Connected speech
Coherent speech - semantically expandedcommunication utterance
and mutual understanding
Connected speech - process, activity
speaker
Product, result of activity,
text, statement
Forms of connected speech
Dialoguecolloquial
vocabulary and
phraseology
simple and complex
non-union
offers
short-term
preliminary
deliberation
Monologue
literary
vocabulary
deployment
statements,
completeness,
logical
completeness
connectivity
monologue
provided
one speaker
Development of dialogic speech
Actuallyspeech skills
Speech skills
etiquette
Ability to communicate
for planning
joint
actions
Non-speech
(non-verbal)
skills
Requirements for dialogical speech
understanding the speech of others and using children’s active speechEarly
as a means of communication
age
express your requests in words, answer questions clearly
The younger one asks questions about the immediate environment (Who? What?
preschool Where? What is he doing? For what?)
age
engage in communication with adults and peers, respond to
questions and ask them
Average
preschool talk about their observations, experiences
age
participate in the general conversation, listen carefully to the interlocutor
Senior formulating and asking questions
preschool formation of a culture of communication
age
Signs of a monologue statement
integrity (unitytopics, matching all
main microtheme
thoughts)
smoothness (lack
long pauses in
process
storytelling)
volume of utterance
structural
design (beginning,
middle, end)
connectivity (logical
Communication between
suggestions and
parts of a monologue)
To achieve speech coherence, a number of skills are required:
understand and comprehend the topic, determine its boundariesselect the necessary material
arrange the material in the right place
sequences
use language tools in accordance with
literary norms and objectives of utterance
construct speech deliberately and arbitrarily
Connected statements
by function(to destination)
description
narration
reasoning
contamination
by source
statements
monologues:
- for toys
- and objects
- according to the picture
- from experience
- creative
stories
according to the leader
mental
process, on
which rests
child
according to visual
tactile or
auditory
perception
by memory
by imagination IN early age- listen and repeat
imitation of individual lines and phrases. B 2 – 4
talk in phrases based on a picture or about what you saw
on a walk.
In the 2nd younger group - retell well
fairy tales and stories familiar to them, tell them
visual material.
IN middle group children can be small
stories from personal experience first based on
a picture or toy, and then without support for
visual material.
In the older group, children coherently, consistently
retell literary works expressively
conveying dialogues characters, characteristics
characters.
In the school preparatory group, children are taught
build different types texts (description,
narration, reasoning) in compliance with them
structures.
Techniques for teaching storytelling
A jointstorytelling
Sample
story
Analysis
sample
story
Plan
story
Partial
sample
Compilation
story by
parts
Collective
compilation
story
Compilation
story
subgroups
Modeling auxiliary
questions
listening
their children
stories
instructions
Techniques
hint
necessary
words
correction
errors
Retelling of literary works
Retelling - meaningful reproductionliterary text in oral speech.
educational value;
accessibility in content - familiar heroes, characters
with pronounced character traits that are understandable
motives for actions
clear composition
dynamic plot
varied and precise definitions detailed
or close
to text
short or
compressed
with creative
additions
kinds
retelling
With
perestroika
text
selective
Requirements for retellings
MeaningfulnessCompleteness
transfers
works
Consistently
existence and coherence
retelling
Usage
dictionary and
rpm
copyright
text
Smoothness
retelling
Expressiveness
and phonetic
correctness of speech
Methodological techniques for teaching retelling, ensuring:
meaningful perceptionworks
pedagogical guidance ourselves
process of retelling
analysis and assessment of speech activity
children
Storytelling by toys
monologowritingmonologuenarration
Types of toys
didactic(matryoshka dolls, turrets,
pyramids, barrels)
plot (figurative):
dolls, cars,
animals, dishes,
furniture, transport
sets – boy,
girl, sleigh, dog;
girl, house, chicken,
cat; hare and dog
Types of activities on toys
Descriptiontoys
"Toy store" (dishes,
clothes), “Wonderful
bag", "Who is this?",
"The postman brought a parcel"
guessing and composing
riddles
story about a set of toys
Plot
stories
(narratives)
story separately
toy
Storytelling from a picture
Subjectpaintings
Reproductions
paintings by masters
art
Didactic
paintings
Series or
set of paintings
Plot
paintings
Requirements for the selection of paintings
- the content of the picture should be interesting,understandable, promoting positive
attitude towards the environment
- the picture must be highly artistic
- There should be no pictures with excessive
piling up details, otherwise children will get distracted
from main
- Strong contraction and obscuring of objects
makes them unrecognizable.
Stages of teaching children to tell stories from a picture
In early preschool age, enriching vocabulary, activating children’s speech,looking at a picture and being able to answer questions
questions about their content.
In middle preschool age, children are taught
consider and describe subject and
story pictures first for questions
teacher, and then according to his example.
In older preschool age - children
describe subject and plot pictures,
compose plot stories based on a series of paintings,
come up with the beginning and end of the plot of the picture.
Storytelling from a picture (younger age)
Storytelling from a picture (middle age)
description and
comparison
subject
paintings
types
statements
description
plot
paintings
narration
by series
plot
paintings
Storytelling from a picture (older age)
Storytelling from a picture (older age)
Sample (for developmentcreativity)
one of two
offered for
telling pictures
in the form of a beginning (children
continue and finish
his)
plan in the form of questions and
instructions
Constructing a story based on a series of plot paintings
Compiling stories and inventing fairy tales based on humorous pictures
“Why is the picture funlook?" or “What are you
did the picture amuse you?
Creative story-narration
Storytelling using reproductions of landscape paintings and still lifes
I. Shishkin “Morning in a pine forest”, “Pine forest”, “Forest cutting”
Still life: K. Petrov-Vodkin “Birch cherry in a glass”, “Glass and apple branch”; I. Mashkov “Rowan”, “Still Life with Watermelon”; P. Konchalovsky “Ma
Still life: K. Petrov-Vodkin “Birch cherry in a glass”, “Glass”and an apple tree branch"; I. Mashkov “Rowanka”, “Still life with
watermelon"; P. Konchalovsky “Poppies”, “Lilacs at the Window”
Examination and description of a still life
“Lilac” I. Levitan“Flowers” D. Nalbandyan
Storytelling from experience
TopicsWed. gr. - how did you spend it?
New Year's holiday
Christmas trees; about home, oh
your cat or dog;
how they worked on
vegetable garden; how they changed it
water for the fish
aquarium; what did you see
in the kitchen
Art. and preg.gr. - how
had a holiday; What
seen during excursions
to the library, to school; about
how we relaxed in the summer;
our vegetable garden; how to sew
clothes; my best friend
(girlfriend); like us
we take care of the kids, oh
mom
Stories from experience can be divided into two types:
Stories,reflective
collective
children's experience
about events in
who were received
all children participate
(excursion to
mail)
"Tell me how are you
Stories,
spent the day off
reflective
day"; "Tell about
individual
your home"
children's experience
The type of storytelling determines the teaching method:
analysisAnd
grade
children's
story
ov
hint
h
necessary
about words
sample
story
will educate
spruce
plan
story
will help
spruce
questions
indicated
and I
joint
th story
educate
la and
baby
Creative storytelling
compositionstories,
fairy tales, descriptions
Forms
verbal
creativity
composition
poems,
riddles,
fables
word creation
Stages of formation of children's artistic creativity
Firststage
Gaining experience.
Works of art help a child
feel more keenly the beauty in life,
contribute to the emergence of artistic
images in his work.
Second
stage
an idea arises, a search begins
artistic means.
search for composition, selection
actions of the heroes, choice of words, epithets.
Third
stage
new products.
analysis of creative results
adults.
Themes of creative stories
With specificcontent
"How did the boy find
puppy", "Like Tanya
I took care of my sister"
“Gift for Mom”, “Like Grandfather”
Frost came to the Christmas tree
kindergarten", "Why
the girl was crying", "How
Katya got lost in
zoo."
On an abstract topic
"About a funny incident"
"About a terrible incident"
like “Fear has eyes
great", "About
interesting case".
Types of creative stories
storiesrealistic
character
fairy tales
composition
stories on
analogies with
literary
sample
descriptions
nature
Techniques for Teaching Creative Storytelling
children telling stories together with the teacherissues
children inventing a continuation of the author's
text
auxiliary questions
Plan in the form of questions
story telling
Teaching storytelling using ready-made stories
techniques,activating
imagination
description
character
reliance on image
Main character
when compiling
story
Coming up with a story on a topic of your own choosing
The teacher advises what you can talk aboutcome up with a story (about something interesting)
case that happened to the boy
or a girl, about the friendship of animals, about a hare
and wolf)
Invites the child to come up with a name
future story and make a plan
"First tell me how your story will be
be called, and briefly - what are you talking about
will you tell me first what it's about?
middle and about what at the end. After that
tell me everything.”
Development of children's verbal creativity under the influence of Russian folk tales
1the stock of famous fairy tales is activated in order to
stage of assimilation of their content, images and plots.
Stage 2
Stage 3
analysis of the scheme for constructing a fairy tale narrative,
methods of joint creativity: chooses a topic, names
characters - heroes of a future fairy tale, advises the plan,
starts a fairy tale, helps with questions, suggests development
plot.
independent development of the fairy tale is activated
storytelling: children are invited to come up with a fairy tale
based on ready-made themes, plot, characters; on one's own
choose a theme, plot, characters.
Description of nature
1. Enriching children's ideas about nature inprocess of observation, learning to see
the beauty of the surrounding nature.
2. Examination of artistic paintings and
comparing the beauty of the picture with the real thing
reality.
3. Teaching children to describe natural objects using
presentation.
4. Learning the ability to describe nature and generalize
your knowledge, impressions gained during
observations, looking at pictures, listening
works of art.
Coherent statements such as reasoning
- teaching them holistic, coherent reasoning,consisting of a thesis, evidence and conclusions
- formation of skills to isolate significant
signs of objects to prove the put forward
theses
- use different language means
to connect semantic parts (because, so
how, therefore, therefore, therefore)
- use the words firstly, secondly when proving
- include elements of reasoning in other types
statements (contamination).
1. Creating problematic
situations based on
visual material:
folding
split children
pictures and
explanation of their
actions
alignment
series of story
Games pictures
like “Spread it out and
explain"
Teaching statements such as reasoning
definitioninconsistencies
phenomena,
depicted on
picture, highlight
illogical situations
(game "Tall Tales"
pictures")
identification of cause-and-effect
relations between
objects,
depicted on
picture
Teaching statements such as reasoning
classificationpictures by
genera and species in
games like
"Take it away
extra"
guessing
riddles with
based on
picture in
games "Find
the answer"
Teaching statements such as reasoning
2. Verbal tasks:conversations on the content of works of art
literature with a discussion of positive and
negative actions of the heroes, their motives
speech logical tasks
explanation of proverbs, riddles and
guessing riddles without relying on
visual material
composing statements-reasonings on
suggested topic (example topics:
“Why do migratory birds fly away?”, “Who
Can you call me a good friend?").
I carry out educational activities according to the program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. I build the educational space in accordance with the requirements of the Federal State Educational Standard, according to educational fields: physical development, social and communicative development, speech development, cognitive development and artistic and aesthetic development.
Topic: “Development of speech creativity through artistic expression” Development of speech creativity Moral aspect of speech behavior Culture of listening Means of expressiveness of oral speech (tempo, intonation, voice strength, etc.) Development of coherent speech Speech etiquette in different situations communication Verbal and non-verbal means of communication (facial expressions, gestures, body movements)
Relevance of the problem speech development When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is through communication with other people that a person realizes himself as an individual. Judging the beginning of a child’s personality development preschool age without assessing his speech development it is impossible. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all basic mental processes. The problem of speech development is one of the most pressing.
Objectives: To introduce the norms of Russian literary language, with folklore. Develop a system of work to develop communication skills in children, develop speech creativity, establish cooperation and trusting relationships between children. Develop verbal and non-verbal communication skills. Distinguish literary genres. Show interest in independent writing. Develop forward planning By priority direction"Development of speech creativity" in various types activities. Develop a system of activities aimed at interacting with parents in developing children’s communication abilities
The main areas of activity are carrying out a system of work on the development of speech creativity; development of the speech apparatus and finger motor skills in children; formation in children of the need for verbal communication for adaptation in society; searching and implementing effective ways to interact with the families of students to successfully achieve the goal. generalizing the experience gained and presenting it to the teaching community at the level of MBDOU
Principles The principle of accessibility of the studied material (selection of knowledge that is most relevant for the child, in accordance with his age) The principle of continuity and continuity of the pedagogical process The principle of a differentiated approach to each child, maximum consideration of him psychological characteristics, opportunities, interests The principle of freedom of expression; unrestricted expression of one’s relationships and feelings. The principle of developmental learning.
METHODS OF SPEECH DEVELOPMENT Verbal Practical Reading and storytelling of works of art Memorization Retelling Storytelling without relying on visual material Generalizing conversation Didactic games Dramatization games Staging Didactic exercises Visual round dance games Method of direct observation and its varieties: observation in nature, excursions Indirect observation (visual visualization): looking at toys and paintings, storytelling based on toys and paintings Memorizing Retelling Narrating without relying on visual material Generalizing conversation Didactic games Dramatization games Dramatization Didactic exercises Round dance games
Algorithm for the development of speech creativity Work on enriching and activating the vocabulary. Switch to common speech. Bring originality of thinking and common sayings at the same time. Help with guiding questions of a search nature. Cultivating sensitivity in children - the ability to see the necessary properties in ordinary and unusual objects and phenomena. Gradually bring children to the desire to create and compose. At the first stage, we compose together based on the picture. Then according to talking drawings. Moving away from clarity, we change the end of a fairy tale familiar to children. We activate the creative imagination method (And then what?) and joint decision problematic issue to a fairy tale. A gradual transition to modeling fairy tales and the ability to distract from specific items and images
Results of working with children Children's memory efficiency and creative activity increased. Children show initiative and activity in communication; solve everyday and gaming problems through communication with adults and peers. They are proactive in conversation, answer questions, ask counter questions, and use simple forms of explanatory speech. Use means of emotional and verbal expressiveness. They independently retell familiar fairy tales and, with a little help from an adult, compose descriptive stories and riddles, with the help of parents they publish books. They show word creativity, interest in language, musical and theatrical activities.
DESIGN ACTIVITY AIMED AT THE DEVELOPMENT OF SPEECH CREATIVITY “Formation of communication skills in preschool children in joint partner (adult-child) activities”, “Where the Motherland Begins”, “My Family”, “Zimushka-Winter”, “Maslenitsa”. “My family and the world of her hobbies”, “I want to be healthy”, “Healthy eating is the basis of prosperity.” Interaction with teachers Speech at a seminar-workshop on the development of children’s communication abilities Consultations for educators on the topic “Development of word creation”, “Homemade books” Message to the pedagogical council on the topic “Introducing children to culture” native land through word creation." Conducting an open integrated lesson for teachers “Children visiting bears” Planning joint activities for holding holidays and entertainment Program of professional activities for the next inter-certification period Develop and present to participants educational relations guidelines on the formation of communication abilities in accordance with the Federal State Educational Standard for Education. Direction: development of speech creativity through theatrical activities.
Recently, the extreme passion for teaching children to read and write has led to the fact that adults began to pay little attention to the development of children’s own speech. As a result, the speech of older preschoolers is characterized by a poor vocabulary, poor diction, and weak expressiveness. The problem of developing speech creativity in the education system of the younger generation is currently increasingly attracting the attention of philosophers, psychologists, and teachers. Society is constantly in need of creative personalities who are able to act actively, think outside the box, and find original solutions to any life problems.
In preschool pedagogy and developmental psychology children's creativity V different types activities were given close attention(L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, B.M. Teplov, A.V. Zaporozhets, N.N. Poddyakov; E.A. Flerina, N.P. Sakulina, N. A. Vetlugina). Researchers N.S. Karpinskaya, L.A. Penevskaya, R.I. Zhukovskaya, O.S. Ushakova, L.Ya. Pankratova, A.E. Shibitskaya directed their efforts to study the nature of children’s creative manifestations in the literary sphere, as well as to search for ways to develop a child’s creative abilities, including determining the optimal conditions for children’s speech activity, providing an individual approach to their creative growth.
Children's speech is amazing, funny and inventive. We often hear from children many interesting children's sayings, words and funny phrases they have invented, sometimes not even always understanding the meaning of such sayings. This phenomenon is called word creation. Word creation is one of the the most important features child's speech development.
We think the most current solution tasks for the development of speech creativity in the system of work on the development of speech of older preschoolers, based on the following provisions: classes of the speech, cognitive cycle carry an unusually high emotional-positive charge, affecting the sphere of perception and feelings of each child; literary material is a bright, visually figurative standard speech culture people; literary images and storylines allow the preschooler to master social and moral norms and rules and form the child’s communicative culture; in the course of working on literary material, the child’s speech is intensively enriched with means of expressive speech; a speech development environment allows a preschooler to master and creatively use norms and rules native language, develops the ability to flexibly apply them in various situations.
Hypothesis of this project is based on the assumption that the level of development of verbal creativity in children of senior preschool age increases if: - the teacher is an interested leader in the process of development of verbal creativity; - special training will be organized not only in special classes for the development of verbal creativity, but also in other regime moments; - literary works will be selected appropriate to the age of children for teaching and developing verbal creativity. The goal is to develop a system of work for the development of speech creativity in children of senior preschool age.
Objectives: 1. To study the concept of coherent monologue speech and its significance for the development of preschool children. 2. Identify the features of perception literary works and the development of verbal creativity in older preschoolers, as well as the possibility of children creating their own compositions based on the contamination of familiar fairy tales. 3. Develop content and teaching methods aimed at developing verbal creativity.
Resource support project To complete the work, the following resources are required: a specially organized speech environment in the group, including all the necessary components of the educational and methodological complex; the methodological level of the teacher, corresponding to a sufficient degree of readiness to carry out work in this direction; long-term lesson planning; inclusion in the system of organizational and pedagogical activities of preschool educational institutions of demonstration of speech creativity of older preschoolers for children of younger groups and parents; a set of diagnostic materials (a system of criteria and assessments, recommendations for diagnostics, diagnostic sheets (protocols).
Having analyzed the work of teachers, psychologists and children's writers, we have selected, improved and supplemented various methods of working with older preschoolers in teaching how to write fairy tales. Let's consider their structure, features of use and role in the educational process.
Familiar characters in new circumstances. One of the options for this method would be to change the situation in the desired tales. We tell the children a fairy tale and agree to change something in it. At first we change very little and thereby encourage the child to invent. For example, “Cinderella was running away from the prince and lost not a shoe, but something else. What did Cinderella lose? And how did the prince find her? Through reasoning, trial and error, we move together towards possible answers: it could be a ring, a brooch, a belt from a dress. Gradually, children themselves learn to change situations in fairy tales.
Collage from fairy tales. If the stories are familiar, you can do without illustrations. We invite children to think through the plot new fairy tale, in which Baba Yaga met Kolobok in the forest, and together they went to visit the Fox in the bast hut. There can be many options and interweavings of situations from different fairy tales, it is only important not to forget about the main, original characters and you will get a “collage of fairy tales.” Let's give another possible example of a “collage of fairy tales.” An evil wizard turned Pinocchio, Little Red Riding Hood and Kolobok into mice. They grieved and grieved and decided to seek salvation. We met old man Hottabych, but he forgot the spell. Then the kids, together with the teacher, figure out how to help. fairy-tale heroes. And if you offer an unusual picture (for example, an image of the tails of different animals), children will be able to come up with an unexpected option for developing the action.
Tales from proverbs. A proverb that is short in scope, apt and capacious in content can perfectly serve as the basis for a fairy tale. Proverb: If you chase two hares, you won’t catch either. The beginning of the tale: One day a hunter boy saw two bunnies at once. They were so small... Proverb: You can’t even catch a fish from a pond without difficulty. The beginning of the fairy tale: Once upon a time there was a lazy bear and a hardworking fish... Proverb: Not everything is Maslenitsa for the cat. The beginning of the tale: In one house there lived a lazy, lazy cat. It got to the point that the mice fell in love with him. And then the owners asked the cat to leave... Come up with your own options.
Tales from phraseological units. Persistent words and phrases from fairy tales and everyday situations themselves quite often serve as successful Starting point to create fairy tales. On the one hand, the successful and appropriate use of phraseological units helps children to better understand their figurative meaning, and on the other hand, it stimulates verbal creativity. We introduce children, starting from the age of 56, to phrases that are often found in stories and fairy tales, then we help them understand their real meaning, and only then we begin to compose together. Phraseologism: Dunce Beginning of a fairy tale: Once upon a time there was a Goon. He didn’t love everyone and everyone didn’t love him... Phraseologism: Crocodile tears Beginning of a fairy tale: Every morning a capricious boy poured crocodile tears. Everyone is terribly tired of this... Phraseologism: Tidbit Beginning of a fairy tale: Two comrades are walking and suddenly they see tasty– a chocolate egg with a toy inside...
Tales from "grammatical arithmetic". “Grammar Arithmetic” is a riddle presented in the form of two terms. The first term is the first part of the word, the second is an encrypted explanation of the second part of the word. Sum is a common explanation of the meaning of the word that needs to be guessed. For example: Ba + freshwater animal with ticks = temporary dwelling. (Barak.) But “barak” is not a fairy-tale word at all. Let's come up with something else: from the word “Larissa” we will subtract part of the word “isa” and add part of the word “finger” “chik”. You will get a “casket”. And now the beginning of the fairy tale begins: “One girl was given a small casket for her birthday. For a long time she did not dare to open it...” Compose fairy tales using the following variants of grammatical arithmetic: C + hidden values = ? (stock); C + thin branch - ? (octopus).
Tales from strange stories. We bring to your attention the themes of strange stories that already contain the plot of a fairy tale, and its development depends on the co-creation of adults and children. It’s up to you to decide which of them are best used in the form of free continuations and arrangements: “How a Cup and a Spoon Quarreled”, “Journey to the Land of Cleanliness”, “The Tale of a Capricious Button”, “The Tale of the Left Shoe”, “About King Disorder and the Queen” Lenivice”, “Why you should be afraid of the dark”. Here are some examples of strange tale beginnings. One day the girl woke up, but her mother was not there. She began to cry so bitterly that the tears flooded her dress, her bed and poured out through the door onto the landing... Once upon a time there were glass toys: dad, mom, son and daughter. They knew how to laugh, run, jump, roll, ring, and stand on their heads. And they were always afraid of crashing. Once upon a time... Once upon a time there lived a family. One night Magnet climbed in with them. He stole... Dad comes, sees what is missing, takes a magnifying glass and goes out onto the balcony... Write a fairy tale with the children.
Tales from the trash. Not toys or even objects, but simply garbage, waste that no one needs, sometimes serves as an excellent find for creating fairy-tale scenes. In this regard, one cannot fail to note the usefulness of using waste; it turns out that you can “give” it a second life. This means that everything needs to be treated economically and inventively. Of course, at first the adults themselves show and tell tales from the garbage.
Tales of “living” drops and blots. It is interesting to write fairy tales based on blotting. The main task here is to teach children how to make blots (black and multi-colored). Even a three-year-old child can, looking at them, see images, objects or their individual details. What does your or my blot look like? Who or what does she remind you of? These questions are very useful to ask, as they develop the child’s thinking and imagination. After this, without forcing the baby, but by showing him, we recommend moving on to the next stage of tracing or finishing the blots. The result can be a whole plot. And it’s even easier to get “live” drops: drop some paint or ink on paper and quickly tilt it in different directions and an image will immediately appear. Ask your child to describe him and make up a story with this character.
Tales of monsters. First we come up with something unusual Living being monster, then we encourage the kids to imagine it and answer next questions. How does it move? (Crawls, jumps, slides...) Imagine that you yourself are this monster. How will you comb your hair and wash your face? What sounds does it make? What does it look like? Who does it look like? Draw it. Where does it live? (In a hole, in trees, in water...) What does it eat? (Ice cream, meat, tree bark...) How will you meet it if it comes to visit you? Thus, we gradually lead children to the ability and desire to create in a fairy-tale world, so familiar and so unknown.
Tales of fantasy countries. Adults come up with fantastic countries themselves, and then children give them names (“Tili-tili-tryandiya”, “Never-Byvandia”, etc.) and talk about these countries approximately according to this plan. Who lives in this country? What do they drive? What do they eat? With whom and how will we get to a fantasy land? What will we do there, with whom will we be friends, play, fight? What will we bring from this country? The game “Byvandia Neverland” accompanies writing stories about fantasy countries. It will teach children to distinguish between real and fairy-tale phenomena, help in drawing fictional and real objects, etc. The teacher discusses in advance with the children which country they will go to, Byvandia or Neverland, and, depending on the chosen topic, decide what items will be needed in such a fabulous journey?
"Twisting" fairy tales. Twisting a fairy tale develops a sense of humor in children; they begin to understand the irony and slyness that comes from loved ones. In addition, this approach to famous fairy tales puts the child in an active position, forces him to concentrate, and correct the programmed mistakes of adults. You just need to intelligently twist the fairy tale, changing what is essential in the characters and actions. For example: “Kolobok is rolling and rolling, and a tiger is meeting him.” “No, not a tiger, but a hare,” corrects the child.” It is important, when misinterpreting, to become an actor if possible, to be surprised at your own forgetfulness with the help of tone, facial expressions, gestures, and also to admire the child’s resourcefulness and memory.
Fairy tales in a new way. This method helps you take a fresh look at familiar stories. Don’t children get used to the fact that Kolobok is kind, the fox is cunning, the wolf is evil, Cinderella and Tiny Khavroshechka are hardworking and modest? Familiar, favorite images, heard and seen many times, form stereotypes from childhood. And how useful and necessary it is to break them. The basis is a well-known fairy tale, but kids are invited to endow the main characters with opposite qualities. Suppose seven kids, angry and capricious, run into the forest, and good wolf helps the goat find them. The stepdaughter becomes lazy, and the stepmother becomes caring and hardworking. The fox is reborn into an obedient and modest one, and the bunny into a cunning and evil one... Any options for remaking the fairy tale will do.
Binom of fantasy. Children sequentially look through pictures or toys, then choose two objects that are difficult to combine in a fairy tale. Writing a story about them is called a “fantasy bin”. So, you can show children two pictures depicting a cat and a bag, and ask them to come up with a fairy tale. Of course, it is easier to imagine the relationship between a cat and a dog, a cat and a mouse. But it is necessary to specifically create an environment of increased complexity. Only by thinking, inventing, and being in a state of active mental activity, can children develop. We offer you the following pairs of objects and phenomena to connect them using the “fantasy binomial” method. Let us give an example of one such fairy tale. "The elephant in the closet." A porcelain elephant lived in the house. He was bored and lonely, he had no friends. One day he went for a walk and suddenly saw that there was a closet at the end of the street and he was bored. The elephant asked: “Why are you standing here, don’t you have a home?” “I have no home, no friends - I’m completely alone!” answered the closet. The elephant suggested: “Let's be friends!” The closet agreed. They started talking and became friends. Since then, the closet has lived with the elephant at home, they protect each other.
Tales about favorite toys. Favorite toys are a pretty good reason to write fairy tales about them. Many preschoolers think that the residents of the city of Games are the most cheerful people in the world. But sometimes toys can get very boring. Listen to what the doll Katya once said. I was given to a girl for her birthday. At first she was happy and played with me all day. And then she put it in a big, big box. There were other dolls missing there: small and large, old and new. They said that their owner has a lot of toys and they buy her new ones every time. And then suddenly the doll Katya began to cry. Maybe the girl will never play with me? I'll probably die of boredom. What to do now? Try, guys, to help the distressed doll Katya.
Tales about the seasons, smells, sounds. You probably already agreed with us that there can be many reasons for composing fairy tales. An inexhaustible source Fairy-tale plots are based on the nature around us: its sounds, smells, seasons. We recommend making up stories about each smell or sound, as well as about their possible and impossible combinations. For example, spring smells: the air smells of freshness, snowdrop smells like earth, the first greenery smells delicious, apple tree flowers smell sweet, lilac; spring sounds: streams are murmuring, a warm spring wind is rustling, raindrops are heard, birds are singing, etc. And then move on to fairy tales with a more generalized meaning. For example, “A Tale of Spring” may begin like this: “Once upon a time there was a spring girl, her name was Vesnyanka, she was bright, radiant and always cheerful. Her voice gurgled like a spring stream. But one day...” Or: “In one kingdom-state, spring smells and autumn sounds got mixed up...”. Similarly, the smells and sounds of other seasons (autumn, summer, winter) are selected and stories are written about them.
Tales from the middle. To develop creative imagination and logical thinking, we advise teaching children to think out not only the end, but also the middle of a fairy tale or story (where the plot mainly develops). And to help, it is necessary to offer children an intricate beginning and a clear, bright ending. For example, come up with a title and the middle of a fairy tale: “One day, dad and I were rushing from kindergarten. Suddenly we saw... Now this is my best friend.” But the endings need to be carefully selected. They should be interesting, imaginative, for example, like this: “And again, in the rain and snowstorm, my briefcase walks with me.” Or: “So that my little cow is fed, so that Burenushka gives me some cream.” Or: “Maybe those few sips of milk saved her life.”
The particle “not” and new fairy tales. The “not” particle is simply a magician; it helps create new versions of fairy tales and awakens children’s imagination. However, it must be taken into account that this method has a firm rule: the particle “not” is placed (used) only before nouns, adjectives and verbs, often before the names of fairy tale characters. For example: “Grandma, you would bake something that wasn’t a bun... It’s not a bun that rolls and rolls, but a bunny towards you...” Or: “Once upon a time there were not three little pigs...” Or: “They didn’t give the girl a little red riding hood for her birthday...”. As a result of the frequent use of the particle “not,” we get a fairy tale-task with all sorts of answer-options.
Fairy tales for “magic drawings”. There is no need to explain that a “magic drawing” will help a child in composing fairy tales. But the selection of such drawings requires special requirements. They must be truly “magical”, i.e. depict magical objects: running boots, Aladdin's lamp, magic wand, etc. For example, let’s draw a self-assembled tablecloth, show the image to the children and ask: “Who will especially need it and when?” Children's answers vary great variety, and adults often lead to something like this: “Once upon a time, people were traveling on a ship. During strong storm There was a shipwreck, as a result of which everyone ended up on a desert island. Among the passengers was Kind fairy With with a magic wand, she waved it, and a self-assembled tablecloth flew to the island...”
All verbs or nouns have escaped from the fairy tale. Thanks to the funds mass media Today children know quite a lot of fairy tales. Sometimes it even becomes boring to listen to them. To support preschoolers' interest in fairy tales, introduce elements of humor, focus their attention on a familiar work, we suggest telling fairy tales with missing verbs or nouns. However, this method is not recommended to be used very often, but to make it interesting for the children, you can use the following motivation: “In one fairy tale that is very familiar to you, you are tired of some words being in books. They decided to travel. And they left this note: “Can you guess this fairy tale without us?” Let’s, guys, try to determine which fairy tales the words escaped from.” For example, if you remove all words from the fairy tale “Mitten” except verbs, you get: walked... ran... runs... climbed... live... gallops... asks...; and if you leave only nouns, you get: grandfather... in the forest... dog... grandfather...
From dots to fairy tales. It is no coincidence that the French mathematician Pani noted that we work too much with preschoolers on specific material: counting balls, bunnies, making up stories based on realistic pictures. Thus we delay development abstract thinking and creative imagination of children. Pani strongly advised me to just work with stitches. In the process of learning to write fairy tales, this can be used as follows. We offer children a lot of dots, then we connect them so that we get drawings of funny animals that can be told about in one fairy tale. The dot is the same cipher, sign. In this case, we want to make the compilation and use of ciphers the starting point of the essay. In preschool age (from about 56 years old, if the child already reads quite well), you can use flag reading.
Tales about yourself. This method is very useful. Firstly, because children love to listen to what happened or could happen to them or their close mothers and grandmothers, they love to invent stories about themselves or their brothers and sisters. Secondly, this creative activity helps to perceive the composition as an addition to real life, and not as a substitute for reality. As a result, having finished the fairy tale, the child does not experience disappointment when entering life itself. To interest him even more, let him call his hero, that is, himself, only by his initials. What child doesn’t dream of growing up quickly, becoming an adult and doing whatever his heart desires? You can offer to fantasize on this topic, come up with a fairy tale in which the responsibilities, actions, thoughts of adults and children would change places. For example. I got up very early, cooked breakfast, went to wake up mom and dad, but they didn’t get up. I blew the whistle and watered them from the kettle. Then she pulled them off the bed. They made such a roar that the neighbors started knocking on the radiator. I was late for kindergarten, but dad couldn’t get dressed and mom couldn’t find lipstick. Finally we went outside. Dad didn’t want to walk and began to beg to be held, screaming and stamping his feet. I had to put him in a stroller. And mom ran after the stroller. Finally, I took them to work, and in the evening I had to take them back. In the evening I was bathing my mother, she squeaked and slipped out of my hands because she was soapy. Then I put them to bed and fell off my feet from fatigue.
Fairy tales in drawing. To make the child’s impressions of the fairy tale he read more complete and vivid, it is necessary to examine with him the illustrations in the book, pay attention to the combination of colors and the expressiveness of the images. Next, invite him to draw the passage he likes. It is especially effective to use illustrations and drawings when composing a story not from the beginning, but from the end or middle. They will help the child not to get confused in the plot, and maybe even dream up and connect familiar episodes in a new way.
Musical tales. Fairy tales-tests. Ecological tales. Name and tales. Horoscope and fairy tales. Fortune telling on coffee grounds. In the footsteps of fairy tales. Fairy tales with a new ending. Modeling fairy tales. Analogies of famous fairy tales. Tales from mysterious advertisements. Brief stories. Tales from transformations. Tales of travel. Resolving contradictions in fairy tales. Fairy tale series. Colored fairy tales. Experiments in fairy tales. Fairy tales based on mixed images. Tales of fantasy countries. Random tales. Tales from fantastic phenomena. Fairy tales from MMA (morphological analysis method). From fairy tales - puzzles.
The process of learning to write fairy tales undoubtedly has big influence on the development of children's speech. But the opposite effect is also obvious: the better a child is prepared in terms of speech, the easier he copes with all tasks, the more developed his imagination and creative abilities, which he then embodies in fairy tales. A fairy tale teaches life, awakens sympathy for everything good, a desire to follow the example of positive heroes; it is valuable for moral education; a fairy tale is of great importance for the emotional development of a child, since he experiences all events together with the hero; useful for mental improvement, as it promotes the development of logic and imagination. In a fairy tale, a child realizes his desires, his dream, and then really strives to make it come true.
Create, invent, try! Children's fairy tales have always been a very special genre folk tales and served not only as a means of fun for composing children, but also as one of the most important means of developing children’s thinking and mastering the experience of previous generations.
Description of the presentation by individual slides:
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MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 87 COMBINED TYPE SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN FROM WORK EXPERIENCE COMPLETED BY TEACHER OF THE HIGHEST QUALIFICATION CATEGORY KOKAEVA E.S.
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A PERSON'S SPEECH IS AN INDICATOR OF HIS DEVELOPMENT. TO BECOME HIGHLY EDUCATED, A PERSON MUST MASTER ALL THE RICHES OF THEIR NATIVE LANGUAGE. DEVELOPMENT OF COGNITIVE - SPEECH ACTIVITY IS ONE OF THE IMPORTANT SECTIONS OF PRESCHOOL PEDAGOGY AND IS DIRECTED AT THE MENTAL DEVELOPMENT OF THE CHILD. THE BETTER THE COGNITIVE AND SPEECH ACTIVITY OF CHILDREN IS ORGANIZED, THE HIGHER THE GUARANTEES OF SCHOOL TRAINING SUCCESS. “SPEECH IS AN AMAZINGLY POWERFUL MEANS, BUT YOU NEED TO HAVE A LOT OF MIND TO USE IT” G. HEGEL
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RELEVANCE OF THE PROBLEM OF SPEECH DEVELOPMENT Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes humans from other representatives of the animal world. It is through communication with other people that a person realizes himself as an individual. It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all basic mental processes. The problem of speech development is one of the most pressing.
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GOAL: TO PROMOTE THE ACTIVATION OF CHILDREN'S SPEECH IN VARIOUS TYPES OF ACTIVITIES. TASKS: TO CREATE A DEVELOPING SPEECH ENVIRONMENT IN THE GROUP; TO DEVELOP THE PRONUNCIATION AND CONNECTIVE SIDE OF SPEECH; ACTIVATE CHILDREN'S DICTIONARY; FORM THE GRAMMATICAL STRUCTURE OF SPEECH; DEVELOP FINE MOTOR SKILLS
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DEVELOPMENT OF CONNECTED SPEECH THROUGH TRAINING TO COMPLETE STORIES FROM A PICTURE AND A SERIES OF STORY PICTURES. GOAL: Formation of skills in composing stories based on paintings and plot pictures; Vocabulary enrichment and formation grammatical structure children's speech in the process of working with paintings and plot pictures. Series of paintings and subject pictures: Winter Winter fun Mothers and children Wild animals Pets Animals on the farm Tell children about bread Automobile transport Birds Space Sports equipment Heroes of fairy tales Fruits Visual - didactic guide to artistic creativity
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DEVELOPMENT OF CHILDREN'S SPEECH AND THINKING THROUGH MNEMOTECHNIQUES “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky MNEMOTECHNIQUES is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.
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MAIN TASKS OF MNEMOTECHNIQUES: 1. Development of all types of memory: - visual; - auditory; - associative; - verbal-logical; - processing of various memorization techniques. 2. Development logical thinking(ability to analyze, systematize). 3. Development of imaginative thinking. 4. Solving various general educational, didactic problems, familiarizing with various information. 5. Development of ingenuity, training of attention. 6. Development of the ability to establish causality - investigative connections in events and stories. MNEMOTABLES – diagrams serve didactic material when working on the development of coherent speech in children, to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.
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DRIPS ARE RINGING IN THE YARD, A CREEK RUNS ACROSS THE FIELDS, AND PUDDLES ARE ON THE ROADS. THE ANTS WILL SOON BE OUT AFTER THE WINTER COLD. A BEAR IS WALKING THROUGH THE FOREST DEAD LIGHT. THE BIRDS BEGAN TO SING SONGS, AND THE SNOWDROP BLOOMED.
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USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES Application computer equipment allows you to make each lesson unconventional, bright, rich, leads to the need to use different ways of presenting educational material, to provide a variety of techniques and methods in teaching.
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SUBJECT-DEVELOPING ENVIRONMENT IN THE GROUP “A CHILD WILL NOT SPEAK IN EMPTY WALLS”... E. I. TIKHEEVA Creating conditions for the full development of children’s speech involves: creating a developmental subject-spatial environment.
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Speech development is more successful in a favorable speech environment. SPEECH ENVIRONMENT is the family, kindergarten, adults and peers with whom the child constantly communicates. The subject development environment has great importance for the development of small, not yet reading children, especially in their independent activities. SUBJECT-DEVELOPMENTAL ENVIRONMENT is a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical appearance. An enriched environment presupposes the unity of social and natural remedies providing a variety of activities for the child. The equipment of the educational process is formed in direct dependence on the content of education, age, experience and level of development of children and their activities. The developmental environment acts as a stimulator, driving force in the holistic process of developing a child’s personality, it enriches personal development and promotes the early manifestation of versatile abilities.
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SPEECH DEVELOPMENT THROUGH FICTION Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children and has a huge impact on the development and enrichment of the child’s speech.
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SPEECH DEVELOPMENT BY MEANS OF DIDACTIC GAME A DIDACTIC GAME DEVELOPES CHILDREN'S SPEECH: REPLENISHES AND ACTIVATES THE DICTIONARY, FORMS CORRECT SOUND PRONUNCIATION, DEVELOPS CONNECTED SPEECH, AND THE ABILITY TO CORRECTLY EXPRESS YOUR THOUGHTS. IN THE GROUP THERE ARE GAMES SUCH AS: WORDS OPPOSITE WHAT WILL HAPPEN SAY IT CORRECTLY STORIES BASED ON DRAWINGS WHAT, WHAT, WHAT? Speech Therapy PROFESSIONAL LOTTO WHO LIVES IN THE HOUSE? COLLECT A RUN COLLECTION COLLECT A PROVERB PLAY LOTTO MY FIRST SENTENCES BIG – SMALL WHO DOES WHAT SHORT WORDS SEASONS SERIES OF GAMES ON ARTISTIC CREATIVITY SERIES OF GAMES ON PATRIOTIC EDUCATION
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ROLE-PLAYING HAS A POSITIVE INFLUENCE ON SPEECH DEVELOPMENT. DURING THE PLAY, THE CHILD TALKS OUT LOUD TO THE TOY, SPEAKS FOR HIMSELF AND FOR IT, IMITATES THE HUMM OF THE PLANE, THE VOICES OF ANIMAL, ETC. DIALOGICAL SPEECH DEVELOPES. THE GROUP HAS THE SUCH GAMES AS: FAMILY SCHOOL CAFE CIRCUS STORE CHAUFTERS SAILORS BORDER GUARDS HAIRDRESSER BUILDERS LIBRARY THEATER MAIL ATELIER
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Through play you can encourage children to communicate with each other. Role-playing game promotes: - consolidation of skills in using initiative speech, - improvement colloquial speech, - enrichment of the dictionary, - formation of the grammatical structure of the language, etc.
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THEATRALIZED ACTIVITIES MAKE CHILDREN'S LIFE INTERESTING AND SUBSTANTIVE, FILLED WITH BRIGHT IMPRESSIONS, THE JOY OF CREATIVITY, INTRODUCES CHILDREN TO THE WORLD AROUND IN ALL ITS DIVERSITY THROUGH IMAGES, COLORS, SOUNDS, AND CLEARLY POSED QUESTIONS ENCOURAGE THEM TO THINK, ANALYZE, MAKE CONCLUSIONS AND GENERALIZES, DEVELOPING SPEECH CHILDREN, THERE IS AN OPPORTUNITY FOR SELF-realization. CHILDREN'S SPEECH BECOMES IMAGINATIVE AND EXPRESSIVE. IN THE PROCESS OF WORKING ON THE EXPRESSIVENESS OF CHARACTERS' REPLY AND OWN STATEMENTS, THE CHILD'S DICTIONARY IS IMPOSSIBLY ACTIVATED, AND THE SOUND CULTURE OF SPEECH AND ITS INTONATION STRUCTURE IMPROVE. THE ROLE PERFORMED, ESPECIALLY ENTERING INTO A DIALOGUE WITH ANOTHER CHARACTER, PUT THE CHILD INTO THE NEED TO EXPRESS CLEARLY, CLEARLY AND UNDERSTANDINGLY. CHILDREN'S DIALOGICAL SPEECH AND ITS GRAMMATIC STRUCTURE IMPROVE. FICTION AND GESTURES BECOME ARTISTIC, CHILDREN APPEAR SELF-CONFIDENCE, THE ABILITY TO KEEP ATTENTION IN ACCORDANCE WITH THE PLOT OF THE PERFORMANCE; LOGICAL THINKING DEVELOPES. BY THE AGE OF FIVE, CHILDREN EASILY PLAY RUSSIAN FOLK TALES, STORIES OF WRITERS, POEMS, AND TRY TO COMPLETE POEMS. THE GROUP HAS THE SUCH TYPES OF THEATER AS: BI-BA-BO DOLLS FINGER THEATER FLAT THEATER MITTEEN DOLLS CHILDREN'S COSTUMES OF FAIRY TALE CHARACTERS ARE ALSO USED.
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“A CHILD’S MIND IS AT HIS FINGERTIPS.” V.A. SUKHOMLINSKY One of the indicators of a child’s good physical and neuropsychic development is the development of his arm, hand, manual skills, or, as is commonly called, fine finger motor skills. The hand has the largest “representation” in the cerebral cortex, therefore the development of the hand belongs important role in the formation of the brain and the development of speech. Finger games develop the child's brain, stimulate the development of speech, creativity, and imagination of the baby. Simple movements help to remove tension not only from the hands themselves, but also to relax the muscles of the whole body. They can improve the pronunciation of many sounds. The better the fingers and the entire hand work, the better baby speaks. the main objective finger games- switching attention, improving coordination and fine motor skills, which directly affects mental development child. In addition, by repeating poetic lines and simultaneously moving their fingers, children develop correct sound pronunciation, the ability to speak quickly and clearly, improve memory, and the ability to coordinate movements and speech.
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FINGER GYMNASTICS: -Promotes mastery of fine motor skills; - Helps develop the child’s speech; -Improves the performance of the cerebral cortex; -Develops the child’s mental processes: thinking, attention, memory, imagination; -Relieves anxiety.
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DEVELOPMENT OF CHILDREN'S SPEECH THROUGH FINE MOTOR SKILLS OF THE HAND FINE MOTOR SKILLS IS A SET OF COORDINATED ACTIONS OF THE HUMAN MUSCULAR, BONEY AND NERVOUS SYSTEMS, OFTEN IN COMBINATION WITH THE VISUAL SYSTEM IN PERFORMING SMALL, PRECISION MOVEMENTS OF THE HAND MI AND FINGERS AND TOES. THE TERM SUCH AS “AGILITY” IS OFTEN USED FOR THE CONCEPT OF “FINE MOTOR SKILLS.” SCIENTISTS HAVE COME TO THE CONCLUSION THAT APPROXIMATELY A THIRD OF THE ENTIRE SURFACE OF THE MOTOR PROJECTION OF THE BRAIN IS OCCUPIATED BY THE PROJECTION OF THE HAND, WHICH IS LOCATED NEAR THE SPEECH AREA. FROM THIS THE FOLLOWING CONCLUSION FOLLOWS: THE DEVELOPMENT OF A CHILD'S SPEECH AND THE DEVELOPMENT OF FINE MOTOR SKILLS ARE TWO INTERCONNECTED INSEPARABLE PROCESSES. THERE ARE SEVERAL EFFECTIVE WAYS TO DEVELOP FINE MOTOR SKILLS: GAMES WITH SMALL OBJECTS (MOSAICS, PUZZLES, BEADS, CONSTRUCTION TOYS, ETC.); FINGER GAMES; MOLDING; MASSAGE OF FINGERS AND HANDS; PYRAMIDS; TOYS – LACES; DRY POOL CUBES.
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“THE SOURCES OF CHILDREN'S ABILITIES AND GIFTS ARE AT THEIR FINGERTIPS. FROM THE FINGERS, FIGURATIVELY SPEAKING, THE THINEST STREEKS COME OUT, WHICH FEED THE SOURCE OF CREATIVE THOUGHT" V. A. SUKHOMLINSKY
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Creative project on word creation
“We write it ourselves”
Project type: creative
Duration: long term
Problem:
- The level of use of various forms of work with children on the development of speech abilities is insufficiently high.
- Insufficient speech activity of children, limited lexicon, low interest in working with words.
- Lack of initiative on the part of adults to engage in word creation.
Target: stimulation and development of writing and speech creativity skills in preschoolers.
Tasks:
For teachers:
- Development of methodological support in particular “Development creative storytelling and word creation"
- Creating optimal conditions for independent creative speech activity of children
- Introduction into the planning system of work with students on the development of speech creativity (forms, content)
- Teachers’ mastery of practical and methodological techniques for enhancing children’s word creation
- Creating children's interest in the development of oral speech.
For children:
- Development of all components of children's oral speech
- Developing children's abilities to invent stories, rhyme words, word formation, select synonyms, antonyms, homonyms
- Support for speech initiative and creativity.
Project result:
Children will develop the ability to independently compose riddles, short stories, fairy tales, enrich their speech, and develop a desire to write poetry.
Stages of work:
Tasks
Implementation activities
Stage 1: organizational and preparatory
Selection of software and methodological support for project implementation.
Studying experience in the development of speech creativity in preschool children.
Compiling an information bank of technologies for the development of speech creativity in preschoolers.
Replenishment of the developing subject-spatial environment (DSES)
Development of a card index for the development of children's speech creativity.
Production of gaming aids, mnemonic tables, diagrams, visual material
Stage 2 practical
Determining the content of work on the development of children's writing
Drawing up a plan for the development of creativity.
Active implementation of developmental forms of work with children
Development of a scenario for the final event « Celebration of new works »
Implementation of educational activities with children
Interaction with parents of students
Involving parents in co-writing with their children
Organizing the participation of parents in collecting interesting children's statements and word creation.
3 – final stage
Objectives Implementation activities
Analysis of achieving goals and results obtained
« Celebration of new works »
Generalization of experience in developing children's speech creativity
Preparation information certificate on project implementation (video)
Placement of material on the project implementation on the information stand
Determining further directions for project implementation in the educational process.
Presentation of work experience on the pedagogical council
- Sample of a teacher for the formation of new words
- Explanation and demonstration of the formation of new words and the construction of sentences and stories.
- An example of word creation by other children (the one who came up with many interesting new words during the day receives honorary title and the challenge medal “Best Writer”)
- Evaluation of one's own poetic and prose works and the works of other children.
- Characteristics of characters and objects, helping to highlight the desired qualities and characteristics.
- Special verbal exercises and tasks for developing word formation skills.
- Teaching children to compose creative stories according to the picture.
- Creating game situations (what would you call...) the best are recorded in an album
- Elements of competitions (children receive the titles of word creator, king of words)
- Directing games, dramatization games, staged retelling
Games to develop word creativity:
- "Which? What happens the same?
- "Create a Word"
- "Finish the fairy tale"
- "Changing the situation in familiar fairy tales"
- Games with riddles
- Tales from the proverb
- "Connect two words"
- "Tell it in your own words"
- "Retell the Fairy Tale"
- "Fairy Tale Plus"
What is syncwine?
He who thinks clearly speaks clearly.
(Ancient saying)
Sinkwine - The word is French and translated means “poem of five lines.”
The cinquain form was developed by the American poet Adelaide Crapsey.
Sinkwine – This is an unusual poem. A poem written according to certain rules.
Relatively recently, teachers began to use syncwine to activate cognitive activity and began to use it as a method of speech development.
Sinkwine helps to expand your vocabulary.
Sinkwine teaches short retelling, enriches vocabulary
Sinkwine teaches you to find and highlight the main idea in a large volume of information.
Writing a syncwine - the process is creative. This fun activity helps children express themselves through writing their own unrhymed poems.
Compose syncwine everyone succeeds.
Sinkwine helps develop speech and thinking.
Sinkwine facilitates the process of mastering concepts and their content.
Sinkwine - this is also a way of control and self-control (children can compare syncwines and evaluate them).
To compose syncwine , need to:
- learn to find the main elements in the text, in the material,
- draw conclusions and conclusions,
- tell your opinion,
- analyze, summarize, isolate,
- consolidate and summarize.
We can say that this is a flight of thought, free mini-creativity, subject to certain rules.
Stages of work on compiling syncwine with children:
- Introduction to the concepts of “word-object”, “word-attribute”,
“word-action” differentiation of concepts. Selection of words of signs, actions, familiarization with graphic designations of concepts.
- Introduction to the concept of “offer”
- Introduction to the poem algorithm.
- Joint composition of a poem with a teacher and parents
- Expressive storytelling of a poem.
Rules for compiling syncwine.
- Sinkwine consists of 5 lines;
- Its shape resembles a Christmas tree .
1 word
2 words
3 words
4 words
1 word
1 line
1 word – title. It is a noun or pronoun. (Who what?)
2 line
2 words These are adjectives.
(Which one? Which one? Which one? Which ones?)
3 words These are verbs.
(What is it doing? What are they doing?)
3 line
4 words This is a phrase that expresses a personal opinion on the subject of conversation.
4 line
5 line
1 word Conclusion, result. It's a noun.
(Who what?)
1. Watermelon
2. Round, delicious
3. Rolls, grows, matures
4. Watermelon is a large berry.
5. Summer
1. Kitten
2. Black, fluffy
3. Plays, sleeps, eats
4. He is my faithful friend.
5. Animal.
Group work
1 word
2 words
3 words
4 words
1 word
Thank you
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