USING MODELING TECHNOLOGY IN THE DEVELOPMENT OF CONNECTED SPEECH OF PRESCHOOL CHILDREN
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Evstafieva Lyubov Grigorievna
Senior teacher of the Department of “Preschool Education Methods” of the Institute for Retraining and Advanced Training of Directors and Specialists of Preschool Educational Organizations in Tashkent (93 386 70 62)
Abstract: The article talks about the use of visual modeling in working with preschoolers, the use of modeling in work on the development of coherent speech in preschool children.
Key words : Modeling the basis of education and training, symbolic analogy
Speech is the greatest wealth given to man. Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool age and is considered in modern preschool education as the general basis for the upbringing and education of children.
In our dynamic age, the flow of various information received by humans has increased significantly. Accordingly, the processes of perceiving this information become more complicated.
One of the leading experts in the field of education of preschool children N.N. Podyakov rightly emphasizes that at the present stage it is necessary to give children the key to understanding reality, and not strive for an exhaustive amount of knowledge. In preschool pedagogy, a model can become a tool of cognition.
Modeling is an attempt to use visual, motor, and associative memory to solve cognitive problems.
The studies of many psychologists (L.A. Venger, D.B. Elkonin, etc.) note the accessibility of the modeling method to preschool children. It is determined by the fact that modeling is based on the principle of substitution - a real object can be replaced in children’s activities by another sign, object, or image.
The relevance of using modeling in work on the development of coherent speech in preschool children is that: ·
firstly, a preschool child is very flexible and easy to teach, but most preschool children are characterized by rapid fatigue and loss of interest in activities, which can be easily overcome by increasing interest through the use of visual modeling;
· secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and also develops the skill of practical use of techniques for working with memory; ·
thirdly, using a graphic analogy, we teach children to highlight the main thing, systematize, analyze and synthesize the acquired knowledge.
Many preschool teaching methods are based on the use of visual models, for example, the method of teaching preschoolers to read and write (D.B. Elkonin, L.E. Zhurova) involves the construction and use of a visual model of the sound composition of a word.
In order to teach children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about various events from the surrounding life, it is necessary to use original, creative methods. One of these techniques is the use of mnemonic techniques.
Mnemonics comes from the Greek word mnemonics.
Mnemonics is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations, organizing the educational process in the form of a game. The use of mnemonics is currently becoming relevant. The main “secret” of mnemonics is very simple and well known.
When a person connects several visual images in his imagination, the brain records this relationship. And later, when recalling one of the images of this association, the brain reproduces all previously connected images.
Mnemonics in pedagogy are called differently:
• sensory-graphic schemes,
• subject-schematic models,
• square blocks,
• collage,
• a scheme for composing a story.
A mnemonic table is a diagram that contains certain information.
Common tasks for all types of mnemonic tables:
• memory development (training in various memorization techniques);
• the ability to analyze, isolate parts, combine into pairs, groups, the whole, the ability to systematize;
• development of logic;
• development of imaginative thinking;
• the ability to think coherently, compose stories, recode information;
• solving didactic and educational problems;
• development of ingenuity;
• attention training;
• skill of correct graphic representation.
The mnemonic table produces a graphic or partially graphic image of fairy tale characters, natural phenomena, and some actions, i.e. you can draw what you see fit. But depict it in such a way that what is drawn is understandable to children.
In the older group, modeling is introduced, with the help of which the syllabic structure of a word is reproduced, which not only contributes to better assimilation of the content of the program, but also prepares the child to determine the sound structure of a word at the stage of learning sound-letter analysis.
Modeling meets all State requirements for the development of children of early and preschool age of the Republic of Uzbekistan. Modeling refers to methods of educational work with children to implement the State Curriculum “Ilk Kadam”: it is simplicity, specificity, accessibility and clarity.
Almost all preschool educational organizations in Uzbekistan introduce the study of foreign languages. In this case, mnemonics can also help. This method has recently been widely used and gives very good results in many preschool organizations.
Thus, the use of visual modeling techniques helps us use all types of memory: visual, auditory, motor, improves thinking and speech, makes children’s statements more logical and consistent, and supports the interest of preschool children in active speech activity.
Bibliography:
1. Sapogova E.E. Modeling as a stage in the development of sign-symbolic activity of preschool children. V.P. 5-6, 1999
2. Ushakova O.S., Strunina E.M. Development of speech and creativity in preschool children: Games, exercises, notes for children. – M.2003.
3. Ushakova O.S., A.G. Arushanova, A.I. Maksakov, E.M. Strunina. Speech development classes in kindergarten. – M.2003.
4. Krasilnikova L.V. Development of speech activity in children 6-7 years old. M. 2010.
5. Bolshova, T.V. We learn from a fairy tale. Development of thinking in preschoolers using mnemonics [Text] T.V. Bolshova / St. Petersburg, 2005 - 71 p.
6. St. Peushina A.M. Development of coherent speech in a preschooler. Reader on the theory and methods of speech development in preschool children - M. 1999.
7. Psychology edited by Nemov R.S. Volume 3 M., 1999
8. https://www.maam.ru/obrazovanie/mnemotehnika
MAGAZINE Preschooler.RF
Modeling as a means of developing coherent speech in preschool children“Teach a child some five words unknown to him - he will suffer in vain for a long time, but associate twenty such words with pictures, and he will learn them on the fly” K.D. Ushinsky
Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children. Timely and correct acquisition of speech by a child is the most important condition for full mental development. Without well-developed speech and the ability to think logically, there is no real communication, no true success in learning. L.S. Vygodsky wrote: “There is every factual theoretical basis to assert that not only the intellectual development of a child, but also the formation of character, emotions and personality as a whole is directly dependent on speech .
Unfortunately, parents in our time, due to difficult social conditions, due to employment or incompetence, allow the process of developing their child’s speech to take its course.
Preschool children have insufficiently developed skills in constructing coherent speech. Based on the results of diagnosing the level of development of this skill in children, the following disadvantages can be noted:
- short coherent statements
- are characterized by inconsistency, even if the child conveys the content of a familiar
text;
- consists of separate fragments that are logically not connected with each other
- the level of information content is very low.
In addition, most children actively share their impressions of the events they experienced, but are reluctant to take on the task of writing stories on a given topic. Basically, this happens not because the child’s knowledge on this issue is insufficient, but because he cannot formulate it into coherent speech statements. Today, there are many methods that can be used to regulate the process of development of coherent speech in children, one of them is visual modeling. Scientific research and practice confirm that visual models are the form of highlighting and designating relationships that is accessible to preschool children. Visual modeling makes it easier for children of primary preschool age to master coherent speech, increase memory, expand their understanding of the world around them, develop imagination and thinking, and the ability to retell fairy tales, relying on substitutes. In preschool age, thinking is visual-effective and visual-figurative, and not verbal-logical, therefore for children, it is much more useful to see reality than to hear a verbal story. Schemes, symbols, models are the conclusions, the result, the essence of the material that the child must learn.
The novelty lies in the introduction of visual models into the educational process, which makes it possible to more purposefully develop children’s coherent speech and enrich their active vocabulary.
Scientific philosophical justification indicates the study of the influence of training on the mental development of a child, where it occupies an important place in child psychology and preschool pedagogy. During an experimental examination of preschool children (P. Ya. Galperin, A. V. Zaporozhets, S. N. Karpova, D. B. Elkonin) it turned out that many knowledge that a child cannot learn on the basis of a verbal explanation from an adult or in a process organized by an adult actions with objects, he easily learns if this knowledge is given in the form of actions with models.
The continuity is that there is a connection between age groups and in each age group the material becomes more complex.
Analysis of diagnostic data showed that children find it difficult to formulate their statements logically. Realizing this allowed me to develop a series of activities and games for teaching fairy tales using the modeling method, taking into account the age characteristics of preschoolers.
There are 3 types of fairy tale modeling:
- serial
- motor
- temporal-spatial.
In middle and older groups, the temporal-spatial type of modeling fairy tales is mainly used. But before starting such a difficult work for children, I started with a simple - serial type of modeling fairy tales. I began to build my work by repeating cumulative fairy tales already familiar to children: “Turnip” , “Teremok” and “Kolobok” . The children remembered and named the characters in the fairy tale “Turnip” , clarified how many heroes there are in this fairy tale, what they are wearing, what color the clothes are. We looked at pictures from this fairy tale, laid out a mosaic of individual pieces of the fairy tale, and acted out the fairy tale using a tabletop theater. The fairy tale “Turnip” is small in content and all the children willingly participated in the dramatization of this fairy tale, trying very hard to imitate the movements and voices of the heroes of the fairy tale, which required intonation expressiveness from the children. In their free time, the children painted characters from the fairy tales “Turnip” , “Teremok” , and made buns. When all the preliminary work was done, I offered the children conditional substitutes for the characters in the fairy tale - these are models of heroes. With the help of models, the children composed fairy tales, sequentially, and told them. Next, I moved on to a more complex type of modeling - motor. The guys and I remembered familiar fairy tales: “The Pockmarked Hen” and “Zayushkina’s Hut . A lot of preliminary work was done on these fairy tales: illustrations were examined, the most interesting and most difficult to tell episodes of a particular fairy tale were played out. Children actively participated in the re-enactment of the fairy tale “Chicken - Ryaba” .
I used nursery rhymes - sayings:
The fox walked through the forest, the fox made songs, the fox tore the stripes, the fox weaved bast shoes - this is another saying.
And the fairy tale will go further.
Under the influence of properly organized educational work, everyday communication, games and special activities, some children moved on to more advanced forms of constructing coherent speech and mastering correct sound pronunciation. The children's speech became richer in content and acquired a more complex structure by the end of the school period. The vocabulary has increased significantly; children’s conversations often no longer refer to data, directly perceived circumstances, but to what was perceived earlier or told by parents and educators and other children. This expansion of speech communication led to a change in the structure of children's coherent speech. This change in the structure of speech is closely related to the emergence of reasoning, logical thinking. At the same time, in the speech of a child of primary preschool age, along with new features, the features of the previous stage of development are preserved. Despite the fact that his speech acquires greater coherence than that of a baby, it still often contains replacements of missing nouns with instructions like this, this, there, etc.
Gradually mastering all types of coherent utterances with the help of modeling, children learn to plan their speech. The result of systematic work on teaching children storytelling with the help of modeling is that by the end of the preparatory group the children composed detailed stories, retold literary works, composed their own, well mastered the construction of grammatical structures, and understood the meaning of verbs, categories of nouns and adjectives.
Thus, the sooner we teach children to tell and retell using the modeling method, the better we will prepare them for school, since coherent speech is an important indicator of a child’s mental abilities.
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“Modeling is an effective method for developing speech creativity in preschool children”
MBDOU TsRR kindergarten No. 48
Master Class
“Modeling is an effective method for developing speech creativity in preschool children”
Teacher: Doroginina E.D.
A promising direction for improving the learning process for children of senior preschool age, according to many teachers and program developers, is the use of visual modeling.
Modeling is a product of complex cognitive activity, including, first of all, mental processing of the original sensory material to cleanse it from random moments (V.V. Davydov).
In modern scientific and pedagogical literature, modeling is considered as a process of using visual models, wrote L.A. Wenger, O.M. Dyachenko. Scientific research and practice confirm that visual models are the form of highlighting and designating relationships that is accessible to preschool children (Leon Lorenzo S., L.M. Khalizeeva, etc.). The use of substitutes and visual models develops the mental abilities of preschoolers. A child who masters external forms of substitution and visual modeling (the use of symbols, drawings, schematic drawings, etc.) has the opportunity to use substitutes and visual models in his mind, to imagine with their help what adults are talking about, to anticipate possible results of one's own actions
Modeling makes it possible to change the very approach to the issue of teaching and upbringing preschoolers. Typically, GCD in kindergarten is based on the child’s acquisition of knowledge, skills and abilities determined by the program. In other words, the child’s development is controlled indirectly. L.A. Wenger, P.Ya. Galperin, Yu.F. Garkusha, A.V. Zaporozhets, A.R. Luria et al. proved the possibility of direct development of a preschooler when mastering the actions of substitution and visual modeling.
Many authors are developing issues of using visual modeling to indirectly solve cognitive problems, forming ideas about logical relationships, and the ability for perspective abstraction in older preschoolers during their normal development (N.M. Vetrova, E.L. Ageeva, etc.). A number of authors attach great importance to the formation of graphic modeling in productive activities of preschool children with normally developed speech (L.I. Tsekhanskaya) and children with speech pathology (Yu.F. Garkusha).
In the development of speech creativity of preschoolers, visual models help to purposefully develop children’s impressive speech, enrich their active vocabulary, consolidate word formation skills, form and improve the ability to use various sentence structures in speech, describe objects, and compose stories.
Coherent speech occupies an important place in a child’s communication with peers and adults; it reflects the logic of the child’s thinking, his ability to comprehend perceived information and express it correctly. It is an indicator of how well a child speaks the vocabulary of his native language and reflects the level of aesthetic and emotional development of the child. Thus, coherent speech is a detailed presentation of certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it. The visual modeling method helps the child visually imagine abstract concepts (sound, word, sentence, text) and learn to work with them. This is especially important for preschoolers, since their mental problems are solved with the predominant role of external means; visual material is absorbed better than verbal material.
The preschooler is deprived of the opportunity to write down, make a table, or mark anything. In kindergarten classes, only one type of memory is mainly involved - verbal. Supporting schemes are an attempt to use visual, motor, and associative memory to solve cognitive problems.
Scientific research and practice confirm that visual models are the form of highlighting and designating relationships that is accessible to preschool children (Leon Lorenzo S., Khalizeva L.M., etc.). Scientists also note that the use of substitutes and visual models develops the mental abilities of preschoolers. Therefore, the relevance of using visual modeling in working with preschoolers is that:
• firstly, a preschool child is very flexible and easy to teach, but children are characterized by rapid fatigue and loss of interest in activities. Using visual modeling creates interest and helps solve this problem;
• secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you teach, write down, draw diagrams, diagrams, draw graphs”;
• thirdly, using a graphic analogy, we teach children to see the main thing and systematize the acquired knowledge.
We all know how difficult it is for a child to construct a coherent story, even just to retell a familiar text. The point here is not only the level of speech development. Children are often confused by the details of the work that, in their opinion, seemed most important, and they may repeat them repeatedly. For example, “And the wolf had big teeth,” “He had a terrible mouth,” etc., forgetting about the further development of events. But the main thing for a storyteller is to convey the plot of the work, to be understood by another person, and not just to express his feelings. In other words, the child must learn to highlight the most important thing in the story and consistently present the main actions and events. Sometimes in classes we use different methods and techniques.
We remind, suggest, ask questions: “What’s next?”, “How did this happen?”, “Why did this happen?” We have to interfere with the child's story and retelling, asking him a lot of questions.
What to do?
How can you help your child use model diagrams when telling stories?
What are model diagrams?
This is a schematic representation of an object or event. Visual models are widely used in adult activities. These are layouts, drawings, maps, plans and schedules. In the field of development of thinking, the main thing is to master the actions of visual modeling.
What is modeling?
Modeling is considered as a joint activity of the teacher and children in constructing, selecting and constructing models.
The purpose of modeling is to ensure that children successfully master knowledge about the characteristics of natural objects, the world around them, their structure, connections and relationships that exist between them. Modeling is based on the principle of replacing real objects with objects depicted schematically or with signs. The model makes it possible to create an image of the most significant aspects of an object and abstract from the unimportant in this particular case.
As children understand the method of substituting signs, connections between real objects and their models, it becomes possible to involve children in joint modeling with the teacher, and then in their own modeling. Any modeling begins with a simple substitution of objects, leading to the use of symbols and signs.
It is visual models that are most applicable for classes with preschool children, because it is much easier for a child to imagine an object, to identify the relationships between objects, their connections, seeing them visually, and often taking part in their creation.
The most diverse and productive work is with model schemes for the development of coherent speech and creative storytelling.
Modeling is quite common in various fields of scientific knowledge, including special pedagogy, which develops theoretical and practical aspects of the education and upbringing of persons with disabilities in physical and mental development. Consequently, modeling in special pedagogy is a purposeful process of correcting mental (speech) and physical developmental disabilities in children by constructing and studying models of any phenomena, objects or systems of objects. In the process of modeling surrounding objects, orienting activity is improved, perceptual and practical actions are formed.
TECHNIQUE OF VISUAL MODELING.
Using visual modeling techniques makes it possible to:
— independent analysis of a situation or object;
— development of decentration (the ability to change the starting point);
— development of plans and ideas for the future product.
In the process of teaching coherent descriptive speech, modeling serves as a means of planning utterances.
The visual modeling technique can be used in working on all types of coherent monologue statements:
- retelling;
- compiling stories based on a painting and a series of paintings;
- descriptive story;
- creative story.
MODEL ELEMENTS
While using the visual modeling technique, children become familiar with a graphical way of presenting information - a model. Symbols of various types can act as conditional substitutes (elements of the model):
- geometric figures;
— symbolic images of objects (symbols, silhouettes, contours, pictograms);
— plans and symbols used in them;
- contrasting frame - fragmentary storytelling technique and many others.
At the initial stage of work, geometric shapes are used as substitute symbols, their shape and color resembling the object being replaced. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account the external features of the object. In this case, they focus on the qualitative characteristics of the object (evil, kind, cowardly, etc.). A strip of multi-colored circles can be presented as a model of a coherent statement.
Elements of a story plan based on a landscape painting can be silhouetted images of its objects, both clearly present in the painting and those that can only be identified by indirect signs.
The following are used as substitute symbols when modeling creative stories:
- subject pictures;
— silhouette images;
- geometric figures.
A visual model of an utterance acts as a plan that ensures the coherence and sequence of the child’s stories. Experience in working with children with speech impairments has made it possible to identify some effective techniques for visually modeling a coherent utterance, the use of which increases children’s interest in this type of activity and allows one to achieve significant results in correcting the speech of preschoolers.
RETELLING
The simplest type of coherent utterance is considered a retelling.
Retelling involves the ability to identify the main parts of the text heard, connect them with each other, and then compose a story in accordance with this scheme. A visual model acts as a story outline.
Work on developing the skill of retelling involves the formation of the following skills:
1. mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes;
2. developing the ability to convey events using proxies (subject modeling);
3. transmission of the sequence of episodes in accordance with the location of the substituents, and begins with the telling of familiar short fairy tales, such as “Turnip”, “Kolobok”, etc. In order to teach a child to consistently present the plot of a fairy tale, visual models of the fairy tale are used. At first, children learn to make models that accompany the teacher’s reading of a fairy tale.
For example , a teacher tells children the fairy tale “Turnip”, and the children gradually expose symbols that stand for the heroes of the fairy tale. At this stage, it is necessary to ensure that the manipulation of the model elements corresponds to the fragment of the fairy tale that is being heard at the moment.
Elements of the model can be pictures depicting fairy tale characters, then they are replaced with substitute symbols (silhouette images or geometric shapes). Gradually, children move from simply manipulating the elements of the model to drawing up a spatial dynamic model, which directly serves as a retelling plan.
STORY BY PLOT PICTURE
Children have significant difficulties when composing stories based on a plot picture. A story based on a plot picture requires the child to be able to identify the main characters or objects of the picture, trace their relationship and interaction, note the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of a given situation, that is, to compose the beginning of the story, and its consequences - that is, the end story.
In practice, “stories” independently compiled by children are basically a simple listing of the characters or objects in the picture. Work to overcome these shortcomings and develop the skill of storytelling from a picture consists of 3 stages:
1. identifying fragments of the picture that are significant for the development of the plot;
2. determining the relationship between them;
3. combining fragments into a single plot.
The elements of the model are, respectively, pictures - fragments, silhouette images of significant objects of the picture and schematic images of fragments of the picture.
Schematic images are also elements of visual models, which are plans for stories based on a series of paintings. When children master the skill of constructing a coherent statement, creative elements are included in the models of retellings and stories - the child is asked to come up with the beginning or end of a story, unusual characters are included in a fairy tale or the plot of a picture, characters are assigned qualities unusual for them, etc., and then compose a story with taking into account these changes.
STORY-DESCRIPTION of a landscape painting
A special type of coherent statement is descriptive stories based on a landscape painting. This type of story is especially difficult for children. If, when retelling and composing a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.
In this case, natural objects act as elements of the story model. Since they, as a rule, are static in nature, special attention is paid to describing the qualities of these objects. Work on such paintings is built in several stages:
— highlighting significant objects in the picture;
— examination of them and a detailed description of the appearance and properties of each object; determining the relationship between individual objects in the picture;
- combining mini-stories into a single plot.
“Animations” are easy to apply and remove, can be included in different landscape compositions, different living objects can be present in one landscape, which allows, using a minimum amount of visual material, to achieve variability in children’s stories based on one landscape composition.
FRAGMENTARY STORY FROM A LANDSCAPE PICTURE
To increase the effectiveness of work on developing the skill of composing stories based on a picture, we can recommend the technique of fragmentary storytelling, when children first compose stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed for the story is divided into 4 parts, which are covered with cardboard rectangles of different colors. The child, gradually revealing each of the 4 parts of the picture, talks about each fragment, combining them into one plot. Work on each of the fragments is similar to the work on compiling a description of the whole picture. Variation in children's stories is achieved through their choice of the color of the rectangle that they open first.
COMPARATIVE DESCRIPTION OF ITEMS
In developing the skill of writing descriptive stories, preliminary compilation of a description model is of great help. In the process of teaching coherent descriptive speech, modeling can serve as a means and program for analyzing and recording the natural properties and relationships of an object or phenomenon.
The basis of a descriptive story is made up of specific ideas accumulated in the process of studying the object of description. The elements of the descriptive story model are symbols that stand for the qualitative characteristics of the object:
- belonging to a generic concept;
- size;
- color;
- form;
- components;
— surface quality;
— the material from which the object is made (for inanimate objects);
— how is it used (what benefits does it bring)?
— why do you like (dislike)?
Using this model, it is possible to create a description of an individual object belonging to a specific group. Mastering the technique of comparative description occurs when children learn to freely operate with a model for describing individual objects or phenomena. Two or three children or subgroups of children make up a model for describing two or more objects according to plan. In this case, the description symbols are laid out by each subgroup in their own hoop. Then, at the intersection of hoops (Euler circles), identical attributes of objects are identified. Children compare objects, first determining their similarities and then their differences.
COMPARATIVE DESCRIPTION OF THE FOX AND THE HARE
The fox and the hare are wild animals. The hare is small, and the fox is larger. The hare has gray fur in summer, and the fox has red fur. The hare is a herbivore, and the fox is a predator.
CREATIVE STORY
Often, a visual model serves as a means of overcoming a child’s fear of constructing creative, coherent stories. This type of statement presupposes the child’s ability to create a special idea and develop it into a complete story with various details and events. The child is offered a model of the story, and he must endow the elements of the model with semantic qualities and compose a coherent statement based on them.
This skill is the opposite of the skill of composing paraphrases. Transitional exercises from modeling retelling to composing creative stories can be the following:
- guessing an episode by demonstrating the action;
- storytelling to demonstrate actions to adults;
The sequence of work to develop the skill of composing a coherent creative statement is as follows:
- the child is asked to come up with a situation that could happen with specific characters in a certain place, the model of the story (fairy tale) is set by the teacher;
- the teacher suggests specific characters in the story, and the child comes up with the spatial design of the model independently;
- specific characters are replaced by their silhouette images, which allows the child to show creativity in the characterological design of the heroes of the story;
- the child is asked to compose a story or fairy tale according to a model, the elements of which are vague substitutes for the characters in the story - geometric figures, the teacher sets the theme of the story: for example, “A Spring Tale”;
- and finally, the child independently chooses the topic and characters of his story.
A CREATIVE TALE BASED ON SILHOUETTE IMAGES.
One of the techniques for developing creative storytelling skills is teaching children to compose fairy tales using silhouette images. As elements of the model, the child is presented with silhouettes of animals, plants, people or natural phenomena (snow, rain, etc.). The teacher sets the beginning of the fairy tale and suggests continuing it, based on the silhouette images. In the dark forest, in its very depths, there is a sunny clearing. A flower grows in the center of the clearing... (then the children choose the silhouettes of other characters and finish the fairy tale). The peculiarity of these elements is that silhouette images, unlike painting material, set a certain generalized image without revealing its semantic content. Determining the character, mood, even appearance of the hero is the prerogative of the child himself. Children endow the silhouettes of objects with certain semantic qualities. At subsequent stages, the child himself comes up with the plot of a fairy tale on a given topic, choosing silhouettes for the model in accordance with his plan.
As children master the skill of modeling, instead of using a detailed subject model, they use a generalized one that contains only key points. The model collapses and becomes a substitute. The elements of the substitute model are schematic sketches made by children while listening to the story. The number of elements of the model is first determined by the speech therapist, and then, as the child masters the skill, a transition is made from a detailed retelling to a brief one. The proxy model also serves as a blueprint for composing a creative story.
In this case, the child performs the opposite actions to those performed during the retelling:
- retelling - listening to the text - drawing up a model - retelling the text according to the model;
- creative story - drawing up a story model - story based on the model.
The presented methods of work make it possible to increase the effectiveness of speech correction for preschoolers suffering from speech underdevelopment, but can also be used in working with children who do not have developmental deficiencies as a means of increasing interest in this type of activity and optimizing the process of developing coherent speech skills in preschool children. Gradually mastering all types of coherent utterances with the help of modeling, children learn to plan their speech.
In pedagogical work, the most important condition for improving the speech activity of preschoolers is the creation of an emotionally favorable situation that promotes the development of verbal communication, so I would like to recommend using “speech cubes” in your practice, since this manual gives a charge of positive emotions, pleasure from the process of completing tasks and allows the teacher to teach children playing.
This is the technology of teachers of the MDOU “Child Development Center” in Ust-Labinsk, Krasnodar Territory.
When forming the lexico-grammatical structure of speech
you can use the cubes “Prepositions”, “Count it”, “New word”, “Prefixes”
Cube "Prepositions"
"helps you master the use of a certain preposition to a subject and learn how to correctly use them in your speech. Task: The child must place the toy in relation to the object as shown by the diagram on each face of the cube (on, above, under, behind, to, in). Another option: The child is offered a plot picture, he must choose a diagram that corresponds to a given item or object (a hedgehog is running along a path, a fox is hiding behind a tree, a bear is sitting in the bushes, a wolf is sitting near a stream).
Cube "Controllers"
promotes the ability to distinguish by meaning verbs with a common root part and different prefixes using a diagram on each face of the cube. Task: The child, turning over the cube, must, with the help of a toy or himself, perform the action according to the diagram (The dog ran up, ran across, ran over, ran away, ran out, ran away).
Cube "Count it"
helps children master the agreement of nouns with cardinal numerals in gender, number, and case. To do this, objects (from 1 to 6) are depicted on the faces of the cube. Assignment: Children, taking turns turning over the cube, name how many objects they got. For example: “I have two balls.” Another child: “And I have five cars.”
Cube "New Word"
» polysemous. It can be used for the games “One - Many” (formation of the plural of a noun), “Name it affectionately” (formation of nouns using diminutive suffixes), “Name which, which, which” (agreement of nouns in gender, number, case) , “Whose, whose” (formation of relative adjectives)
When learning coherent speech
“Compose
cube is used . On each face of the cube there is a diagram describing the object or subject pictures or a series of plot pictures. By rotating the cube in different directions, relying on clarity, the child learns to convey an event using substitutes; mastering the ability to identify fragments of a picture that are significant for the development of the plot, determine the relationship between them and combine them into one plot; develop the ability to create a special plan and develop it into a complete story with various details and events; learning to compose descriptive stories, descriptive stories, creative stories, short retellings.
The use of “Speech Cubes” makes it possible to achieve success in the development of the impressive side of children’s speech, encouraging the active participation of each child. Children learn to express their opinions, compare, and generalize. Their vocabulary is significantly enriched, word formation and inflection skills are strengthened, the ability to use various sentence structures in speech, compose stories coherently and consistently, and retell text.
To achieve sustainable results, close cooperation with parents is necessary, using various forms of work with them. You can hold a round table on the topic “We develop by playing”; arrange various poster consultations; prepare practical and open classes to increase the competence of parents in this matter.
- Agayeva E.L. “Formation of ideas about logical relationships in older preschoolers based on visual spatial modeling” - Moscow, 1984.
- Wenger L.A., Pilyugina E.G., Wenger N.B. “Education of the sensory culture of a child from birth to 6 years.” - Moscow, 1988.
- Vetrova N.M. “Formation of abstraction ability in children of senior preschool age using modeling techniques” Issues of mental education of preschool children. - Irkutsk, 1972.
- Leon Lorenzo S., Khalizeva L.M. “The role of mastering visual modeling in the mental development of a preschool child” Psychological and pedagogical foundations for improving training and education in kindergarten. - Moscow, 1979.
- "Guess what our name is: Games and exercises for the development of mental abilities in preschool children." Wenger L.A., Dyachenko O.M. and others - 2nd ed. - Moscow, 1994.
- Zhukova N.S. “Formation of oral speech.” - Moscow, 1994.
- Wenger L.A. “Games and exercises for the development of mental abilities in preschool children” Moscow “Enlightenment” 1989
- Tkachenko T.A. “In first grade without speech defects” S.-P. "Childhood-press" 1999
- Tkachenko T.A. “If a preschooler speaks poorly” S.-P. "Childhood-press" 2000
- Tkachenko T.A. “Formation of lexical and grammatical concepts” speech therapy notebook. — S.-P. "Childhood-press" 1999
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