The role of fiction in the development of coherent speech in children of senior preschool age
The article provides an analysis of the results of diagnosing the level of formation of coherent speech in children of senior preschool age. Since fiction is accessible to the understanding of children older than preschool age, at the formative stage, thematic planning for the month was developed based on a model of a set of activities for the development of coherent speech.
Key words : speech, fiction, older preschoolers, coherent speech, fiction, speech development.
In accordance with the Federal State Educational Standard for Preschool Education and the “Concept of Preschool Education,” the basis of education and training in preschool childhood is speech acquisition. This document notes that preschool childhood is especially sensitive to speech acquisition, and if a certain level of mastery of the native language is not achieved by 5–6 years, then this path, as a rule, cannot be successfully completed at later age stages.
The purpose of the study is to theoretically substantiate and practically prove the effectiveness of developing coherent speech through fiction.
40 children of senior preschool age took part in the study (20 experimental, 20 control group).
To determine the role of fiction in the development of coherent speech in children of senior preschool age, we carried out experimental work, which consisted of three stages:
1. Ascertaining stage.
Purpose: to determine the level of development of coherent speech in preschool children.
To diagnose coherent speech in preschool children, we used the technique of V. N. Makarova [3, p. 6].
he Task: retell the text in as much detail as possible. The examination revealed the children’s ability to retell an unfamiliar text (V. Suteev’s story “Under the Mushroom”).
Rice. 1. Distribution of indicators by level of text reproduction among older preschoolers at the ascertaining stage of the experiment
Based on the survey results, in the experimental group 5% (1 child) of preschoolers were identified with a high level of figurative text reproduction, while in the control group 15% (3 children) were identified. A group of preschool children from the experimental group (4 people) and 10% of preschool children from the control group (2 people) were identified who did not cope with the task and were unable to independently reproduce the text. 75% of preschoolers in the experimental and control groups (15 people) completed the task at an average level: the experimenter’s help and leading questions contributed to the reproduction of the text, the children were able to formulate the main idea only the second time.
As a result, it was revealed that 20% of preschoolers in the experimental group (4 people) and 10% of preschoolers in the control group (2 people) found it difficult to reproduce the text and had difficulty formulating the meaning of the text.
From the analysis of the results it is clear that there is an inability to convey content due to an insufficient, poor vocabulary. Independent utterances are characterized by unnecessary pauses, conversational cliches, and distortion of the sound structure of words.
Children found it difficult to compose a story, even if they had stimulus pictures; many needed help from adults in the form of leading questions and word prompts.
Analysis of the results indicates the following errors in children: when moving from one part to another, there was no connecting element, a sharp jump. Multiple agrammatisms were observed in the narrative.
All children partially composed a story of 3 parts; unintentional expansions or contractions of the plot were noted. When composing a story, children mainly use simple sentences and form them incorrectly.
The results of the study of older preschoolers allowed us to develop and test classes on the development of coherent speech through fiction.
2. Formative stage.
Goal: development of coherent speech through fiction in older preschoolers.
In the second paragraph of the second chapter (the formative stage of the study), we described the stages of the formation of coherent speech in older preschoolers through fiction.
The development of coherent speech in older preschoolers was carried out through reading and discussing such classical works as:
“The Scarlet Flower” by S. Aksakov, Russian folk tales “The Snow Maiden” and “Nikita Kozhemyaka”, “The Mysterious Disappearance of the Goose” by V. Suteev, “Fox Bread” by M. Prishvin, “Four Wishes” by K. Ushinsky.
Thus, when studying fiction, children learned:
- build your statements coherently;
– use figurative language;
– replenished and developed vocabulary.
3. Control stage.
Purpose: to determine the dynamics in the development of coherent speech in preschoolers after the formative stage through fiction. At this stage, we described the results of a study conducted using the same method by V. N. Makarova.
Rice. 2. Distribution of indicators by level of text reproduction among older preschoolers at the control stage of the experiment
From the analysis of the results, it is clear that preschoolers in the experimental group have an increase in their ability to reproduce the content of the text they heard. The number of children who were able to independently formulate the main idea of a text and easily reproduce the text they had listened to increased by 25% in the experimental group and by 15% in the control group.
There were no children left who could not cope with the task, which indicates positive dynamics and correctly chosen corrective measures.
The number of children with an average level in the control and experimental groups decreased by 5%.
Thus, having examined 2 samples of preschoolers, we came to the following conclusions: in the experimental group, the dynamics of the development of coherent speech are better, they have a decrease in the number of logical errors, there is no “getting stuck” on minor details, the main events come to the fore of the narrative when composing a story based on a series of plot paintings.
Thus, the results of the control experiment indicate positive dynamics.
Literature:
- Alekseeva M. M., Yashina V. I. Methods of speech development and teaching the native language of preschoolers: Textbook. aid for students avg. ped. textbook Establishments / M. M. Alekseeva, V. I. Yashina. - M.: Academy, 2017. - 400c.
- Gerbova V.V. Lesson on speech development in the senior group of kindergarten / V.V. Gerbova. - M.: Svet, 20144. - 94 p.
- Makarova V. N., Stavtseva E. A., Edakova M. N. Diagnosis of speech development in preschool children: Methodological manual / V. N. Makarova, E. A. Stavtseva, M. N. Edakova. - M.: Pedagogical Society of Russia, 2014. - 80 p.
- Ushakova O.S., Strunina E. Methods for identifying the level of speech development of children. - M.: Education, 2015. - 200 p.
- Fedorenko L. P., Fomicheva G. A., Lotarev V. K. Methods of speech development for preschool children / L. P. Fedorenko, G. A. Fomicheva, V. K. Lotarev. - M.: Academy, 2013. - 90 p.
Development of speech and verbal communication in children through works of fiction
Municipal budgetary preschool educational institution "Kindergarten No. 16 of Krasnoarmeysk, Saratov Region"
TEACHING COUNCIL
“Development of speech and verbal communication of children through works of fiction” Goal:
Fulfillment of the annual task: to determine the effectiveness of educational work in preschool educational institutions on the development of speech and verbal communication of children through works of fiction.
Preparation for the teachers' meeting
1. Deputy head.
according to VMR Gerasimova I.V. conduct a thematic control in the senior and preparatory groups “Organization of work to introduce children to fiction”, Preparation of a certificate based on the results of the thematic test. 2. Prepare material about illustrators and writers. – educators Savelyeva G.I. Poloneichik A.V. 3. Prepare proverbs about books and reading. — educators Vasilyeva T.A., Vislova I.A. 4. Chernova N.N., Vislova E.P. prepare a business game scenario on the topic of the annual task, necessary materials and equipment. Plan for holding a teachers' meeting:
Part one. 1. Speech-address of the head of the preschool educational institution to the participants of the teachers' council. 2. Results of the thematic audit on the topic “Organization of work to introduce children to fiction.” - Deputy Head of MBDOU No. 16. 3. Speech about illustrators and writers (Savelyeva T.A., Poloneichik A.V.) 4. Proverbs about books and reading (Vasilieva T.A., Vislova I.A.)
Second part. Business game “Connoisseurs of children's fiction.” The third part. Summing up the results of the teachers' meeting. Progress of the teachers' council.
First part. Speech by the head on the significance of the annual task - the theme of the pedagogical council.
Today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity.
Audio and video technology, which provides ready-made auditory and visual images and influences people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading and effort of thought. Therefore, modern children prefer watching TV and computer games to books. But fiction plays a big role in a person’s personal development. Entering a person’s life in early childhood, literature gradually creates a circle of his moral judgments and ideas. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Its educational, cognitive and aesthetic significance is also enormous, because by expanding the child’s knowledge of the world around him, it influences his personality and develops the ability to subtly sense the imagery and rhythm of his native speech. A book should enter a child’s world as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the enormous literary heritage will be based on the foundation that is laid in preschool age. According to scientists, the 21st century will be a century of new values, where capital will not be money, land, tools and means of production, but knowledge, possession of information and the ability to manage it. In order for a modern child to be prepared for life, it is necessary to instill in children a love of the literary word, respect for books, and raise a literate reader. For the first time, reading is highlighted as an independent type of basic educational activity in the system of organizing the life of a child in kindergarten. The content of the educational field “Artistic and Aesthetic Development” is aimed at achieving the goal of developing interest and the need for reading (perception) of books through solving the following tasks: • forming a holistic picture of the world, including primary value ideas; development of literary speech; • introduction to verbal art, including the development of artistic perception of aesthetic taste. At the same time, work to introduce children to reading fiction is based on the principle of integration with other educational areas. Second part. Business game for educators.
"Connoisseurs of Children's Fiction." Goal: • to improve the professional level of teachers, to intensify the use of oral folk art in working with children;
• develop the communication skills of teachers, the ability to work in a team. • unleash the creative potential of each teacher. The players are divided into 3 teams: Progress of the game:
Dear colleagues, today I invite you to play, and, as you know, you can learn a lot of new, necessary and interesting things from the game.
Children's love for fairy tales and fiction is well known, so the teacher needs to have a wealth of knowledge on this issue. Today we will deal with the acquisition of new and development of old luggage. I represent the teams. You will have to go through a number of difficult tests, I think that for you, experts in your field, it will not be difficult, but I still wish you good luck! Before you start, listen to the rules. There are signal flags on your tables. If you know the answer, you must first check the box and then answer. For failure to follow the rules, you lose points, which automatically go to your opponents. Whoever is faster will score more points. This type of answer is effective in general competition. If the answer is addressed specifically to the team, then it answers immediately (if the answer is ready) or thinks for 1 minute. If after 1 minute a team does not know the answer, then the other team has a chance to earn a point by correctly answering the opponents' question. But both teams have the right to respond only after raising the flag. Points are represented in the form of chips. Is everything clear to the teams?……Then let’s get started. Warm-up
: Invite teams to name in one word 1. A figurative, short saying that aptly defines a phenomenon (proverb) 2. A short story, most often poetic, of allegorical content with a moral conclusion (fable) 3. Oral folk art.
A song-story based on real events (epic) 4. The main type of oral folk art, an artistic narrative of a fantastic, adventure or everyday nature (fairy tale) 5. A short, funny story with a witty ending on a topical topic (anecdote) 6. Oral folk art , folk wisdom (folklore) 7. A small lyrical work intended for vocal performance (song) 8. A type of oral folk art, a question or task that requires a solution (riddle) 9. A short expressive saying that has an instructive meaning (proverb 10. Short of 2 or 4 lines, a chorus at a fast tempo, often accompanied by a dance (ditty) 11. “The car was driving through a dark forest, For some kind of interest. Katya, Katyukha, saddled the rooster, and the rooster neighed and ran to the market" (Rhyme) 13. "A village was driving past a peasant, suddenly the gate barked from under the gate" (Tale.) 14. "There is grass in the yard - there is firewood on the grass "(Tongue twister) Participants must remember the name of the fairy tale. — About a mother of many children. (“A wolf and seven kids.”) — About the veterinarian. (“Doctor Aibolit.”) - About the hostel for animals. (“Teremok.”) - About a bakery product. (“Kolobok.”) - About a wooden boy. (“Pinocchio.”) - About a hardworking girl. (“Cinderella.”) Task 1.
Which age group corresponds to the following tasks in fiction: compiled on the basis of the “Program of education and training in kindergarten” edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.
— Maintain attention and interest in the word in a literary work. Explain how important drawings are in a book; show how much interesting things can be learned by carefully looking at book illustrations. Introduce books designed by Yu. Vasnetsov, E. Rachev, E. Charushin. (In the middle group.) - Accustom children to listen to folk songs, fairy tales, and original works. Accompany reading by showing toys, pictures on flannelograph, tabletop theater characters and other visual aids, as well as teach listening to a work of art without visual accompaniment. (In the first junior group.) - Develop the ability to listen to new fairy tales, stories, poems, follow the development of the action, and empathize with the heroes of the work. With the help of the teacher, stage and dramatize short excerpts from folk tales. Teach children to recite nursery rhymes and short poems by heart. (In the second younger group.) - Draw children’s attention to visual and expressive means (figurative words and expressions, epithets, comparisons, help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word. Help children explain the main differences between literary genres: fairy tales , a story, a poem. (In a preparatory group for school.) - Encourage them to talk about their attitude to a specific act of a literary character. Help children understand the hidden motives of the behavior of the heroes of the work. Teach them to listen to the rhythm and melody of a poetic text. Help them read expressively, with natural intonations poems, participate in reading the text by role, in dramatizations. (In the older group) Task 2.
For working with children of what age group the following works are used: 1. A. Barto. “Toys”, “Turnip”, “Kolobok”, “ Teremok", "Magpie Belobok", K. Chukovsky. "Chicken", S. Marshak "The Tale of the Stupid Mouse" (1st junior group) 2. Z. Alexandrova "My Bear", A. Barto "Roarer Girl" , S. Marshak “Mustache-striped”, “The Cockerel and the Bean Seed”, “Masha and the Bear”, “Dereza Goat”, “Visiting the Sun”, E. Charushin “Wolf” (2nd youngest) 3. “A fox with a rolling pin”, “Geese-Swans”, “Two greedy bear cubs”, “Wintermovie”, Y. Taits “For mushrooms”, K. Chukovsky “Fedorino’s grief”, Alexandrova “Wind on the river”, “Dandelion”.
(medium) 4. N. Nosov “Living Hat”, “Ayoga”, “Havroshechka”, “Silver Hoof”, H.K. Andersen “The Ugly Duckling”, “The Tale of Tsar Saltan”, “Sleeping Beauty” (preparatory) Task 3
Name the author of the work: 1. “The Adventures of Cippolino” (D. Rodari) 2. “The Adventures of Dunno and His Friends” (N. Nosov) 3. “The Wizard of the Emerald City” (A. Volkov) 4. “The Seven-Flower Flower” (V. Kataev)
Task 4
Who can name more children's works of art written by K.I.
Chukovsky in 1 minute 1. Aibolit 2. Barmaley 3. Stolen Sun 4. Crocodile 5. Moidodyr 6. Tsokotukha Fly 7. Let's defeat Barmaley 8. The Adventures of Bibigon 9. Confusion 10. Kingdom of Dogs 11. Cockroach 12. Telephone 13. Toptygin and Fox 14. Fedorino grief 15. Miracle tree. Task 5.
Determine the name of the work of art and its author based on the proposed passage: 1. ...Well, you see, lay people, Orthodox Christians, Our daring fellow has crept into the palace;
He serves at the royal stables And he does not bother at all about his brothers and father In the sovereign's palace... (P.P. Ershov “The Little Humpbacked Horse”) 2... The troops march day and night; They become unbearable. No massacre, no camp, no burial mound. Now the eighth day has passed, the king brings the army to the mountains, and between the high mountains he sees a silk tent... (A.S. Pushkin. “The Tale of the Golden Cockerel”) 3... The hat crawled into the middle of the room and stopped. The guys look at her and shake with fear. Then she turned and crawled towards the sofa. (N. Nosov. “Living Hat”) 4. I was left alone with the porridge. Salted it. I tried it - well, it’s impossible to eat! Then I sprinkled it with sugar and tried it. It got even worse. Then I remembered that we have horseradish. I took and poured the whole jar into the porridge, and when I tried it, my eyes started to pop out of my head, and I probably lost consciousness, then I took the plate and quickly threw the porridge out the window onto the street... . (V. Dragunsky. “The secret becomes apparent”) Task 6
Homework.
Auction of proverbs. Who knows more proverbs about books and reading. Summing up the business game. The third part. Summing up the results of the teachers' meeting.
Thus, if the book takes a primary place in the educational process of the kindergarten, then the child will learn not just to read the book, but also to relate it to his own affairs, thoughts and actions. This is the main task of education by reading, education by books. In Rus', a book was usually compared to a key that opens doors to the treasures of wisdom, or to a staircase leading to the heights of education.
