Teaching children to speak coherently. How to quickly teach a child coherent, grammatically correct speech

The formation of speech in preschool children and its development as a means of communication cannot be limited to teaching children only colloquial speech. For the development of communication in the broad sense of the word pain, teaching children to speak coherently has a meaning. Work on a word and a sentence begins from the first day the children arrive, and this already serves as a kind of preparation for working on the text, and in the second, and especially in the third year, it becomes possible to systematically work on understanding and reproducing a coherent text. Children are taught to think logically and to tell coherently.

The section of the program "Teaching coherent speech" includes work with postcards, book texts, work with films and filmstrips. The purpose of the work in this section is: on the one hand - to lead children to the perception and reproduction of a coherent text; on the other hand, to broaden the horizons of children and to accumulate a vocabulary that goes beyond the immediate experience of children.

Comprehension of the text, reading and the ability to retell requires more high level development, is of great importance for general development in general, for the development of verbal communication in particular.

Hearing children gain much of their knowledge of their surroundings through storytelling. A new word that occurs in the process of telling is explained to children using other words that they know well.

In teaching the deaf, knowledge gained in this way should be kept to a minimum. The level of speech acquisition of children even senior group is too low for children to gain a lot of knowledge on this basis preschool for the deaf, one should not reveal the meaning of unfamiliar words and explain the text of what is being read; one must associate the word with a living concrete observation, using the impressions of children received by them on the basis of sensory experience, and using it to teach children to understand what is being read.

A specially conducted research shows that even understanding the meaning of words included in the appeal (for example, put a stick under the closet), children do not understand the meaning of the expression the stick lies under the closet, and on the contrary, if children are taught to understand this kind of phrase as a requirement to perform this action, then for children this expression in the indicative mood serves as an order, but they do not understand the expression put a stick under the closet, and it does not serve as a guide to action for them.

Methodology for the formation of coherent speech in preschoolers

Mastering the native language is one of the important acquisitions of a child in preschool childhood. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort so that the child's speech develops correctly and in a timely manner.

In the Federal State educational standard in the program "From birth to school" there are a number of new educational areas, including "Speech development". This area emphasizes the main function of speech - to be a means of communication.and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologic speech.

The fundamentals of the methodology for the development of coherent speech of preschoolers are determined in the works of A.M. Leushina, E.I. Tikheeva, A.P. Usova, Problems of the content and methods of teaching monologue speech in kindergarten developed by A.M. Borodich, V.V. Gerbova, O.S. Ushakova, Fedorenko L.P. and etc.

Coherent speech - this is a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively intonationally expressive.

Coherent speech is inseparable from the world of thoughts: the coherence of speech is the coherence of thoughts. Coherent speech reflects the child's ability to comprehend the perceived and correctly express it. By the way the child constructs his statements, one can judge not only about his speech development, but also about the development of thinking, perception, memory, imagination.
The child's coherent speech is the result of it speech development, and it is based on the enrichment and activation of his vocabulary, the formation of the grammatical structure of speech, the education of its sound culture.

There are two main types of speech: dialogical and monologic.

Dialogue - This is a conversation between two or more people, asking questions and answering them. Dialogue features are an incomplete sentence, bright intonational expressiveness, gestures and facial expressions. For a dialogue, the ability to formulate and ask a question is important, in accordance with the question of the interlocutor, to build an answer, to supplement and correct the interlocutor.

The monologue is characterized by the development, completeness, clarity, interconnection of the individual links of the narrative. Explanation, retelling, story demand from the speaker more intense attention to the content of the speech and its verbal design. In addition, the arbitrariness of the monologue is important, i.e. selective use linguistic means, choose words, phrases and syntactic constructions that most fully and accurately convey the speaker's thought.

Children of the second youngest group of years have access to a simple form of dialogue: answers to questions. The spoken language of three-year-old children is the basis for the formation of a monologue in middle age.

Children of the middle group can begin to teach retelling and composing small stories from pictures, toys, because their vocabulary reaches 2,500 words by this age. But children's stories still copy the adult model.

In children of five years of age, the monologue reaches a fairly high level. The child can consistently retell the text, compose plot and descriptive stories on the proposed topic. However, children still need a prior teacher model because they, for the most part, still lack the ability to express their emotional attitude to the described objects and phenomena in a monologue.

With kids younger age the teacher develops dialogue skills:

Teaches you to listen and understand the speech of an adult;
- teaches to speak in the presence of other children, to listen and understand their speech;
- teaches you to perform an action according to verbal instructions (bring something, show something or someone in a group or in a picture);
- teaches how to answer the teacher's questions;
- repeat words and songs after the teacher actors fairy tales;
- repeat small poetic texts after the teacher.

In total, the teacher prepares children for teaching a monologue.

At middle and older age (4-7 years), children are taught the main types of monologue: retelling and storytelling. Learning to tell story takes place in stages, from simple to complex, begins with a simple retelling of a short text and ends with the highest forms of independent creative storytelling.

Learning to retell

In each age group, teaching retelling has its own characteristics, but there are also general methodological techniques:

Preparation for the perception of the text;
- primary reading of the text by the teacher;
- conversation on issues (issues ranging from reproductive and ending with search and problematic);
- drawing up a retelling plan;
- repeated reading of the text by the teacher;
- retelling.

The plan can be oral, pictorial, pictorial-verbal and symbolic.

In the younger group, preparations are being made for teaching retelling.

The tasks of the teacher at this stage:

Teach children to perceive familiar text read or told by the teacher;
- lead to the reproduction of the text, but not to reproduce.

Methodology for teaching retelling of children of the second younger group

The teacher's reproduction of fairy tales well known to children, built on repetition of actions ("Kolobok," Turnip "," Teremok ", miniature stories by Leo Tolstoy).
Remembering by children the sequence of the appearance of fairy-tale characters and their actions with the help of visualization: table or puppet theater, flannelegraph.
Repetition by the child after the teacher of each sentence from the text or 1-2 words from the sentence.

In the middle group, when teaching retelling, more complex problems are solved:

To teach children to perceive not only a well-known text, but also a text read for the first time;
- to teach children to convey the conversation of the characters;
- teach to retell the text consistently;
- to teach to listen to retellings of other children and to notice in them inconsistencies with the text.

Methodology for teaching retelling of children to the older group:

Introductory conversation, setting up the perception of the work, reading poetry, considering illustrations on the topic;

Expressive reading of the text by the educator without a mindset for memorization, which can disrupt the holistic perception of a work of art;
- a conversation on the content and form of the text, and the teacher's questions should be well thought out and aimed not only at understanding the content of the text and the sequence of events, but also at understanding the character traits of the characters, the attitude of children towards them. There should be questions about how the author describes this or that event, with what he compares, what words and expressions he uses. You can ask children search (where? Where?) And problematic (how? Why? Why?) Questions that require answers with complex sentences.
- drawing up a retelling plan (in the older group, the teacher together with the children, and in preparatory group children);

Re-reading a text by a teacher with a mindset for memorization;
- retelling of the text by children;

Grade children's retelling(given by the teacher along with the children, in the preparatory group - children).

A short text is retold in full, a long and complex text is retold in a chain.

In the preparatory group, more complex shapes retelling:

Children choose one of several texts, as they wish;
- children come up with a continuation to an unfinished story by analogy;
- children's dramatization of a literary work.

Learning storytelling from a picture and a series of pictures

Learning storytelling based on a picture and a series of pictures in the younger group:

In the younger group, preparation is carried out for storytelling from the picture, because The three-year-old cannot yet compose a coherent presentation, it is:

Examining the picture;
- answers to the educator's reproductive questions about the picture (who and what is drawn? What are the characters doing? What are they?).

For viewing, pictures are used depicting individual objects (toys, household items, pets) and simple plots that are close personal experience children (games of children, children for a walk, children at home, etc.). It is important to create an emotional mood for viewing the picture. Familiar songs, poems, nursery rhymes, riddles, sayings will help in this. You can use game techniques:

Show a picture of any toy;

to associate looking at a picture with looking at a favorite toy;
- to acquaint the guest with the picture.

Teaching storytelling based on a picture and a series of pictures in the middle group:

In the middle group, it becomes possible to teach children to tell a story from a picture, because at this age speech improves, mental activity increases.

Methodology for teaching a story based on a picture of children in the middle group:

1.preparation for the emotional perception of the picture (poems, sayings, riddles on the topic, the presence of fairy-tale characters, all types of theaters, etc.)
2. looking at the picture as a whole;
3. questions to the teacher's picture;
4. sample story based on the teacher's picture;
5. stories of children.

The teacher helps children to tell with supporting questions, prompts

words, phrases.

At the end of the year, if the children have learned to tell the story from the picture according to the model and by questions, a story plan is introduced.

In the senior and preparatory group, there is an opportunity for independent compilation of stories from pictures.

The sample story is no longer given for accurate reproduction. Literary samples are used.

It becomes possible to use a series of narrative pictures to compose stories with an outset, culmination, and denouement. For example: "Hare and Snowman", "Teddy Bear for a Walk", "Stories in Pictures" "by Radlov.

In older and preparatory years, we teach children to see not only what

depicted in the foreground, but also the background of the picture, its main background, landscape elements and natural phenomena, the state of the weather, that is, we teach to see not only the main, but also the details.

Also with the storyline. We teach children to see not only what is depicted at the present moment, but also what preceded and subsequent events.

The teacher asks questions that seem to outline a storyline that goes beyond the content of the picture.

It is very important to combine the task of developing coherent speech with other speech tasks: enriching and clarifying the vocabulary, forming the grammatical structure of speech and its intonational expressiveness.

Methodology for teaching storytelling from a painting in the older group:

1. preparation for the emotional perception of the picture;
2. lexical and grammatical exercises on the topic of the lesson;
3. looking at the picture as a whole;
questions of the teacher about the content of the picture;
5. drawing up a story plan by the teacher together with the children;
6. a story based on a picture of a strong child, as a model;
7. stories of 4-5 children;
8. Evaluation of each story by children with comments from the educator.

In the preparatory group for school, children are ready to learn storytelling from a landscape painting. In such classes, especially great importance acquire lexical and grammatical exercises for the selection of definitions, comparisons, the use of words in a figurative sense, synonyms and antonyms. It is important to teach children to come up with sentences on a given topic and pronounce them with different intonations.

Writing descriptive stories and comparative descriptions

Compilation of descriptive stories and comparative descriptions in the younger group:

In the younger group, preparation is carried out for teaching a story-description:

Consideration of toys (selection of toys is of great importance - it is better to consider toys of the same name, but different in appearance, this ensures the activation of the children's vocabulary);

Carefully thought-out questions of the educator, answering which children pay attention to the appearance of the toy, its components, the material from which it is made, play actions with it; the educator helps children answer questions;
- the use of elements of folklore, poems, songs, jokes about this toy, short stories or fairy tales about it;
- the teacher's story about the toy.

Thus, children do not talk about the toy on their own, but prepare to write a descriptive story at an older age.

In the middle group, children are already ready to compose small descriptive stories about toys on their own.

Methodology for teaching story-description of children of the middle group :

1. examining the toy;
2. questions of the educator concerning the appearance (color, shape, size), qualities of the toy, actions with it;
3. a sample of the educator's story;
4. the story of a strong child on the support questions of the educator;
5. stories of 4-5 children on key issues of the educator;

In the second half of the year, a story plan is introduced - a description drawn up by a teacher.

Now the teaching method looks like this:
1. examining the toy;
2. questions of the educator;
3. drawing up a plan for a story about a toy by the teacher;
4. sample of the teacher's story according to the plan;
5. stories of children according to the plan and supporting questions;
6. assessment of children's stories by the educator.

As part of the lesson, other types of work on the topic can be distinguished:

Recognition of the toy along the contour;
- graphic exercises with her: tracing the object contour of the toy, shading it;
- drawing of this toy, its modeling, application;
- laying out cut pictures on the topic;
- playing with this toy;
- reading poetry, learning songs, inventing descriptive riddles about a toy.

In older and preparatory years for school, children learn to compose stories, descriptions and comparative descriptions of various objects and living objects.
The description is necessarily carried out according to the plan.

Methods of teaching description of children of the older group:

1. lexical and grammatical exercises on the topic of the lesson;
2. consideration of the object of description;
3. questions of the educator about the appearance of the object, its distinctive features,
externally and internally component; questions about actions with the object, as well as the attitude of the narrator to him;
4. drawing up a detailed story plan by the teacher together with the children;
5. the story of a strong child;
according to the plan and, as necessary, on the supporting questions of the teacher;
6. stories of 4-5 children about the object;
7. Evaluation of stories by the educator, then by children (stories are evaluated one by one, the evaluation criteria are set by the educator).

Stories - Descriptions can be chained as one child starts a story and another finishes. Objects of stories can be drawn, dazzled, made an applique, folded from parts (except for animate objects, they cannot be divided).

You can include in the lesson elements of construction, theater and play activities.

In the preparatory group, the method of teaching description is the same.

In addition, comparative descriptions are widely used in the preparatory group for school, when two objects are simultaneously described and compared. Preparatory work - teaching children to compose complex sentences with the unions "a", "and"; for example: “the tomato is sweet and the onion is bitter. A demi-season coat is worn in the fall, and a knitted beret is worn in the fall as well.

Such proposals are drawn up according to the questions and the model of the educator.

To describe in the preparatory group, you can use objects that are more complex in appearance, composition, material, purpose, as well as animate objects, including a person, you can describe the seasons, professions of people. After compiling a description, you can compose a story story by including the items described. The teacher comes up with the beginning of the story, as if setting the storyline that the children develop. For example, in the lesson, a comparative description of a cat and a mouse was compiled. The teacher begins the story: “The cat found out that the mouse had made a mink in her house. The cat began to guard the mouse. The mouse ran out of the hole ... ”The children continue the story, finish it. If the story turns out to be interesting, you can write it into an album, and one of the children will draw an illustration for it. You can make a dramatization of a story where the children themselves assign roles, then include elements of description in the game.

There are also stories of children from personal experience.

They are introduced in the middle group, are widely used in the senior and preparatory.

From personal experience.

In middle age, children talk about their toys, pets, walks, excursions .

Collective storytelling is advisable. The storyline is outlined by the teacher, for example: “About what the children saw on the excursion” - “First, we will tell you how we went on the excursion, then we will remember what we saw there, and finish with a story about what we liked the most”.

In the senior and preparatory years for school, the topics of nature, social life, and familiarization with the work of an adult are introduced. As the complexity increases, there are types of stories:
- a story based on direct perception or labor in nature ("how we arranged a flower garden", "who dined in the bird's canteen");
- stories based on conversations and reading books ("how animals live in winter");
- a story based on comparisons of different seasons ("our site in winter and summer");
- a story about one season (“what do you know about autumn?”) and about a separate natural phenomenon (“rainbow after rain”, “how we saw the ice drift”);
- a story about what they did on holidays and weekends, how they spent their vacation, where they visited;
- collective writing of a letter (for example: Letter to Santa Claus).

Creative stories are introduced in the second half of the senior and in the preparatory group for school, when children master a large vocabulary, competent sentence construction, and intonational expressiveness of speech.

Creative storytelling options, in order of difficulty:

Coming up with the continuation and completion of the story;
- inventing a story or fairy tale according to the teacher's plan;
- inventing a story on a topic suggested by the teacher;
- coming up with a story or fairy tale on an independently chosen topic.

The technique of memorizing poems:

Preschool children can specifically memorize works of art of simple genres, starting with nursery rhymes in the 1st and 2nd junior groups and ending with more difficult thematically poems about the Motherland. How are children taught to memorize? First of all, the meaning itself is explained to them ( lexical meaning) words to remember, to memorize. Initially, this word acts as a synonym for repeat.

For example, a teacher deals with a young child, learns a nursery rhyme with him: - Vitenka, let's call the sun like this: "Sun-bucket, look out the window!" Repeat (or: "Now you say"). The boy tries to repeat the words of the nursery rhyme.

- How well you remember! (or: “You have almost memorized it!”) - the teacher encourages. At the next lesson, organized with three to five children (with whom individual sessions), the teacher asks:

Remember what we called the sun so that it looked out of the window. Every child tries to reproduce the words of the nursery rhyme. The educator praises those who succeed. It helps those who find it difficult.

So the tricks voluntary memorization:

1) repetition of the text, 2) recollection of the text.

Organization of lessons for memorizing literary texts. In each age group, the teacher learns 1-2 works per month with the children. As you can see from the program "From birth to school", for memorization are chosen not large texts: in junior and middle groups- in 1-2 stanzas, in the senior and preparatory - more (in accordance with the individual capabilities of each child). To memorize a text, according to psychologists, a child needs to repeat it 8-10 times, but not in one lesson; 2-3 times - remember. The whole work is learned at once: this is necessary for a holistic understanding of its meaning, structure of images, harmony of consonances. Splitting a poem into lines for memorization in different classes makes the work meaningless, interferes with its perception, and, consequently, memorization.

When memorizing a work of a large volume, it is allowed to recall it in parts.

The lesson usually follows a plan. :

1. introductory remark (or short conversation) of the educator;
2.the teacher's reading of the entire text,

3.repeating the entire text by a child with a good memory,

4. repetition of the entire text by a child with poor memory.

The teacher helps children with a bad memory: he encourages with a glance, gesture, prompts words, prompts (at first, simply makes them imitate) intonation.

So that children are not bored of repeating the same text many times, the teacher includes elements of the game in the work:

- A doll Katya (bear, bunny or other toy) has come to us, read the poems for her again!

- Become, Nina, behind the screen so that you cannot see the group, and guess who is going to read poetry now.

The lesson cannot be entirely devoted to memorizing one work: children cannot be tired to such an extent that they lose interest in this poem. Experience shows that it is advisable to supplement the lesson on memorizing by heart with other works, for example, the repetition (remembering) of previously learned poems, games on the technique of speech. The work of memorizing works of different genres differs depending on the genre.

For a child to memorize a nursery rhyme, it is sometimes enough that it sounds at the moment when he has good mood- when he is happy from the feeling of health, from the attention of adults. In a nursery rhyme, a child hears first of all music, and this is often enough to make him want to repeat himself, and then recall the rhythm of this music. But in the nursery rhyme, the child also distinguishes between images, if the teacher helps him in this. The teacher's help is to combine the words of the nursery rhyme in time with the real phenomena, which are named with these words: the sun flooded the room where the child is, and the teacher sings: "Little sun-bucket, look out the window!"; the child willingly echoes him. A warm rain is falling, and the children, together with the teacher, are happily chanting a nursery rhyme: "Rain, rain, more fun, drip, drip, do not regret!" or verses by 3. Alexandrova: "To us on a long, wet leg, the rain gallops along the path."

It is very important to help children connect the sensory image. outside world with the words of a lyric poem about nature. The teacher must read these verses for the first time when the children are prepared to perceive this particular phenomenon of nature, when they are seized by the appropriate mood. Autumn time has come, and children hear A. Pleshcheev's poem "Autumn". They look out the window and wonderful words poems are deeply embedded in their memory. Caught on a walk by the snowfall, children will hear the poem by I. Surikov “ White snow, fluffy". On an April day, wandering with the children through the loose snow near a stream covered with an icy crust, but already revived, the teacher can read them A. Blok's poems "Spring is on the sidelines ...". Gathering flowers in the spring meadow, sunlit, children will happily perceive the poems of A. Maikov "In May". And for the first time, it is better for children to read lyric poems about summer in the summer.

The teacher helps children memorize poems, drawing their attention to expressive language means.

The teacher must remember that the work of memorizing by heart, like any other work on the development of the speech of children, differs somewhat in different age groups, despite the fact that it takes place, in general, according to approximately the same plan for all groups.

Children of younger preschool age need great clarity, sometimes even theatricalization of a poem immediately before memorizing it. Later, the educator may confine himself to only an introductory remark, but the appeal to visual aids such as dummies, pictures, etc., of course, remains.

For a child of the fourth year of life, the teacher offers to repeat the lines with him, and then asks him to tell the whole poem alone, while slowly prompting him the words that he has forgotten. If necessary, with some younger preschoolers the teacher reads together again: he begins - the child ends the line. After such an exercise, the task for the child becomes more difficult: he must repeat whole stanzas (2-4 lines) after the teacher.

In middle and senior groups the teacher, repeating, as usual, reading the text 2-3 times, can warn the children in advance so that they try to remember. From time to time he turns to one or another child: “Sasha, are you trying to remember? Try, Sasha! Now I will ask you. " Then begin exercises in memorization (as described above): reading together with the teacher "pieces" of different sizes.

For better memorization of the entire poem by older preschoolers, the teacher asks them questions about the text, and the children respond with quotations from this poem. In all age groups, you first need to call a child with a good memory, and then children who are less developed. Understanding the allegorical meaning of the fable causes great difficulties for preschoolers. Children love to listen to fables, but they perceive them as a fairy tale about animals. The allegory of the fable does not reach children without the help of a teacher. To help them understand the allegory, the educator recalls some fact known to them and draws an analogy with the content of the fable.

Innovative technologies for the development of children's speech

The problem of speech formation in preschool children is relevant today. The formation of speech in preschoolers is an important and difficult task. The successful solution of this task is necessary both for preparing children for the upcoming schooling, and for comfortable communication with others. However, the development of speech in children in the present tense is actual problem, which is due to the importance of coherent speech for preschoolers.

The traditional teaching method for preschoolers recommends using a teacher's story sample as the main teaching method. But the main drawback is that the child himself does not build a story, but only repeats what he has heard. For one lesson, children have to listen to several monotonous stories of the same type. For children, this type of activity becomes boring and uninteresting, they begin to be distracted. It has been proven that the more active the child is, the more he is involved in an interesting activity for himself, the better the result. The caregiver needs to encourage children to speech activity, and it is also important to stimulate speech activity not only in the process of free communication, but, above all, in speech therapy classes.

It became obvious that it was necessary to change the way the teacher worked in the classroom on the development of the speech of preschoolers. Such means are innovative methods and techniques for the development of speech in preschoolers. Based on this, for the formation and activation of coherent speech of preschoolers, along with traditional methods and techniques, it is necessary to use the following innovative methods: health-preserving technologies, TRIZ technology, the use of modeling when composing stories, computer technologies.

Health-saving speech development technologies:

1. Technologies for preserving and stimulating health :, logo rhythmics, breathing exercises, sud-jock therapy.

3. Correctional technologies: Art therapy, technologies of musical influence, fairy tale therapy, technologies of influence with color.

Modeling technology includes:

The inclusion of modeling elements in speech development classes makes working on coherent speech interesting. It is good to memorize poems using mnemonics, conducting classes on retelling works or story on lexical topics

Mnemonic tables, diagrams, mnemonic tracks are all included in the modeling technology.

Coherent speech of children can be developed by applyingTRIZ technologies: invent the beginning of a story, the end of a story, invent stories on behalf of any living object, in the first person, on behalf of an inanimate object, invent fairy tales and stories on various lexical topics, make up a story based on a proverb, invent funny stories, make up stories of fables.

Usingcomputer technology can be carried out interesting activities on the development of speech.

Literature on the formation of coherent speech in preschool children:

The development of speech in preschool children. Ed. F. Sokhina. - M .: Education, 1984.

Tkachenko T.A. If the preschooler speaks badly. - SPb .: Aktsident, 1991.

Efimenkova L.N. Formation of speech in preschoolers. - M .: Education, 1985.

Filicheva T.B., Tumanova T.V. Improving coherent speech. - M .: Socio-political journal. Association "Humanities", 1994.

Tkachenko T.A. Using schemes in compiling descriptive stories // Preschool education, 1990. No. 10.

Glukhova V.P. On the formation of coherent descriptive speech in older preschoolers with general speech underdevelopment // Defectology, 1990. No. 6.

Vorobyova V.K. Teaching children with severe speech impairments to the initial skill of descriptive and narrative speech // Defectology. 1989. No. 5.

Fedorenko L.P., Fomicheva G.A., Lotarev V.K., Nikolaicheva A.P. Methodology for the development of speech in preschool children. 2nd ed., - M .: Education, 1984.

Alekseeva M.M., Yashina V.I. Method of working with fiction in kindergarten // Alekseeva M.M., Yashina V.I. Methodology for the development of speech and learning native language preschoolers: Textbook. allowance. - M., 1998.

Borodich A.M. Methodology for the development of children's speech. M., 1981.

Babaeva T.I., Gogoberidze A.G., Mikhailova Z.A. and others. Childhood: An approximate general educational program preschool education... - SPb .: LLC "Publishing house" Childhood-Press ", 2011.

Plan-program of educational work in kindergarten: Toolkit for educators. Ed. Mikhailova Z.A. - SPb: Aksident, 1997.

Tikheeva, E.I. Development of children's speech. A guide for kindergarten teachers / E.I. Tikheeva. - M .: 1981.

Ushakova, O.S., Strunina E.M. Methodology for the development of speech in preschool children. A guide for kindergarten teachers. M .: Humanit. ed. center VLADOS, 2003.

Municipal budgetary preschool educational institution

"Kindergarten of general development No. 81 type"

Seminar - workshop

Theme: Coherent speech formation technique

in preschoolers.

Voronezh 2015

Mastering a coherent monologue speech is one of the main tasks of a child's speech development. However, the child masters, first of all, dialogical speech, in the formation of which the method of conversation is used. The dialogical form of speech consists of the exchange of statements, which are characterized by a question, answer, addition, objection, remark. It is in the dialogue that the child learns to perceive the interlocutor (relying on the plate, orally-dactyly, auditory-visual, by ear), ask questions and answer (relying on the plate, orally-dactyly, orally). A dialogue is characterized by a change in the statements of two or more speakers on the same topic associated with a situation. In the dialogue, all varieties of narrative (message, statement), incentive (requests, requirements), interrogative (question) sentences are presented at first with minimal syntactic complexity, particles, interjections are used, but gradually answers, messages become more and more detailed. All the skills that are formed in the process of dialogical speech are necessary for a child to develop monologue speech 44.

Monologue speech develops in close connection with the development of all aspects of speech - lexical, grammatical, phonetic. Speech connectivity includes the development of the ability to build utterances different types: description, narration (events in motion and in time), reasoning (establishment of cause-and-effect relationships).

Description is a special text that includes an object or object, followed by a listing of signs, properties, qualities, actions. The description is static, allowing you to vary, rearrange its components. Children learn to describe toys, objects or plot pictures, their own drawings or ideas, natural phenomena, people and animals. Children learn to accurately name an object, an object. This is facilitated by the games "What kind of vegetable?" (fruit, dishes, plant, etc.), "What's with whom?", "Who will say more about the doll?" (apple, flower, etc.). Children learn the ability to be attentive, to find mistakes in the games "What did the bear confuse?", "Did Dunno say correctly?" and others. When examining objects, objects, children learn to answer questions aimed at describing the properties, qualities, actions, purpose. Various methods of work are used: selection of tablets (correlation, design, continuation of description, etc.), oral-dactyl and oral reproduction, oral-dactyl, auditory-visual, visual and auditory perception.

Narrative is a plot that unfolds in time and in a logical sequence. The main purpose of the narration is to convey the development of an action or state of an object, which includes events, scenes, pictures following one after another. Narrative structure - beginning, middle, end. A wide variety of lexical and grammatical means are used in the story. This is especially true for verbs (walked - came - saw - rejoiced - went home).

The formation of the ability to see the beginning and end of actions is facilitated by the unfolding of pictures that represent the plot chain (the girl is sleeping - getting up - doing exercises - washing her face - having breakfast). Exercises on naming subsequent actions help to learn the logical sequence of actions of the objects of the story. The children are asked questions that help them consistently describe each picture based on the tablets, then the selection of the tablets, the correlation of the pictures with their descriptions and vice versa; continuation of the description begun by an adult, followed by an independent retelling of the compiled story (orally-dactyly, orally), and its perception (orally-dactyly, auditory-visual, visual, by ear). It is important to gradually acquaint children with a variety of storytelling schemes: first, teach children to build statements consisting of several sentences, and then with subsequent increase.

Telling about a series of plot pictures forms in children the ability to develop a storyline, come up with a name for a story in accordance with the content, combine individual sentences and parts of a statement into a narrative text. All this creates the necessary conditions for teaching children to compose a story based on a picture with a complex plot. At the first stage, children are invited to consider the picture, speak out on its content, and then answer questions aimed at a detailed analysis of what is depicted, as well as understanding the causal dependencies. The content of the work in the second stage is aimed at compiling a descriptive or narrative story corresponding to the image in the painting. The plan of the story is the questions that the child perceives from the tablets, and the answers to them are the sequential compilation of the text from the set of the proposed tablets. Various methods of work are used to help the child retell the compiled story in the future: reading the text (analytical and oral-dactyl), dramatization (if possible), sketches (or selection of individual illustrations), composing a story from a deformed text, adding sentences, sequential independent oral fingerprint, oral reproduction of the story on questions, and then - without support for questions. Such a system of work helps the child to build a storyline, to establish connections between the semantic parts, which contributes to the understanding of the structural organization of the text by children and influences the development of visual-figurative and logical thinking in them.

Reasoning is a text that includes causal constructions, questions, assessment. The components of reasoning can be included both in dynamic speech and in monologue, depending on the readiness of children for this process.

The formation of speech in preschool children and its development as a means of communication cannot be limited to teaching children only colloquial speech. For the development of communication in the broad sense of the word, teaching children to speak coherently is of great importance. Work on a word and a sentence begins from the first day of the arrival of children, and this already serves as a preparation for working on the text, and in the second, and especially in the third year, systematic work on understanding and reproducing a coherent text becomes possible. Children are taught to think logically and to tell coherently.

Understanding the text, reading and the ability to retell, requires a higher level of development, is of great importance for general development in general, for the development of verbal communication in particular.

In teaching the deaf, knowledge gained in this way should be kept to a minimum. The level of speech mastery of children, even in the older group, is too low so that on this basis children can gain a lot of knowledge in a preschool institution for the deaf, one should not reveal the meaning of unfamiliar words and explain the text of the read, one must associate the word with a living concrete observation, using the children's impressions they received on the basis of sensory experience, and on it teach children to understand what they read.

The accumulation of vocabulary, improvement of speech in communication and special exercises that teach coherent speech help bring the development of speech to such a level that reading at school becomes a source of knowledge and development for children.

Speaking of translating impressions into words, we mean not only the direct perception of natural objects, phenomena and artistic illustrations, but also such visual means as filmstrips, films, puppetry and shadow theater, which can largely fill the gap in the limited use of the word as means of broadening the horizons of children. From the first year of study, illustrations are introduced. A caption is made to the illustration, which reflects its content. It broadens children's understanding, vocabulary and facilitates illustration-based conversation and storytelling. In terms of goals and objectives, such work is similar to telling to hearing children.

This is done as follows. Starting from the second half of the first year of study, individual art postcards and illustrations are examined with children. At the suggestion of the teacher, children show and name everything they know in the illustration. For example, on a postcard with a picture of a sleeping cat and a covered signature, children show: this is a cat; the cat is lying. Further, children show and name: nose, ears, tail, paws. After such a conversation, the children read the caption to the illustration: the cat is sleeping. Or, showing the girl depicted on the postcard, her eyes, hair, hands, dress, bow, boots, stockings, a cup on the table, bread, a spoon, the children then read the signature, as if summarizing their observations: the girl is eating.

After such a conversation, postcards with the signature are hung on the wall. In the evening, the teacher again reads the signatures with the children. Every two to three days is posted new postcard... No more than four or five postcards hang on the wall at a time. Various games are held with them to help memorize words. Some cards are replaced by others, and then the cards already familiar to children are periodically re-included in the games.

Gradually, by the second year of study, short signatures on postcards expand, turning into short texts. In the third year of study, the texts under the postcards stop already in small stories.

In addition, in accordance with the requirements of the program, a "real" storytelling is being conducted with children. folk tales and on the material of the nursery fiction designed for hearers. Teachers adapt these texts, that is, they adapt them to the level of speech development of children, and, using all sorts of additional work methods, make the content of the texts accessible to the perception of children. To tell a fairy tale, a story, a "system" of classes is also drawn up, the consistent implementation of which ensures their assimilation.

Working on a coherent text is a two-way process: the perception (understanding) of a coherent text and its reproduction. Since children do not learn to write, the reproduction of the text is carried out orally. As shown by a special study conducted on children who came to school from kindergarten, where work was carried out according to the new program, the ability to communicate verbally does not provide this ability in writing 32 .

At present, experience is being carried out on the use of typescript for this purpose. Children's knowledge of the alphabet, the letter composition of words and the skill of oral retelling ensure the development of their skill of coherent written expression even without teaching writing, which is difficult in a kindergarten 32 .

It is assumed that the general didactic requirements for illustrations (for example, their accessibility to the perception of children and also the value from an aesthetic point of view) are met. At the same time, it is important to fulfill the main special rule: the signature must accurately reflect the content of what children perceive on the postcard, that is, only what can be shown on the image. This applies to both short signatures and texts. Even large texts such as folk tales or small children's stories are drawn up in the form of captions for illustrations that meet this requirement.

During the first year, children can limit themselves to the assimilation of 10-15 such signatures under the illustrations, in the second year there should be at least 100 and in the third - at least 200 (for all three years of study).

You should not memorize the texts under the pictures. But for each of the worked out pictures, the child should be able to retell the content in two or three sentences or answer two or three questions 44.

conclusions

Assimilation by preschoolers of linguistic means, comprehension of the laws of their functioning in speech activity serve communicative and other social purposes. Formed in preschool age arbitrariness combines linguistic facts and patterns with the abilities and capabilities of children, objectifies and ensures their development. This mechanism is realized in a variety of speech activities of preschoolers who learn to arbitrarily operate with their own skills.

The analysis of scientific literature, which reveals various aspects of speech development in children with normal and impaired hearing, is presented in the first chapter. It is he who allows us to assume that the activation of the speech development of hearing impaired preschoolers is directly influenced by the complex of personal achievements and characteristics of the child: the level of understanding of addressed speech, the level of language communication, the dominance of speech activity, the presence of communicatively significant personal qualities.

The study of coherent speech in preschoolers with hearing impairment is considered in the studies of R.M. Boskis, A.G. Zikeeva and K.V. Korovin, in which a broad understanding of this term is presented. Based on the position that coherent speech by its nature and function performed can refer to any of the styles of speech, A.G. Zikeev examines coherent speech in the system of teaching the hearing impaired in a broad sense. By coherent speech, the author understands any single sentence expressing a complete thought, as well as a dialogue (the unity of several replicas interconnected in meaning and grammatical design), and a monologue (an oral or written statement of one person, which is a single semantic and structural whole).

SLIDE 1 SLIDE 2

Therefore, great attention should be paid to the work on the development of coherent speech in kindergartens. Each child should acquire the ability to express his thoughts in a meaningful, grammatical, coherent and consistent manner. At the same time, the speech of children should be lively, spontaneous, expressive.

The ability to speak coherently develops only with the purposeful guidance of the teacher and through systematic training in the classroom. EI Tikheeva, A.P. Usov, A.M. Leushina, L.A. Pen'evskaya, E.P. Korotkova, O.S.Ushakova and others spoke about this in their studies devoted to the development of coherent speech.

Coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

SLIDE 3

Coherent speech is divided into two groups: dialogical and monologic.

One of the conditions for the development of dialogical speech is the organization of the speech environment, the interaction of adults with each other, adults and children, children with each other.

SLIDE 4

Dialogue - this phenomenon social life person. Therefore, in order to maintain and develop a dialogue, it is necessary to possess the following skills: listen to the interlocutor and understand him, formulate and ask questions, build an answer in accordance with what he heard. To form these skills, it is necessary to create certain conditions in the life of children that require them to actively use dialogues. To work on dialogical speech, you need to know what methods you need to use

Methods for the development of dialogical speech include

Unprepared conversation (a teacher's conversation with children during washing, when getting ready for a walk, during play or work); This is the most widespread, public and universal form of speech communication between a teacher and children in Everyday life.
Reception of theatricalization. This is a dramatization game, a theatrical performance and role-playing games, like “to the family”, “to kindergarten”, “to the hospital”, and later “to school”.
Prepared conversation (before the lesson, children are put in a situation where their attention is drawn to those phenomena from the outside world that will be the topic of the upcoming conversation);

slide 5

Another type: monologue speech - it fulfills a communicative goal - communicates some facts. Its features are: one-sided continuous nature of the statement, development, logical sequence. There are three types of monologue speech: description, narration, reasoning.

SLIDE 6 Description- a fairly detailed description of an object or phenomenon.

Narration- a message about an event containing dynamics or a series of sequential events.

Reasoning- a statement reflecting the causal relationship of any facts, phenomena or an expression of the speaker's attitude to something.

An essential characteristic of any kind of utterance is the coherence, consistency and logical-semantic organization of the message in accordance with the topic and communicative task.

For the formation of coherent speech in preschoolers, it is necessary to highlight the shortcomings of its development, with which we need to organize work.

SLIDE 7 These are:

Short coherent statements;
Agrammatisms (the connection of words in a sentence is broken)
inconsistency in the transmission of the content of a familiar text;
speech consists of separate fragments that are not logically connected with each other;
the level of information content of the statement is very low.
children actively share their impressions of their experiences, but are reluctant to take up stories on a given topic.

Basically, this does not happen because the child's knowledge on this issue is insufficient, and therefore the child cannot formulate coherent speech utterances

The children’s full-fledged mastery of the skills of monologue speech is possible only in the conditions of purposeful learning, in the presence of a certain level of vocabulary and grammatical structure of speech.

Therefore, work to solve problems in the formation of a coherent speech of a child should be directed primarily to work on the formation of lexical and grammatical skills.

SLIDE 8

In my work, I use mnemonics or modeling. This is such a system of methods and techniques that ensure the successful mastering by children of knowledge about the features of natural objects, about the world around them, effective memorization of the structure of the story, preservation and reproduction of information.

Simulation serves as a means of planning an utterance.

The technique of mnemonics is used to enrich vocabulary, when retelling fiction, when composing a descriptive story, when composing a story from a picture, when guessing riddles, when memorizing poems. Mnemonics in preschool pedagogy are called differently: sensory-graphic models, subject-schematic models, block-squares, storytelling scheme. And, like any work, mnemonics is built from simple to complex.

I bring to your attention a consistent work that will lead to the formation of coherent speech skills with the use of modeling.

Work on the proposal

(The boy writes. The boy writes a letter. The boy writes a letter to his grandmother).

The hare is sleeping in a hole. The fox is eating berries. Bear jumping from branch to branch

Activation of the dictionary of adjectives.

Compiled tables reflect the basic properties of objects (color, shape, size, material)

Work on the phrase where such important grammatical problems are solved:

as the correct agreement of adjectives with nouns
numerals with nouns in gender, number, case (five red roses, two red roses, one red rose);

Drawing up sentences with ambiguous words.

Writing a descriptive story.

Having done this work, you can proceed with the compilation of a story, retelling of the nagging and demonstration actions

Compilation of stories and retellings:

SLIDE 22 Storytelling through a series of plot pictures

Before giving the children the task to compose a story based on a series of paintings, it is necessary preparatory work: consider carefully all the pictures in the series, note that the main thing is on each of them, determine the storyline and compose a story.

SLIDE 23 Drawing up stories from the picture

A story based on a plot picture depicting several groups of characters or several scenes within a common, well-known plot ( "A family", "Winter fun"). Such pictures make it possible to compose short stories, initially in separate fragments, which makes it easier for children to later compose a coherent story - throughout the picture.
A story based on a separate plot picture with elements creativity: inventing antecedent or subsequent events.

("On the Hill", "Let's save the ball", "The ball flew away").

Teaching creative storytelling plays an important role in the development of verbal and logical thinking, contributes to the activation of knowledge and ideas about the world around us. This story brings the child as close as possible to the level of monologue speech that he will need to move to a new leader (educational) activities.

Learning to compose a creative story is carried out subject to the formation of certain skills of coherent detailed statements in children

Learning to retell

A significant place is given to the formation of retelling skills works of art... The choice of works for retelling is important. Preference is given to texts with such compositional and plot features as the presence of episodes of the same type, or repetitive plot points, a clear logical sequence of events ( "Turnip", "Kolobok", "The Man and the Bear" The volume of the text, the availability of lexical and grammatical material must be taken into account.

Retelling can be carried out both based on illustrative material, and using a picture-graphic plan;

When retelling the reference schemes, models are used that are created in accordance with the text.

The use of mnemonics for the development of monologue speech of preschoolers is currently becoming relevant.

In her work on the development of dialogical speech, she began to use an interesting form of work on interacting with parents and developing the speech of children. Parents are given homework read and discuss the necessary work with the children for a week. On a certain day, a conversation is held on what was read. Children answer questions about the content, talk briefly about the plot, their experiences. After the discussion, the cartoon is watched according to the read work and again there is a discussion in which the children must identify the differences between the read text and the cartoon. After the lesson, children willingly share their impressions for a long time.

This form of work helps to find common topics for discussion, contributes to the enrichment of the lexical dictionary, the development of dialogue.

Promotes the ability of children to conduct a conversation, answer questions with detailed answers. To be able to listen to the statements of others and tactfully correct mistakes, supplement answers, make your own explanations.

Thus, systematic work on the formation of coherent speech in children using non-traditional techniques and methods, didactic games and exercises, entertaining material, visual aids, joint work with the parents of the pupils gives its positive results.

Teaching children to speak coherently.

It is noticed that often our children have difficulty understanding the material, cannot retell it, cannot find the right word, do not build sentences correctly, are ashamed of their speech, speak quietly, indistinctly, hastily. It is very important for us to teach the future student to speak independently on various topics.

Coherent speech is the main main indicator mental development and the general outlook of preschoolers, a means of communication with peers, as well as a necessary condition for successful learning in the future. It is very important for us to teach the child to express his thoughts accurately, competently and consistently, to highlight the main thing in his statement.

Coherent speech is a detailed, coherent, independent statement of a child on a specific topic. This should be taught at home, in kindergarten classes, in your free time. For a preschooler to have a broad outlook, it is useful to tell him a lot, read educational books, encyclopedias, poetry.

A rich vocabulary is the main base for the formation of coherent speech in our children. We enrich the child's dictionary with new vocabulary, explain each new word and enter it into the active dictionary. We exercise him in the correct pronunciation of words, phrases and sentences:

We teach children to clearly, correctly name objects, object pictures "what is this?", With the correct answer, the child takes the picture for himself.

"Explainers" - explain what it is? (Waterfall - water falls from the mountain).

"Say the opposite" (above - below, soft - hard).

"We will select beautiful words about our kitty: what is she like? "(fluffy, funny, fast, smart)

"What flies, crawls, walks, rides?" We pay attention to the variety of words, we select synonyms: run - rush, odorous - fragrant.

Game - competition: "Who will remember and come up with more related words?" (bread - bread - bread - baker).

"Who lives where?", "Whose children?"

"Learn the subject by description" (redhead, fast, small, dexterous).

"Name 4-5 pictures on a certain topic" (furniture, dishes).

It is imperative to train children in inflection and word formation:

what is the name of the bean soup? (bean). "Whose head, whose tail?" (cow, cow).

Word games develop, shape the thinking and speech of children in an accessible, entertaining way. They are held with the family, in kindergarten, in their free time as recreation, as entertainment.

In lexical games, we teach children to classify objects, highlight essential features (color, shape, size, quality), group objects by material and purpose, teach to establish simple connections, compare objects, natural phenomena, actions. In verbal games, the child learns to be attentive, active, develops curiosity, auditory attention, and ingenuity.

The next stage of work on a coherent speech is the formation of the child's skills for the correct construction of sentences. The grammatical structure of speech is an indicator of the child's mental development and a means of forming coherent speech. Children who do not have a grammatical structure of speech find it difficult to express their thoughts, master reading skills worse, solve problems with difficulty, are passive in the classroom, and have difficulty communicating with peers. In order for children to study well and be able to express their thoughts on their own, it is necessary to teach them to use simple and common sentences in learning activities and in free speech. We teach children to answer our questions in full sentences from 3 to 4 years old.

"Say it right", "Repeat after me" (The bus is driving along the road).

"Which word escaped?" (Alyosha ate ...).

"Finish my sentence" (Now you and I will go ...)

"Fix Dunno" (The car is driving along the river).

"What are the items made of?" (tell us about the wooden ones).

Why do you need to brush your teeth every day? Why was the dump truck called a dump truck? Because it dumps loads itself.

Game "One - many" (tree - trees; table - tables).

Preschoolers have to answer different questions: where? why? when? with whom? which? why? and practice themselves in posing questions using pictures and life situations: "Ask me" (about the weather, ask me about dad).

It is necessary to pay attention to the use of prepositions by children in speech (in, on, under, near, about, because of). Children love to play the game "Where is the object hidden?"

In order for a child to use sentences in everyday life, it is necessary to specially train him to speak a lot, tell stories, express his opinion, memorize poems, riddles, proverbs. We need to teach how to use simple and common sentences.

In order for the child to learn to express himself consistently, it is necessary to exercise him in composing a variety of stories. The child is offered useful and interesting types of work:

"Let's compare two objects", how are they similar, how are they different? (cucumber - tomato; plane - swallow).

"Let's describe a toy, an object" (What car? What parts does it consist of?).

“What did you see in three seconds?”, The child must remember and tell about what he saw.

Arrange the plot pictures in order, come up with a story.

Take away the extra picture, name the story.

Drawing up a story based on a plot picture, or a series of pictures according to a given plan.

Coming up with a story according to the scheme.

"Funny things" (let's think of a funny sentence or story about an asterisk, about a leaf).

The adult begins the story and the child finishes.

The game "Fix me", the adult tells the wrong story, the child corrects.

An adult and a child make up dialogues on a specific topic.

Coming up with joint stories on fantasy themes ("If you were a flower, an airplane?", "What would happen if it rained all the time?").

Coming up with your own fairy tale on a given topic, or free at the request of the child. Games that develop descriptive speech are useful:

"What can a raspberry, a book, a bus tell about itself" (I am a delicious berry, I grow on bushes, I am juicy, sweet, they make juice and make jam from me).

"Guess" find out the subject by the description.

"Fables".

"My favorite animal".

"Our good and bad deeds."

"How do animals move?"

With the systematic use of various lexical games, children learn to think independently, speak clearly, make decisions, quickly and correctly select the right words, observe the word, observe the speech and actions of their friends, actively use the knowledge gained in life, which will help them to successfully study at school establish good relationships with peers.

Retellings of interesting episodes, stories, the whole fairy tale, cartoons are useful. It is necessary to include materials on ethical topics with an assessment of events, behavior of children. It is necessary to observe changes in nature, to find good and bad in the surrounding world.

It is useful to remember that in order to form a coherent speech, it is necessary to talk a lot with children, diversify their lives, saturate them with new impressions, information about different aspects of the surrounding reality and devote time for special classes.