Inna Voronina
Development of coherent speech through learning to compose stories based on a picture and a series of plot pictures
PRESENTATION
Development of coherent speech
through training
writing stories
By picture and
series of narrative paintings
Educator: Voronina Inna Vladimirovna
2. “If you work with children from whom it is difficult to get words ... - start showing Pictures,
and they will speak freely, naturally..."
K. D. Ushinsky
3. One of the necessary conditions development of a child’s literate, coherent speech, which develops from the moment of birth throughout the preschool period, and then school age, is clarity.
The great Russian teacher K. D. Ushinsky substantiated the value theme pictures that the image excites the child’s thought and causes the expression of this thought in "independent word".
The main goal pursued plot pictures for writing a short story, – desire for development of children's speech and thinking. Looking at picture, the guys try to describe what is depicted on it, trying to drawing up a single, logically coherent story.
In work on speech development a very important step is teaching a child to write stories. It's best to start with writing stories based on a series of pictures. You can play the game “What comes first, what comes next”, building a logical chain of pictures, and then begin to describe them. I offer several options for the task « Make up a story based on the pictures» You can start with simple sentences that describe what is happening in the picture. Maybe baby will only tell"Who?" And "What is he doing?". Our task is to pay attention to the signs of objects, thus making story more detailed and interesting.
4. The task of teachers and parents is to
to help children
learn to express your own thoughts coherent and sufficiently complete,
understand the speech of the interlocutor,
i.e., conduct a meaningful dialogue
5. B teaching children storytelling
By it is customary to highlight the picture
several stages:
At a young age, a preparatory stage is carried out, which is aimed at enriching the vocabulary, activating children’s speech, and teaching them look at the picture and answer questions.
In middle preschool age, children are taught write stories based on questions first, and then independently. Questions should be formulated so that by answering them, the child learns to build expanded coherent statements. Excessively detailed questions teach children to give one-word answers. Vaguely posed questions also slow down development children's speech skills.
Senior preschool age is characterized by increased speech and mental activity of children, so a child can independently or with a little help from an adult make up not only descriptive stories, but also narrative stories come up with a beginning and an end the plot of the picture.
6. At the core storytelling from a picture lies in children's perception of the life around them.
Painting not only expands and deepens children's ideas about social and natural phenomena, but also influences children's emotions, arouses interest in storytelling encourages even the silent and shy to speak
7. TYPES STORIES
BY PICTURE
1. Description of subject paintings are coherent sequential description of those depicted on picture objects or animals, their qualities, properties, actions
2. Description plot picture- this is a description of the one shown in picture of the situation, not going beyond the content paintings.
3. Story by serial plot series of paintings: child tells about the content of each plot picture from the series, linking them into one story.
8. SELECTION REQUIREMENTS KARTIN(You can read on the slide)
9. Structure composing a story(on slide).
10. Picture"The red cat drinks milk"
Who drinks milk? Who is drawn? What is the cat doing?
What color is the cat? What cat?
What does the ginger cat drink?
Where does the milk in the plate come from?
11. Conversation series of pictures- There should be no more than three. Under consideration and each one is described picture from the series, then the children’s statements are combined into one plot.
Where was the boy going? - Come up with a name for the boy. -Who did he meet on his way? - What decision did the boy make? - Why did the boy decide to take the puppy? - What did Vasya name his puppy? - How did the boy take care of the puppy? - How did the puppy turn out? - What can you say about the time of year on the first, second and third pictures?
12. It must be remembered that speech is not inherited. The child adopts the experience of verbal communication from others, i.e. mastery of speech is directly dependent on the surrounding speech environment. Therefore, it is so important that adults create this speech environment for constant communication with the child.
THANK YOU FOR YOUR ATTENTION.
Publications on the topic:
The problem of developing coherent speech is due to the fact that in human activity there is no area where speech is not used; it is needed everywhere.
Synopsis of a frontal lesson on the development of coherent speech “Composing a story based on a series of plot paintings “Tangle” Correctional and educational goals. Activation and updating of the dictionary on the topic “Pets”. Formation of a holistic impression of.
Summary of GCD in the preparatory speech therapy group “Composing a story based on a series of plot paintings” Summary of educational activities for the development of coherent speech in children in the preparatory speech therapy group. Topic: “Compiling a story based on a series of plot paintings.”
A construct for teaching preschoolers to compose creative stories based on a picture using TRIZ methods “Successful Fishing” Construct of organizing joint educational activities in PM. 03 “Organization of classes in basic general education programs.
Speech is one of the important acquisitions of a child in preschool childhood. If a certain level of development of oral speech has not been achieved by the time.
Development of speech in children 3–4 years old through viewing plot pictures SPEECH DEVELOPMENT OF CHILDREN 3-4 YEARS OLD THROUGH CONSIDERATION OF STORY PICTURES. Consideration of story plots specially created for kindergartens.
FEATURES OF COMPILING A STORY BASED ON A SERIES OF STORY PICTURES BY CHILDREN WITH GENERAL SPEECH UNDERDEVELOPMENT.
Kronshtatova Ekaterina Andreevna
student of the department of defectological education
Cherepovets, Russia
Scientific adviser: Zakharova Tatyana Vasilievna
Candidate of Pedagogical Sciences, Associate Professor,
Cherepovets State University
Department of defectological education
Cherepovets, Russia
ANNOTATION:
This article examines the features of composing a story based on a series of plot pictures by children with general speech underdevelopment. The characteristic features of this category of children are analyzed. The results of the experimental part are presented and the levels of compilation of stories by children with general speech underdevelopment based on a series of plot pictures are identified.
Keywords: coherent speech, children with general speech underdevelopment, preschool age, story, plot pictures.
As you know, coherent speech is the basis of communication, the life of human society as a whole and the individual in society. For several decades, coherent speech has been one of the fundamental concepts in the field of humanitarian research (V.K. Vorobyova, L.P. Yakubinsky, M.M. Alekseeva, B.I. Yashin, L.S. Vygotsky, S.L. Rubinstein , A.M. Leushina, F.A. Sokhin, etc.).
Preschool age is sensitive for the development of all aspects of a child’s mental activity, therefore at this age it is necessary to pay great attention to the problem of this study. Serious attention should be paid to teaching children storytelling: retelling, describing an object, composing a story based on a picture and pictures with sequentially developing action (O.S. Ushakova, A.A. Leontyeva, F.A. Sokhina, E.M. Strunina, A. M. Leushina, V.V. Gerbova, A.M. Borodich, etc.).
Due to impaired speech activity, coherent speech has its own characteristics; the process of mastering coherent monologue speech is much slower than that of their normally developing peers; most children have difficulties not only in the linguistic design of speech utterances, but also in their internal planning. Any variants of monologue constructions (retelling, various types of stories) have persistent errors in the form of semantic omissions, violations of sequence and coherence, situational and fragmentary presentation is observed (V.K. Vorobyova, V.P. Glukhov, L.N. Efimenkova, N. S. Zhukova, R.E. Levina, E.M. Mastyukova, T.V. Tumanova, T.B. Filicheva, G.V. Chirkina, S.N. Shakhovskaya, etc.).
The goal is to identify children’s abilities to compose a narrative story based on the visual content of successive fragments-episodes.
The study is based on the hypothesis that children of senior preschool age with general speech underdevelopment have difficulties in planning detailed statements: violation of coherence and sequence of presentation, semantic omissions, lexical difficulties, low level of development of phrasal speech
The experimental base was the municipal budgetary preschool educational institution “Kindergarten No. 46” in Cherepovets. The experiment took place on May 2, in the afternoon. The study included 5 children of senior preschool age with general speech underdevelopment of levels 2 and 3 (formed the experimental group) and 5 children of senior preschool age with normal speech development (comprised the control group).
We have developed a technique based on the technique of V.P. Glukhov and Vorobyova V.K.
Progress: the experiment was carried out in two groups of children of senior preschool age with normal speech development and OSD. The technique consists of 5 tasks (5 series of pictures).
The experimenter presents the child with the instructions “Place the pictures in order. Tell us what happened, tell each picture, starting from the first (if necessary, point to the first picture).”
Series of pictures (Appendix 1):
1. Butterfly – a series of 2 pictures
2.Four-legged help in war – a series of 3 pictures.
3. Bunny and Snowman – a series of 4 pictures.
4. Cucumber and cabbage – a series of 4 pictures.
5. Bad walk – a series of 6 pictures.
Compilation of the story is preceded by an analysis of the substantive content of each picture in the series with an explanation of the meaning of individual details of the depicted situation (Name who you see in the picture?, What is he doing? Etc.)
The analysis was carried out according to criteria (low, medium, high level) that reveal the parameters we selected: semantic correspondence of the content of the story to that shown in the pictures; maintaining a logical connection between picture-episodes, independent storytelling.
Low level - the child did not understand the meaning of the picture, established the sequence with the help of an adult (leading questions, hints), the story consisted of captions for the pictures (The boy went, the dog left, etc.)
Intermediate level – The child understood the meaning of the picture, established a logical connection between the picture-episodes on his own, but the child was unable to compose a common sentence; there is a statement of facts.
High level – the child understood the semantic content of the picture; independently established a logical connection between picture-episodes and compiled a detailed story based on the pictures.
Types of assistance:
1. Stimulating “look carefully” questions.
2. Emotional support “I believe that you can do it”, “You’re great, you can do it.”
3. Leading questions “Maybe something happened.”
4. Hint (gestural indication of the corresponding picture or specific detail is used).
Comparison of the features of composing stories by children with special needs and their typically developing peers for each of a series of pictures.
Episode 1 "Butterfly".
The series of pictures “Butterfly” consisted of 2 pictures (“The girl draws a butterfly” - “The girl drew a butterfly”)
The distribution of children by level of completion of the “Butterfly” task is presented in Table 1.
Table 1
Distribution of children by levels of completing the “Butterfly” task
*ONR - general speech underdevelopment
From the results of the table, we can conclude that in terms of the level of task performance, children with normal speech development lag behind their peers with SLD. Children from both groups were able to correctly identify the sequence of pictures and explain the meaning.
Basically, the messages of children with normal speech development and OHP come down to statements of isolated facts and actions, there is little information content, poverty of lexical and grammatical means of the language, we will illustrate this type of speech production with the answer from the control group Kostya S. “The girl drew a butterfly.”
However, most of the children with ODD showed a high level of development of coherent speech, for example, in the story of Artem A.: he gave a name to the girl who was drawing a butterfly, told what the girl needed for the drawing, and at the end he told and suggested who she drew the butterfly to , thereby Artem A. did not reduce the story to a statement of facts, the story contained - the beginning, the main part and the end of the story - “Katya decided to draw a butterfly for mom and dad, took paints, poured water and began to draw, drew, drew and drew, then She showed it to her family.”
Episode 2 “Four-Legged Help”
The series of pictures “Four-legged help” consists of 3 pictures - “A wounded soldier lies - the dog brought a first aid kit - the dog called for help.”
The distribution of children by level of completion of the “Four-legged help” task is presented in Table 2.
table 2
Distribution of children by level of completion of the task “Four-legged help”
The table shows that children of both groups had difficulties in composing a story based on a series of plot pictures “Four-legged Help”.
Difficulties were noted in drawing up the correct sequence: they could not figure out which was the first picture, which was the second, they needed leading questions (Look carefully at how this picture differs from this one (the adult points to the pictures)).
Children with normal speech development, unlike children with ODD, immediately guessed who was shown in the picture (a wounded soldier), children with ODD could not remember the person who was depicted in the picture, this indicates an organic vocabulary, only after leading questions did children remembered and named who is shown in the picture (Look carefully, where the action takes place? What do you see in the picture? Who walks with a weapon and wears a green uniform?)
Only one child with ODD was able to compose, in comparison with other participants, a detailed story: “A soldier was walking and he was shot, the dog saw a wounded soldier, ran up and helped him, the soldier took out a bandage and tied his leg, the dog ran away for help and called other soldiers who helped the soldier, put him on a stretcher and carried him to the hospital.” For the rest of the children, there is mainly a statement of facts.
Episode 3 “The Bunny and the Snowman”
The series of pictures “The Bunny and the Snowman” consists of 4 pictures - “The Bunny didn’t jump to the carrot - he brought a ladder and didn’t get it - he waited for spring to come - spring came, the snowman melted, the Bunny ate the carrot”
The distribution of children by level of completion of the “Snowman and Bunny” task is presented in Table 3.
Table 3
"Bunny and Snowman"
*ONR – general speech underdevelopment
Thus, from the results of the table it is clear that children with ODD independently arranged the pictures one after another in a linear chain; the main factor in the distribution of semantic components in this chain is the time sequence. The stories of most children with ODD are generally extremely short and come down to a few sentences with captions for pictures, for example, “The bunny wanted to get a carrot from the snowman, but the bunny didn’t jump, the bunny brought a ladder and didn’t get it either, then he started sitting and then it came.” It’s spring, and the bunny took out a carrot and ate it.”
The insufficient coherence of speech production from the point of view of lexical-syntactic design is due to the predominance of the solid type of interphrase connections, in which each sentence of the story turns out to be communicatively strong and begins with the name of the same object (bunny).
One child with OHP showed a high level of composing a story based on plot pictures. The story was a whole, complete message, it conveyed not only a linear-time sequence, but also a cause-and-effect relationship between individual facts of reality, for example, “The children built a snowman, and a hungry bunny passed by, he wanted to get a carrot, but couldn’t jump. The bunny then brought a ladder and still couldn’t get the carrot, he sat down on the ladder and became sad when it became warm outside, spring came, the snowman melted and then the bunny was able to take the carrot and eat it.”
Children with normal speech development performed this task much worse than the experimental group. Some children were unable to correctly establish the sequence of pictures and understand the meaning of the plot, for example, Maxim B.’s story “The bunny built a snowman, put up a carrot, but the sun came out and the snowman melted.” The rest of the children established the sequence, but the stories were extremely brief and boiled down to the headings of each picture.
Episode 4 “Cabbage and Cucumber”
The series of pictures “Cabbage and Cucumber” consists of 4 pictures - “Cabbage and cucumber went to the river - the cucumber dived, and the cabbage undressed - the cucumber bathed, and the cabbage undressed - the cucumber bathed and froze, but the cabbage never undressed”
The distribution of children by level of completion of the “Cabbage and Cucumber” task is presented in Table 4.
Table 4
Distribution of children by levels of task completion
"Cabbage and Cucumber"
*ONR – general speech underdevelopment
The table shows that children with special needs and their typically developing peers mostly failed to complete the task. They were confused in establishing the sequence of pictures, the content of the pictures was not understood by them, this indicates that they cannot identify the main thing in the pictures, they have poor ideas about the world around them, they do not understand cause-and-effect relationships, for example, the story of Ksyusha S. From the control group “The cabbage and cucumber were walking, then the cucumber fell into the water, and the cabbage tore out its leaves, and then it tore out even more, and the cucumber was offended because the cucumber did not listen.” Even with the help of leading questions, they could not understand the meaning of the story.
Only one child with general speech underdevelopment was able to correctly analyze all the pictures, establish cause-and-effect relationships, select the right words and compose a story. Artem A. “One summer day, cabbage and cucumber went to the river to swim, the cucumber immediately jumped into the water, and the cabbage undressed and undressed, the cucumber was already frozen, but the cabbage still had not undressed.”
Episode 5 “Boy and Dog”
The series of pictures “Boy and Dog” consists of 6 pictures – “The boy and the dog went for a walk - the dog saw a flower - a bee flew out of the flower - bit the dog on the nose - the boy taped the dog’s nose - the dog thanks the owner”
The distribution of children by level of completion of the “Boy and Dog” task is presented in Table 5.
Table 5
Distribution of children by levels of task completion
"Boy and Dog"
*ONR – general speech underdevelopment
It follows from the table that all children were able to correctly establish the sequence of 6 pictures without violating the logic of the event, understand the meaning of the story, formulate a conclusion (you need to smell the flower carefully), but at the same time there was a list of the actions of the boy and the dog Yarik V. “The boy and the dog went for a walk, then the dog found a rose flower, then a bee flew from the rose, then stung the dog, the boy began to feel sorry for the dog, then he became joyful.”
Summarizing all of the above, we can draw a conclusion.
The result of the distribution of children by level of knowledge is presented in Table 6.
Table 6
Distribution of children by level of task completion
*ONR - general speech underdevelopment
From the results of this table we see that children with general speech underdevelopment completed the tasks better than children with normal speech development.
One child with OHP has a high level of composing coherent speech, he used common sentences, independently and consistently, conveyed the logic of events, there was a connection between fragments-episodes.
Most children have an average level of task performance. The children were able to correctly establish the sequence of pictures and understand the content, but the stories contained statements of facts, the children had difficulty finding words, there were long pauses, and for many children with ODD the story was accessible only with leading questions.
There were more children with a low level of task completion from the control group; they were able to create a sequence of pictures only with the help of leading questions; the meaning of some series of pictures was not understood by the children, even after discussion.
Thus, the results of a study of the state of coherent monologue speech in preschool children with ODD showed that preschoolers have an insufficiently formed monologue. The data obtained indicate the need for remedial education, which will contribute to the full formation of personality, successful socialization of the child, and effective preparation for school.
BIBLIOGRAPHY:
- 1. Alekseeva M.M., Yashina B.I. Methods of speech development and teaching the native language of preschoolers: Textbook. aid for students higher and Wednesday, ped. textbook establishments. – M., 2000.
- Vorobyova, V.K. Features of coherent speech of preschool children with motor alalia // Speech and voice disorders in children. - M., 1995.
- Glukhov V.P. Formation of coherent speech in preschool children with special needs development. – M., 2006.
Appendix 2
1 series of pictures -"Butterfly"
2 series of pictures –"Four-legged help in war"
3 series of pictures"Bunny and Snowman"
4 series of pictures –"Cucumber and Cabbage"
5 series of pictures – "Bad Walk"
Summary of direct educational activities in the preparatory school group “Composing a story based on a plot picture”
Educational field: “Speech development”
Type of lesson: integrated
Type: lesson on a topic proposed by the teacher.
Subject:“Compiling a story based on a plot picture”
Children's age: preparatory group for school (6 years).
Method of organizing children: group lesson
Preliminary work with children: learning the poem “Duty Corner”; role-playing game “We are on duty”: the plot “Planting a plant” (2 children participate), familiarization with the names of indoor plants: Philodendron, violet, birch, fern, begonia, tradescantia, chlorophytum; familiarization with the name of the item for spraying flowers - sprayer
Educational area: Speech development
Program content: teach children to compose a story based on a plot picture.
Tasks:
Educational
- Teach children to look at a picture and answer questions correctly; form grammatically correct speech, activate the vocabulary;
- to train children in the correct selection of synonyms.
Educational:
- Develop the ability to invent previous and subsequent events;
- develop attention, memory, logical thinking, fine motor skills.
Educational:
- Create a positive emotional mood;
- cultivate perseverance and caring attitude towards plants
Equipment and materials:
Demo: story picture “We are on duty”; indoor plants (flowers)
Dispensing: watering can with water, aprons (2 pcs.), a pot of soil, a shoot of a Crassula flower, spatulas for the soil, a watering can with water, a jug of water for washing hands, a towel
Vocabulary work: introducing children to the name of the plant Crassula (Crassula)
Interaction with other areas:
1. Speech development: Introductory conversation with children about the lesson, question-and-answer work; reading the poem: “Duty Corner”
2. Physical development: dynamic pause “Chok, chok, heel”, gymnastics for the eyes “Maple” », finger gymnastics “Hey, brother Fedya...”
3.Social and communicative development: Introductory conversation with children about work in class, question-and-answer work on the poem “We are on duty”
work activity: Story/role-playing game “Duty in a corner of nature: plot “Planting a shoot of the Crassula flower.”
4. Cognitive development: introducing children to the name of the Crassula flower, looking at illustrations of this plant; planting a plant.
5. Artistic and aesthetic development: reading the poem “We are on duty”
Methods and techniques: gaming, visual, practical, verbal, use of artistic words; surprise moments (planting the Crassula plant; gifts for children from the teacher at the end of the lesson (medals).
Progress of the lesson
I. Organizing time
Educator: Hello guys! Let's say hello to the guests and start our lesson (children with a teacher sit on chairs on the carpet in a semicircle).
Educator: Guys, today our lesson is devoted to speech development. Who among you can tell us what we do in speech development classes? ( children's answers)
Educator: Right! We learn to speak correctly and beautifully, develop our speech.
But to get to your seats, you need to complete the task. I suggest you choose a word close in meaning to the word work. To work means what to do? (to work, to work). By the way, communicate? (talk, converse, chat). By the way, guys? (kids, children) ( children's answers).
Educator: Well done! We completed the task. Go to your seats. Oh, I completely forgot! Guys, this morning I received a parcel and a letter, but look, it’s all wet, probably the postman who brought the letter got caught in the rain. I wonder who wrote it. Are you curious to know who it is from? (children: yes!). I'll read it now. Reading the letter: “Hello, guys! My name is Masha, I go to kindergarten in the preparatory group. I want to tell you what the kids and I do in kindergarten and how we help the teachers. There are a lot of people in our group...” Oh! And then, guys, you can’t read the letter, all the sentences are blurred by water. It is not clear what is written. But you can look at the picture that Masha sent along with the letter; nothing happened to the picture. I invite you to think for yourself about what might have been written in the letter and write a story about it. (the teacher places a picture on the board)
But first, I suggest you listen to the poem that Lera will tell (the child goes to the board and recites the poem “Duty Corner”
Today we came to the garden,
We went into the duty corner.
Let's see who's on duty
We decided for ourselves:
Who will water the flowers now?
Who will collect the dishes?
Who will help in class?
Who will put away the toys?
We were on duty, tired,
We removed all the toys
And we collected the dishes.
We managed to water the flowers,
Helped during classes
And then we went to play.
II. Main part
Educator: Well done Lera, take your seat. Children, you listened to the poem “Duty Corner.” Tell me, what do we do every day in kindergarten? (children's answers: we are on duty!)
Educator: Right! What types of duty are there? (children's answers: duty in the dining room, in the nature corner, in the book corner, during classes).
Educator: Correct! How can you use another word for the word - to be on duty? (children's answers: work, labor).
Educator: Well done! Today we will compose a story based on the picture that Masha sent. Look at the picture that you see on the board and tell me who is depicted in this picture? ( children's answers: children)
Educator: Where are the children? (in kindergarten)
Educator: Where are the children in the group room? (children's answers: in the duty corner)
Educator: How did you guess? What objects depicted in the picture confirm this? ( children's answers: flowers, aquarium).
Educator: Okay, well done! What are the children doing ( answers: watered, fed).
Educator: Two words - water and feed - can be replaced with one. What word do you think? (children's answers: they work).
Educator: And also? (children's answers: they are on duty).
Educator: And if the children are on duty, then who are they, what do we call the children who are on duty? (answers: duty officers).
Educator: Guys, think and tell me what we can call the picture? (children's answers)
Educator: Correct! What do they have in the corner of nature (children's answers).
Guys, let's compare the corner of nature depicted in the picture with our corner of nature. What flowers are shown in the picture? (children's answers)
And in our corner? (children name flowers)
Then the teacher offers to guess a riddle about a flower in the group
The top of the wall is steep,
On cast concrete
The centipede crawls
He carries leaves with him (children's answers: Ivy)
Educator: Which flower drawn in the picture is in our group? (children: violet).
Educator: Guys, tell us about the children. First, let's name the children. Let's name the girl who is closer to us in the picture (the teacher points at the picture) with a name that begins with the sound "m" (children: Masha!)
Educator: Fine! What kind of girl is this, what is she holding in her hands) And what is Masha doing? (children's answers: Masha is going to spray the flowers).
Educator: Guys, we studied and then repeated the names of indoor plants. What is the name of the indoor plant that Masha is going to spray?
Listen to the riddle and name this flower:
To the sun through the glass
It wasn’t hot outside our window,
I'll hang a curtain
On a white spacer
Not crocheted wicker-
Alive and green
(children's answers: Tradescantia)
(If the children find it difficult, the teacher names the first sound in the name of the plant)
Fine! What can you say about her? What is she like? (children's answers: neat, diligent).
Educator: What object depicted in the picture tells us about this (children's answers: bullet gun).
Educator: Right! Why is it needed? (children's answers: spray flowers)
Educator: What other flowers do you see in the picture? Name them? (children name the names of colors)
Educator: Tell us about this boy. Let's call him a name that begins with the sound “v” (children: Vasya)
Educator: OK! What is he doing? (children: feeds the fish)
What fish do you see in the aquarium? (children: goldfish)
Educator: Right! What tells us that these are goldfish? (children: color!)
Educator: Is the aquarium shown in the picture different from our aquarium? (children's answers).
Educator: Now tell me about this girl. We will call her a name that begins with the sound “N” (children: Nadya) What is Nadya doing? (children's answers)
Educator: Does anyone know the name of this plant? (children: no!)
Educator: Now let's rest! (the teacher invites the children to go out onto the carpet and stand in a circle). Now we will imagine that we are in a meadow where there is a lot of grass and flowers. Follow the text
Chock, chock, heel! (stomp your feet)
A cricket spins in a dance. (spin around)
And the grasshopper is without a mistake (movements with hands, as when playing the violin)
Performs a waltz on the violin.
Butterfly wings flicker (we wave our arms like wings)
She flutters with an ant (spin in circles)
Curtsying (curtsy)
And again he spins in the dance (spin around)
Under a cheerful hopper (dance movements, like in hopak)
The spider dances wildly.
Hands clap loudly! (clap your hands)
All! Our legs are tired! (sit down and lean forward, arms hanging down)
(The teacher draws the children’s attention to the photo with the image of Krasulla and talks about this plant) A little later we will return to the conversation about this plant.
The teacher draws the children's attention to the picture. Now you need to come up with a story based on this picture. Think about where the children were before kindergarten? Where did they come? What they were doing? How do they work? What did the children do then?
What should you talk about? Repeat again (children repeat in chorus)
Techniques for calling children:
INcaregiver: 1) choose the first narrator: tell; 2) the one whose name begins with the sound G (A,...); 3) a child in a (blue) T-shirt; 4) and the one who comes up with a word with the sound “U” will continue the story (Children’s stories)
(Children's assessment of stories)
Educator: Let's rest and do a warm-up for our hands and fingers (the teacher reads a poem and performs movements according to the text).
The sun has risen (sipping)
Morning has come (they make the sun out of their hands)
Hey, brother Fedya (show thumb)
Wake up your neighbors!
Get up, Bolshak (thumbs up),
Get up, Pointer (showing index finger),
Get up, Seredka (showing middle finger)
Get up, Orphan (showing middle finger),
And you, Kroshka - Mitroshka (showing little finger)
Hello, palms!
Educator: Well done children! We completed the task. I suggest you collect pictures of flowers that are on your tables. One picture for two! You need to quickly and correctly assemble the puzzle and name the flower that is shown in the picture. I'll give you a hint: we already talked about these flowers today and they are in this room and in the picture.
(Children complete the task)
Educator: Let's take a rest and do some eye exercises. Together with me, pronounce the words of the poem clearly and correctly and look at your fingers with your eyes.
Here is a clearing, and around
The linden trees lined up in a circle.
The linden trees are rustling,
The winds hum in their leaves
After rain and thunderstorms
The linden trees shed streams of tears.
Drip and drip, drip and drip
How weak is the leaf?
He will wash himself with the rain.
It will get stronger every day.
Educator: Well done! And now I propose to return to the conversation about the Krasulla plant. Look at the screen. This is how this plant, or rather a tree, can grow. Beautiful? (children: Yes!) Do you want this to happen in our group? (children: Yes, we want).
(The teacher suggests planting this tree and calls 2 students to the prepared workplace)
Educator: I need two assistants. The one who says what is red will go (children's answers).
Educator: Fine. And one more person. The one who comes up with a word with the syllable RA will go (children's answers)
After planting the tree, the teacher thanks the children and invites them to sit in their places.
III. The final stage
Summing up the lesson.
Educator: Who did we talk about today? (children: we talked about the guys being on duty in a corner of nature).
Educator: That's right! What else did we do? (children's answers)
Educator: Well done! Guys, tell me what new things did you learn in our lesson and what did you like most? (Children answer one by one, raising their hand)
Educator: I wish you to always take care of plants, trees and flowers. And now I have a surprise for you! Now I would like to present commemorative medals to the following children..... (the teacher names the child and gives him a medal) (the children thank the teacher: “Thank you!”)
Application to the lesson
Compiling stories based on a picture refers to storytelling with illustrative material. In kindergarten, both subject pictures (“Chickens”, “Goats”, etc.) and plot pictures (“Our Tanya”, “Winter Fun”, “New Girl”, etc.) are used to teach children storytelling. M. M. Konina identifies the following types of activities for teaching children to tell stories from a picture:
- 1) compiling a descriptive story based on the subject picture;
- 2) compiling a descriptive story based on the plot picture;
- 3) inventing a narrative story based on the plot picture;
- 4) compiling a story based on a sequential plot series of pictures;
- 5) compiling a descriptive story based on a landscape painting and still life.
In the younger group, the preparatory stage of learning storytelling from a picture is carried out. Children of this age cannot yet give an independent coherent presentation. Their speech is in the nature of a dialogue with the teacher. Children are limited to listing objects, their individual properties and actions, which can be explained by their limited experience of perception, small vocabulary, and insufficient ability to construct a sentence.
The main tasks of the teacher in working on a picture come down to the following: 1) teaching children to look at a picture, developing the ability to notice the most important thing in it;
2) a gradual transition from classes of a nomenclature nature, when children list depicted objects and objects, to classes that exercise coherent speech (answering questions and writing short stories).
Activities to familiarize children with paintings can be carried out in a variety of ways. The lesson usually includes two parts: examination of the picture based on questions, and a final story - a sample from the teacher. It may start with a short introductory conversation.
Its purpose is to find out children’s ideas and knowledge about what is depicted, to evoke an emotional mood before perceiving the picture. The teacher’s questions are the main methodological technique, which necessitates a thoughtful and expedient selection of them.
Questions addressed to children should be easy to understand and answers should not be difficult. Their sequence should ensure the integrity of perception, so it is not always appropriate to ask: what is this? What's going on here? What else is drawn? Here are sample questions about the painting “Cat with Kittens”: who is depicted in the painting? What is the ginger kitten doing? Which mother cat? What is she doing? Sometimes a question is not enough for a child to accurately describe a quality or action. Then clarification, advice, and prompting from the teacher are needed. He ensures that children correctly correlate words with objects, their qualities and properties, and speak in detailed sentences.
Children learn to tell stories from a picture in sentences of two or three words. Looking at a picture is used to develop accuracy and clarity of speech. The teacher makes sure that children name objects and actions correctly in accordance with those depicted in the picture. Using an example of his speech, questions and instructions, he helps to find words that most accurately define the properties and qualities of objects
Examination of the pictures is always accompanied by a word from the teacher (questions, explanations, stories). Therefore, special requirements are imposed on his speech: it must be clear, concise, clear, expressive. The teacher’s generalizing statements are an example of an answer to a question, an example of constructing a sentence.
After the conversation, the teacher himself talks about what is drawn in the picture. Sometimes you can use a work of fiction (for example, stories by writers about pets). A short poem or nursery rhyme can be read (for example, “Cockerel, cockerel, golden comb” or “Little kitten,” etc.). You can make a riddle about a pet (for example: “Soft paws, but scratchy paws” - after the painting “Cat with Kittens”; “Barks loudly, but won’t let you into the house” - after the painting “Dog with puppies”); “Golden comb, butter head, gets up early in the morning, sings loudly” - after the painting “Chickens”, etc.). You can sing with your children a song they know about a cat, a dog, or a chicken. In the younger group, it is especially important to use a variety of playing techniques.
M. M. Konina suggests, for example, the following: “Let's tell the doll”, “What will we tell the dog.” With the help of the teacher, children are happy to talk about the picture to a doll, cat, etc. that came to visit them. You can also offer to choose the object of the description (“Choose a puppy and tell about it” - based on the painting “Dog with Puppies”).
If the picture correctly reflects the characteristics of a domestic animal, the teacher can connect its viewing with showing a toy (“Same kitten, cockerel; similar puppy, chicken”). This can be done in the form of a dramatization (a doll, a cat, a dog come to visit the children and talk to them). The teacher asks the children questions that reinforce their knowledge about this animal. This technique emotionally switches their attention and encourages them to make new statements.
Sometimes you can, as it were, put the child in the place of the one who is drawn (“As if we were walking. As if this were our kitten”). The following characteristic features of painting classes with children of primary preschool age can be identified:
- a) alternating choral and individual responses;
- b) the mandatory presence of emotional and gaming techniques;
- c) the use of literary and artistic inserts.
The first paintings for children of the younger group are paintings depicting individual objects (a toy or familiar household items), pets, simple scenes from children's life (the “Our Tanya” series). After the lesson, the painting remains in the group for several days. The children will look at it again, notice something they didn’t notice before, and begin to speak out. The teacher also guides this examination, clarifies the children’s statements, encouraging and supporting them.
In the middle group, it already becomes possible to guide children to compose a small coherent narrative, since at this age speech improves and speech and mental activity increases. First, the children talk about the teacher’s questions. This can be a collective story of children or a joint story of a teacher and one child. At the end of the lesson, as if summing up all the statements, the teacher gives his story. Then you can move on to telling the story according to the model.
In the middle group, a sample is given for copying. “Tell me how I did”, “Well done, you remember how I told you,” says the teacher, i.e. at this age there is no need to deviate from the model. A sample story must meet certain requirements (reflect specific content, be interesting, short, complete, presented clearly, vividly, emotionally, expressively). Here is an example of a teacher’s story based on the painting “Cat with Kittens”: “This picture is about a cat with kittens. The cat is lying on the rug and looking after her kittens. A cat has three kittens. A red-haired kitten is playing with a ball of thread, a gray kitten is lapping from a saucer, and the third, motley kitten is curled up in a ball and sleeping next to its mother.”
At the end of the year, if the children have learned to tell the story according to the model, you can gradually complicate the task, leading them to independent storytelling. So, the teacher can give a sample story based on one picture, and the children tell the story based on another (for example, paintings from the “Our Tanya” series are used). You can introduce a story according to plan, for example, based on the painting “Tanya and the Doves” the following plan is proposed: where Tanya is walking, what she is doing, what she is playing, what is visible behind the fence, etc.
In middle preschool age, children can be encouraged to compose stories, mainly descriptive, based on subject or plot pictures. The teacher strives to ensure that children use their vocabulary more widely, use participles, definitions, circumstances and different types of sentences.
When children learn to compose short stories of a descriptive nature (a story about the main qualities, properties and actions of one or more objects or objects), they can move on to telling stories based on a sequential plot of a series of pictures. With the help of the teacher, preschoolers compose a coherent, sequential story of a descriptive nature, combining all the pictures in the series into a single whole.
The emerging ability to compose a story according to a ready-made outline (the pictures show the sequence of actions and the whole situation from beginning to end) helps to gradually lead to independent compilation of plot stories.
In older preschool age, due to the fact that children’s activity increases and their speech improves, there are opportunities for independently composing stories based on different pictures. In classes using paintings, various tasks are set, depending on the content of the painting:
- 1) teach children to correctly understand the content of the picture;
- 2) cultivate feelings (specifically planned depending on the plot of the picture): love of nature, respect for this profession, etc.;
- 3) learn to compose a coherent story based on the picture;
- 4) activate and expand the vocabulary (new words are specifically planned that children need to remember, or words that need to be clarified and consolidated).
In the older group, the role of the teacher in the learning process is already changing. From being a direct participant, he becomes a kind of observer, intervening only when necessary. Great demands are placed on the stories of children of senior preschool age: accurate presentation of the plot, independence, imagery, appropriateness of using linguistic means (precise designation of actions, qualities, states, etc.).
The child’s awareness of the task is a necessary condition for its correct completion. The leading role of the teacher in this case is very great - he helps to understand and correctly complete the task: “They told you “tell me,” but you said one word”; “We need to figure out what happened next. Invent it yourself, because it’s not shown in the picture.”
The teacher's sample story, offered to children in the senior and especially in the preparatory group, serves as a means of transferring them to a higher level of development of storytelling skills. The teacher requires not a simple reproduction of the model, but a generalized imitation of it: Literary models are used. The sample most often concerns the part of the picture that is most difficult, less bright, and therefore not noticeable to children. This gives them a chance to have their say about the rest.
In classes in a preparatory group for school, a teacher’s model should be offered only if the children have poor ability to coherently present the content of the picture. In such classes, it is better to give a plan, suggest a possible plot and sequence of the story. In groups of senior preschool age, all types of stories based on a picture are used: a descriptive story based on subject and plot paintings, a narrative story, a descriptive story based on a landscape painting and still life.
You can widely use a story based on a series of pictures (for example, on the theme “Our site in winter and summer”), where what is required is not a simple listing of ongoing events, but a sequential story with a beginning, culmination and denouement. The conversation on issues preceding the story concerns the main points, the key points of the depicted plot.
In the older group, it is advisable to use a series of pictures on humorous themes (L. Bondarenko, A. Dementieva). The most important thing in leading such activities is to help children understand the comic situation: why is it funny? The following techniques help improve the ability to tell stories based on a series of pictures: compiling a collective story - the teacher begins the story, the children finish; One child starts, another continues.
In the older group, children are first introduced to composing narrative stories. So, they come up with a beginning or an end to the plot depicted in the pictures: “That’s how it went for a ride!”, “Where have you been?”, “Gifts for mom on March 8,” “The ball has flown away,” “Cat with kittens,” etc. A clearly defined task encourages creative execution.
It is very important to teach children not only to see what is depicted in the picture, but also to imagine previous and subsequent events. For example, based on these pictures, the teacher can ask the following questions: What did the guys say to the boy? (“That’s how I rode!”); How did the children prepare gifts for their mother? ("March 8"); who put the basket here and what happened? (“Cat with kittens”). Several questions may be asked, as if outlining the plot line of the narrative story: Where did these children come from? What happened to them next? How did these children continue to be friends? (“Waiting for guests”)
The same picture can be used several times during the year, but different tasks should be set, gradually making them more difficult. When children have mastered the skills of free storytelling, you can offer them two or more paintings (already seen and even new ones) and set the task - to come up with a story based on any painting. This will give them the opportunity to choose the content that is most interesting to them, and for those who find it difficult, an already familiar plot that can be easily used to compose a story. Such activities develop independence and activity, and foster a sense of self-confidence.
In the senior and preparatory groups, work continues to develop the ability to characterize the most significant things in a picture. The emphasis on what is essential comes out most clearly in the selection of the name of the painting, so children are given tasks such as “What did the artist call this painting?”, “Let’s come up with a name,” “What can we call this painting?”
Along with highlighting and characterizing the most essential, one must learn to notice details, convey the background, landscape, weather conditions, etc.
The teacher teaches children to introduce short descriptions of nature into their stories. Of great importance in this case is such a methodological technique - analysis of the teacher’s story. Children are asked questions: “Where did I start my story?”, “How does my story differ from Alyosha’s story?”, “How did I talk about the time of year depicted in the picture?”
Gradually, older preschoolers learn to supplement their stories in the picture with a description of the depicted landscape, weather conditions, etc. Here, for example, is the beginning of Marina’s (6 years old) story based on the painting “That’s how I rode!”: “Winter is painted in this picture. The day is sunny and cold. And the sky is all colorful. It’s because of the sun that it glows so much...”
The introduction of such small descriptions into a story based on a painting gradually prepares children for composing stories based on landscape paintings and still lifes. This type of storytelling is used in the pre-school group.