shows how children understand the genres of small forms of folklore and master them.
The level of speech skills using small forms of folklore was assessed according to the following criteria:
High level. The child makes a sentence of three (or more) words. Correctly selects synonyms and antonyms in proverbs, in a speech situation (rhyme - task 8) selects two or three words of different parts of speech (adjectives and verbs). The child notices inaccuracies in the fable ("They don't say so", "Wrong"). Correctly determines the meaning of the word by the function of the object (“Forest - they go there for mushrooms, berries”) or by the generic concept (“Forest is a place where many trees, mushrooms, berries grow, where there are many animals, birds”). Correctly explains the meaning of the proverb and can come up with a story. He knows how to prove the answer. In addition, he knows a lot of proverbs, sayings, counting rhymes, etc.
Middle level. The child makes a sentence or a two-word phrase. Correctly selects synonyms and antonyms according to the meaning, but not in the required grammatical form. In a speech situation, he calls one word at a time. Gives his options, correcting inaccuracies in fiction. Instead of defining the meaning of the word, he gives a description of the subject, talks about something specific ("I was in the forest", "And I know where the forest is"). Can give an explanation of the meaning of the proverb, but not entirely accurate. Make up a story using individual words from the proverb. Guesses the riddle correctly, but does not use all the signs in the proof. Names one or two examples for each proposed genre.
Low level. The child does not make a sentence, but repeats the presented word. He cannot find synonyms, but, choosing antonyms, he uses the particle "not" ("A person gets sick from laziness, but does not get sick from work"). In a speech situation, he selects words that are inaccurate in meaning, or also uses the particle "not". He does not notice inaccuracies in fiction. The child cannot determine the meaning of the word and proverb. He guesses the riddle incorrectly and does not prove the answer. Composes a story without taking into account the task. Practically does not know proverbs, riddles, counting rhymes, etc.
It should be noted that ten children of the control group and ten children of the experimental group took part in the experiment.
The diagnostic results are shown in Table 1, where the high level is 3 points per answer, the average level is 2 points, and the low level is 1 point.
The data in the table indicate the approximate equivalence of the composition of the groups. In the control and experimental groups, the ratio between children in terms of the level of speech development of children was approximately the same. For the children of both groups, the 2nd, 4th, 5th and 10th tasks turned out to be very difficult, which were performed at a low level.
Children know a lot of counting rhymes, offer their own options, but are little familiar with other genres. They ask: "What are proverbs?" They confuse with each other: “I don’t know proverbs, but I know sayings” and named undercoats (Nastya D.). There are very few children who can explain the meaning of proverbs, prove the answer. Children practically do not know lullabies. To the question, "what lullabies do you know", they sing any songs, calling them "affectionate", or "Tired toys are sleeping ...". All this indicates insufficiently organized work with small forms of folklore.
Children made mistakes in the formation of different grammatical forms (“I run” to my mother), they had difficulty in correctly constructing sentences, since at this age these skills begin to form. Some children use words and expressions without accurately understanding their meaning. This suggests that they have a relatively small active vocabulary while having a significant passive vocabulary. Some children, while correctly pronouncing sounds, find it difficult to distinguish them by ear, which can lead to difficulties in mastering literacy in the future. This is also due to age-related individual characteristics and insufficient work of the teacher to develop the sound culture of speech in children.
In percentage terms, the levels of development of children in the control and experimental groups are presented in Table 2. The table shows that the difference in both groups is insignificant and even in the control group the level of speech development is ten percent higher, which, however, does not play a special role. This is clearly presented in the form of a diagram (Diagram 1), so we can assume that, other things being equal, at the initial stage of the formation of the experiment, the level of development of children in the control and experimental groups was approximately the same.
Table 1
The results of diagnosing the speech skills of children (stating cut).
| Groups | Child's name | Job number | Wed arithm. | Level | |||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | ||||
| control | 1. Nastya D. | 2,5 | 1 | 3 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 3 | 1,5 | 1,8 | With |
| 2. Vika K. | 2 | 2,5 | 3 | 1,5 | 2 | 2 | 2 | 3 | 2 | 3 | 1,5 | 2,2 | With | ||
| 3. Dima K. | 1,5 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 1,5 | 2 | 1,5 | 1,9 | With | |
| 4. Zhenya N. | 1 | 2 | 1 | 1 | 1 | 1,5 | 1,5 | 2 | 2 | 1 | 2 | 1 | 1,4 | H | |
| 5. Vanya Ch. | 1 | 1 | 1,5 | 1 | 1 | 1,5 | 1,5 | 2 | 2 | 1 | 1,5 | 1 | 1,3 | H | |
| 6. Nastya K. | 1 | 1,5 | 2 | 1 | 1 | 1,5 | 1,5 | 2 | 2 | 1 | 2 | 1 | 1,46 | H | |
| 7. Katya Ts. | 2 | 1,5 | 2 | 1 | 1 | 2 | 2 | 2 | 1,5 | 2 | 2 | 1,5 | 1.7 | With | |
| 8. Nastya Ts. | 1,5 | 2 | 2 | 1,5 | 1,5 | 2 | 2 | 2 | 2 | 2 | 2 | 1,5 | 1,8 | With | |
| 9. Inna Sh. | 2 | 2 | 1,5 | 2 | 2 | 2 | 1,5 | 2 | 1,5 | 1,5 | 2 | 1,5 | 1,8 | With | |
| 10. Nastya B. | 1 | 2 | 2 | 1,5 | 1,5 | 2 | 2 | 2 | 2 | 1 | 3 | 2 | 1,8 | With | |
| Wed arithm. | 1,55 | 1,75 | 2,1 | 1,35 | 1,35 | 1,85 | 1,8 | 2 | 2,1 | 1,4 | 2,25 | 1,4 | |||
| Level | With | With | With | H | H | With | With | With | With | H | With | H | |||
| experimental | 1. Roma V. | 1 | 1 | 1,5 | 1 | 1 | 1,5 | 1,5 | 1,5 | 1,5 | 1 | 1,5 | 1 | 1,25 | H |
| 2. Andrey K. | 2,5 | 2 | 2 | 2 | 2 | 2,5 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | With | |
| 3. Maxim S. | 3 | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 3 | 2 | 2,42 | With | |
| 4. Yaroslav G. | 2 | 1,5 | 1 | 1 | 1 | 1,5 | 1,5 | 1,5 | 2 | 1 | 2 | 1,5 | 1,46 | With | |
| 5. Ira B. | 1 | 1 | 1,5 | 1,5 | 1,5 | 2 | 2 | 1,5 | 1 | 2 | 1 | 1,46 | With | ||
| 6. Vanya V. | 3 | 2 | 2 | 2 | 2 | 2,5 | 2,5 | 2 | 2 | 1,5 | 2 | 1,5 | 2,08 | With | |
| 7. Vanya K. | 1 | 1,5 | 1 | 1,5 | 1,5 | 1,5 | 1,5 | 1,5 | 1,5 | 1 | 1,5 | 1 | 1,3 | H | |
| 8. Valya M. | 2 | 1 | 2 | 2 | 2 | 2,5 | 2 | 2 | 1,5 | 1,5 | 2 | 2 | 1,9 | With | |
| 9. Vadim Sh. | 1,5 | 1 | 1 | 1,5 | 1,5 | 1,5 | 1,5 | 1,5 | 1 | 1 | 1,5 | 1 | 1,3 | H | |
| 10. Vera A. | 1 | 1 | 1 | 1,5 | 1,5 | 1,5 | 1,5 | 1,5 | 1 | 1 | 1,5 | 1 | 1,25 | H | |
| Wed arithm. | 1,8 | 1,35 | 1,6 | 1,6 | 1,6 | 1,85 | 1,9 | 1,75 | 1,7 | 1,3 | 2 | 1,4 | |||
| Level | With | H | With | With | With | With | With | With | With | H | With | H | |||
table 2
Levels of development of speech skills of children
(stating cut).
Diagram 1
In addition, we compiled questionnaires for parents and caregivers of the study group (Appendix 2). We were interested in whether small forms of folklore are used in work with children in kindergarten and at home, for what purpose and which ones. Twenty parents and two teachers were interviewed. As a result, it turned out that parents practically do not use small forms of folklore with children of older preschool age, they practically do not know a single lullaby (“We used to sing, but now we are already big ones”), except for “Bayu - bayushki-bayu, don’t lie down on the edge …" and not even to the end. This is also emphasized in the studies of O.I. Davydova. Families know less and less these works of oral folk art, now they remember only a few riddles and sayings, and from the nursery rhymes they call one "Magpie - white-sided ...".
As for the responses of teachers, they try to use these genres a little more widely. When organizing outdoor and other games, various counting rhymes are used; in the classroom of a different cycle - riddles in order to motivate for future activities and maintain interest; for organizing children - finger games, games - fun. But they also believe that lullabies, nursery rhymes, jokes are used only at a younger preschool age, and this is no longer necessary when working with older people. Speaking about the importance of small forms of folklore for the development of speech, only tongue twisters are called.
Thus, we found out that the work on the use of small forms of folklore with older preschoolers is not organized enough. Parents and teachers do not fully use their developing potential, including for the development of speech. So, we are once again convinced that a comprehensive methodology for the development of the speech of children of older preschool age by means of small forms of folklore is simply necessary.
Analyzing the methodological aspects of the development of speech by means of small forms of folklore, for the formative experiment, we conventionally identified two stages of work:
Preparatory stage.
The main stage (direct training):
in the classroom;
in everyday life.
At the first stage, we consider the methods and techniques of G. Klimenko. She recommends starting an album and writing down expressions of folk wisdom already known to children. Then make an album - a shift in which to write down only new proverbs and sayings. Children learn them from their parents, from books. As a result, almost every child gets the right to take an album - moving home, with the help of their parents, write down a new proverb, draw a picture for it (Appendix 3). In their work, following this system, not only proverbs and sayings were recorded in the first album, but also all the small forms of folklore that the children knew.
Album - shifting made according to proverbs and sayings. Children enjoyed drawing pictures for these forms of folklore and explained what they mean and in what cases they are used. Parents also became interested in this issue, and if they themselves learned some new proverbs and sayings, they asked for an album to take home and wrote them down together with their children.
At the second stage of the formative experiment, first of all, work was organized in the classroom. N. Gavrish recommends using proverbs and sayings in the classroom for familiarization with fiction, offering such methods and techniques as:
analysis of a proverb or saying precedes the reading of works of art, leading children to the realization of his idea;
children can show a correct understanding of the idea of \u200b\u200bthe work, the meaning of the proverb when discussing its name;
when preschoolers have already accumulated a certain stock of proverbs and sayings, they can be asked to choose the appropriate content and idea of a certain fairy tale.
In our experimental work, we followed these methods and techniques. For example, before reading the fairy tale by H.K. Andersen's "Flint" we found out how children understand the expression "true friend". Then they offered to explain the meaning of the words "rainy day". The children said how they understand the proverb "Bad friends, if until a rainy day." (A proverb about bad friends, because they are only friends until trouble, and then they leave their friend). After summarizing the answers, they offered to listen carefully to the tale and decide whether the soldier had real friends. In the process of discussing the content of the tale, they clarified: "Do you think the inhabitants of the city have become real friends of the soldier?" And they emphasized: “It is not for nothing that the people say: “Bad friends, if until a rainy day.” Then they came up with another name for this tale - "Gullible Soldier", "Bad Comrades".
After reading the Nanai fairy tale "Ayoga", they turned to the children: "Tell me briefly, what is the fairy tale about? Remember the proverbs that would fit it." The children called: “As it comes around, it will respond”, “He destroys himself, who does not love others”, “What you sow, you will reap”.
In addition, children were introduced to the stories of B.V. Shergin, each of which reveals the meaning of the proverb. "Proverbs in stories" - this is how their author defined them. In a form accessible to children, he tells how old proverbs live in our language today, how they decorate our speech, in what cases they are used. Children got acquainted with new proverbs and sayings and learned how to make stories on them. This made it possible to proceed to work in the speech development classes, where the children themselves tried to compose certain stories according to the proverb or, after compiling a story, remember and choose the proverb that would fit this story. These techniques are offered by N. Gavrish, M.M. Alekseeva, V.I. Yashin. They contribute to a deeper understanding of the meaning of proverbs, and forms in children the ability to correlate the title of the text with the content, select language means in accordance with the genre, etc.
N. Gavrish also offers to illustrate this or that proverb (saying) with children in the classroom. The ability to convey an artistic image in a drawing expands the possibility of its expression in a word. The stories of children according to the proverb in this case were more expressive and varied.
In addition, work was also carried out to enrich the speech of children with phraseological units, where proverbs and sayings acted as means. In their work, following N. Gavrish, M.M. Alekseeva, V.I. Yashina, N.V. Kazyuk, A.M. Borodich and others tried to help children realize the figurative meaning of words and phrases. Familiarization of children with the elements of Russian phraseology refers to the content of vocabulary work. "Phraseological turns are stable, indecomposable phrases, peculiar expressions that cannot be translated literally into another language. They serve as a means of creating emotional, expressive speech, a means of evaluating some phenomena or events."
Preschool children, especially older ones, should be taught to perceive, that is, to hear, understand and partly memorize and use, separate, simple in content, expressions available to them from folk colloquial phraseology (proverbs and sayings). It is difficult for children to learn the general meaning of a phrase that does not depend on the specific meaning of the words that make it up ("in the seventh heaven", etc.). Therefore, the teacher should include expressions in his speech, the meaning of which will be clear to children in a certain situation or with an appropriate explanation, for example: "here's one for you", "a drop in the sea", "jack of all trades", "you can't spill it with water", "to control oneself", etc.
In their experimental work, they taught children to consider the direct and figurative meaning of statements, selecting situations from the child’s life (simple and accessible) for each proverb, using the visibility of the direct and figurative meaning of phraseological turnover, fiction, and going into practical activities (playing out proverbs). They explained to the children that in our language there are many words that denote objects (table, nose), actions performed (put, chop, chop). But, if you combine such words in one expression ("Chop on your nose"), then they will have a completely different meaning. "To chop on the nose" means to remember. Or such an expression - "Hang your head." How do you understand it? How can you say otherwise?
We analyzed with the children several expressions such as "Lead by the nose", "Give free rein to the hands", "Hang the nose". After that, they made a generalization: in order to correctly understand the proverb, it is not necessary to determine the meaning of each word. The main thing is to think about what is at stake here. There is such a proverb "To say - to tie a knot." We explain to the children its meaning: once you have promised, you need to fulfill it, keep your word firmly. And they have been saying this since ancient times, when many people could not read and write, and in order not to forget about something, they tied a knot on a scarf as a keepsake (showing a scarf with a knot). Now they don’t do that anymore, but the proverb remains.
Thus, lexical skills are formed in children. They learn to understand the etymology of words, expressions, to select proverbs and sayings that are close and opposite in meaning. The main thing is that children understand that phraseological units (proverbs and sayings) are an indivisible unit that gives a certain meaning. If something is removed or swapped, then it is lost and a completely different phrase is obtained.
G. Klimenko recommends once a week in the second part of the lesson in the native language to plan work with proverbs, and the forms and methods of work should be very different. For example, games are competitions in rows: who will say more proverbs. Didactic game "Continue the proverb": the teacher says the beginning, and the children continue; then the beginning of the proverb is pronounced by one child, and the other finishes it.
Gradually, the tasks should become more difficult. Children are given pictures, and they name a suitable proverb (Appendix 4). Then invite the children to select proverbs according to their meaning: about honesty, courage, mother, etc. Using these methods and techniques in our work, we noticed that gradually the children themselves began to use the expressions of folk wisdom in the right situation.
To improve diction in the classroom for the development of speech, A.S. Bukhvostova, A.M. Borodich and other methodologists recommend using a specific exercise - memorizing tongue twisters. A tongue twister is a phrase (or several phrases) that is difficult to pronounce with frequent identical sounds. The didactic task when using tongue twisters is unobtrusive and exciting.
In our work, we followed the methodology of A.M. Borodich. First of all, we selected the right number of tongue twisters for a long time, distributing them according to difficulty. The author recommends memorizing one or two tongue twisters per month - that's eight to fifteen per academic year.
The new tongue twister was recited by heart in slow motion, distinctly, highlighting common sounds. We read it several times, quietly, rhythmically, with slightly muffled intonations, before setting the children a learning task: listen and look carefully at how the tongue twister is pronounced, try to remember, learn to speak it very clearly. Then the children say it out loud on their own (if the text is very light, this moment is omitted).
To repeat the tongue twister, first we call children with good memory and diction. Before their answer, the instruction is repeated: speak slowly, clearly. Then the tongue twister is pronounced in chorus, by everyone, as well as in rows or in small groups, again by individual children, by the educator himself. In repeated lessons with tongue twisters, if the text is easy and the children immediately mastered it, we diversified the tasks: pronounce the memorized tongue twister louder or quieter without changing the tempo, and when it has already been correctly learned by all children, change the tempo.
The total duration of such exercises is three to ten minutes. Gradually, these classes were diversified by the following methods. Repeat tongue twisters "at the request" of children, entrust the role of the leader to different children. Repeat the tongue twister in parts in rows: first row: "Because of the forest, because of the mountains ..."; second row: "Grandfather Egor is coming!". If the tongue twister consists of several phrases, it is interesting to repeat it in roles - in groups. The first group: "Tell me about the purchases." The second group: "About what about purchases?". All together: "About purchases, about purchases, about my purchases!" All these techniques activate children, develop their voluntary attention.
When repeating the tongue twister, the children were periodically called to the table so that the rest could see their articulation, facial expressions. Evaluating the answers, they indicated the degree of distinctness of the pronunciation, sometimes they paid attention to the quality of the movements of the child's lips in order to once again draw the children's attention to this.
S.S. Bukhvostova suggests using entertaining exercises to change the place of logical stress in the text. Performing such exercises, children begin to feel well the dynamics of the semantic content of the same phrase, depending on the change in mental stress. Using this method in our work, we saw that children easily, freely and with pleasure perform such tasks. Other exercises also justify themselves. They have a peculiar form of a dialogue built according to the "question - answer" type. For example. Question: "Does the weaver weave fabrics for Tanya's scarf?" Answer: "The weaver weaves fabrics for Tanya's scarf."
All the exercises listed above have their main and initial goal to ensure the development of a clear diction of the child. These are speech exercises. But as children learn the content of the texts themselves, master the ability to pronounce them clearly, with a change in tempo and voice power, S.S. Bukhvostova recommends offering them a task of an increasingly creative nature. To convey, for example, your attitude to the content of the reproduced text, express your mood, your desires or intentions. For example, a child is given the task of expressing grief (“The crow blew a crow”), surprise (“Large grapes grow on Mount Ararat”), a request, tenderness or affection (“Our Masha is small, she has a scarlet fur coat on her”).
In our work, for this purpose, we used not only tongue twisters, but also proverbs and nursery rhymes. For example, the content of a text such as
"Don - don - don - don,
The cat's house caught fire
obliges to convey anxiety, excitement on the occasion of the event.
To develop good diction, distinct and clear pronunciation S.S. Bukhvostova also recommends using onomatopoeia exercises. The teacher reads the text, the children turn on and pronounce individual sounds, words or sound combinations. Given the content of the text, its rhythmic or expressive features, as well as in working with tongue twisters, children are offered various options for tasks: change the strength of the voice, the tempo of speech, express interrogative or exclamatory intonation more clearly, convey some intention. For example,
"Our ducks in the morning:
Quack - quack - quack! ... "
The pedagogical task when reproducing this text is to attract the child to onomatopoeia, to imitate the voices of birds. We drew the attention of the children to the different strengths of the sound of their voices: the cockerel sings loudly, louder than anyone else, the geese also cackle loudly, the ducks quack abruptly, like the geese, but not as loudly, etc. Thus, in our work we tried to use all the possibilities of oral folk art for the development of the sound culture of the child's speech.
In parallel, we organized work to develop children's speech skills - evidence and speech - description through riddles. This technique is offered by Yu.G. Illarionov. By the methods of constructing speech - evidence, the specific vocabulary inherent in it, children master gradually. Usually preschoolers do not use these constructions in their speech ("Firstly ..., secondly ...", "If ..., then ...", "One ..., then ...", etc.) do not use, but it is necessary to create conditions for them understanding and development at the next stages of childhood - at school.
In order to arouse in children the need for proof, when guessing riddles, it is necessary to set a specific goal for the child: not just guess the riddle, but be sure to prove that the guess is correct. Children should be interested in the process of proof, in reasoning, in the selection of facts and arguments. To do this, the author recommends organizing a competition: "Who will prove more correctly?", "Who will prove more fully and more accurately?", "Who will prove more interesting?" It is necessary to teach children to perceive the objects and phenomena of the world around them in all their fullness and depth of connections and relationships, to acquaint them in advance with those objects and phenomena about which riddles will be offered. Then the evidence will be more substantiated and complete.
Following this system, making riddles for children, we repeated them several times so that the children memorize them better and highlight the signs. The children were offered a plan of proof by sequentially posing the question in accordance with the structure of the riddle. For example: "Who has a mustachioed muzzle and a striped fur coat? Who often washes, but without water? Who catches mice and likes to eat fish? Who is this riddle about?"
If a child omitted any sign or connection in his proof, debatable questions were asked, revealing the one-sidedness of his answer. For example, guessing the riddle: "I grow in the ground in the garden, I am red, long, sweet," the child proves, relying on one sign: "This is a carrot, because it grows in the ground in the garden." We show the inconsistency of the proof: "Does only carrots grow in the garden? After all, onions, and beets, and radishes grow in the ground." Then the child paid attention to other signs (red, long, sweet), which made the answer more conclusive.
In order to change the content and methods of proof, Yu.G. Illarionova recommends offering different riddles about the same subject, phenomenon. This activates the children's vocabulary, shows how they understand the figurative meaning of words, figurative expressions, in what ways they prove, confirm the answer. Teaching children to compare riddles about the same object or phenomenon, we relied on the system of E. Kudryavtseva, who examined this aspect in more detail and suggested using didactic games. She also considers it necessary to teach children to consciously identify and memorize various signs of the hidden. If there is no complete and correct analysis of the material of the riddles, then it will be difficult or impossible to guess and compare them.
To guess riddles with negative comparisons, it is advisable to teach preschoolers to use the method of regrouping signs. The child should be able, E. Kudryavtseva believes, to single out a group of signs that a mysterious object or phenomenon has. So, the riddle "Liquid, not water, white, not snow" (milk) after the regrouping of signs will have the following form: liquid, white; not water, not snow.
In combined riddles with exactly named and encrypted signs, when guessing, the author recommends using the method of clarifying signs, for which already existing exactly named signs are highlighted and allegories are revealed. So, in the riddle "In the middle of the field lies a mirror, blue glass, green frame":
aptly named signs: in the middle of the field, blue, green;
deciphered signs: the hidden has a flat surface in which everything is reflected (mirror); hidden transparently (glass); the thought is surrounded on all sides by green (the frame is green).
For a correct answer, on the basis of accurately named and deciphered signs, it is easier for children to draw the necessary conclusion that there is a blue lake or pond on a green field.
E. Kudryavtseva identifies several types of children's activities in didactic games with riddles: guessing riddles; guessing riddles; proof of the correctness of guesses; comparison of riddles about the same; comparison of riddles about different things. Following this system, we successfully used all types in our work (Appendix 5), following the following conditions, which are distinguished by
before comparison, riddles are purposefully guessed by children;
preschoolers observed what was hidden in the compared riddles;
children remember the content of the riddles well and can repeat them before comparing;
children have sufficient knowledge about what is hidden in the compared riddles;
no more than two riddles are compared at the same time;
the teacher clearly explains what exactly needs to be compared in riddles;
preschoolers know what questions to answer when comparing riddles.
The conscious attitude of children to guessing riddles, to the selection of evidence develops independence and originality of thinking. This happens especially when solving and explaining those riddles, the content of which can be interpreted in different ways. In such cases Yu.G. Illarionova recommends not trying to get the traditional answer from children, but, seeing the correct course of their reasoning, emphasize the possibility of different answers and encourage them.
Thus, using the above methods and techniques, we were convinced that the witty and entertaining form of the riddle makes it possible to teach reasoning and proof easily and naturally. The children showed a keen interest, they were able to independently analyze the text of the riddle, which indicates the ability to search and find ways to solve the problem.
For the development of descriptive speech skills in children, Yu.G. Illarionova proposes to analyze the language of the riddle. After the children guessed the riddle, we asked: “Do you like the riddle? What did you especially like and remember about it? What is incomprehensible and difficult about it? What words and expressions seem incomprehensible? "What words convey movements, sounds, smells, color?" They also found out how children understand this or that expression, turn, what the object is compared with, etc.
The structure of the riddle requires specific linguistic means, so we paid attention to the construction of the riddle: "What words does the riddle begin with? How does it end? What is it asked about?" Such questions develop children's sensitivity to language, help to notice expressive means in riddles, and develop the child's speech. It is important that children not only memorize the figurative expressions of the riddle, but also create a verbal image of objects themselves, that is, they try to find their own versions of descriptions. Thus, the analysis of the riddle helps not only to better understand and guess it faster, but also teaches children to be attentive to the word, arouses interest in figurative characteristics, helps to remember them, use them in their speech and create an accurate, vivid image themselves.
To fully use the developmental potential of small forms of folklore, we used them in regime moments in order to create a favorable speech environment, since this is one of the conditions for the speech development of children. First of all, having selected the content and language accessible to children, for this purpose we used proverbs and sayings.
E.A. Flerina, A.P. Usova, G. Klimenko, N. Orlova, N. Gavrish noted that the most important condition for the use of proverbs and sayings is appropriateness, when there are facts and circumstances illustrating them on the face, the hidden meaning becomes clear to the child. The child should feel that these are exactly the words with which you can best express your thought: with a well-aimed word to stop the braggart, the mocker; give a clear description of a person or his activity. Proverbs reveal to children some rules of conduct, moral norms, they can be used to emotionally express encouragement, delicately reprimand, condemn an incorrect or rude action. Thus, they are our faithful assistants in the formation of the moral qualities of children, and, above all, diligence and friendly relations with each other.
Of the many Russian proverbs and sayings, we have chosen those that can accompany the work of children and, of course, enrich their speech. In the context of work activity, under appropriate conditions, children learn to understand the meaning of proverbs, to clearly formulate their thoughts. Let's take an example of such a situation. Children play, look at books, and two boys, not finding something to do, are sitting on the carpet. We say: "Take matters into your hands out of boredom" and give some kind of assignment. The kids are eager to get started. And after the work is finished, we praise and ask why it is said so. Thus, we help to comprehend the proverb and the result of our work.
It is very important that proverbs or sayings are pronounced expressively, with different intonations (with surprise, condemnation, regret, joy, satisfaction, reflection, affirmation, etc.), and also accompanied by gestures, facial expressions. This helps to comprehend the essence of the proverb and encourages the desired action. Thus, the use of proverbs and sayings in the classroom and in everyday life activates the child's speech, contributes to the development of the ability to clearly formulate one's thoughts, and helps to better understand the rules of worldly wisdom.
Riddles were also widely used in everyday life. This is indicated by M. Khmelyuk, Yu.G. Illarionova, M.M. Alekseeva, A.M. Borodich and others. The objectivity, specificity of the riddle, focus on detail make it an excellent method of didactic influence on children. In our work, we offered riddles to children at the beginning of classes, observations, and conversations. In such types of work, the riddle arouses interest and gives rise to a more detailed conversation about the object or phenomenon of interest to us. These forms of folklore bring a certain "living life" to the classes, they make you take a fresh look at certain objects, see the unusual, interesting in things that have long become familiar.
SOUTH. Illarionova recommends using riddles as a means of testing and consolidating knowledge in an entertaining way. Then it is appropriate to use them during children's activities. So, to make the usual washing process attractive for children, we made riddles about toilet articles, then asked: "What is the riddle about? What should be done to wash?" The children performed the actions indicated in the riddle. When going for a walk, we asked the children riddles about toys and objects that we were supposed to take with us. The children have to prove that these are the objects that are mentioned in the riddle they brought.
Methodists suggest using riddles not only at the beginning and in the process of activity, but also at its completion. For example, by examining objects, comparing and contrasting them, finding similarities and differences between them, children come to conclusions and express them in words. At the same time, a riddle can serve as a kind of completion and generalization of the process of activity, helping to fix the signs of an object in the minds of children. This technique helps to concretize children's ideas about the characteristic properties of an object or phenomenon. Thus, riddles help children understand how, capaciously and colorfully, using language means in different ways, one and the same thing can be said.
M. Zagrutdinova, G. Shinkar, N. Krinitsyna point to the special significance of folklore in the adaptation period of a child in kindergarten. He misses his home, his mother, he still cannot communicate well with other children and adults. A well-chosen, expressively told nursery rhyme sometimes helps to establish contact with a child, evoke positive emotions in him, sympathy for a still unfamiliar person - an educator. Indeed, many folk works allow you to insert any name without changing the content. This makes the child happy, the desire to repeat them.
Nursery rhymes help in preparing for bed, and while dressing for a walk, and while washing, and in the process of playing activities. N. Novikova proposes to accompany folklore works with actions or, conversely, to accompany actions with reading, to beat them. It is only important to choose them well and emotionally tell them so that the child feels the attitude of an adult to the situations described. For example, we, in our work, combing girls and braiding braids to evoke a joyful mood, accompanied this process with the words of nursery rhymes.
All this helps children to remember and reproduce in the future a fun nursery rhyme. And then use it during the plot - role-playing games. This greatly enriches the vocabulary of children, makes their speech emotionally expressive.
Practice shows that for the comprehensive development of children, games are of particular importance - fun using folklore. We tried to introduce nursery rhymes well-known to children into the games in order to give them the opportunity to show speech activity. For example, the didactic game "Know the nursery rhyme" (according to the content of the picture, you need to remember the work), they help to consolidate the skills of intonational expressiveness, the ability to convey the features of the actions of various characters.
A.M. Borodich, A.Ya. Matskevich, V.I. Yashina and others recommend the use of small forms of folklore in theatrical activities (games - dramatizations, concerts, holidays), where the ability to tell is fixed in children, the vocabulary is activated, and expressiveness and clarity of speech are developed.
Children of senior preschool age can organize concerts for kids on their own. They themselves draw up the program, distribute roles, conduct rehearsals, prepare the premises. Such a concert lasts ten to fifteen minutes. Its program is varied: reading nursery rhymes known to children of the younger group using visual material (toys, objects, pictures); retelling of a fairy tale known to children; reading new nursery rhymes for kids; game - dramatization or puppet theater; folk games; guessing riddles. The children leading the concert offer the audience - the kids to perform at will, to utter onomatopoeia in unison, etc.
Holidays can be prepared by educators. Sometimes it is prepared as a surprise for children. Methodists believe that it is especially valuable to prepare a matinee with children in advance. It is this training that helps to solve many problems of mental, moral and aesthetic education. Thus, by organizing entertainment for children, we activate small forms of folklore in the speech of children. This contributes to the development of figurativeness and expressiveness of their speech.
So, the use of small forms of folklore in the development of children's speech is carried out by a combination of various means and forms of influence on them.
Analysis of experimental work on the development of children's speech using small forms of folklore.
A large section of the oral creativity of the Russian people is the folk calendar. In our work, we tried to adhere to it and organized calendar and ritual holidays: "Kuzma and Demyan", "Autumn", "Christmas", "Shrovetide" (Appendix 6). In addition, a series of cognitive cycle classes were held, where speech tasks were solved in order to enrich the vocabulary and to draw the attention of children to genre and language features:
“I live in a painted tower, I will invite all the guests to my hut ...” (acquaintance with proverbs, sayings, jokes about Russian life and hospitality);
"Russian nursery rhymes";
"On a visit to the hostess" (acquaintance with riddles);
"Happy unsteadiness";
"Bai, bai, bai, bai! Go to sleep as soon as possible." Etc. (Appendix 7)
In the speech development classes, tongue twisters ("Telling by tongue twisters"), nursery rhymes were widely used in order to develop phonemic hearing and form the grammatical structure of the language. These classes allow you to use folklore works of various genres (one of them is leading, and others are auxiliary), a combination of various activities (verbal with musical, visual, theatrical and gaming). Thus, the classes are integrated. As an organizing moment at each lesson, the proverb was used: "Business is time, fun is an hour," setting the children up for subsequent work.
So, at the lesson "Happy unsteadiness" they were introduced to the life and traditions of the Russian people. The children were asked to remember the bed in which each of them sleeps. Then the teacher began the story that a long time ago children also had their own beds, but they were very different from modern ones and even called differently: a cradle, a cradle, a cradle. The story was accompanied by a display of illustrations depicting cribs. They explained why they were called that. Then the children were told that in these beds they not only rocked the babies, but sang a song to them. The children were asked to think and say the name of the song that was sung to the child before going to bed. Correct answers were encouraged. Then the teacher himself gave the definition of a lullaby, trying to arouse interest in it. After the story, they offered to listen to a lullaby and sing their favorite ones themselves. This lesson caused a positive emotional response to these songs, a desire to hear and remember them again. Later, in lullabies, we used images that are well known to children (the image of a cat) when teaching children the formation of words with the same root.
Of course, when we began to sing lullabies before going to bed, older preschoolers reacted to their performance with some irony, saying that they would not listen to such songs, because they were not small. And this, in our opinion, is due precisely to the fact that they are little used in raising children at this age. However, in the future, with no less pleasure than the kids, they listened to these songs, asked to repeat well-known and loved ones, which was largely facilitated by the reduction technique used in lullabies and the special rhythmic organization, which play a certain role in creating psychological comfort.
During the week, the children sang two or three songs that the children remembered well. The next week they sang two or three more songs, unfamiliar to them. But they did not forget about lullabies that were well known to children, but performed them in combination with new ones. It should be noted that children's interest in lullabies increased after we started using them in the classroom. We offer a number of texts of lullabies that were used in our work, as well as other small forms of folklore (Appendix 8).
In addition, a consultation was held with parents on the topic "Bayu-bayushki-bayu ..." (how to put the child to sleep) (Appendix 9). Text material of various small forms of folklore was exhibited in a folding folder so that parents could repeat them at home with their children. Parents were also involved in the organization of folklore holidays, children's performances. With their help, a museum of ancient things, a Gorenka was created in the kindergarten, folk costumes for children were sewn, which was a great help in our work.
So, small forms of folklore in upbringing and educational work with children were used in an integrated form both in the classroom and in the process of independent activity (play, leisure, walk, certain regime moments). We have built our work on the following basic principles:
To verify the effectiveness of the methodology we use, we again conducted a diagnosis of speech skills in the same form, parameters and indicators. The results were presented in Table 3.
A comparative analysis of both groups showed that the children of the experimental group during the experiment significantly increased the level of speech skills and overtook the control group in terms of indicators. So, in the experimental group, at the end of the study, one child received the highest score (there were none), the average score - seven children (there were six), children with a low score - three (there were four). In the control group, some progress can also be observed, but it is not so noticeable. The results obtained are listed in the analytical Table 5, which compares the data at the beginning of the experiment and after its completion.
Answering diagnostic questions, the children of the experimental group were able to analyze the meaning of the proverb. So, about the proverb "Work feeds, but laziness spoils" the guys say: "He who works, he works, he is respected"; "He who does not want to work often begins to live dishonestly"; "He is paid money for his work"; "Laziness spoils a man." Parsing the meaning of the proverb "May is cold, the year is grain-growing", the children answer: "There will be a big harvest."
They also named a lot of other small forms of folklore, they were able to compose short stories according to proverbs. For example, Vanya K. made up the following story to the proverb “As it comes around, it will respond”: “We found someone else’s puppy and took it for ourselves, and the owner of the puppy is looking for him and crying. But we have a puppy, and someone can take it and then we'll cry." We see that the child made up a story from complex sentences, building them in a grammatically correct form.
An analysis of the results of the experimental group before and after the formative experiment clearly indicates the effectiveness of the complex of methods and techniques developed by us (Diagram 2). The experimental group improved their results. The percentage of children with a low level of development has decreased by ten percent. Accordingly, the number of children with an average and high level of development increased by twenty percent.
Table 3
The results of diagnosing the speech skills of children (control section).
| Groups | Child's name | Job number | Wed arithm. | Level | |||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | ||||
| control | 1. Nastya D. | 2,5 | 1,5 | 3 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 3 | 1,5 | 1,9 | With |
| 2. Vika K. | 2 | 2,5 | 3 | 1,5 | 1,5 | 2 | 2 | 2 | 3 | 2 | 3 | 1,5 | 2,2 | With | |
| 3. Dima K. | 1,5 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 1,5 | 2 | 1,5 | 1,9 | With | |
| 4. Zhenya N. | 1 | 2 | 1 | 1,5 | 2 | 1,5 | 1,5 | 2 | 2 | 1 | 2 | 1 | 1,54 | With | |
| 5. Vanya Ch. | 1 | 1 | 1,5 | 1 | 2 | 1,5 | 1,5 | 2 | 2 | 1 | 1,5 | 1 | 1,4 | H | |
| 6. Nastya K. | 1 | 1,5 | 2 | 1 | 1 | 1,5 | 1,5 | 2 | 2 | 1 | 2 | 1 | 1,46 | H | |
| 7. Katya Ts. | 2 | 1,5 | 2 | 2 | 1 | 2 | 2 | 2 | 1,5 | 2 | 2 | 1,5 | 1.8 | With | |
| 8. Nastya Ts. | 1,5 | 2 | 2 | 1,5 | 1,5 | 2 | 2 | 2 | 2 | 2 | 2 | 1,5 | 1,8 | With | |
| 9. Inna Sh. | 2 | 2 | 1,5 | 2 | 2 | 2 | 1,5 | 2 | 1,5 | 1,5 | 2 | 1,5 | 1,8 | With | |
| 10. Nastya B. | 1 | 2 | 2 | 1,5 | 1,5 | 2 | 2 | 2 | 2 | 1 | 3 | 2 | 1,8 | With | |
| Wed arithm. | 1,55 | 1,8 | 2,1 | 1,5 | 1,55 | 1,85 | 1,8 | 2 | 2,1 | 1,4 | 2,25 | 1,4 | |||
| Level | With | With | With | H | With | With | With | With | With | H | With | H | |||
| experimental | 11. Roma V. | 1 | 1 | 1,5 | 1 | 1 | 1,5 | 1,5 | 1,5 | 1,5 | 1 | 1,5 | 1,5 | 1,29 | H |
| 12. Andrey K. | 2,5 | 2 | 2 | 2 | 2 | 2,5 | 2 | 2 | 2,5 | 2 | 3 | 2 | 2,38 | With | |
| 13. Maxim S. | 3 | 2 | 3 | 2,5 | 2 | 2,5 | 3 | 2 | 3 | 2,5 | 3 | 2 | 2,54 | AT | |
| 14. Yaroslav G. | 2 | 1,5 | 1 | 1,5 | 1 | 1,5 | 1,5 | 1,5 | 2 | 1 | 2 | 1,5 | 1,51 | With | |
| 15. Ira B. | 1 | 1 | 1,5 | 1,5 | 2 | 1,5 | 2 | 2 | 1,5 | 1 | 2 | 1,5 | 1,54 | With | |
| 16. Vanya V. | 3 | 2 | 2 | 2 | 2 | 2,5 | 2,5 | 2 | 2 | 1,5 | 2 | 1,5 | 2,08 | With | |
| 17. Vanya K. | 1 | 1,5 | 1 | 1,5 | 1,5 | 1,5 | 1,5 | 1,5 | 1,5 | 1 | 1,5 | 1,5 | 1,38 | H | |
| 18. Valya M. | 2 | 1,5 | 2 | 2 | 2 | 2,5 | 2 | 2 | 1,5 | 1,5 | 2 | 2 | 1,92 | With | |
| 19. Vadim Sh. | 2 | 1 | 1,5 | 2 | 1,5 | 2 | 1,5 | 1,5 | 1,5 | 1,5 | 1,5 | 1 | 1,54 | With | |
| 20. Vera A. | 1 | 1,5 | 1,5 | 1,5 | 2 | 1,5 | 1,5 | 2 | 1,5 | 1,5 | 1,5 | 1,5 | 1,54 | ||
| Wed arithm. | 1,85 | 1,45 | 1,7 | 1,75 | 1,7 | 1,9 | 1,8 | 1,85 | 1,45 | 2 | 1,6 | ||||
| Level | With | H | With | With | With | With | With | With | With | H | With | With | |||
Table 4
Levels of development of children's speech skills (control cut).
Diagram 2
Table 5
The levels of development of speech skills of children at the primary
and final stages of the experiment.
Conclusion.
Our work was focused on identifying the optimal conditions for the speech development of older preschool children by means of small forms of folklore. In connection with the goal, in the first chapter of our study, the state of the problem under study in psychological and pedagogical science is considered, the features of the development of speech of older preschoolers and the influence of small forms of folklore on the development of speech of children of older preschool age are analyzed. We have given a definition of small forms of folklore, which consists in the totality of works created by the people unprofessionally. With their help, it is possible to solve almost all the tasks of the methodology for the development of speech, and along with the main methods and techniques of speech development of older preschoolers, this richest material of the verbal creativity of the people can and should be used.
The second chapter discusses well-known methods of work on the use of small forms of folklore, methods and forms of work that were proposed by Yu.G. Illarionova, E.I. Tiheeva, A.M. Borodich, S.S. Bukhvostova,
O.S. Ushakova, A.P. Usovoi, A.Ya. Matskevich, V.V. Shevchenko and others.
An analysis of theoretical provisions and methodological conclusions made it possible to present the results of experimental work carried out on the basis of the preschool institution "Solnyshko" in the village of Berezovka, Pervomaisky District, on the use of small forms of folklore in the development of children's speech. We traced the dynamics of changes in the level of speech development in the process of experimental work. Other things being equal, at the initial stage of the formation of the experiment, the level of development of children in the control and experimental groups was approximately the same. Analysis of the results of the experimental group before and after the formative experiment indicates the effectiveness of the complex of methods and techniques developed by us. The experimental group improved their results. The percentage of children with a low level of development has decreased by ten percent. Accordingly, the number of children with an average and high level of development increased by twenty percent.
During the course of work, the following changes were noticed:
children have increased interest in oral folk art, they use proverbs, sayings in their speech, role-playing games- nursery rhymes, independently organize folk games - fun with the help of counting rhymes.
parents also noticed an increased interest in the use of small forms of folklore in the speech development of children at home. With pleasure they learn with children and select proverbs and sayings, explain to children their meaning.
Of course, our study does not claim to be sufficiently complete, since the issue is still relevant. However, in terms of developing the methodology for working with small forms of folklore, the well-known methodological aspects have been revised and adapted for children of older preschool age in the specific conditions of the preschool institution "Solnyshko" in the village of Berezovka, Pervomaisky district.
Small forms of folklore in upbringing and educational work with children were used in an integrated form both in the classroom and in the process of independent activity (play, leisure, walk, certain regime moments). We have built our work on the following basic principles:
firstly, on a careful selection of material, determined by the age capabilities of children;
secondly, the integration of work with various areas educational work and activities of children (speech development, familiarization with nature, various games);
thirdly, the active inclusion of children;
fourthly, the use of the developing potential of small forms of folklore in creating a speech environment to the maximum.
Based on the analysis of experimental work, we can conclude that our hypothesis is that the level of speech development of older preschool children increases if:
preschool teachers will be interested leaders in the process of speech development;
special training will be organized mother tongue with the use of small forms of folklore not only in special classes for the development of speech, but also in other sensitive moments;
small forms of folklore will be selected adequately for the age of children for learning and speech development, confirmed.
If systematic work is organized for older preschoolers, small forms of folklore are accessible to their understanding and awareness. The use of small forms of folklore in the development of children's speech is carried out by a combination of various means and forms of influence on them. Thus, the use of small forms of folklore in the speech development of children is fully justified.
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Applications
Appendix 1
Diagnosis of speech skills of children of senior preschool age by means of small forms of folklore (based on the diagnosis of speech development by O. Ushakova, E. Strunina)
1. Guess the riddle:
Tail with patterns
Boots with spurs
sings songs,
Time counts. (Rooster)
Why do you think it's a rooster?
What other riddles do you know?
2. What is said in the proverb "to be afraid of wolves, not to go into the forest"?
What does the word "forest" mean? how do you understand it? What proverbs and sayings about labor do you know? About friendship?
3. Pick up a proverb close in meaning "A curious one of these days had his nose pinched at the door." How to say differently?
Make up your own sentence with the word "nose".
4. What is said in the proverb "May is cold, the year is grain-growing". Make up your own sentence with the word "cold".
5. What is said in the proverb "Be afraid of the wolf and run away from the squirrel."
Make up your own sentence with the word "run".
6. Repeat after me "The raven crow missed." What are the most common sounds here?
What other phrases do you know?
7. Finish the proverb:
"A person gets sick from laziness, but from work ... (gets healthy)".
"February builds bridges, and March ... (spoils) them."
"Labor feeds a person, but what spoils? (laziness)."
8. Listen to the nursery rhyme:
Ay, dudu, dudu, dudu!
The man lost his arc.
Fumbled, fumbled - did not find,
I cried and went.
And he did not go home, but ... . How to say differently? He was in a mood... And if he found an arc, then he would not go home, but ....
And his mood would be ... .
What other jokes do you know?
9. Listen to the poem:
Chiki - chiki - chikalochki,
A man rides on a stick
Wife on a cart
Cracks nuts.
Is it possible to say so? How to say right?
What lies do you know.
10. What lullaby songs do you know?
11. What kind of counting rhymes do you know?
12. Think of a short story according to the proverb "I finished the job, walk boldly."
Annex 2
Questionnaire for parents and teachers.
What small forms of folklore do you know?
Which ones do you use with kids? For what purpose?
Do you give riddles to children? How often?
What jokes do you know?
Do you sing lullabies to your children?
In your opinion, what is the importance of small forms of folklore in a child's life?
Annex 3
Children's drawings for proverbs, sayings, nursery rhymes.
In the classroom, it was proposed to illustrate this or that proverb (saying) with the children. The ability to convey an artistic image in a drawing helped to expand the possibility of its expression in a word. The stories of children according to the proverb in this case were more expressive and varied.
Appendix 4
Illustrations for proverbs and sayings, nursery rhymes.
They were used to consolidate and activate these forms of folklore in the speech of children, using them as visual material. Each illustration is accompanied by several proverbs and sayings.
Appendix 5 Didactic games. These games were proposed by E. Kudryavtseva. We used them to develop children's descriptive and explanatory speech skills, as well as to enrich and activate the children's vocabulary.
Didactic game "Guess and compare riddles about animals".
Preparing for the game. Observation of animals during walks, excursions, visits to the zoo. Conversation about animals.
Material and equipment. Toy animals, drawings of animals that are spoken of in riddles.
Rules of the game. The preschooler calls the guessed animal, proves the guess, says whether it is domestic or wild. Before comparing two guessed riddles about the same animal, the child repeats them. A chip is given for a correct comparison.
Description of the game. The teacher reminds the children about the differences between wild and domestic animals, then makes riddles. If the answer is correct, the corresponding toy or drawing is placed next to the images of a tiger or a horse, symbolizing wild and domestic animals.
Preschoolers guess and guess riddles, prove the correctness of the answers. Then pairs of riddles about a squirrel, a hare, a dog, etc. are compared:
Often washed, but with water is not known. (Cat.)
To be born with a mustache, and to hunt the mustachioed. (Cat.)
The owner knows, walks with him. (Dog.)
He barks, bites, does not let him into the house. (Dog.)
He laughed so hard that his lip cracked. (Hare.)
White in winter, gray in summer. (Hare.)
These riddles differ in that the first part talks about a cleft lip of a hare, and the second part talks about a change in the color of his fur in winter and summer. Riddles are similar in that they are about the same animal.
Game "Guess and compare riddles about fruits and vegetables."
Preparing for the game. Growing vegetables in the garden, fruit in the garden. A discussion about fruits and vegetables.
Material and equipment. Fruits and vegetables or their dummies, drawings.
Rules of the game. Preschoolers are divided into "sellers" and "buyers": the first guess, the second guess them. Before comparing the riddles, the child repeats them.
Description of the game. The teacher invites the children to play in an unusual Fruits and Vegetables store, where you need not money, but riddles to buy. Preschoolers guess and guess riddles, using known ones and inventing their own. They then compare riddles about the same fruit or vegetable:
Balls hang on knots, turned blue from the heat. (Plum.)
Blue clothes, yellow lining, and sweet inside. (Plum.)
Scarlet, small, with a cane bone. (Cherry.)
In sweet and sour, round, red ball hid perfectly.
Heavy and sweet, dressed in green with red lining. (Watermelon.)
Green, not grass, round, not the moon, with a tail, not a mouse.
A patch on a patch, but I didn’t see the needle. (Cabbage.)
No count of clothes, and all without fasteners. (Cabbage.)
Game "Guess and compare riddles about transport."
Preparing for the game. Observation of various cars during walks, excursions. Looking at pictures, toys. Conversation about means of transportation.
Material and equipment. Toy cars, planes, ships or drawings. Pictures depicting the road, sea and sky.
Rules of the game. The guesser must name the type of transport and say whether it is land, water or air; passenger, cargo or special. It is necessary to repeat the guessed riddles before comparing them. For the correct comparison, the preschooler receives a chip.
Description of the game. The teacher invites children to guess riddles about various means of transportation. If the answer is correct, preschoolers take the appropriate toy or drawing on the table and place it next to the image of the road, sea or sky, indicating the environment for the movement of the specified transport.
Children guess and guess riddles about vehicles, prove the correctness of their answers. Then, pairs of guessed riddles about the same vehicle are compared:
I only keep on the go, and if I get up, I will fall. (A bike.)
On the road, legs ride and two wheels run. (A bike.)
In iron boots, he runs around the city holding on to the rope. (Tram.)
Calls loudly, runs along the steel path. (Tram.)
He does not flap his wings, but flies above the clouds. (Airplane.)
Cracks, not a grasshopper, flies, not a bird, lucky, not a horse. (Airplane.)
Game "Guess and compare riddles about" two brothers "".
Preparing for the game. Familiarization of preschoolers with hidden objects and phenomena.
Material and equipment. Drawings, "magic box" with two identical drawn little men and the inscription "Two brothers".
Rules of the game. The person guessing the riddle notes that the riddle refers to the appearance, location, and actions of the "two brothers". The correctness of the guess must be proven. Before comparing, the riddles are repeated.
Description of the game. The teacher says that expressions can also be found in riddles, for example, "two brothers." There are two "brothers" in each riddle, and they can be both similar and completely different. Preschoolers are invited to carefully consider and describe in detail the pictures that show different "brothers". After that, the drawings are removed in the "magic box". If the answer is correct, the corresponding picture is taken out of the box.
Children guess and guess riddles about "two brothers", prove the correctness of their answers. Then, in pairs, riddles about different "brothers" are compared:
Two brothers look into the water, centuries will not converge. (Shores.)
Two twins, two brothers sit astride the nose. (Glasses.)
Two brothers live across the road, but do not see each other. (Eyes.)
Two brothers run in front, two brothers catch up. (Automobile.)
Two brothers always run together, one in front, the other behind.
(Bicycle.)
Two brothers: one shines during the day, and the other at night. (Sun and moon.)
Two brothers: everyone sees one, but does not hear,
everyone hears the other, but does not see. (Thunder and lightning.)
When comparing such riddles, one must be very careful in order to correctly highlight the signs of their similarities and differences.
Appendix 6
Abstracts of holidays and entertainments.
Theme: "Autumn."
Decoration: upper room.
A Russian folk melody sounds, the hostess comes out.
On the heaps, in the light
Or on some logs
Gathered gatherings
The elderly and the young.
Did you sit by the torch
Ile under the bright sky -
They talked, sang songs and
They led a round dance.
And how they played! In "Burners"
Ah, the "burners" are good!
In a word, these gatherings
Were a holiday of the soul!
The owner comes out to the Russian folk melody.
Owner: Hey, good people! Do you sit at home today and look out the window! Do you today get foggy, sad and sad!
Hostess: We are glad to see you, at our place, in our room. Here for you, for dear guests, there will be a big holiday, a joyful holiday, according to custom, according to the old "gatherings" is called.
Host: Please, dear guests! Fun and joy to you!
(They enter to a Russian folk tune: children and an adult. They greet.)
Hostess: Hello! Dear guests! I ask to the hut. Red guest - red place. Come on, make yourself at home.
Educator: Don’t worry, hostess, we don’t lie at home and don’t stand at a party.
Child: We didn't come empty-handed. They brought you a dish of pies. Cabbage pies are very, very tasty.
Child: We were going to visit you, we tried to bake more delicious. Taste the pies, talk to us.
Hostess: Oh, thank you kids, come here.
(The second subgroup of children enters.)
Educator: Jump on the porch, break for the ring. Are the owners at home?
Owner: Home, home! Come in dear guests!
Child: We came to visit you and brought gifts.
Child: We were not lazy all summer, everyone worked, worked. The beets came out smooth and the carrots were sweet.
Child: Here is a dish of vegetables for both soup and cabbage soup. The vinaigrette will be delicious, there is no better than our beets!
Host: Thanks guys, sit down here in order!
Educator: The guests are forced people, where they put them, they sit there.
(The third subgroup of children enters. They greet.)
Hostess: Hello! An unexpected guest is better than two invited.
Educator: Your truth, hostess! The called guest is light, and the invited one is heavy. It is necessary to please the called one. And we came to visit you and brought mushrooms!
Child: And Seryozha, and Tanya, and honey mushrooms, and volushki collected, they were not lazy. Almost got lost in the forest. Oh, mushrooms are good, kids give them to you!
(Children sit down. The fourth subgroup of children enters. They greet.)
Host: Come in, dear guests! Honor to the guest - honor to the owner!
Educator: Sit at home, sit out nothing. We decided to look at people and show ourselves.
Hostess: Welcome, dear guests! We have been waiting for you for a long time, we do not start speeches without you.
Child: We rejoiced in the sun all summer, and as the sun was round, we baked pancakes.
Child: Eat pancakes with honey or sour cream, and then you will become beautiful, kind.
Owner: And we have a sip of water from the well for everyone.
Hostess: There are gifts for every taste: for someone a fairy tale, for someone - a true story, for someone - a song in a bite. And bread and salt like in the old days.
Host: For bread and salt, every joke is good, where it is more crowded, there it is more fun.
Hostess: In cramped quarters, but not offended. Let's sit side by side, let's talk okay! The autumn work is over, worries are over, the harvest is harvested, the cabbage is salted, the garden is dug up, and you can relax.
Everyone sings: So let's take a walk on our holiday, you will not find a more beautiful holiday anywhere.
Educator: The men here are masters, they deftly manage all things, and women will not yield to them!
Educator: As the holiday comes, all the people go for a walk. Here are the girls - beautiful and kind - well done start a round dance.
(They perform a round dance "Oh, a garden in the yard," a Russian folk song. A knock is heard.)
Hostess: Hear someone knocking. These are fables in the faces sitting in the towers, but in the rooms. They crack nuts, but they make mockery. Well, which one of you is a master of telling fables?
Children: - Tyukha, do you want to eat?
No, I ate.
And what did you eat?
Yes, I ate a loaf of bread!
Would you soak her in a pot of sour cream?
Didn't fit in the pot!
Well, repeat!
And you have a nose in honey!
Oh, I caught it, Fedyas! And you have dirt under your feet! Don't bow, I'm not your prince!
Thomas, why aren't you coming out of the forest?
Yes, I caught a bear!
So lead here!
Yes, he won't let me!
Owner: Well, and fables! Oh yes, well done! And without what, guys, not
can do in Russia not a single holiday?
All: No songs.
Hostess: It's true, it's not for nothing that they say: "A Russian song invigorates the spirit, where the song is sung, there it is fun to live."
(They perform the Russian folk song "Along and along the river").
Hostess: In Russia, it’s already like that, that a talented people is itself a Swiss, and a reaper, and a player on the pipe. He himself will shoe a flea, build a good house. Utensils will handle all the housework, that house will become a full bowl.
Educator: Among us there are carpenters, workers of all trades.
(They perform the song "Look - we have, yes, in the workshop.")
Educator: You have carpenters, and we have blacksmiths, daring fellows.
Owner: Forges are always needed. And what can you do?
Child: We can do everything. Now let's show our skills.
(They perform the song "In the forge".)
Educator: And we have needlewomen, craftsmen of all trades. And sew, and mend, and knit, and cook. And amuse you.
Educator: Hey, ladies - sing little girls - like ditties.
Sing quickly to make it more fun.
(chastushkas are performed.)
Hostess: Let no one sit at home today, come out, honest
people, let's have fun!
(Russian folk dance is performed - adults.)
Child: Break out, people, the dance takes everyone. We can’t stand still, and we want to dance.
(Russian dance is performed by children.)
Educator: We sang and danced, but we didn’t play the game.
(The game "Where have you been, my black sheep.")
Educator: And now I will guess a riddle for all the children.
I know, I know in advance you are a savvy people.
Riddles about musical instruments:
Wrinkled Titus amuses the whole village.
She grew up in the forest, was carried out of the forest, cries in her hands, and whoever listens, dances.
A wooden girlfriend, without her we are like without hands, at our leisure a merry girl and will feed everyone around. He wears porridge directly into his mouth and does not burn himself.
Child: There is a little bit of everything in our orchestra: the bell rings,
the spoons sang. There is a little bit of everything in our orchestra. Help the orchestra and our palms.
Educator: Where the song flows, it is fun to live there. Sing a funny, funny song.
(The song of the Russian people "The mosquito sat on the oak tree" is performed.)
Educator: Well, children, it's time for us to say goodbye. Thank you, host
hostess for fun, for your hospitality. We sat, had fun, it's time and honor to know.
Everyone gets up and sings:
We had a nice walk
At our holiday
You won't find it anywhere
You are more beautiful than the holiday.
So be healthy, live richly,
And we leave to the house, to the hut.
Theme: "Christmas".
With the song "Kolyada" the children run into the hut. They knock.
Children. The carol has come, open the gate!
Mistress. Who's there?
Children. We are the carolers.
Mistress. Come in, dear guests!
Children. Hello hostess! (Bow.)
1st child. Let me enter the mountain.
2nd child. Enter the burner, and sit on a bench.
3rd child. Sit on a bench and sing a song. (Sing "Kolyadka")
carol, carol
Give me the pie
Give a damn, give a gut,
pork leg,
A little bit of everything.
Carry, don't shake!
Come on, don't break!
1st child. What will you give us, hostess?
2nd child. Money bag or porridge pot?
3rd child. A jug of milk or a piece of cake?
4th child. Pennies for sweets or hryvnias for gingerbread?
Mistress. Hey you, cunning guys, guess riddles. (Making riddles.)
Girl. You will give us - we will praise you,
And if you don’t give us, we will reproach you.
At a good man
Born rye is good:
Spikelet thick,
And the straw is empty.
At the mean man
Born rye is good:
Spikelet is empty,
And the straw is thick.
Mistress. I’ll give you another task - to sing a song about a sparrow. (Staging of the song "Sparrow".)
Sparrow. What do you think, I'm such a fool? I am the master of fun. Gather people, in a round dance, in a round dance. (Round dance "Say sparrows".)
Mistress. Now the game is not entertainment, but with great, great meaning. So that the spikelet is long, so that the flax grows high, jump as high as possible, you can jump above the roof. (Game "Jump rope".)
Mistress. Although the game, but there is a hint in it, a lesson for good fellows!
The song is heard:
We are already walking, we are already wandering
Along the alleys, back streets.
We are already looking, and we are looking,
That Sergevnin's yard is bright.
Mistress. Here is Sergevnin's yard, here it is bright. Come on, dear guests.
Girl. Host with hostess
Get off the stove
Light the candles
Open the chest
Take out the patch.
(Children sing "Kolyada".)
Christmas carol came!
Give a cow, butter head.
God bless whoever is in this house.
The rye is thick for him, the rye is thin.
Serve - do not break, do not snack!
Don't give me the pie - we'll bring the cow by the horns!
The hostess fussed, looks into the oven, is there enough cakes for all, considers the carolers.
Carolers. If you don't give a pie, we are a cow by the horns.
If you don't give a gut - we are a pig by the temple.
If you don't give a blink - we are the owner - in a kick!
The hostess stamped her foot, not angrily, but laughing, says:
Didn't dance or sing
Did you want treats?
Wait, wait
Sing the song first.
The song "In the Upper Room, in the New" The devil runs in in the form of a mummer, says:
Carol, carol! You give me a pie!
Or a slice of bread, or fifty dollars of money,
Or a chicken with a crest, a cockerel with a comb,
Or a sheaf of hay - or a pitchfork in the side!
1st girl. Do not give, do not give him anything, let the good fellow play with us first!
The devil looks at everyone slyly, flirts with the girls.
Heck. And them! How pretty, fat! Which one to choose?
(The devil is blindfolded. The game "Blind Man's Buff". At the end, a dressed broom is served, the devil kisses him. The devil's tail falls off.)
Don't give me a nickel - I'm a cow by the horns.
Do not give the hryvnia - I'm a horse by the mane.
2nd girl. Why, that's the devil! Drive him away.
Heck. Tausen! Tausen! Illuminate the hut on all four sides.
(The devil takes a broom instead of a cross, a bast shoe instead of a censer. The devil falls at the icon, shaking.)
3rd girl. And damn it! Ugh, evil spirits, perish! (The trait is pushed out.)
1st girl. Phew, how scared! Forced out.
2nd girl. This is good. We cleared the road for the new year, drove all the evil spirits out of the house.
3rd girl. Then let's sing for joy.
(The song "At Volodya's on the current" turns into common ditties.)
Mistress. You danced in surprise, you deserved treats!
The hostess treats the children. Adults sing:
What a bright month -
And our master.
Like the red sun
That is his mistress.
As often as the stars -
Those are his kids.
Give, Lord,
Our hostess
Lived, lived
There was a lot of rain in the yard!
Children. At the hostess's house, so that children, chickens, ducklings, goslings, goatlings, piglets, calves are kept.
All. Happiness and love! Bread and salt! Yes, long term advice!
Thanks to this house
Let's go to another.
(They leave with the song "Kolyada")
Appendix 8
Folklore works used in the work.
Proverbs and sayings.
The bird is strong with its wings, and the man with his friends.
A man without friends is like an oak tree without roots.
A man without friends is like a sprout in the desert.
A man without friends is like a falcon without wings.
The world is not sweet, if there is no friend.
Good friend- More valuable than a treasure.
A strong friendship cannot be cut with an ax.
bad friend like a shadow: on a sunny day you won’t get rid of it, but on a rainy day you won’t find it.
Not beauty paints, but reason.
They are greeted by the dress, escorted by the mind.
Do not be ashamed to remain silent when there is nothing to say.
What you teach a child, you will receive from him.
Don't teach a fish to swim.
When you want to know a lot, you don't need to sleep a lot.
Red speech by hearing.
What is the treasure, if the family is in harmony.
When the sun is warm, when the mother is good.
The kalach cheese is whiter, and the mother of all friends is cuter.
Parents are hardworking - children are not lazy.
White hands love other people's works.
Winter is red with snow, and autumn with bread.
Spring and autumn - eight weather per day.
Summer is for trying, and winter is for walking.
Do not wait for a long summer, but wait for a warm one.
Labor feeds a person, but laziness spoils. And etc.
Lullaby songs.
Bayu - bayu - bayushok,
The daughter lies on the fluff,
On a fluffy bed.
My daughter will sleep soundly. | 2r.
And I will sing
Rock the cradle.
Bye-bye, it's time to sleep.
Guests are coming from the yard
From the yard go home
On a black horse.
Bye, bye, bye, bye
Sleep soon.
Bayu - bayu, sleep - sleep,
Ugom take you.
Bye-bye, bye-bye
Go beech under the barn,
Go beech under the barn,
Don't let the baby sleep.
Lyuli - lyuli - cradles,
The gulls have arrived.
They sat down to coo
They began to rock the girl - lull her to sleep.
Oh you little gray cat
Your tail is white
Get out, kitty, don't go!
Don't wake my baby. And etc.
Give milk, Burenushka,
At least a little on the bottom.
Kittens are waiting for me, little guys.
Give me a spoonful of cream, a little cottage cheese.
Cow's milk gives health to everyone.
Grow, braid, to the waist,
Don't shed a hair.
Grow, braid, to toe -
All hairs in a row.
Grow, braid, don't get confused
Mother, daughter, listen.
Our ducks in the morning -
Quack - quack - quack! Quack - quack - quack!
Our geese by the pond -
Ha-ha-ha! Ha-ha-ha!
And a turkey in the yard -
Ball - ball - ball! Baldy - bullshit!
Our gulenki above -
Grru - grru - u - grru - u - grru - u!
Our chickens in the window -
Kko - kko - kko - ko - ko - ko!
And how is Petya the cockerel
Early - early in the morning
We will sing ku-ka-re-ku!
Annex 7
Summaries of classes on the development of speech.
Synopsis 1. Topic: "Happy unsteadiness."
Software content. Maintain a positive emotional attitude, develop interest in lullabies. To form children's knowledge about the traditions of the Russian people. Enrichment of the vocabulary of children: unsteady, cradle. Develop descriptive speech skills when compiling the story "My crib". To develop the aesthetic education of folklore works.
Preliminary work. Talking to children about families. Selection of visual material. A selection of mysteries. Vocabulary work: cradle, unsteady, cradle.
Course progress. The teacher invites the children to get acquainted with how the children themselves lived. He draws the attention of children and the fact that the people have always treated babies with great love, as the proverbs of the Russian people say: "A mother has a child, a cat has a cat, everyone has their own child", so adults created the conditions for so that children grow up healthy and happy. Then the teacher offers to look at how the place where the children slept was arranged. To do this, he brings the children to a corner decorated in folk style, where one of the attributes is a cradle. It is proposed to remember your bed and characterize it. After listening to the answers of the children, the teacher concludes that each child has his own bed, and it does not look like the bed of another, and even more so it does not look like the one in which the children slept in ancient times. Then the teacher asks to think and say what the names of the beds in which the kids slept were called. After listening to the answers of the children, he sums up: "The crib for babies was called" cradle ". This word came from the old Russian word" sway ", which means - to swing. And it was also called" unsteady ". The word" unsteady "is also old and comes from the word "shake", which also means "rock". There is another name - "cradle". After the teacher says that mothers did not just rock babies in their beds, but also sang songs to them, and invites the children to remember what they were called Summarizes the children's answers: "They were called lullabies because they sang them when the kids were put to bed." Then the teacher asks the children to remember the lullabies that their mothers sang to them, and gives a lullaby to memorize:
Sleep, little baby
little dove,
My baby will sleep
And I will sing.
The teacher offers to sing this lullaby and those that the children themselves know. After the conversation, he concludes: "These are the kind songs mothers sang to their babies, with which they wished children happiness, health, joy." At the end of the lesson, the teacher invites the children to play the game "Family".
Synopsis 2. Topic: "I live in a painted tower,
I will invite all the guests to my hut ... ".
(Introduction to proverbs, sayings, jokes
about Russian life and hospitality).
Software content. To activate in the speech of children proverbs and sayings about Russian life and hospitality. Sound culture of speech: practicing the sounds "zh", "sh". Enrichment of children's vocabulary: chest of drawers, floorboard, comb. To cultivate love and respect for the history of folk culture. Develop proof-of-speech skills.
At the entrance to the hut, the hostess meets.
Hostess. Russia is wooden - the edges are expensive,
Russian people have been living here for a long time.
They glorify their homes,
Separate Russian songs are sung ... (A song sounds.)
Hostess. And why is Russia called wooden?
The children answer.
Hostess. A long time ago in Russia, people built their dwellings from logs. They called them huts. And everything in the hut was made of wood: the floors, and the ceiling, and the walls, and the furniture, and the utensils ... Our hut meets us with beautiful carved wooden gates. (They go into the hut.)
Hostess. Our hut is exactly warm,
To live at home is not to sew a basket,
To live at home - not to hang your ears to walk,
To live at home - to grieve about everything.
How many craftsmen were there in Russia? (The hostess pours tea.)
Drinking tea is not chopping wood! (After the treat, the children thank, stand up and bow.)
Boy. Oh, I'll take the balalaika in my hands,
Let me amuse my mistress!
Let's sit down, brothers, all in a row
Let's sing ditties! (Performance of ditties.)
Hostess. My pies cheered you up, warmed my seagulls. And my assistants helped me in this: the stove-lady, the samovar - my friend, who has a hole on top, a hole on the bottom, and fire and water in the middle.
Yes, these four brothers:
Belted with one sash,
They stand under one hat. (Points to the table.)
And these are my doves
Which place is at the hole. (Pulls out spoons.)
These are the kind of helpers I have.
Did you like me, dear guests?
Educator. Our hostess is in the house, like pancakes in honey. She cleans up, she serves, she alone is responsible for all.
Hostess. Oh! I live in a painted tower,
I will invite all the guests to my hut!
I go, I go, I go, I carry a samovar in my hands.
I carry a samovar in my hands, I sing jokes.
Oh, tea, tea, tea...
Meet you, gossip,
Hello with a joke. (Takes pancakes and pies out of the oven.)
How for you, my friends, boiled, baked
Ninety-two pancakes, two troughs of jelly,
Fifty pies - not to find eaters!
Amuse the hostess - eat my pies!
The hut is not red in the corners, but red in the pies! (Guests are eating.)
Hostess. From an ordinary log, they could cut out such a box in which we store small items. And how beautiful the wooden chest of drawers trimmed with twisted wooden planks looks.
What a Russian hut without the creak of the floorboards! Without multi-colored self-woven rugs, which were woven on such a wooden loom.
Listen! What subject am I going to tell you about now?
For curls and tufts
As many as twenty-five teeth,
And under each under the tooth
Hair will lay in a row. (Children answer.)
Hostess. In the old days, this item was called a comb. There he is! It is also wooden. What does he look like? (Children answer.)
Hostess. And here are collected ancient items necessary for work in the field. Russian people came up with riddles about them:
I lead twenty wooden horses with one occasion. (Rake.)
Shines, sparkles, walks across the field, cuts all the grass. (Scythe.)
Who takes hay with three teeth. (Pitchfork.)
Educator. Red girls and good fellows,
Get ready, dress up
Go for a walk.
Thank you, hostess!
The Lord would give you
And living, and being,
And healthy.
Synopsis 3. Topic: "Russian nursery rhymes".
Software content. Activate Russian nursery rhymes in the speech of children. Vocabulary activation: hut, unsteadiness, yoke. To consolidate children's knowledge about the utensils of the Russian hut. Develop language flair.
Preliminary work:
Learning Russian nursery rhymes "Fedul and Proshka".
Acquaintance with folk games"Like Uncle Griffin's", "Burners", "Teterka".
Learning riddles about objects of ancient Russian utensils.
Playing Russian folk instruments (spoons, tambourine, rattles, whistles).
Two buffoons - children, members of the drama circle.
Fedul. Buffoons were sitting under a bush near the path.
Proshka. I am a buffoon Proshka.
Fedul. And I'm Fedul - a buffoon.
Proshka. Fudul, and Fedul, what did you puff out your lip?
Fedul. The caftan burned through.
Proshka. Can you make it?
Fedul. It is possible, but there is no needle.
Proshka. Is the hole big?
Fedul. One gate remains.
Proshka. Buffoons were sitting under a bush near the path.
Fedul. They cut a bar, they made a horn. (Both hum.)
Buffoons. You, hoods, hoods, hum, guys, girls amuse!
(Children playing on Russian folk instruments to a folk melody.)
Proshka. I, buffoon Proshka, have a basket full of games and fun!
Fedul. Gather people, stand in a round dance, without crowding, without haste.
Round dance "Like Uncle Griffin".
Proshka. Burn, burn brightly so that it does not go out.
Fedul. Stand at the hem, look in the field - trumpeters are riding there, and eating rolls.
Proshka. Look at the sky - the stars are burning, the cranes are flying.
Fedul. One, two, don't crow, run like fire!
Together. Playing "Burners".
Educator. "Burners" is an old Russian game. For several centuries, the game of "Burners" was one of the most beloved games of the Russian people. It has survived in many places to this day. Our grandparents loved to play this game. (Kids are playing.)
Buffoons are holding a riddle contest.
Proshka. There is a tower, in the tower there is a box, in the box there is a torment, in a torment there is a Bug. (Hut, stove, ash, heat.)
Fedul. Two brothers look at each other, but they don't get along. (Floor and ceiling.)
Proshka. Without arms, without legs, bows in all directions. (Zybka, cradle.)
Fedul. Two bellies, four ears. (Pillow.)
Proshka. The black horse gallops into the fire. (Poker.)
Fedul. Neither light nor dawn went, bent over, from the yard. (Yoke.)
Proshka. The mother is fat, the daughter is red, the son - the falcon has gone under heaven. (Bake.)
Fedul. For curls and tufts
As many as twenty-five teeth,
And under each under the tooth
Hair will lay in a row. (Crest.)
Proshka. Light, clean - look nice. (Mirror.)
Fedul. Four brothers
Belted with one sash,
They are under the same hat. (Table)
Buffoons. There is another game - "Golden Gate".
Teterka walked through them, led small children, left one.
Game "Golden Gate".
General dance "Like ours at the gate."
Proshka. Once upon a time there was a cat Kolobrod, he planted a garden.
Fudul. A cucumber was born. Games, songs - the end!
Synopsis 4. Topic: "Bye, bye, bye, bye! Fall asleep as soon as possible!".
Software content. Activate Russian nursery rhymes in the speech of children. Develop interest in lullabies. Develop the ability to form single-root words. Cultivate a love for oral folk art.
The baby still does not know how to say "mother", but he is already being put to bed to a cozy song. The teacher swaddles the doll, says:
Bye-bye, bye-bye
Sleep soon.
Puts in a cradle, shakes and sings a lullaby:
Oh, lyuli, lyuli, lyulenki! Let Vanya sleep.
The ghouls have arrived, the first ghoul says:
The gulenki flew in, "We need to feed the porridge",
They sat down near the cradle. And the second one says:
They began to coo, "Vanya should be told to sleep."
Don't let Vanya sleep. And the third ghoul says:
Oh, you ghouls don't coo "You have to go for a walk."
Here is the affectionate song that a mother sings to her son, and what affectionate words are chosen: "gulenki", "cradles". And they sound particularly smooth. In lullabies, a cat is often mentioned, which purrs so pleasantly, cooing doves - ghouls, sleep, slumber, calmness. The lullaby is always trying to create an image of peace, silence ... Let's sing a lullaby for Vanya.
Bye-bye, bye-bye!
Doggy, don't bark.
And hoot, don't hoot.
Don't wake our Vanya...
Our Vanyusha is sleeping soundly ... Mother will go to the garden. A nanny sits by the cradle. She rocks the cradle and sings:
You will grow big
Lack of time will sleep -
Gotta work to work:
Plow, harrow,
fence the garden,
Wander through the forest for berries,
Walk on the cow.
The nanny girl, as it were, "falls asleep" herself.
Educator. And when the nanny is completely tired, she gets angry that Vanyushka is naughty in the cradle, she can even scare:
Hush, Little Baby, Do not Say a Word!
I need beaters,
Twenty-five beaters -
Vanya will sleep better.
Educator. And Vanya is already raising his head, he wants to sit down. Mom comes and says: "Enough for our Vanya to sleep, it's time to wake up, do exercises." Vanya wakes up, the arms and legs are numb. Oh, how tightly my mother swaddled our Vanechka. His mother will unfold and begin to stroke his tummy, massage, as they say now, to do:
Podyagunyushki, porastunyushki!
Across - plump,
And in the legs - walkers,
And in the hands - grabbers,
And in the mouth - a talker,
And in the head - the mind.
What nice, kind words, right? And smart, they teach the baby, and our Vanechka watches with eyes, where his legs are, where his mouth is. They put Vanya on his feet, hold him by his sides, throw him up and say:
Ay, dybok, dybok, dybok.
Soon Vanechka is a year old!
And the little brother puts Vanyushka on his leg, shakes it and also says:
Let's go, let's go
With nuts, with nuts.
Jumped, jumped
With rolls, with rolls.
Jump, jump,
Over the bumps, over the bumps
Boo in the hole!
The little brother pretends to drop the baby from his foot. And grab, no, hold Vanyushka tightly. Guys, do you know any nursery rhymes or any games for such little ones? Children play with Vanyushka in games: "There is a horned goat", "Ladushki-okladushki", "Magpie-Crow". That's how many nannies our Vanyushka has. Vanechka was not bored with them.
Appendix 9
Consultation for parents "Bayu - bayushki - bayu ..."
(How to put a baby to sleep.)
Waking up and falling asleep are very important moments in the life of children. Waking up is always like being born anew a little. Where does your morning start? With a smile, a kiss, a touch. You are calm, your eyes say to each other: we are both so glad that we are in this world!
Now you can get up, wash yourself, wipe yourself with a damp towel, do exercises together. Be sure to have a snack, something with hot tea, even if the child goes to kindergarten. And the day began.
Putting the child to bed in the evening also does not tolerate fuss and haste. Well, if the whole procedure will have some kind of permanent order, a clear sequence, it will become a kind of ceremony.
First of all, give the child the opportunity to calmly finish the game: "It's late, it's time to sleep, play for another five minutes - we'll go to bed." Simplifies life the introduction of a clear rule: after the transmission of "Good night, kids!" wash immediately - and go to bed.
Some children fall asleep quickly. With others, you need to sit longer, stroke, whisper something quietly, like "the arms are tired, the legs are tired, everyone wants to sleep, the eyes are closed, the eyes are tired, everything is resting." In order for the child to calm down, it is better to stroke him from top to bottom along the arms (from shoulder to hand), legs (from hip to foot), tummy, back, forehead. If you do this for at least a month and every day to sit with the child for as long as he requires, he will begin to fall asleep faster and calmer. At some point, he may even offer to leave him alone.
It is very important in what condition the adult sits next to the baby. If you are in a hurry and want to finish the whole laying procedure as soon as possible, nothing will come of it. As if on purpose, the child will fall asleep for a very long time, be capricious and ask to drink, that is, to go to the toilet, or to read. You are nervous, and he sees this, understands that they want to get rid of him as soon as possible. He feels that, at least physically nearby, your thoughts are far away, and he tries to bring you back to himself with his whims. If you want your child to calm down and fall asleep quickly, calm down yourself.
ON THE. Dmitrieva, S.S. Bukhvostova A.P. Usova, O. Ushakova, we have developed an experimental program of work on the development of speech of children of primary preschool age by means of folklore. The goals of the formative stage: - Stimulate the emotional, speech and polysensory development of children of primary preschool age by means of folklore. - Build correct and...
The people, a different way of life, they are beginning to be interested in the natural world. All this is in fairy tales different peoples selected in the program purposefully. Chapter 3 Experimental Study influence of Russian folk tales on the development of coherent speech of children of senior preschool age 3.1 Analysis of the development of coherent speech of children of senior preschool age The study was conducted on the basis of MDOU No. 43 "...
And by the presence of these means of figurativeness in the text of a Russian folk tale, we will reveal the possibilities of using a Russian folk tale as a means of development figurative speech in older preschoolers. 1.3 Russian folk tale as a means of developing figurative speech of children of senior preschool age Russian folk tale, being understandable child of senior preschool age, is ...
The methodology is carried out in several stages. The methodology is based on the assimilation of the simplest material and techniques, which subsequently turn into complex classes. However, the gradual complication of tasks for kids goes unnoticed. And after a few sessions, you can see positive results.
It is gradually complicated tasks that are very well absorbed by the child and very effectively influence his further speech development.
In preschool institutions, a lot of methods are used that help kids to actively develop and improve their knowledge and skills. However, there are some children who need an individual approach, where the problem will be clearly identified and its solution will depend on the right methodology and technique.
When identifying a problem, the following factors should be considered:
- The age of the child;
- Peculiarity;
- Baby skills and abilities.
In addition, genetic predispositions should be examined. For example, if one of the parents had a speech delay or other speech problems in childhood. All this will help to direct the technique to an effective result.
Technique of speech development of preschoolers
Each technique according to the Ushakova method is designed for individual characteristics child, which involve the performance of certain tasks and exercises.
Thus, considering psychological condition the child, his acquired skills and abilities, a positive result is possible.
To date, some methods are actively used in practice in kindergartens and even at home. For the most effective speech development, constant participation from parents is required.
Ushakova O.S. developed teaching aids for teachers of preschool and school institutions, which describes in detail each stage and method of working with a child. The whole technique is designed to improve and correct the speech of the baby.
Each technique has a specific goal and a structured plan that involves learning from simple exercises to more complex ones. In all processes, the reasons why the child has certain deviations that do not allow the baby to fully develop his speech are taken into account.
These factors can be:
- Lack of attention from adults. That is, they communicate little with the child, do not read books to him, do not voice the ongoing actions;
- The child who has distracted attention;
- Children with psychological features. It can be genetic diseases, congenital speech retardation.
It is an individually selected technique that allows you to establish the correct, and most importantly, effective process of speech development in a baby. It is the correct diagnosis of the problem that significantly increases the chances of the full development of the baby.
What should parents pay attention to
Every parent should remember that the development of the child in more depends on them. And the timely determination of any speech problem can be eliminated.
It is at preschool age that it will be easier for a child to improve his speech, learn how to use new information and beautifully formulate sentences.
Every kid from an early age begins to publish various sounds and syllables, and by the age of one and a half can say some simple words. Children at the age of three are already calmly formulating sentences, and can explain what they need or what they don’t like.
If parents note that it is easier for the baby to express their thoughts through gestures or crying, then you should seek the advice of a speech therapist. The sooner you do this, the sooner you can fix the problem.
Parents should not rely on the fact that the baby will speak out over time. You should help him, and then he will be able to fully communicate and live in society.
How to help your child develop speech at home?
First of all, the speech development of the child depends on the parents themselves. At proper communication and with sufficient attention, unwanted problems can be avoided:
- Parents should properly talk to the child, even if he is very small. Do not distort speech, each situation or subject must be said clearly and correctly;
- Constantly read books to the baby and tell fairy tales;
- During the game, say the name of this or that object;
- Ask the child to repeat simple words after you;
- If the pronunciation or wording is incorrect, try to correct it;
- Sing more songs. It is the song form that contributes quick memorization words;
- Talk to your child everywhere. Even if you are busy with something, in the process you can tell the baby about the work done. In this case, the baby will even be interested. This may provoke him to some questions or actions;
- During games, use a variety of toys and various items.
All this will become a faithful assistant in the speech development of a preschooler.
Today, almost every kindergarten has speech therapy groups, where the main task for the specialist is the development of the child's speech and the elimination of shortcomings.
It is worth remembering that correct speech preschooler is the main criterion for his readiness for school.
The main signs that determine readiness for school
There are several main criteria by which you can determine whether the baby is ready for school or not:
- The child must be able to listen to the interlocutor;
- Correctly perceive information;
- Be able to express your actions;
- Display information;
- Use your speech knowledge as a means of influence;
- Retell a short text or story.
All these moments determine that the child will be able to fully learn and develop.
All methods of speech development of a child involve the help of parents. That is, classes with only specialists will not give a 100% result without the participation of parents.
This or that program should be fixed and worked out at home. If you follow all the recommendations and pay full attention to the baby, then soon the child will begin to delight his parents with his skills and abilities.
Each lesson should take place in the form of a game. Otherwise, the child may simply refuse to study. If the baby is tired, then you can postpone the tasks for another time.
All children really like communication and active games. Therefore, devote more time to the kids, talk with them and play.
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