Presentations on the development of dialogic speech in elementary school. Primary classes. shore and cast a fishing rod

Mastering conversational speech occupies an important place in the system of work on developing children’s communication skills. How to develop a child’s desire to communicate, what a teacher needs to pay special attention to when teaching children how to conduct a dialogue, says the author of the article.

Today, it has become commonplace to say that children need to develop general educational skills (or universal learning activities (ULA), key competencies), among which communication skills are especially highlighted. The presence of well-developed communication skills means well-developed speech, the ability to enter into dialogue, work in a group, express one’s point of view and defend it, accept someone else’s point of view, etc. Much attention is paid to this during the training process, but the fact remains that graduates Most schools do not have the listed skills.

In order for the child to develop the listed skills, teachers work hard on the development of speech. They are convinced that if this activity is successful, then the skills to listen, argue, make arguments, and distribute roles in the group will arise by themselves. The teacher is confident that by working on the vocabulary and development of children’s coherent speech, he will be able to bring them to the level of free communication in dialogue. At the same time, the teacher hopes for the children’s active participation in dialogue, independence in judgment, and reflection, but, alas, we see the opposite. Why? Probably, the objective reasons lie in the inability of children to interact with each other, participate in dialogue, and adequately evaluate themselves and others.

Let us consider and compare the concepts of “speech development” and “development of speech activity”, so often identified by teachers.

Speaking about the formation of communicative skills and having in mind primarily dialogical skills, let us remember that dialogue is the primary, most natural form of speech in primary school age. But is it included in the concept of “speech development”? First, we will give definitions of the concepts “speech” and “speech activity”.

Speech is a way of formulating and shaping thoughts through language. Speech activity– a form of communicative social activity (verbal communication), which is the interaction of people through speech. Any human activity has the following structure: needs and motives; goals; conditions and means of achieving goals; actions, operations included in the ways of achieving goals; result.

Hence, speech activity can be called an active, goal-oriented, motivated, substantive (substantive) process of issuing and (or) receiving thoughts formed and formulated through language, aimed at satisfying the communicative and cognitive needs of a person in the communication process.

Under speech development implies: enrichment of vocabulary (increasing the active vocabulary, working on the use of synonyms, antonyms, etc.); development of coherent speech (learning to construct various types of text, both oral and written - descriptions, narration, reasoning).

Every teacher does this, organizing his teaching work and the activities of children. Note that the task of developing the child’s dialogical speech is not even set. It is understood that the child must first master certain speech knowledge in order to participate in dialogue, and then enter into it. Teachers for the most part hope that if they enrich the child’s vocabulary, teach the appropriate use of synonyms, and provide a scheme for constructing a text (statement), then with further training he will be able to participate in dialogue and master the skills of conducting it fluently and masterfully.

But where does the confidence come from that everything should work out automatically? How will dialogue arise on its own? Why do we forget about dialogue as a special – primary – form of child speech?

Subsequently, middle-level teachers are indignant at primary teachers - they did not teach them how to debate, express their point of view, or simply interact with peers (not to mention productive cooperation) and immediately try to impose dialogue in the 5th and subsequent grades. But, unfortunately, there are no “ready-made” dialogical children. They should not be confused with children who can simply carry on a conversation “about the weather” and answer questions of a frontal nature.

Imagine that a child has a rich vocabulary, he knows what and how to say, he knows how to choose synonyms, construct a sentence, a text. But he stubbornly remains silent and does not enter into dialogue. What to do in such a situation? It is necessary to remember the motives, the child’s need to talk. Unfortunately, we do not support or develop this need. Adhering to thematic plans, we do not take into account the needs of children in dialogue.

Then we are faced with the fact that children do not want to participate in dialogue, they have really forgotten how (paradox!), with developed speech, to speak out in a group, class, to defend their opinion, they do not want to enter into debates, because previously no one has talked about anything with them asked. It turns out that we are only developing the speech of children (as a means of speech activity), with the help of which, as it seems to us, they will speak, but we need to develop speech activity. And this is the most important task of an elementary school teacher.

For the development of speech activity it is necessary: ​​support for communication motivation; assistance in achieving the goal of speech activity - the impact of the speaker (writer) on the communication partner, the consequence of which is changes occurring in his information field (understanding - misunderstanding, verbal - non-verbal reactions - result); creating conditions and means to achieve the goal; formation of skills to operate with methods (actions, operations) to achieve a goal; formation of skills to create a “product” of speech activity - meaningful inference (reading, listening), text (speaking, writing).

Thus, the development of speech is only a means and way of realizing speech activity.

Support communication motivation– the most important thing is where the development of speech activity and learning productive dialogue begins. Let us emphasize that we are not talking about a conversation, not about frontal work, but about a dialogue during which children, together with the teacher, solve certain problems.

It is well known that primary school age is the period when children “ask” questions. And it is precisely the stage of teaching children to ask questions that is a motivating moment for the child, and ability to formulate questions– the starting point in solving the problems of developing children’s speech activity in educational dialogue.

Children's desire to ask is naturally motivated, and this motivation must be strengthened. It is necessary not only to allow children to ask questions and encourage them to do so, but also to teach them how to pose questions, based on children’s verbal subjective experience.

There is no need to cut short the child, you need to support his natural, natural need to speak and raise a child not to “answer well”, but to “ask well” (G.A. Tsukerman), and asking not only the teacher, but also his peer, and himself (expected we have the skills of reflection and control, which are completely absent in our children). Then we can hope that we are raising an independent person capable of making choices, working with information, taking responsibility for their actions, etc.

Let us give an example of how a teacher organizes work to develop initiative in asking questions and initiating dialogue among primary school children.

Teacher: Guys, I made a sentence of four words. I’ll call them: “wasp”, “catch up”, “bumblebee”, “striped”. Compose my proposal.
(The first time you need to explain everything.) The words are given as scientists write in dictionaries - this is called the original, initial form. You change the words the way we use them in speech. For example, there are the words “mother”, “bathe”, “little”, “daughter”. Make up a sentence by changing the words as we speak. I agree with you: “Mom bathes her little daughter.”

Of course, we must not forget that during the lessons you and the children made up enough sentences before you started completing this task.

If this is a period of literacy, then for children who read, words can be written in block letters on the board. For the rest, you can prepare object pictures with a wasp and a bumblebee drawn; the word “striped” will no longer be forgotten - in the pictures it is in the image of the insects themselves, all that remains is to remind you of the verb if the children forget it when composing a sentence.

Children offer options, but do not guess the teacher’s suggestions. All proposal options are accepted no evaluation is given in any way(verbal, do not confuse with a mark): “wrong”, “incorrect sentence, think again”, “how can there be such a sentence?” and etc.

In the absence of evaluation of children’s statements, your dialogical nature also manifests itself; children must feel once and for all that their opinion has the right to exist, it is as equivalent as the opinion of an adult, but their own, childish. Therefore, do not rush to evaluate, otherwise again all the work (starting with self-assessment - reflection, control) that should be done by the child will be done by you. How can you then, having taken everything into your own hands from the very beginning, reproach children for lack of independence and lack of initiative? The teacher can use the following phrases.

Teacher: An interesting proposal, but mine is different... Such a proposal has a right to exist, but it’s not mine - I have something else... You made an unusual proposal! But still not the same as mine...
Teacher: Can you immediately guess my proposal?
Children are convinced that it is impossible to guess an adult’s proposal.
Teacher: Yes, guys, it’s probably not worth guessing. How can I find out what kind of proposal I made?

If suddenly there is a child who himself says that he needs to ask you something regarding the proposal you have in mind, then you can happily applaud! To kid. So there is an initiative! Let him speak illiterately and confusedly, but you will support him: “Yes, I agree, you can ask me about the proposal, ask me questions.” If not…

Teacher: How can you find out from me what my offer is? What am I asking you? (Questions.) And? (Pause.) I agree, you can also ask me questions.

Depending on the characteristics of the children, you can try to invite them to discuss in pairs or small groups what they can ask the teacher about. We can all work together.

The teacher accepts all possible questions from the children and records them in any way accessible to the children: schematic drawings, icons, etc. You can involve the children in finding a way to record opinions. After fixing each question, the teacher answers the question itself.

Possible questions for children to ask the teacher at his suggestion:

Children: In your sentence, who is catching up - the bumblebee or the wasp?
Teacher: I answer: “Bumblebee.”
Children: Who is your “striped” one?
Teacher: I answer: “Wasp.”
Children: Bumblebee alone?
Teacher: I answer: “A lot.”
Children: How many wasps?
Teacher: I answer: “One.”
Teacher: Make my proposal!
Children: Bumblebees are catching up with the striped wasp!
Teacher: Right! Your questions helped to do this.

It is acceptable that children can ask the same way as one asks: “Who is catching up with whom?”, “Are there many of them there, bumblebees?” etc. The main thing is that the other children and the teacher understand the meaning of the question. In grades 2–4, these same questions will sound differently: “Who performs the action in your sentence?”; “Is the word “striped” a sign of the subject?”; “Is the word “bumblebee” singular or plural?”; “Does the action take place now or in the past (future) time?” etc.

When teaching children dialogue, it is important to remember the single subject of dialogue, i.e. the objective nature of cooperation, to teach this to children, then dialogue will not just be a form of communication (dialogue for the sake of dialogue, the so-called question-and-answer form, often pseudo-dialogue), but precisely dialogue productive, aimed at solving problems together with the teacher and peers.

In the minds of teachers, unfortunately, there is almost no idea that a child always has his own non-normative point of view on any issue discussed in class. A child’s mistake is usually seen as “lack of education, thoughtlessness, and not age-related originality of thought, not a special, natural vision of the subject” (G.A. Tsukerman).

The appendix presents a Russian language lesson in 1st grade, taken from real practice (based on experimental research by G.A. Tsukerman and her colleagues). Using this lesson as an example, we can consider the process of a teacher maintaining the subjectivity of educational cooperation. This situation can arise both in classes in kindergarten and in classes in elementary school during the period of literacy training.

This lesson clearly shows how, by materializing different points of view, the teacher helped the class solve four problems at once:

• practice sound analysis;
• see the difference between sounds and letters;
• to catch the difference in the meaning and sound of a word (a non-trivial task for children with a naive, natural linguistic consciousness, for whom “the word is transparent to the subject”);
• discover that behind different answers there are smart, correct thoughts, that there are no wrong answers, but there are answers to unasked questions.

Speaking about dialogue, I would like to draw attention to the fact that children, as a rule, are focused on the teacher (“sunflower effect”, according to G.A. Tsukerman). It is to him that they address their statements, they expect feedback and evaluation from him, during the lesson they do not hear the statements of their peers, and their opinion is not authoritative. Remember how the teacher constructs his speech: “Tell ME...”, “All eyes on ME...”; the consequence of this is children’s phrases: “And HE said...”. All the teacher has to do is exclude from his speech the verbs in the past tense: “We got up...”, “We got the textbooks...” and reflect in the words the fact of our participation in the teaching, joint cooperation: “Let’s open the notebooks... Write down the number...”, as we will discover that we have become closer to children, which means it’s truly more dialogical.

Development of dialogical speech in the practice of MADOU work

Prepared by: speech therapist teacher

E.K. Sumina

Famous Russian linguist L.P. Yakubinsky: « Dialogue - not only a form of speech, it is also “a type of human behavior.”

As a form of verbal interaction with other people, it requires special social and speech skills from the child, the development of which occurs gradually.” Dialogue is characterized by: “a relatively rapid exchange of speech, when each component of the exchange is a replica and one replica is highly conditioned by the other. The exchange occurs without any premeditation; the components do not have a special purpose;

there is no premeditated coherence in the construction of the lines, and they are extremely brief."

Dialogue skills

Group I - Own speech skills:

• enter into communication (be able to and know when and how you can start a conversation with an acquaintance and a stranger, a busy person talking with another);
• maintain and complete communication (listen and hear the interlocutor); take initiative in communication, ask again; prove your point of view; express an attitude to the subject of conversation - compare, express your opinion, give examples, evaluate, agree or object, ask, answer, speak coherently;
• speak expressively, at a normal pace, use the intonation of the dialogue

Group II - Speech etiquette skills :

Speech etiquette includes: appeal, introduction, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy, disapproval, congratulations, gratitude and others.

Group III - Ability to communicate in pairs, in a group of 3-5 people, in a team.

Group IV - Ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic.

Group V - Non-speech (non-verbal) skills– appropriate use of facial expressions and gestures.

Methodological techniques for teaching children dialogical speech in the practice of MADOU

• conversation between teacher and children (unprepared dialogue)
• conversations with children (prepared conversations)
• receiving verbal orders
• reading literary works
• reading poetry by role is one of the techniques
• specially organized speech situations
• games (role-playing, didactic, movement, dramatization and dramatization games)

Modern methodological techniques and technologies

TRIZ games

problem-dialogical

technology

Thank you for your attention!

I wish you creative success!

Main directions of children's development and educational areas Physical development Cognitive and speech development Artistic and aesthetic development Social and personal development Physical education Health Artistic creativity Communication Music Reading fiction Cognition Socialization Labor Safety

Main goal: mastering constructive ways and means of interaction with other people MAIN DIRECTIONS OF WORK IN DEVELOPING COMMUNICATION SKILLS 1. Development of vocabulary: mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place 2. Nurturing the sound culture of speech – development of perception of the sounds of native speech and pronunciation 3. Formation of the grammatical structure of speech: 3.1. Morphology (changes of words by gender, numbers, cases); 3.2. Syntax (mastering various types of phrases and sentences); 3.3. Word formation 3. Formation of the grammatical structure of speech: 3.1. Morphology (changes of words by gender, numbers, cases); 3.2. Syntax (mastering various types of phrases and sentences); 3.3. Word formation 4. Development of coherent speech: 4.1. Dialogical (colloquial) speech 4.2. Monologue speech (storytelling) 4. Development of coherent speech: 4.1. Dialogical (colloquial) speech 4.2. Monologue speech (storytelling) 5. Formation of elementary awareness of the phenomena of language and speech (distinguishing between sound and word, finding the place of sound in a word) 6. Cultivating love and interest in the artistic word Tasks – development of free communication with adults and children; – development of all components of children’s oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech – dialogical and monologue forms) in various forms and types of children’s activities; – practical mastery of speech norms by pupils. Objectives – development of free communication with adults and children; – development of all components of children’s oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech – dialogical and monologue forms) in various forms and types of children’s activities; – practical mastery of speech norms by pupils

METHODS OF COMMUNICATION DEVELOPMENT Visual Verbal Practical Method of direct observation and its varieties: observation in nature, excursions Indirect observation (visual visualization): looking at toys and paintings, telling stories from toys and paintings Reading and telling works of art Memorizing by heart Retelling Storytelling without relying on visual material Generalizing conversation Didactic games Dramatization games Dramatizations Didactic exercises Plastic sketches Round dance games

According to A.V. Zaporozhets, M.I. Lisina, communication occurs earlier than other mental processes and is present in all types of activities. It influences the child’s speech and mental development and shapes the personality as a whole. According to A.V. Zaporozhets, M.I. Lisina, communication occurs earlier than other mental processes and is present in all types of activities. It influences the child’s speech and mental development and shapes the personality as a whole.

So, communication is the exchange of information. So, communication is the exchange of information. The purpose of communication is what a person does for this type of activity. A child’s number of communication goals increases with age. They include the transfer and receipt of objective knowledge about the world, training and education, coordination of reasonable actions of people in their joint activities, establishment and clarification of personal and business relationships. The purpose of communication is what a person does for this type of activity. A child’s number of communication goals increases with age. They include the transfer and receipt of objective knowledge about the world, training and education, coordination of reasonable actions of people in their joint activities, establishment and clarification of personal and business relationships. Depending on the content, goals and means, communication can be divided into several types. Depending on the content, goals and means, communication can be divided into several types

The influence of communication can be traced in various areas of a child’s mental development: 1) in the area of ​​children’s curiosity; 2) in the sphere of their emotional experiences; 3) in the formation of love for an adult and friendly attachments to peers; 4) in the field of speech acquisition; 5) in the sphere of personality and self-awareness of children. The influence of communication can be traced in various areas of a child’s mental development: 1) in the area of ​​children’s curiosity; 2) in the sphere of their emotional experiences; 3) in the formation of love for an adult and friendly attachments to peers; 4) in the field of speech acquisition; 5) in the sphere of personality and self-awareness of children.

The child, through communication with an adult, gradually learns the meaning of signs. When a child just begins to speak, he masters, as it were, only the outer shell of the language; a mature understanding of it as a sign system is not yet available to him. In various activities, through an adult, a child discovers the connection between sign and meaning. Thanks to this, the sign begins to act in its main function - the function of substitution. The child, through communication with an adult, gradually learns the meaning of signs. When a child just begins to speak, he masters, as it were, only the outer shell of the language; a mature understanding of it as a sign system is not yet available to him. In various activities, through an adult, a child discovers the connection between sign and meaning. Thanks to this, the sign begins to act in its main function - the function of substitution. The development of speech as a sign form of activity cannot be understood without its relationship with the development of other forms. Sign meaning is comprehended in objective activity (the child gradually masters the functional purpose of objects), the word, while remaining the same in its name, changes its psychological content. The word begins to carry a sign function as a kind of sign, acting in a certain meaning and used to store and transmit some ideal information about what lies beyond the limits of verbal designation. The development of speech as a sign form of activity cannot be understood without its relationship with the development of other forms. Sign meaning is comprehended in objective activity (the child gradually masters the functional purpose of objects), the word, while remaining the same in its name, changes its psychological content. The word begins to carry a sign function as a kind of sign, acting in a certain meaning and used to store and transmit some ideal information about what lies beyond the limits of verbal designation.

In preschool children, communication is typically closely intertwined with and intertwined with play, exploration, drawing, and other activities. The child is either busy with his partner (adult, peer), or switches to other things. But even brief moments of communication are a holistic activity, a unique form of existence for children. In preschool children, communication is typically closely intertwined with and intertwined with play, exploration, drawing, and other activities. The child is either busy with his partner (adult, peer), or switches to other things. But even brief moments of communication are a holistic activity, a unique form of existence for children. Therefore, as a subject of psychological analysis, communication is a well-known abstraction. Communication is not completely reduced to the sum of the observed isolated contacts of the child with the people around him, although it is in them that it is manifested and based on which it is constructed into an object of scientific study. Different types of communication are usually combined with each other in everyday life. Therefore, as a subject of psychological analysis, communication is a well-known abstraction. Communication is not completely reduced to the sum of the observed isolated contacts of the child with the people around him, although it is in them that it is manifested and based on which it is constructed into an object of scientific study. Different types of communication are usually combined with each other in everyday life.

The main and perhaps most striking positive impact of communication is its ability to accelerate the development of children. The influence of communication is found not only in accelerating the normal pace of child development, but also in the fact that it allows children to overcome an unfavorable situation, and also helps to correct defects that arose in children due to improper upbringing. The main and perhaps most striking positive impact of communication is its ability to accelerate the development of children. The influence of communication is found not only in accelerating the normal pace of child development, but also in the fact that it allows children to overcome an unfavorable situation, and also helps to correct defects that arose in children due to improper upbringing.

The child’s communication with peers is carried out in the game and about the game. In the game, children assert their strong-willed and business qualities, joyfully experience their successes and suffer bitterly in case of failure. When children communicate with each other, goals arise that must certainly be fulfilled. The conditions of the game themselves require this. The child learns by being involved in a play situation, based on the content of enacted actions and plots. If a child is not ready or does not want to be attentive to what the upcoming game situation requires of him, if he does not take into account the conditions of the game, then he is simply driven out by his peers. The need for communication with peers and their emotional encouragement forces the child to purposefully concentrate and remember. The child’s communication with peers is carried out in the game and about the game. In the game, children assert their strong-willed and business qualities, joyfully experience their successes and suffer bitterly in case of failure. When children communicate with each other, goals arise that must certainly be fulfilled. The conditions of the game themselves require this. The child learns by being involved in a play situation, based on the content of enacted actions and plots. If a child is not ready or does not want to be attentive to what the upcoming game situation requires of him, if he does not take into account the conditions of the game, then he is simply driven out by his peers. The need for communication with peers and their emotional encouragement forces the child to purposefully concentrate and remember.

The game is not only fun, but also a difficult task: children often master new games through grueling exercises. How much effort a child puts in, voluntarily practicing the actions necessary for the game, and all in order to communicate with peers. At the same time, the experience of gaming and real relationships (with and without a gaming reason) forms the basis of a special property of thinking that allows you to take the point of view of other people, surpass their possible behavior and build your own behavior on this basis. It's about reflective thinking. Role-playing games provide great opportunities for developing communication skills, primarily the development of reflection as the human ability to comprehend one’s own actions, needs and experiences, correlating them with the actions, needs and experiences of other people. The ability to reflect conceals the ability to understand and feel another person. The game is not only fun, but also a difficult task: children often master new games through grueling exercises. How much effort a child puts in, voluntarily practicing the actions necessary for the game, and all in order to communicate with peers. At the same time, the experience of gaming and real relationships (with and without a gaming reason) forms the basis of a special property of thinking that allows you to take the point of view of other people, surpass their possible behavior and build your own behavior on this basis. It's about reflective thinking. Role-playing games provide great opportunities for developing communication skills, primarily the development of reflection as the human ability to comprehend one’s own actions, needs and experiences, correlating them with the actions, needs and experiences of other people. The ability to reflect conceals the ability to understand and feel another person.

The original, genetically earliest form of communicative speech is dialogue. It has traditionally been viewed as an exchange of utterances between partners. The researchers' attention was focused mainly on the analysis of dialogue from the point of view of the development of the child's language competence. Research by O.M. Vershina, V.P. Glukhova, O.Ya. Goikhman et al. show that the dialogic form of communication contributes to the activation of cognitive and mental processes. However, the modern view of the development of children's dialogical speech has changed somewhat. The original, genetically earliest form of communicative speech is dialogue. It has traditionally been viewed as an exchange of utterances between partners. The researchers' attention was focused mainly on the analysis of dialogue from the point of view of the development of the child's language competence. Research by O.M. Vershina, V.P. Glukhova, O.Ya. Goikhman et al. show that the dialogic form of communication contributes to the activation of cognitive and mental processes. However, the modern view of the development of children's dialogical speech has changed somewhat. New research in the field of ontolinguistics proves that children's dialogue most often does not arise for the sake of the conversation itself, but is determined by the needs of joint objective, playful and productive activities and is, in fact, part of a complex system of communicative-activity interaction. Thus, it is advisable to consider the issues of the emergence and development of dialogue in the context of the development of various types of subject-practical compatibility in a child. New research in the field of ontolinguistics proves that children's dialogue most often does not arise for the sake of the conversation itself, but is determined by the needs of joint objective, playful and productive activities and is, in fact, part of a complex system of communicative-activity interaction. Thus, it is advisable to consider the issues of the emergence and development of dialogue in the context of the development of various types of subject-practical compatibility in a child.

From a very early age, the child is involved in dialogue by an adult. Next, the child transfers the experience of verbal communication with adults into his relationships with peers. Older preschoolers have a pronounced need for self-presentation, a need for the attention of peers, and a desire to convey to their partner the goals and content of their actions. From a very early age, the child is involved in dialogue by an adult. Next, the child transfers the experience of verbal communication with adults into his relationships with peers. Older preschoolers have a pronounced need for self-presentation, a need for the attention of peers, and a desire to convey to their partner the goals and content of their actions. One of the leading factors in the development of children's speech in preschool educational institutions is the speech environment surrounding the child. An integral factor of this very environment is the teacher and his speech. She serves as a model, a standard for the child. It is from the elders that the child learns to conduct a dialogue, build relationships with others, and learns the norms of speech etiquette. One of the leading factors in the development of children's speech in preschool educational institutions is the speech environment surrounding the child. An integral factor of this very environment is the teacher and his speech. She serves as a model, a standard for the child. It is from the elders that the child learns to conduct a dialogue, build relationships with others, and learns the norms of speech etiquette. Inferior speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres. There is instability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks. Inferior speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres. There is instability of attention and limited possibilities for its distribution. While semantic and logical memory is relatively intact, children have reduced verbal memory and memorization productivity suffers. They forget complex instructions, elements and sequences of tasks.

The main method of forming dialogical speech in everyday communication is the conversation between the teacher and the children (unprepared dialogue). This is the most common, publicly accessible and universal form of verbal communication between a teacher and children in everyday life. This method is the most natural method of introducing children to dialogue, since communicative motives serve as an incentive to participate in the conversation. The main method of forming dialogical speech in everyday communication is the conversation between the teacher and the children (unprepared dialogue). This is the most common, publicly accessible and universal form of verbal communication between a teacher and children in everyday life. This method is the most natural method of introducing children to dialogue, since communicative motives serve as an incentive to participate in the conversation. Properly organized conversations with children (prepared conversations) can be considered similar in degree of communicativeness. That is why conversations between teachers and children are considered traditional ways of constant, everyday verbal interaction between a teacher and children. Properly organized conversations with children (prepared conversations) can be considered similar in degree of communicativeness. That is why conversations between teachers and children are considered traditional ways of constant, everyday verbal interaction between a teacher and children.

In a conversation, the teacher: 1) clarifies and organizes the children’s experience, i.e. those ideas and knowledge about the life of people and nature that children acquired during observations under the guidance of a teacher and in various activities in the family and at school; 2) instills in children a correct attitude towards the environment; 3) teaches children to think purposefully and consistently, without being distracted from the topic of conversation; 4) teaches you to express your thoughts simply and clearly. In a conversation, the teacher: 1) clarifies and organizes the children’s experience, i.e. those ideas and knowledge about the life of people and nature that children acquired during observations under the guidance of a teacher and in various activities in the family and at school; 2) instills in children a correct attitude towards the environment; 3) teaches children to think purposefully and consistently, without being distracted from the topic of conversation; 4) teaches you to express your thoughts simply and clearly. In addition, during a conversation, the teacher develops in children stable attention, the ability to listen and understand the speech of others, to restrain the immediate desire to immediately answer a question without waiting for a call, and the habit of speaking loudly and clearly enough for everyone to hear. In addition, during a conversation, the teacher develops in children stable attention, the ability to listen and understand the speech of others, to restrain the immediate desire to immediately answer a question without waiting for a call, and the habit of speaking loudly and clearly enough for everyone to hear.

Dialogue is called the primary natural form of linguistic communication, the classical form of speech communication. The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary. The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief premeditation. The coherence of the dialogue is ensured by two interlocutors. Depending on the goals and objectives that are set and solved in the process of communication, various linguistic means are selected. As a result, varieties of a single literary language are created, called functional styles. Dialogue is called the primary natural form of linguistic communication, the classical form of speech communication. The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary. The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief premeditation. The coherence of the dialogue is ensured by two interlocutors. Depending on the goals and objectives that are set and solved in the process of communication, various linguistic means are selected. As a result, varieties of a single literary language are created, called functional styles.

The concept of speech culture is closely related to the literary language. The concept of speech culture is closely related to the literary language. Speech culture refers to mastery of the norms of the literary language in its oral and written form. Speech culture refers to mastery of the norms of the literary language in its oral and written form. COMPONENTS OF SPEECH CULTURE COMMUNICATIVE ETHICAL NORMATIVE

Speech culture develops skills in the selection and use of linguistic means. The choice of linguistic means necessary for this purpose is the basis of the communicative aspect of speech culture. In accordance with the requirements of the communicative aspect of speech culture, native speakers must master the functional varieties of the language. The ethical aspect of speech culture prescribes knowledge and application of the rules of linguistic behavior in specific situations. Ethical standards of communication mean speech etiquette. Speech culture develops skills in the selection and use of linguistic means. The choice of linguistic means necessary for this purpose is the basis of the communicative aspect of speech culture. In accordance with the requirements of the communicative aspect of speech culture, native speakers must master the functional varieties of the language. The ethical aspect of speech culture prescribes knowledge and application of the rules of linguistic behavior in specific situations. Ethical standards of communication mean speech etiquette.

As the circle of contacts expands and as cognitive interests grow, the child masters contextual speech. Over time, the child begins to use either situational or contextual speech more and more appropriately, depending on the conditions and nature of communication. As the circle of contacts expands and as cognitive interests grow, the child masters contextual speech. Over time, the child begins to use either situational or contextual speech more and more appropriately, depending on the conditions and nature of communication. Explanatory speech is of particular importance for the development of communication. In older preschool age, a child has a need to explain to a peer the content of the upcoming game, the structure of the toy, and much more. Explanatory speech requires a certain sequence of presentation, highlighting and indicating the main connections and relationships in a situation that the interlocutor must understand. Explanatory speech is of particular importance for the development of communication. In older preschool age, a child has a need to explain to a peer the content of the upcoming game, the structure of the toy, and much more. Explanatory speech requires a certain sequence of presentation, highlighting and indicating the main connections and relationships in a situation that the interlocutor must understand.

Atyrau region

Kurmangazinsky district

Abai Secondary School

Teacher's teaching material

in English

Tyuyakpaeva Danna Askarovna

Work theme:

“The main components of the development process

dialogical speech in the conditions of early teaching of English"

Dialogue is a form of speech in which there is a direct exchange of statements between two or more persons. Any dialogue is based on various statements, the combination of which constitutes its essence. Many teachers have long appreciated the wide possibilities combined with minimal time investment and objectivity of results. The main purpose of a foreign language as a subject area of ​​schooling is seen in students mastering the ability to communicate in a foreign language. Oral communication, the role of which has now become especially significant, is impossible without understanding the speeches of the interlocutor, since in the process of verbal interaction everyone acts both as a speaker and as a listener. This is the relevance of the problem we are studying. The object of the study is the process of developing the skill of dialogical speech. The subject of the study was dialogical communication, namely a sample dialogue that ensures the highest efficiency in the development of speaking skills - that is, the creative use of sample dialogues to improve the teaching and educational process in each technique. The purpose of the work is to develop a system of exercises for teaching dialogic speech in foreign language lessons and to identify the conditions for its effective functioning at an early stage of learning. Tasks in working with dialogic speech: 1. Determine the scientific foundations and methods of the process of teaching oral speech, skills and abilities; determine the most optimal ways to conduct training exercises in learning a foreign language through dialogues; 2. Develop the most effective system of speech exercises for teaching dialogic speech; 3. Experimentally test and evaluate the effectiveness of the developed ways and means of teaching dialogic speech; 4. Based on the results of the study, develop methodological recommendations for improving the process of developing dialogic speech skills. Research hypothesis: if sample dialogues meet the requirements of the foreign language program and correspond to the age characteristics of children, then the expected results of using dialogues for understanding foreign language speech and the ability to communicate in a foreign language will be ensured.

English language at an early stage of study

Formation and

development

language,

speech and

sociocultural

competencies

through development

dialogical

speech.

Formation

skills

reading, writing and

speaking in

initial

stage of training.

Development in schoolchildren

capabilities

introduce

my

country and culture in

conditions

foreign language

intercultural

communication.

Using effective

forms of work

when studying and consolidating lexical and grammatical

material.

Formation

schoolchildren

respect

to other nations

and cultures.

Development of intellectual

and creativity

students

1. Determine the scientific basis and methods of the learning process

oral speech, skills and abilities; determine the most

optimal ways to conduct training exercises in

learning a foreign language through dialogues;

2. Develop the most

effective systems of speech exercises for

teaching dialogical speech;

3. Experimentally check and

evaluate the effectiveness of the developed

ways and means of teaching dialogical speech;

4. Based on the results of the study,

develop methodological

the process of developing dialogical speech skills.

• Working with the development of students' dilogical speech at the initial stage of education is possible through the use of two main technologies:

1 . Gaming technology .

In the process of teaching a foreign language, we have to create programs taking into account the interests of students. The standard program is taken as a basis, which is supplemented by thematic dialogues, texts, and electronic presentations. In working on this program, students are provided with audio tales, music videos, and audio presentations to watch and listen to, where the speech of a native speaker is directly heard. This is a powerful motivation for learning a language. In this case, various types of gaming technology can be widely used in groups - crosswords, role-playing games. This is preceded by thematic preparation of students, repetition of vocabulary, colloquial formulas, phraseological units.

A dialogue is played, which is composed by the students independently. In addition to the topic of vocabulary, colloquial formulas, greetings, thanks, suggestions, refusals are widely included. For a more solid assimilation of vocabulary, dialogue students change roles. The level of knowledge and creative approach are assessed.

2. Scenario-contextual technology .

To teach communication in a foreign language, in particular English, you need to create real life situations, that is, what is called the principle of authenticity of communication, which will stimulate the study of the material and develop adequate behavior. It is based on the principles of live communication, in conditions close to reality.

Modern methods of teaching dialogue at the initial stage of teaching English are based on such categories of communication as: situation, role, position, community, type and sphere of communication, which are considered in modern science as models of speech communication. The most important of the listed teaching methods is the communicative (speech) situation. Communication situation, as a method of teaching dialogue, consists of four factors:

When teaching English at the initial stage, the process of integration is also carried out, which manifests itself primarily in the fact that the acquisition of various aspects of the English language, its phonetics, grammar, and vocabulary does not occur separately, as some discrete components of the language, but integrated. Students grasp and assimilate them in the process of performing speech actions, the implementation of which may require the use of words, word forms, phrases, super-phrase unity and, finally, text, determined by communication situations. Taking into account this specific principle of teaching English at the initial stage, it is possible to formulate rules, the observance of which will help the English teacher to implement this principle.

Rule 4

Favorable conditions for

communication in English .

Rule 1

Selection of situations.

Rule 2

Rule 5

Communication skills of tasks.

Repetition and novelty.

Rule 3

Everyone's participation in communication

in English.

• Principle of differentiation and integration Rule 1. Taking into account the specifics of each type of speech activity. Rule 2. Use of the teacher’s speech and sound recordings for listening. Rule 3. Teaching monologue speech, based on the characteristics of each form. Rule 4. Teaching reading aloud in English and silently, taking into account the characteristics of each form. Rule 5. Practicing aspects of the English language in speech units. Rule 6. Use of semi-printed font in teaching writing. Since younger schoolchildren still have little experience of collective communication and are learning not only to communicate in English, but also to communicate in general, it is planned to rely on students’ awareness of patterns of communication in their native language, awareness of the communicative function of a particular language unit. The implementation of this principle is carried out through a system of cognitive tasks, by solving which children “discover” the laws of their native language. Based on this awareness, children become familiar with the form and functions of the corresponding units of the English language. Based on this, we can outline some rules - following which allows us to implement this principle in the educational process. The principle of relying on the native language: Rule 1. Showing commonality in Russian and English. Rule 2. Formation of general educational skills. Rule 3. Use similarities and differences in graphics. Rule 4. Use of similarities and differences in the pronunciation of Russian and English. Rule 5. Using transfer and avoiding interference in learning English vocabulary and grammar.

• It has been established that each type of speech activity is characterized by its own “set” of actions and even its own lexical and grammatical design. This made it possible to formulate the methodological principle of a differentiated approach in teaching English. In this case, differentiation is carried out, as it were, at different levels of generalization - a clear distinction is made in teaching English: oral and written speech; in teaching speaking and listening, monologue and dialogic speech; V learning to read aloud and silently in English; in teaching graphics and spelling. Based on the above, in our lessons at the initial stage, we identified the most acceptable forms of development of dialogical speech - these are: dialogic conversation and role-playing game. Any dialogic speech should be structured according to the following sequence:

• Introduction (beginning),
• Developing the topic of conversation
• The ending.

Rule 5.

Practicing aspects

English

language in speech units.

Rule 1.

Taking into account specifics

each type

speech activity.

Rule 2.

Usage

teacher's speech

and sound recordings for

listening.

Rule 4.

Learning to read aloud

in English and silently

taking into account the characteristics of each form.

Rule 3.

Monologue speech training,

based on the characteristics of each form.

Rule 5.

Uses of carry and

avoiding interference in learning

English vocabulary and grammar.

Rule 1.

Showing commonality in Russian

and English languages.

Rule 2.

Formation of common

educational skills.

Rule 4.

Using Similarities and Differences

in Russian pronunciation

and English languages.

Rule 3.

Using similarities

and differences in graphics.

• Goals pursued when composing the dialogue:

1) Teach children to talk - listen to the interlocutor, restrain themselves, wait until they can speak out;

2) Development of dialogical speech.

The most effective are the compilation of full-fledged dialogues on the topics: Greeting, Month of the year and birthday, Pets, Seasons, My address, My family, My hobby, etc. Also, listening to audio fairy tales and watching cartoons with excerpts of dialogues, listening and watching live speech of a native speaker is effective for the development of dialogic speech.

Role-playing games can be built according to this sequence:

• Familiarization with the situation
• Setting goals
• re-enactment
• Summarizing

The educational benefits of role play are:

• Role-playing has great motivational and incentive potential
• Role-playing involves the efforts of personal involvement in everything that happens
• Role play promotes learning collaboration and partnerships
• Role-playing helps expand the scope of communication

In lessons and educational activities on these topics, you can use role-playing games and mini theatrical productions: Animals, Numbers, Name of the objects – School, My family, Happy birthday, Description of animal, Country, Colors, etc.

The process of using dialogic speech at an early stage of teaching English takes into account the following expected results:

• Improving language level;
• Increasing student motivation and interest in the subject;
• Free compilation of a consistent dialogue, taking into account the age characteristics of the child
• Replenishment of lexical knowledge

Constructing a conversation:

• Familiarization with the situation
• Setting goals
• re-enactment
• Summarizing

Learning Opportunities

role playing game

• Role-playing has great motivational potential

• Role-playing involves the efforts of personal involvement in everything that happens
• Role play promotes learning collaboration and partnerships
• Role-playing helps expand the scope of communication

Constructing a conversation:

• Introduction (beginning),
• Developing the topic of conversation
• The ending.

Purpose of the conversation:

1) Teach children to talk - listen to the interlocutor,

restrain yourself, wait until you can speak out;

2) Development of dialogical speech.

– Do you like to play badminton? - Yes, I do. – Can you play it well? – Yes, I can. – Did you play it in summer? – Yes, I did. – Is it difficult to play it? – No it isn’t. – Will you teach me to play it? – Yes, it’s my pleasure.

• - Hello. My name's Pete. What's yours?
• - Ann.
• - Nice name. I like it very much.
• - Thank you. You name's good, too.
• - It was nice meeting you.
• - Thanks. It was nice meeting you.

• S1. Olga, have you got a brother?
• S2. Yes, I have.
• S1. And has Sveta got a brother?
• S2. I am sorry, I don’t know, let me ask her.
• S1. Ask, please.
• S2. Have you got a brother, Sveta?
• S3. No, I haven’t, but I have got a sister.

• At the initial stage of teaching English, there are certain successes in mastering knowledge of the subject, in the form of monitoring success according to the principle of a five-pointed star. (“Star” is the favorite grade that primary school students strive to receive.)

• Students can consistently compose dialogues on the topics covered, using the simplest speech structures; Reading of the simplest sentences and words has been established. At the moment, students already have 68 words in their vocabulary. They can freely reproduce 16 colloquial clichés. A certain number of children's poems and songs are read by heart.
• Students can consistently compose dialogues on the topics covered, using the simplest speech structures;
• Reading of the simplest sentences and words has been established.
• At the moment, students already have 68 words in their vocabulary.
• They can freely reproduce 16 colloquial clichés.
• A certain number of children's poems and songs are read by heart.

• Thus, non-traditional methods of teaching dialogic speech provide a strong motive for learning a language; they help create a language environment that is close to natural. It becomes possible to activate on this basis almost all the programmatic lexical and grammatical material of the initial and subsequent stages of training. Students quickly master speech structures and formulas (within certain situations), then automatically operate with them when performing other types of communicative tasks. Schoolchildren acquire a sense of language much faster. Such classes provide an additional opportunity to develop listening skills: children perceive by ear the speech of students in other classes, allow schoolchildren to get acquainted with the literature of the country of the language they are learning; contribute to the aesthetic education of students, introducing them to the culture of the country of the language being studied.

Expected results

Replenishment

lexical

knowledge

Free

compilation

consistent

dialogue

taking into account age

features

baby

Promotion

motivation

students and their

interest in

subject;

Improvement

linguistic

level;

• Ariyan M. A. Using the educational potential of speech etiquette in a foreign language // Foreign languages ​​at school. – 1991. - No. 2.
• Borzova E.V. Dialogical speech as a goal and means of teaching English in grades 5-6 // Foreign languages ​​at school. – 1985. - No. 2.
• Budnichenko E. P. Teaching dialogical speech in English lessons // Foreign languages ​​at school. – 1991. - No. 3.
• Gez N. I., Lyakhovitsky M. V., Mirolyubov A. A., Folomkina S. K., Shatilov S. F. Methods of teaching foreign languages ​​in secondary school. – M.: Higher School, 1982.
• Gorskaya L.N. Initial stage of teaching dialogical speech // Foreign languages ​​at school. – 1984. - No. 2.
• Zholnerik L.I. Teaching dialogical speech// Foreign languages ​​at school. – 1985. - No. 3. –

“Dialogue is a complex form of social interaction. Participating in dialogue is sometimes more difficult than constructing a monologue. Thinking over your remarks and questions occurs simultaneously with the perception of someone else's speech. Participation in dialogue requires complex skills: listening and correctly understanding the thought expressed by the interlocutor; formulate your own judgment in response, express it correctly using language; change the topic of verbal interaction following the thoughts of the interlocutor; maintain a certain emotional tone; monitor the correctness of the linguistic form in which thoughts are expressed; listen to your speech in order to control its normativity and, if necessary, make appropriate changes and amendments,” says M.M. Alekseeva. Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot be a means of communication.

In a preschool educational institution, when developing children's speech, the main task is set: to form coherent oral speech and speech communication skills of preschoolers with people around them. This task is achieved by developing monologue and dialogic speech in children. Starodubova N.A. states: “The need to talk with other people, to share with them one’s thoughts, feelings, and experiences is inherent in humans. It is inherent in a child to an even greater extent. This need must be widely used in the interests of developing children’s speech, guiding the direction of their thoughts and the growth of their stock of ideas.” The problem of developing dialogic speech has been studied by many domestic and foreign literature specialists in different periods of time. These are scientists such as: E.A. Tikheyeva, A.M. Borodich, O.I. Solovyova, O.S. Ushakova, V.V. Gerbova, A.G. Arushanova, E.A. Flerina and others.

Through dialogue, the child obtains useful information and satisfies his need for communication. Features of dialogue according to L.P. Yakubinsky: - consists of individual replicas or a chain of speech reactions; - carried out either in the form of a conversation between two or more participants, or in the form of alternating questions and answers; - participants in the dialogue always understand what is being said and do not need to expand their statements and thoughts; - speech can be abbreviated, incomplete, fragmentary; characterized by short-term reflection on the remark, colloquial vocabulary and phraseological units, simple and complex non-union sentences, the use of templates, speech stereotypes, cliches; - connectivity is ensured by at least two interlocutors; - often accompanied by facial expressions and gestures; - stimulated not only by internal, but also by external motives.

But often, when observing educational work with children in preschool educational institutions, it is noticeable that conversations with children are not planned and carried out systematically, the development of dialogue skills in children is not provided for, it is mainly the teacher who speaks in the conversation, and the speech load of the children is small. Children in classes are not taught to ask questions or formulate detailed, competent answers. Game situations and exercises to develop communication abilities are not used enough. Often, the professional skills of educators are at a low level, which is associated with little work experience or, generally, a lack of pedagogical education. The busyness of parents, and in some cases their pedagogical illiteracy, also does not contribute to the development of dialogical skills in children. As a result, children who come to school from kindergartens do not know how to build a dialogue on their own and have insufficient speech activity. Therefore, this work on developing dialogue in children is relevant and appropriate.

In early preschool age, a child’s speech develops rapidly. But this development occurs only under the influence of an adult. Therefore, it is important that the child is surrounded by people who can speak correctly. The development of dialogue is inextricably linked with another type of coherent speech - monologue, as well as with the development of all components of oral speech, practical mastery of speech norms. Such as: the formation of a vocabulary, the sound culture of speech, the grammatical structure of speech, the formation of interest and the need for reading. The development of coherent dialogical speech of children occurs both during direct educational activities (classes) and outside it at any convenient time and can last from 1 minute to 15, take place frontally, in subgroups and individually.

In the basic general education program “From birth to school”, edited by N.E. Veraksa, the development of dialogical speech is included in the educational activities “Communication” of the direction “Cognitive - Speech Development”. The educational objectives of the program do not include the separate task of teaching coherent dialogic speech to children of primary preschool age. This is due to the age-related, anatomical, psychological, and mental characteristics of the development of younger preschoolers. The program recommends starting targeted dialogue training starting from the older age group (5 years), and early, junior and middle preschool childhood is the preparatory stage for this.

But a child, having been born, with his cry, is the first to enter into dialogue with others. Being a social creature, a child begins to communicate from the first days of life. This communication is expressed both non-verbal (facial expressions, gestures) and verbal (voice, speech) ways. An adult helps this speech form and develop.

The Romanian scientist psycholinguist T. Slama-Cazacu highlighted: “dialogue occupies a significant place in children’s speech; - in children, in addition to the simple form of communication (call), requests, complaints, orders, prohibitions, “sentimental explanations” are noted; - numerous addresses take an imperative form (“Look!”, “Listen!”, “Go!”). They are characterized by an elliptical form of statements, when individual words replace a whole phrase; - the dialogue takes the form of either a simple or more complex conversation (consisting of remarks) between two children, or a conversation between several children; - in children, dialogue very rarely consists of parallel statements belonging to two speakers who are not interested in each other. The first speaker actually addresses someone, and the listeners answer him, sometimes without adding anything new; - the dialogue between a child and an adult is more complex than between children of the same age, and the remarks follow with an emphasis on consistency due to the fact that the adult gives a more precise direction to the conversation, not being satisfied with the inconsistent or unclear answer accepted by the child-listener;

The structure of the dialogues is quite simple; two-term dialogic units are used. Replies are brief and contain only the information requested by the interlocutor; - in the dialogue of a child of this age, negative remarks occupy an important place; - instability of the group, as well as difficulties in maintaining a conversation with three or four partners. Groupings are constantly changing (one partner joins the dialogue, the other leaves); - inconsistency in the content of the conversation, even in the presence of the same group. When one of the speakers, suddenly carried away by a new interest, begins to talk about something else, the group either does not pay attention to it, or, on the contrary, the whole group, or at least part of it, switches to a new topic" - All these features are necessary take into account when working with children.

Develop a dialogical form of speech. Involve children in conversation while looking at objects, paintings, illustrations; observations of living objects; after watching performances and cartoons. To teach the ability to conduct a dialogue with a teacher: listen and understand the question asked, answer it clearly, speak at a normal pace, without interrupting the adult speaking. The development of dialogue is inextricably linked with the development of memory, thinking, and imagination of the child. It is necessary to give children various exercises, tasks and games to develop these qualities, which will have a beneficial effect on the development of all speech functions.

Conversation between the teacher and the children (unprepared dialogue); - prepared conversation; - reading literary works; - verbal instructions; - speech situations aimed at developing skills in composing dialogues; - various games (role-playing games, verbal didactic games, movement games, dramatization games, dramatization games, etc.)

When conducting conversations, the following is recommended: - from the very beginning it is necessary to win over the child, caress him, interest him either in a toy, or a bright picture, or an animal in a corner of nature, etc.; - you can start a conversation only if the child does not know what to do. If he is passionate about something interesting to him, then the conversation will be inappropriate; - the conversation should take place in a calm atmosphere, and not on the move; - attention to one child should not distract the teacher from other children, you need to see what they are doing, what they are playing; - you need to speak in such a way that the child is satisfied that he was listened to; - you need to know what the children’s interests are, their favorite activities, what’s going on in their family. The content of the conversations is life in kindergarten and at home, their games and entertainment, caring for animals and plants, children’s actions, books, cartoons, films, etc.

A conversation is a purposeful, pre-prepared conversation between a teacher and children on a specific topic. Conversation teaches children to think logically. Helps to gradually move from a concrete way of thinking to the simplest abstraction. During the conversation, preschoolers learn to perform mental operations (analysis, synthesis, comparison, generalization), express their thoughts, listen and understand the interlocutor, and give answers to questions posed that are understandable to others. The teacher talks with children, looking at pictures, book illustrations, objects, toys, observing natural phenomena and objects of living and inanimate nature, as well as about life and everyday situations that are close to the child. Remind children of the need to say “thank you”, “hello”, “goodbye”, “good night” (in the family, group). Help to communicate kindly with each other. Create a need to share your impressions with teachers and parents.

By sincerely and vividly talking about expected events, the teacher helps the child feel significant, confident, and sets him up for a positive tomorrow. The teacher's stories about himself in a fairy-tale form help children overcome various fears and understand the undesirability of certain actions. In my work, there are favorable conditions for joint viewing of pictures, preparing children for retelling and activating proactive speech: - the use of phrases in the beginning of the teacher’s story that contain the emotional attitude of the narrator to the depicted; - inclusion in an adult’s story of sentences containing questions, exclamations, direct speech; - building a plot in strict sequence, so that one statement complements and continues the other.

Reading provides children with examples of dialogic interaction. Dialogues using questions and answers allow preschoolers to master not only the form of various statements, but also the rules of turn, learn different types of intonation, and help develop the logic of conversation. The program can include Russian and foreign folklore: songs, nursery rhymes, fairy tales; original works containing dialogues. Such as the stories of V. Suteev “The Duckling and the Chicken”, “Who Said Meow?”, “The Ship”; Ya. Thai “Aha”, “Cube upon cube”, etc.

You can give your child instructions to put away books and toys, help a friend get dressed, show the new child toys, etc. The teacher asks you to repeat the instructions, which is necessary to assimilate the information and remember it better. After completing the assignment, you need to ask the child how he coped with it. To develop the ability to listen to someone else’s speech, games of instructions “Matryoshka go up and down”, “Ask the bear”, etc. are also useful. Orders should contain one, two or three actions.

They are aimed at transforming the content of the conversation into dialogue; to compose a dialogue based on a speech situation. For example, a teacher suggests a situation: “You came to kindergarten in the morning. What will you tell the kids and the teacher?”, “The phone rings, you answer the phone, what will you say? and etc.

Contribute to the formation and consolidation of dialogical skills. The richer and more varied the dialogue in the game, the higher the level of children's gaming creativity. At the same time, the development in children of the ability to use different types of dialogical cues and follow the rules of behavior contributes to the development of the game itself. To activate children's dialogues in the game, appropriate paraphernalia is needed: toy phones, radio, TV, cash register, etc. The games “Shop”, “Travel”, “Daughters - Mothers” and others are used.

They consolidate the speech skills acquired by children and develop the speed of reaction to what they hear. In the methodology of speech development, many didactic games have been developed (V.V. Gerbova, A.K. Bondarenko, O.S. Ushakova, etc.): “Agree - disagree”, “Add a word”, “One - many”, “Say otherwise”, “Continue the phrase”, “When does this happen?”, “Right - wrong”, “Who is shouting what”, “What has changed?”, various riddles, etc. Games are played with or without the use of visual aids .

Outdoor games containing dialogues (“Kite”, “Geese - geese”, “Paints”, “Crows and a dog”, “Such a leaf, run to me”, “There will be firewood for the winter”, etc.) help teach children to order of remarks, to attentively listening to the remarks of your partners. This is necessary to enter the game in time and escape in time. Finger games and word games also help to activate dialogic speech.

They bring together children who are familiar with the text and can imagine the plot and sequence of game actions. In these games, the child plays the role of a fairy-tale (literary) character, accepts his position, and thereby overcomes the egocentrism characteristic of age. The same text can be dramatized in different ways: with the help of toys, dolls, pictures, through expressive movements and speech. Dramatization games are already accessible to younger preschoolers; they prepare the basis for dramatizations, in which children coordinate play actions with partners and practice dialogues borrowed from literary works. All these methods and techniques are successfully used in working with children of the second youngest group.

All games, tasks and exercises used in the work are aimed at developing in children the following speech skills necessary in dialogue: - recognize, name, describe objects and phenomena (game “Guess the Taste”, “Wonderful Bag”) - ask questions and answer on them (examination of plot pictures, toys, objects; observations) - correlate different parts of speech with each other, using numbers, genders and cases of words correctly (game “One - Many”, “Add a Word”) - find errors in the description and narration and correct them (exercise “What did the snowman mess up”, game “So - right, so - wrong”) - develop acting skills, communicate freely with adults and peers (games - dramatizations, dramatizations) - be polite, friendly, be able to listen to your interlocutor

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