Creative storytelling in kindergarten

In kindergarten, the teacher has the opportunity to use a wide variety of ways to teach coherent speech, but the main one is storytelling.

Typically, the following types of storytelling are distinguished:

examination and description of toys and objects;
storytelling based on the picture using leading questions;
independently compiling stories from pictures;
inventing continuations of stories or telling about what preceded them;
talking about something from personal experience.

Teaching children creative storytelling begins with the preparatory work described above, which contributes to the acquisition of speech skills and helps them independently choose the development of the plot. Children learn to build subject-logical connections, a certain composition, and select the right words.

Creative storytelling

Creative storytelling is usually understood as storytelling based on proposed plots. In creative stories, children are asked to describe fictitious situations that did not actually happen. Children independently come up with fairy tales or stories, choosing the necessary images and situations within the framework of the topic given by the teacher.

The method of teaching preschoolers creative storytelling includes composing a creative story, when starting which children can be guided by:

On real objects or pictures (What will happen next in the picture? What story can happen with toy animals?).
For verbal instructions (write a story about how a puppy helped a kitten).

It is advisable to invite children to divide the story into two parts: first, talk about what actually exists, and then fantasize or remember something.

Children in the middle group are taught to correctly retell stories and fairy tales they have heard, and accurately describe objects and natural objects.

Children in the older group learn to compare objects with each other, tell stories from memory, compose stories from pictures, showing their imagination.

Essays-stories from the imagination. Teaching Techniques

To teach children creative storytelling, you need to clearly explain to them what the word “make up” means. The following tools will help:

comparison of fictitious and real stories of children on the same topic;
introducing an invented detail or situation into a story from personal experience.

Creative storytelling in kindergarten includes methods that help develop imagination:

Before completing the task, the teacher offers different options for the events of one story, then the children, based on the proposed situations, come up with their own.
Children complete the story that the teacher begins to tell; at the same time, the proposed situation should be “open” to various endings.
The characters in the story are given a voice - direct speech is included.
The story is told in relation to the author's face - a boy or a girl.

By developing a child’s speech, adults thereby develop his thinking.

So that children can understand the meaning of the story that they need to tell, the teacher helps them navigate the system of relationships that have developed in it:

location (where does it take place?);
time (when?);
characters' goals (why are they doing anything?);
order of events (what comes next?);
analysis of causes and consequences (why does one thing lead to another?).

When the content becomes clear, the teacher invites the children to come up with a story according to a given pattern or plan.

A sample story is understood as a generalized description of an object or event that is accessible to children. Sometimes a “partial” sample is enough: when the beginning and end of the story are suggested. This technique is used to reinforce storytelling skills, as well as to show possible creative options.

The plan usually consists of two or three leading questions that determine the content of the story and the sequence of events. A plan helps solve a creative problem by providing food for imagination and thinking.

Creative storytelling in the preparatory group can also rely on modeling. A diagram is used as a model, which reflects the structure of the selected object and notes its most important qualities.

Most often, a circle consisting of three parts is used as a model: the beginning of the story, the main part and the conclusion. The model can be used to demonstrate the structure of the text proposed for the story, and subsequently as a visual aid when composing your own story.

Storytelling based on the proposed plots in a preparatory group for school

Teaching creative storytelling based on a proposed plot is a difficult stage in the formation of coherent monologue speech.

The “Kindergarten Education Program” defines the main learning objectives: children, within the framework of the proposed plot, learn to come up with a plot, course of events and denouement, describe the place and time of the action, follow the logic of plot development, truthfully depict reality in stories on realistic themes, emotionally convey the experiences of the characters persons

The writing of fairy tales and stories in the “Program” is considered as a manifestation of children’s independent artistic activity.

One of the important methodological issues in teaching creative storytelling is the question of choosing plots. The plot can be approved if it makes children want to come up with a story, a fairy tale with a clear compositional structure, including elementary descriptions, if it corresponds to the child’s experience, the level of his speech development, affects moral and aesthetic feelings, activates the imagination, deepens interest in speech activity.

Plots for inventing realistic stories cover the area of children's games and entertainment, for example: “Seryozha was given a new toy”, “Lyuda and Sveta are playing at school”, “Galya is learning to skate”, “Yura and Masha are launching boats in the spring”, “Ira with Vova is watching a funny cartoon on TV.” A number of plots focus on inventing stories with moral and ethical content: “Why did the grandmother say thank you to her grandson,” “Vera is my mother’s assistant,” “Lucy came to the aid of her younger brother,” “Ira and Sveta are good friends,” “Who taught Katya cross the street,” “Slavik has become a new resident.” Some stories reflect children’s interest in the animal world, in nature: “Seryozha took his puppy for a walk,” “Vera helps her grandmother take care of the hen and chicks,” “Grisha and the guys went into the forest to pick mushrooms,” “Funny adventures of the red kitten.”

In methodological literature, great attention has always been paid to the development of plots for children's stories, for example, E. I. Tikheyeva formulated a number of specific topics and, on their basis, outlined the main directions for developing plots: “Vanya almost drowned,” “Katya broke a doll,” “Adventures on skating rink”, “How children sculpted a snow woman”, “The case of the boy who was sent to put a letter in a box”, “Children are looking for a missing kitten”. O. I. Solovyova in her works proposed the following topics for creative storytelling: “How Seryozha helped Natasha,” “How Vanya went to the forest with his dad,” “How Katya got lost in the zoo.”

In classes, preschoolers learn to show creative initiative and imagination within the framework of a realistic story. Children actively use accumulated knowledge, ideas, and images in order to develop imaginary events or actions in stories based on them. According to the plots, children come up with stories not only with one hero, but also with several characters. The presence of two or three characters provides, in particular, a basis for introducing dialogue into the description.

Preschoolers compose fairy tales in which their favorite toys act - bunnies, bear cubs, nesting dolls, dolls, etc. During classes, the teacher should use various techniques (questions, instructions, exercises, assessment, use of speech samples) to ensure a meaningful and emotionally interested perception of the plot, as well as educational speech tasks; encourage children to pre-think their answers; lead the storytelling process, analyze and evaluate stories.

The methodology of classes conducted in the initial period of education, when children are just beginning to accumulate experience in creative storytelling, cannot but differ from the methodology of classes conducted later, especially in the final period of education, when preschoolers, to a certain extent, have already mastered the ability to invent stories and fairy tales .

At the very beginning of training, it is advisable to use a speech model, by analogy with which children will be able to more confidently come up with stories based on the proposed plot. It is also recommended to use the technique of joint actions - the direct participation of the teacher helps the child to better cope with the creative task. Questions, directions, assessments, and other teaching techniques should be used more fully in all classes.

At the beginning of the school year, during a creative storytelling lesson, children can be given the story “Seryozha was given a new toy.”

Progress of the lesson.

The teacher first talks with the children about the joy gifts bring and invites them to listen to the story “Yura was given a new toy”: “Yura was given a toy bus on his birthday. The bus was blue, with blue doors that opened. The bus had a cabin for the driver and comfortable seats for passengers. Yura put Cipollino in the cab: he became a bus driver. The passengers were Doctor Aibolit, Parsley, Pinocchio, and Thumbelina. Yura came up with names for the bus stops: “Zoo”, “Bear Circus”, “Merry Carousel”. Doctor Aibolit always went to the Zoo stop. There he treated animals. Yura was interested in playing with his new toy.”

Next, the teacher turns to the children with the question “What did you learn from the story?” After listening to the answers, the teacher asks to remember what exactly was said about the toy bus (one of the children reproduces the description of the toy) and about play actions with it (the children remember the second part of the story). At the end of the conversation, the teacher makes a conclusion: the story spoke in detail about the new toy and how they played with it (the word is emphasized in detail in intonation). Continuing the lesson, the teacher reports that the children must now come up with a story themselves, which is called “Seryozha was given a new toy.” Then the teacher specifies the task: “Think about what kind of toy they could give to Seryozha for his birthday.” (Children name various toys.) “In your speeches,” the teacher continues, “you will tell in detail about Seryozha’s new toy, how he began to play with it. Try to think about the whole story from beginning to end.”

After some time allotted for thinking, the teacher calls one of the children. The teacher listens carefully and interestedly to his speech, comes to his aid in case of difficulties, tactfully corrects mistakes, then, involving all the children, analyzes and evaluates the story he listened to (whether the child was able to follow the intended plan, advice and instructions, how he used the exact words and phrases etc.). During the lesson there is an opportunity to listen to several speeches.

Techniques that activate the speech activity of preschoolers include jointly composing stories with the teacher on a chosen plot: the teacher begins to reveal the topic, the children continue and finish. The method of joint actions greatly facilitates the solution of a creative speech task, THEREFORE it is more often used in the initial period of teaching storytelling, as well as in cases where new, complicated speech tasks are put forward.

The teacher brings the story to the beginning of the action, preschoolers continue and develop the plot to the denouement. The teacher’s story serves as a speech model for them, which they adhere to throughout their work.

The method of joint actions in creative storytelling classes should be combined with questions, instructions, explanations, etc. So, for example, when working together with children on the plot “How Nadya lost and found her mitten,” the teacher can begin the story as follows: “Grandmother knitted Nadya mittens. The mittens are blue with white stripes. Nadya tried on the new mittens: they fit her just right. “Thank you, grandma,” said Nadya. Nadya got ready to go for a walk. I put on new mittens. And what happened next, you will tell yourself.”

Switching the children to continue the story, the teacher informs them of the plan that should be followed: “What was Nadya doing during the walk? How did it happen that she lost her mitten? How did she look for her? Who helped her find the mitten? The guys come up with various options for further events. It is advisable for children to hear from the teacher himself the continuation of the story and its ending.

Using a variety of methodological techniques, the teacher activates children's memory and imagination, ensuring that children compose meaningful and emotionally expressive stories based on the proposed plot.

Let's give an example of one lesson.

Progress of the lesson.

First, the teacher addresses the group: “Children, today you will learn to invent a story about Seryozha and his puppy. Let's call the story like this: “Seryozha took his puppy for a walk.” As we can see, the teacher clearly sets a specific task for the children: to learn to come up with a story. He then tells the plot of the story and introduces the main characters. When explaining the task, the teacher speaks clearly, meaningfully, and concisely.

At the next stage, the teacher focuses the children’s attention on describing the character he has identified: “Before you start coming up with the whole story, try to first imagine Serezha’s puppy. What could he be like? Think it over and tell me." With the help of such exercises, the teacher activates children's imagination and prepares preschoolers to use descriptive elements in stories.

After listening to all the speeches, the teacher offers his own story: “Seryozha’s puppy was all black. Like a coal. He was shaggy. The puppy had long floppy ears. He would have a short ponytail. Serezhin’s puppy was very funny and cheerful. Children compare their descriptions with a speech model and get the opportunity to follow his example in the process of completing a creative task. After this, the teacher switches them to the perception of the story plan: “You managed to describe Serezha’s puppy. Now listen to what needs to be said at the beginning of the story, in the middle and at the end. First, you need to tell in detail what kind of puppy Serezha had, then say what was interesting on the walk when the boy was walking with his puppy, and at the end tell how Serezha’s walk ended. Lena, please repeat what you need to talk about.” The called child managed to reproduce the plan: “We will talk about Seryozha and his puppy: what kind of puppy Seryozha had, how he played with it on a walk, what happened to the puppy, how the walk with the puppy ended.”

Thus, the process of preparing for storytelling emotionally captures children and becomes a creative endeavor for them. After finishing work on the plan, the teacher addresses the group: “Start coming up with a story. Think it through from start to finish.” These instructions end the explanatory part of the lesson. The remaining time is spent listening to children's stories.

As practice has shown, children's stories can be meaningful, consistent, and concise. Throughout the entire lesson, children retain the plot of the story and its plan in memory, without the need for reminders or prompts.

The speech activity of preschoolers is productive due to the fact that the teacher clearly and clearly conveys educational tasks to the children, skillfully increases the children’s activity during the period of preparation for storytelling, and teaches them to realize creative ideas in speech.

Let's move on to a more detailed consideration of the basic requirements for the methodology of creative storytelling classes. Teacher questions play an important role in the learning process. They help children more vividly and more concretely imagine the imaginary events and actions that they have to talk about. Creative speech tasks used in preparation for storytelling, along with other mental processes, also activate the processes of imagination, which is very important, since if the child does not rely on specific images created by the imagination, he talks superficially and schematically.

The teacher teaches children to come up with stories that are specific to life. For example, he planned to invite children to come up with a story about an incident during an ice drift. How should preschoolers be prepared for this topic?

At the beginning of the lesson, the teacher, trying to interest the children in a new story, conducts a conversation with them. “Try to imagine ice drifting on the river,” he says. — What can you see on the river during ice drift? What to hear? The children begin to animatedly share their observations: “You can see how the ice floes are breaking into pieces; how they rush along the river; like ice floes breaking against each other. You can hear the cracking of ice floes; when the icebreaker is moving, you can hear the hum of the engine,” etc. The teacher approves of the children’s statements and complements them: “The ice floes collide with each other, break apart with a roar and crack; ice floes break off and crumble; they turn over in the water; some ice floes are creeping onto others,” etc. If during the conversation the guys vividly imagined a picture of the ice drift, then when telling the story they will certainly dwell on its description.

So, with the help of meaningful questions, the teacher activates the memory, thinking, speech and imagination of children, preparing them for creative activity.

In storytelling classes, questions proposed in the form of a plan for the story play an important role.

The teacher introduces the plan to the children after they become aware of the plot and theme of the story. The plan is communicated in an accessible form (the term “plan” itself is not used). At the same time, the teacher focuses the children’s attention on the key points of the story, on the logical sequence of presentation, on the connection of individual parts, etc. For example, the children will have to come up with a story about how Grisha and his friends went to the forest to pick mushrooms. During the conversation, they get acquainted with the main points of the plan: “How Grisha was going to the forest to pick mushrooms. What could he talk about with his friends on the way to the forest? How he looked for mushrooms and what kind.

What could have happened to the guys when they were getting ready to go home.”

The teacher discusses one of the points in the plan with the children in more detail. So, he asks them to think about what could have happened when the guys got ready to return home. Children express their assumptions and then, together with the teacher, select the best options: one of the children got lost and everyone was looking for him; someone picked inedible mushrooms instead of edible ones and the others helped him out - they all quickly picked mushrooms for him; The guys helped carry a basket of mushrooms to an old man they met in the forest.

Specifying individual issues in the plan enriches children's stories with vital material and encourages them to search for new storylines.

In order to consolidate the plan of the story in the child’s memory, it is advisable to invite one of the children to repeat its main points. And in the future, when analyzing and evaluating each speech, the teacher needs to pay attention to the extent to which the narrator adhered to the plan and whether he was able to reveal the plan in sufficient detail.

When preschoolers learn to work on the basis of a ready-made plan proposed by the teacher, you can involve them themselves in thinking about the sequence of presentation of a creative story.

During the conversation, the teacher invites the children to think through a plan for presenting the story. They share their thoughts, the teacher notes the most interesting judgments, gives them a laconic form of expression and includes them in the plan (the teacher himself thinks about the sequence of presentation in advance). For example, in a lesson where the children were given the story “Slavik became a new settler,” the teacher involved them in preliminary thinking about the sequence in the story.

With the active participation of the guys, the following plan was drawn up: Slavik drives a car to a new house; Slavik is considering a new house; Slavik helps adults in a new apartment; Slavik leaves his new house for his first walk.

In the process of teaching creative storytelling, it is necessary to create conditions for children to demonstrate greater activity and independence.

E.I. Tikheyeva noted, in particular, that children of senior preschool age are able to learn to compose stories both according to plan and based only on the topic, without preliminary elaboration of it.

In the pre-school group, children can also build their stories based on the image of the main character. Using all available verbal means, they strive to more fully describe the central image and all the circumstances, situations, and actions associated with it.

Let's consider the methodology of the lesson, in which, along with the use of questions and instructions, the teacher characterizes the hero of the story.

At the beginning of the lesson, the teacher offers to come up with a story, for example, about how Vera helped her grandmother take care of a hen and chicks. He not only names the topic, but also introduces the children to the main character: “Vera is six and a half years old. She lives in a big city, and her grandmother lives outside the city. Vera often visits her grandmother with her mom and dad. Vera is a caring granddaughter. She helps her grandmother with everything. When grandma starts washing the dishes, Vera is right there: she begins to wash the plates and cups with her. When grandma starts sewing on a button, Vera threads the needle. Once Vera came to visit her grandmother, and she said: “Our corydalis has hatched chicks. Do you want to look at them? Vera ran to look at the hen and chicks. I saw a hen walking around the yard, and behind her were seven yellow chickens. "Grandmother! I will help you take care of the hen and chicks,” Vera said. How Vera began to take care of the hen and chicks, what happened next—figure it out for yourself.”

The teacher's story captures the children's imagination, as if bringing the hero closer to them. Children learn a lot of interesting things about him, most importantly, they delve into his moral character. Their storytelling experience will be enriched by a new approach to solving creative speech problems.

Exercises play a big role in storytelling classes. Children often find it difficult to start a story, remain silent for a long time, have difficulty finding phrases, and sometimes begin to tell monotonous stories, copying each other. In addition, there are often lengthy introductions to stories, and this distracts the thought from the main thing and overloads the narrator’s speech with insignificant details. Therefore, the teacher should train children in the ability to construct the beginning of a story.

After the children become familiar with the plot and outline of the story, the teacher encourages them to think about the beginning of the story. Children practice and acquire the necessary skills. The teacher approves the best options and himself shows how a meaningful, dynamic beginning of the story is achieved. For example, according to the plot “Grisha and the guys went to pick mushrooms in the forest,” the teacher can begin the story with a conversation between the characters.

“Tomorrow we will go into the forest to pick mushrooms,” the guys told Grisha. “Will you come with us?” - “I’ll go!” - Grisha quickly answered. And in the evening I began to get ready to go into the forest to pick mushrooms.” Or you can start like this: “Grisha came to his grandfather in the forest village for the summer. On the day of his arrival, grandfather gave Grisha a small wicker basket. “With this basket,” said grandfather, “you will go to the forest to pick mushrooms.” Grisha wanted to quickly go into the forest and collect a full basket of mushrooms.”

This use of the sample beginning of a story should not be confused with the technique when the teacher begins to tell the story and the children continue. In the first case, preschoolers practice constructing the beginning of a story as a structural element of the story, learn to find its various options, select the best ones, in the second, children, after hearing the beginning of a story from the teacher, learn to continue the story.

In older preschool age, it is very important for children to develop voluntary speech: the deliberate choice of both the content of the statement and the linguistic means by which this semantic content can be expressed most accurately. The ability to select the best, most suitable option for constructing a phrase or a larger part of the text, as F.A. Sokhin notes, is the essence of arbitrariness, awareness of the construction of a statement (“I can say this, but it’s probably better to say it differently”).

In classes in a preparatory group for school, children, together with their teacher, compose a cycle of short stories united by one character.

For example, a series of stories about meeting a new girl in kindergarten may consist of four parts. Using the material of one story, children learn to describe the appearance of the character; using the material of others, they practice describing imaginary toys, drawings, conveying dialogue, etc.

Let's consider the lesson methodology based on the plot “They meet a new girl in kindergarten.”

Progress of the lesson.

First, the teacher introduces the children to the task: “Today you must come up with four short stories about the girl Lena. We will compose the first story - “Lena comes to kindergarten” together: I will start, and you will continue and finish it.

Listen to the beginning of the story: “Lena and her mother walked quickly to kindergarten. The girl wanted to get there as soon as possible: after all, it was her first time going to kindergarten. At the kindergarten, Lena was warmly greeted by the teacher. Together with her, Lena entered the group room, and then the guys saw the new girl. Tell us what kind of girl the guys saw, what she looked like,” the teacher addresses the group.

Then the teacher offers to listen to the beginning of the second story: “The guys greeted the new girl and asked her name. They started showing her toys. Which toy did Lena like best? Think about it and continue the story.”

After the children have given a description of the toy, the teacher begins the following story: “The guys showed Lena their drawings. They depicted autumn. What could Lena see in the drawings? Tell us about it."

The teacher offers to listen to the following story: “The children asked Lena: “Do you want to see our birds?” - "Want!" - answered the girl. Together with the guys, she approached the cage with the birds. I looked at them. She wanted to know more about the birds. Lena began to ask the guys, and they answered. What did Lena ask? What did the guys answer her? Tell us about it." The children continued the story.

The children's interest in storytelling will increase if in the next lessons they meet with a character they already know. Thus, preschoolers will happily respond to the proposal to come up with new stories about Lena, about how she saw a woodpecker in the forest in the summer, what bouquet of flowers she picked for her mother in a forest clearing, how she picked black and red currants in the garden.

The purpose of one of the classes may be to exercise children in presenting the text from the character’s perspective. At the same time, the child’s creative activity can also manifest itself in the independent development of the plot.

A similar exercise can be done using the following text:

It's boring to sit around doing nothing.

- What should I do, grandma? - asks Ira.

- Help me wash the dishes. I will wash the pots and plates, and you will wash the cups and saucers.

Ira helped her grandmother. And again he asks:

- What should I do? Grandmother advises:

- Try, Ira, find something to do for yourself. Without a hint.

- Where to look? - thinks Ira. - Maybe behind the door? She opened the door and went up the stairs into the courtyard.

He sees: a janitor is using a hose to water the flowers and grass on the lawn.

- Hello! - says Ira; - Help you? I can do it.

“Help,” says the janitor. “You water the grass and flowers, and I’ll sprinkle sand on the paths.”

Ira went from the yard to the street. He sees an old lady he knows pushing a baby in a stroller.

- Hello! - says Ira. - Help you? I love taking kids for rides.

“Help,” said the old woman. “You take my grandson for a ride, and I’ll go to the store for milk.”

Ira walked into the park from the street. He sees a crying baby running.

- Why are you crying? - asks Ira.

“I lost the ball,” he answers. - I can’t find it.

- Let's go look together!

But it’s not easy to find the ball: it’s green. Is it easy to see it in the green grass under the green branches? The boy was very happy when Ira found the ball.

At home, Ira’s grandmother asked what business she had managed to find.

Ira told about everything.

“What did Ira tell her grandmother about and how did she say it?” - the teacher asks the group a question and offers to convey the hero’s speech. At the same time, he points out that Ira could talk about her other actions, and advises her to think about who else the girl took care of, and how kindly she acted.

The children’s performances will reflect the results of intensive work of thought and creative imagination; children will express feelings of sympathy for the hero and approval of good deeds. A storytelling activity will have a deep moral impact on children, encouraging them to be attentive and caring towards adults and each other.

A valuable speech exercise is to construct a story based on a sample given by the teacher, subject to the replacement of descriptive elements in it in accordance with the creative task. For example, in the sample story spring is described, but children are given the task of presenting in the story the actions of the heroes at other times of the year and giving descriptions accordingly.

The following text may be suggested for use in classes:

HOW SPRING CAN JOKE

Olya is walking in the yard, running, jumping. And her brown fur coat remained hanging on the hanger. And a fluffy white hat with long ears lies on the shelf, and mittens lie.

Today Olya wore a blue spring coat instead of a fur coat and a red beret instead of a white downy hat. I left my mittens at home so my hands won’t get cold, the weather is warm today. And tomorrow it will be warm. And the day after tomorrow. Because spring has come!

“For some reason Ira doesn’t come for a long time,” Olya remembered about her friend. “I’ll call her.”

- Ira! Come out for a walk!

...The door at the entrance opened and a girl came out. In a yellow coat, green scarf.

"Who is this? - Olya thinks. - Unfamiliar girl. Not Ira. Ira has a gray coat and a fur hat.”

And the girl is standing, looking at Olya... And suddenly she runs to her!

- Did you call me? - asks.

- I! - Olya answers and laughs. - I did not recognize you. I thought another girl came out. And it's you!

- Do you think I recognized you? - Ira chattered. “I came out and saw some girl standing there, in a blue coat and a red beret. Where do you think Olya is? I looked and looked and found out: it’s you!

The girlfriends laughed: what a joke spring had played!

Before the children listen to the story (it can be repeated twice), the teacher gets the children interested in a creative task - he says that they will have to come up with the story themselves. “Who will it be about? About friends - Ira and Olya. Now I will introduce you to them - I will tell you about one of their walks. This will help you come up with a story about their new walk” - this is how the teacher arouses children’s interest in the lesson and ensures that their attention is focused on the upcoming independent speech activity. Then he reports the text. After listening to the teacher’s story, the children answer the question “Why didn’t the girlfriends immediately recognize each other?” Having found out that everyone understands the reason for the funny incident, the teacher specifies the task set earlier: “How could everything happen in the summer? Imagine the girls' first summer outing. Tell us about a funny incident."

So, using specially developed sample stories, you can consistently train children in a variety of creative speech actions.

In the complex of effective methodological techniques in the classroom, such a methodological technique as instructions is also widely used. They come in different types: tell in detail; think through the entire story from beginning to end; think over the beginning of the story; be sure to talk about this or that; think better about how to end the story, etc.

When teaching creative storytelling using various techniques, children's vocabulary is intensively activated. The teacher draws the attention of preschoolers to those precise and expressive words and phrases that they can use in their narrative. For this purpose, throughout the lesson, especially in the explanatory part, he deliberately introduces previously outlined vocabulary material into his speech. Thus, introducing children to the plot “Slavik became a new settler,” the teacher repeatedly and emphatically pronounces the following words and phrases: housewarming, housewarming, joyful chores of housewarming, housewarming is a festive event. The speech pattern encourages children to pronounce the necessary word combinations and phrases. They quickly remember the accented words and try to introduce them into their story.

N.K. Krupskaya noted the need for repeated perception of verbal material as one of the characteristics of a child: “We... need, when influencing the children, to try not to suppress their initiatives... and to strengthen those learning methods that the children spontaneously learn. Here, for example, is one of the features of children's perception: children have the patience to sometimes listen to one poem 15 times. He has known it by heart for a long time, but he makes him repeat it again and again. Obviously, he needs to somehow master words, their combination.”

The teacher’s task is to teach children to tell stories expressively, figuratively, emotionally, skillfully using available artistic techniques. For example, when working on the plot “Vera helps her grandmother take care of the hen and chickens,” the teacher, with her questions (“How did the girl call the hen and chickens? How did she drive the cat away from the chickens? What did Vera hear when the chickens and chickens ran up to the feed?”) encourages children to onomatopoeia in stories. Or, drawing children's attention to the expressiveness and precision of words with a connotative meaning (for example, chickens), he advises using them in descriptions.

Most of the lesson is devoted to children's stories, and the teacher simultaneously pays attention to those who speak and those who listen. By personal example, he teaches children to listen to stories carefully and with interest: he expresses approval with a smile or a nod of the head; does not interrupt the narrator without reason, gives him the opportunity to speak fully; comes to the rescue if the child has difficulty in something.

The teacher needs to be the kind of listener who notices all the features of the children’s answers. It is advisable to record individual turns of speech of storytellers, fragments of speeches (however, the recording process should not affect the pace of the child’s speech). The recording will help the teacher substantively analyze and evaluate the stories and at the same time show the children how attentive he is to their work.

An essential part of the lesson is the analysis and evaluation of children's stories.

The teacher needs to avoid stereotyped assessments, their vagueness, and superficiality, which reduce the effectiveness of this methodological technique.

In practice, all children's stories are often analyzed at the end of the lesson. This procedure is inappropriate. It is better if the teacher analyzes and evaluates the answer immediately after it is completed. It is in this case that analysis and assessment can be specific: the impressions are still fresh, the listeners retain in their memory the entire story, with its details, speech patterns, phrases, etc. The first answers should be analyzed in the most detailed and detailed manner, since subsequent narrators will take into account the findings conclusions and will cope with the task more successfully and confidently. When evaluating the next story, you need to dwell on what is new that can be noted in it in comparison with the previous one - then the analysis will not be overloaded with the repetition of already noted facts. In each child’s story, the teacher should try to find certain positive aspects (exactly used word, expressive phrase, interesting plot twist, conciseness, etc.) and encourage even the smallest successes of the storyteller.

When analyzing and evaluating stories, it is necessary to take into account the individual characteristics of each child. It happens that the teacher (at the end of the lesson) invites the children to determine whose performance they liked the most. The guys name one of the many stories they heard, and when asked why they liked it, most often they simply retell the plot. This happens because children six or seven years old are not yet able to justify their choice with evidence. Value judgments related to the content and form of stories are undoubtedly very difficult for them. And, of course, it is possible to bring a child to such assessments only by setting clear, specific tasks.

The teacher’s specific, meaningful questions focus the children’s thoughts on the essential aspects of the stories they listened to. For example, the teacher asks why Gali’s performance is interesting. Children note certain points, and the teacher emphasizes the most significant of them and highlights some facts himself. With his questions, the teacher draws the children’s attention to the narrator’s speech, its accuracy and expressiveness: “What do you especially remember from Serezha’s story and why? Why was it interesting to listen to Yura when he talked about the bear cub? You can invite children to remember the beginning of the story they listened to and note its positive aspects, identify the ending, etc.

When comparing two performances, it is recommended to emphasize the uniqueness of each. You should not expect that children will note everything themselves when analyzing and evaluating stories. However, in kindergartens, teachers often only listen to the children’s statements and explain little. The teacher himself needs to highlight the essential points from the speech material and show the children what they should pay attention to when analyzing speeches.

It is advisable to format children's stories in such a way that they can be worked on again, for example, written down to make a book. The texts of these stories (the teacher writes them down) can be illustrated with drawings from the children themselves. Preschoolers love to look at such books, show them to their kids and parents, and ask the teacher to read the stories they have invented again.

In creative storytelling classes, children aged six to seven also learn to make up stories.

M. Koltsova notes that fairy tales written by preschool children are a fusion of what they have learned, heard before, and what they see now: “By telling a fairy tale, a child learns to use previously learned phrases. He uses them here not mechanically, but in new combinations, creating something of his own, new. This is the key to developing the creative abilities of the human mind.”

Inventing fairy tales about toys - dolls, teddy bears, foxes, hares, etc. is accessible and very interesting for preschoolers.

Children of senior preschool age can be offered the following fairy-tale stories: “A bear teaches a bear cub to say thank you,” “They perform at a toy circus,” “Matryoshka dolls staged a fun concert for dolls,” “A crocodile settled on a shelf in a toy closet,” “A hare, a fox.” and the bear wanted to become musicians”, “The little bear and the bunny started a fun game”, “A crane and a dump truck help the dolls build a house”, “The doll goes to the forest to pick mushrooms”, “Thumbelina visiting the dolls”. It is advisable to accompany the invention of fairy tales with a demonstration of toys. This activates the child’s thinking, imagination, and speech activity, and creates the opportunity to realize the influence of artistic and figurative visualization in the work on developing children’s verbal creativity.

Let's take a closer look at the methodology for conducting a lesson using a toy.

Progress of the lesson.

The teacher introduces the children to the topic - to come up with a fairy tale about a doll who wanted to go into the forest to pick mushrooms. “You might be interested to know,” the teacher continues, “in which forest she went to pick mushrooms, what mushrooms she picked, who she met in the forest, who helped her pick up more mushrooms. Look here and you will know everything.” (She shows the following scene: a doll with a basket in her hands approaches the forest (trees from a tabletop theater are placed on the table, there are many different mushrooms under them, a squirrel sits under the Christmas tree near the largest fungus). Children look with interest at the doll, at the forest, at mushrooms, look for the squirrel and guess that it is she who will help the doll.

So that fairy tales are not sketchy (and they are so in cases where children only briefly list the actions of the characters and do not stop at more or less detailed descriptions), the teacher should show with one or two examples how thorough, accurate and figurative it is necessary to talk about seen.
For example, a teacher, with the help of questions, encourages de ⇐ Previous12

Themes of creative stories

Teaching children creative storytelling must be combined with introductory conversations about the rules of behavior. When choosing a topic for stories based on imagination, you need to focus on the main goals and objectives of education, focusing on the ethical actions of fictional characters. At the same time, we should not forget about the accessibility and attractiveness of the chosen topic.

You can also compose poems and fables with your children; come up with riddles and counting rhymes. Children really like them.

The results of children's creativity can be compiled into books and then re-read. You can also include children’s drawings in the books, illustrating their original texts. In general, this opens up a large field for creativity of the teacher himself.

Abstract of the OOD “Compiling a story from the collective experience “How we celebrated the New Year”

Olga Sitnikova

Abstract of the OOD “Compiling a story from the collective experience “How we celebrated the New Year”

OOD: Writing a story from collective experience

“How we celebrated the New Year”

1. Summarize and clarify children’s knowledge about the New Year holiday.

2. Enrich children’s vocabulary through action words, sign words, and practice selecting word combinations.

3. Develop coherent speech, learn to construct a grammatically correct sentence, practice the use of nouns in the instrumental case, the agreement of nouns and adjectives ( drawing up sentences on the topic of the lesson “How we celebrated the New Year ”

4. Strengthen the ability to answer questions based on the story ; describe coniferous trees.

5. To consolidate children’s knowledge about animals of hot and cold countries, wild animals of our forests. Strengthen the ability to classify animals by habitat.

1. Develop auditory and visual attention, perception, memory, speech hearing.

2.Develop personal qualities: activity, curiosity.

3.Develop the prerequisites for learning activities: the ability to listen to an adult and follow his instructions.

4. Develop the ability to select the most interesting and significant things for a story , and find an appropriate form for conveying this content.

5. Develop the ability to perform movements to musical accompaniment.

6. Develop children’s ability to listen to a friend and not interrupt him.

1. Cultivate a sustainable interest in classes, a desire for active activity.

Preliminary work: Examination of illustrations about the celebration of the New Year, reading stories from the book of the jungle "R. Kipling, G. Making riddles on the topic: " New Year "

, d/i
“What grows on the Christmas tree”
,
“Choose a word”
,
“Yes-no”
,
“Whose fur coat is warmer?”
,
“Who lives where”
, conversations
“Amazing Africa”
,
“Animals of the North”
,
“Wild animals of hot countries”
,
“The jungle, what are they like?”
, drawing on a New Year's theme.

Verbal: conversation, collective storytelling story plan , explanation of the speech task, speech sample, supporting questions, speech assessment of children and the teacher, chain story , selection of synonyms.

Visual: looking at illustrations .

Gaming: surprise moment, introduction to an imaginary situation, physical. just a minute

Equipment: drawing of Mowgli, an envelope with a letter, a model of a New Year's tree, cards of wild animals of hot and cold countries, animals of our forests, cards with the image of a snowflake, Christmas tree, sun, outline of the story .