The importance of creative storytelling in kindergarten. Game “A wizard came to us: I only smell.” Game "Travel in a Time Machine"

Verbal creativity is expressed in various forms stories, fairy tales, poems, riddles, fables, word creation. This requires children to actively work with imagination, thinking, speech, observation, volitional efforts, and the participation of positive emotions. Children are required to be able to come up with a plot, a course of events, a climax and a denouement. They are required to be able to select individual facts, introduce elements of fantasy into them and compose a creative story.

The term “creative stories” is a conventional name for stories that children come up with themselves, because... There is an element of creativity in any children's story.

The peculiarities of creative storytelling are that the child must independently come up with content (plot, imaginary characters), based on the topic and his past experience, and put it into the form of a coherent narrative. It also requires the ability to come up with a plot, a course of events, a climax and a denouement. An equally difficult task is to convey your idea accurately, expressively and entertainingly. Creative storytelling is somewhat akin to real storytelling. literary creativity. The child is required to be able to select individual facts from existing knowledge, introduce an element of fantasy into them and compose a creative story.

Verbal creativity O.S. Ushakova considers it as an activity that arises under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral essays, stories, fairy tales, poems (perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units)).

The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted.

There is no strict classification in the methodology of speech development creative stories, but conditionally distinguished the following types: stories of a realistic nature; fairy tales; descriptions of nature. A number of works highlight the writing of stories by analogy with a literary model (two options: replacing heroes while preserving the plot; changing the plot while preserving the heroes).

Options for creative storytelling according to Loginova V.I., Maksakov A.I., Popova N.I. /3.126/:

1. coming up with a sentence and completing a story (the teacher tells the beginning of the story, its plot, events and characters are invented by the children) realistic or fairy-tale;
2. coming up with a story or fairy tale according to the teacher’s plan (greater independence in the development of content), Penevskaya L.A. suggests drawing up a plan in a natural conversational form;
3. coming up with a story on a topic proposed by the teacher (without a plan). The child acts as the author, chooses the content and form, the topic should be emotionally motivating, some stories can be combined into a series based on themes.

F. Sokhin (6 p141) identifies various options for creative stories:

1. Coming up with a continuation and completion of the story. The teacher tells the beginning of the story, its plot, and the main events and adventures of the characters are invented by the children. An example is the unfinished story by L. A. Penyevskaya “How Misha Lost His Mitten” (Anthology for children of senior preschool age. M., 1976). The teacher asks the children questions: “Did Misha find his mitten? How did this happen? Who helped him? This sparks children's creative imagination. However, it must be directed so that children create believable, life situations. If the stories are written monotonously, you should talk about what else could have happened to Misha’s mitten, that is, offer different options (maybe she got caught in a bush or was dragged away by a puppy, etc.).
2. Coming up with a story or fairy tale according to the teacher’s plan requires greater independence, since the plan only outlines the sequence of storytelling, and the children will have to develop the content independently.
3. Coming up with a story on a topic proposed by the teacher (without a plan) gives an even greater impetus to creative imagination and independence of thought; the child acts as the author, independently choosing the content of the story and its form.
4. The most difficult type of storytelling is inventing a story or fairy tale on a independently chosen topic. Here, success largely depends on how the teacher is able to interest children, create an emotional mood in them, and give impetus to their creative imagination. This type of creative storytelling can sometimes be carried out under the motto “Who will come up with the most interesting fairy tale.”

Most often, children create contaminated texts because it is difficult for them to give a description without including action, and the description is combined with plot action.

preschooler creative storytelling learning

When composing a creative story, a child must independently think through its content, structure it logically, and put it into a verbal form that corresponds to this content. Such work requires a large vocabulary, compositional skills (the ability to come up with a plot, climax, denouement), and the ability to accurately, entertainingly and expressively convey your idea. The child masters all these skills in the process of systematic learning, through constant exercises,
There are different options for creative storytelling.
Coming up with a continuation and completion of the story. The teacher tells the beginning of the story, its plot, and the main events and adventures of the heroes are invented by the children. For example, the teacher reads the unfinished story “How Misha lost his mitten” by L. A. Penevskaya (see: Reader for children of senior preschool age. M., 1981), after which he asks the children questions: “Do you think Misha found his mitten ? How did this happen? Who helped him? Think and talk about it.” Questions spark children's creative imagination. However, the teacher needs to make sure that plausible, real situations are invented and that the stories do not repeat one another. If the stories turn out to be monotonous, he should invite the children to think about what else could have happened to Misha’s mitten, suggest various options (“Maybe the mitten got caught in a bush? Maybe the puppy dragged it away?”).
Themes for children's stories can be either realistic (“What Happened to Yura”, “An Incident in the Forest”, etc.) or fairy tales (“How an Adult Hedgehog Helped a Hedgehog”, “Teddy Bear on a Walk”, “Hare’s Birthday”, etc. etc.). Let's give an example.
The teacher says: “Today you and I will come up with the fairy tale “The Hare’s Birthday.” I'll start, you continue. The hare came out into the clearing in the morning with his drum and began to beat it loudly. The animals heard the noise and ran out into the clearing. And the hare tells them: “Friends, today is my birthday. I invite you all to my holiday.” Then you come up with ideas: who came to the hare, what gifts he prepared. Just don't repeat each other. There are many animals. A squirrel, fox, wolf, hedgehog and other animals could come to the hare. And they prepared different gifts.”
Olya. The squirrel jumped into her hollow and thought about what she could give the bunny. Maybe a nut? It's so delicious. She took the bag and began collecting nuts. I chose the largest, most beautiful ones. The keychain went to the hare, and many guests had already gathered there. She treated everyone to nuts. And the hare treated her to a carrot.
Sasha. The hedgehog came to his hole and thought about what to give the hare. The hare does not eat mushrooms. He went to collect leaves and flowers. Selects the most beautiful ones. He made a beautiful bouquet, stuck it on his back and carried it. Zs’yats looks - the bouquet comes to him on its own. At first he was scared, and then he saw that it was a hedgehog rushing towards him. He was delighted and put the bouquet on the table.
Coming up with a story or fairy tale according to the teacher’s plan requires greater independence, since the plan outlines only the sequence of storytelling, and children will have to develop the content independently.
L.A. Penevskaya suggests drawing up a plan in a natural conversational form. For example, for the fairy tale “The Adventures of a Hedgehog,” the teacher gives the following plan: “First, tell how the hedgehog got ready for a walk, what interesting things he saw on the way to the forest, and figure out what happened to him.” In the future, when children learn to compose stories according to the proposed plan, there will be no need for it.
Coming up with a story on a topic proposed by the teacher (without a plan) gives an even greater impetus to creative imagination and independent thought. The child acts as the author and chooses the content and its form. She formulated it herself

The theme should emotionally prepare children to write a story. Some stories can form a series and be united by one theme, for example, a series of stories about Lena: “Lena’s New Dress”, “What toy did Lena like in kindergarten”, etc. Children learn to visually and figuratively describe objects, convey feelings, mood and adventures heroes, independently come up with an interesting ending to the story, (Recommendation by E. P. Korotkova.)
You can offer children topics for inventing fairy tales about animals: “The Fox’s Birthday,” “How a Hare Walked in the Forest,” “The Adventures of a Wolf,” etc.
The most difficult type of storytelling is coming up with a story or fairy tale on a independently chosen topic. Here, success largely depends on how the teacher is able to interest children, create an emotional mood in them, and give impetus to their creative imagination. This type of creative storytelling can sometimes be carried out under the motto “Who will come up with the most interesting fairy tale.”
It is very important to teach children to evaluate stories and fairy tales invented by their comrades, to see both positive and negative sides stories. The teacher gives a sample assessment, for example: “I liked Olya’s fairy tale. It interestingly describes the adventures of a squirrel and her friends. Olya told her tale expressively. She calls the squirrel very well - “red fur coat”.
The teacher needs to pay attention to both the interesting, entertaining content of the story and the verbal form in which it is conveyed; monitor how children use learned words and expressions in independent creative activities.
Most difficult for children descriptive stories about nature. Learning this type of storytelling occurs gradually, under the influence of the teacher’s precise instructions. So, before telling about a specific time of year (“Spring”, “My favorite time year"), you need to invite the children to talk first about the weather, then about plants and trees, about what happens to animals at this time of year, how children play and adults work. You can suggest, for example, the following float: 1) How is spring different from winter? 2) What is the weather like in spring? 3) What happens to trees and bushes in spring? 4) How do birds and animals live in spring? 5) What do people do in the gardens and gardens?
At the initial stage of teaching creative storytelling about nature, it is useful to draw the attention of preschoolers to the sequence of conveying content in the story. As children master the ability to write a clear and consistent story, you can give them the opportunity to decide for themselves the issue of plan and sequence of presentation.
Of particular interest are creative stories based on comparison natural phenomena(“Winter and Summer”, “River

autumn and spring", "Winter and summer in the forest"). Such topics create ample opportunities not only to diversify the content of the story, but also to use various grammatical and syntactic structures, in particular common and complex sentences.
Storytelling activities can include small verbal exercises related to the topic of the lesson.
For example, at the beginning of a lesson devoted to storytelling on the theme “Spring,” the teacher gives the children the task of choosing epithets and comparisons, thereby helping them master basic means artistic expression.
Activities of this type can begin with a riddle about the time of year (an illustration can be considered). Next, the teacher suggests coming up with definitions for the word sky: “What is it like in the spring? (Blue, cloudless, blue, friendly, joyful, sunny.) And on a rainy day? (Gloomy, gray, black, inhospitable, low, etc.) Then the word sun is suggested (bright, warm, clear, cheerful, red, golden, ruddy). Children come up with comparisons for the word brook (a brook winds like a snake; it rings like a bell; as if a snake is crawling in the grass). After that, they make up stories about spring.
Of course, children do not immediately transfer the learned means of artistic expression into their writings, but comparisons, epithets, and interesting phrases will gradually appear in their stories.
It’s very good to make an album of children’s stories, give him interesting name, invite the children to draw illustrations for each story. This will be a good impetus for development children's creativity. Teaching storytelling has an impact on all aspects of the speech development of preschoolers, on their speech preparation for further education at school.

Federal Agency for Education

State educational institution

"Solikamsk State Pedagogical Institute"

Department of Pedagogy and Private Methods

Methodology for teaching creative storytelling

Performed:

4th year student

FZO Afanasyev

Daria Sergeevna

Checked:

Senior Lecturer

departments of pedagogy and

private methods

Kruzhkova

Lyubov Georgievna

Solikamsk, 2009

INTRODUCTION

I Teaching preschoolers creative storytelling

1.1. Requirements for teaching creative storytelling methods

1.2 Techniques for teaching creative storytelling

II Conclusion

List of used literature

INTRODUCTION

Issues of formation of children's verbal creativity studied by E.I. Tikheyeva, E.A. Flerina, M.M. Konina, L.A. Penevskaya, N.A. Orlanova, O.S. Ushakova, L.M. Voroshnina, E.P. Korotkova, A.E. Shibitskaya and a number of other scientists who developed the topics and types of creative storytelling, techniques and sequence of teaching.

According to Vikhrova N.N., Sharikova N.N., Osipova V.V. The peculiarity of creative storytelling is that the child must independently come up with content (plot, imaginary characters), relying on the topic from his past experience and putting it into a coherent narrative /2.26/.

The opportunity to develop creative speech activity arises in older preschool age, when children have a fairly large stock of knowledge about the world around them. They have the opportunity to act according to plan. According to the definition of L.S. According to Vygotsky, their imagination turns from reproductive, mechanically reproducing reality into creative.

L.S. Vygotsky, K.N. Kornilov, S.L. Rubinshtein, A.V. Zaporozhets consider creative imagination as a complex mental process inextricably linked with the life experience of a child. Creative imagination in preschool childhood has the greatest plasticity and is most easily amenable to pedagogical influence.

Children's creative storytelling is considered as a type of activity that captures the child's personality as a whole: it requires the active work of imagination, thinking, speech, observation, volitional efforts, and the participation of positive emotions.

ITeaching creative storytelling to preschoolers

1.1 Requirements for teaching creative storytelling methods

Verbal creativity is expressed in various forms of stories, fairy tales, poems, riddles, fables, word creation. This requires children to actively work with imagination, thinking, speech, observation, volitional efforts, and the participation of positive emotions. Children are required to be able to come up with a plot, a course of events, a climax and a denouement. They are required to be able to select individual facts, introduce elements of fantasy into them and compose a creative story.

The term “creative stories” is a conventional name for stories that children come up with themselves, because... There is an element of creativity in any children's story.

The peculiarities of creative storytelling are that the child must independently come up with content (plot, imaginary characters), based on the topic and his past experience, and put it into the form of a coherent narrative. It also requires the ability to come up with a plot, a course of events, a climax and a denouement. An equally difficult task is to convey your idea accurately, expressively and entertainingly. Creative storytelling is to some extent akin to real literary creativity. The child is required to be able to select individual facts from existing knowledge, introduce an element of fantasy into them and compose a creative story.

O.S. Ushakova considers verbal creativity as an activity that arises under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions, stories, fairy tales, poems (perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units)).

The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted.

For teaching creative storytelling special meaning has an understanding of the peculiarities of the formation of artistic, in particular verbal, creativity and the role of the teacher in this process. The pedagogical conditions for teaching creative storytelling are:

1. enriching children’s experience with impressions from life;

2. enrichment and activation of the vocabulary;

3. children’s ability to tell a coherent story, master the structure of a coherent statement;

4. children’s correct understanding of the task to come up with.

ON THE. Vetlugina identified three stages in the formation of children's artistic creativity /1,345/:

At the first stage, experience is accumulated: the teacher organizes the acquisition of life observations that influence children's creativity, teaches an imaginative vision of the environment, and the role of art is important.

The second stage is the actual process of children's creativity (an idea arises, the search for artistic means is underway). It is important to install new activity(let's come up with a story, creative tasks). The presence of a plan encourages children to search for composition, highlighting the actions of the characters, choosing words and epithets.

At the third stage, new products appear (its quality, its completion, aesthetic pleasure). Analysis of the results of creativity by adults, their interest.

The basis of creative storytelling is the process of processing and combining ideas that reflect reality, and the creation on this basis of new images, actions, situations that did not previously have a place in direct perception. The only source of combinatorial activity of the imagination is the world. Therefore, creative activity is directly dependent on the richness and diversity of ideas and life experiences that provide material for fantasy.

One of the conditions for children’s success in creative activities is the constant enrichment of children’s experience with impressions from life. This work can have a different nature depending on the specific task: excursions, observing the work of adults, looking at paintings, albums, illustrations in books and magazines, reading books. Thus, before describing nature, systematic observations of seasonal changes in nature and reading literature describing natural phenomena.

Reading books, especially educational ones, enriches children with new knowledge and ideas about the work of people, the behavior and actions of children and adults, deepens moral feelings, and provides excellent examples of literary language. Works of oral folk art contain many artistic techniques (allegory, dialogue, repetition, personification), and attract attention with their unique structure, artistic form, style and language. All this has an impact on children’s verbal creativity.

A condition for successful teaching of creative storytelling is considered to be the enrichment and activation of vocabulary. Children need to replenish and activate their vocabulary through definition words; words that help describe experiences, character traits characters. Therefore, the process of enriching children’s experience is closely related to the formation of new concepts, new vocabulary and the ability to use the existing vocabulary.

Creative storytelling is a productive activity; its end result should be a coherent, logically consistent story. One of the conditions is the ability of children to tell a coherent story, master the structure of a coherent statement, and know the composition of the narrative and description.

Children learn these skills at previous age stages by reproducing literary texts, writing descriptions of toys and paintings, and inventing stories based on them. Particularly close to verbal creativity are stories about one toy, inventing the end and beginning of the episode depicted in the picture.

Another condition is the children’s correct understanding of the “invent” task, i.e. create something new, talk about something that didn’t actually happen, or the child didn’t see it himself, but “invented it” (although in the experience of others a similar fact could exist).

Options for creative storytelling according to Loginova V.I., Maksakov A.I., Popova N.I. and others /3,126/:

1. coming up with a sentence and completing a story (the teacher tells the beginning of the story, its plot, events and characters are invented by the children) realistic or fairy-tale;

2. coming up with a story or fairy tale according to the teacher’s plan (greater independence in the development of content), Penevskaya L.A. suggests drawing up a plan in a natural conversational form;

3. coming up with a story on a topic proposed by the teacher (without a plan). The child acts as the author, chooses the content and form, the topic should be emotionally motivating, some stories can be combined into a series based on themes.

In the methodology of speech development, there is no strict classification of creative stories, but the following types can be roughly distinguished: stories of a realistic nature; fairy tales; descriptions of nature. A number of works highlight the writing of stories by analogy with a literary model (two options: replacing heroes while preserving the plot; changing the plot while preserving the heroes). Most often, children create contaminated texts because it is difficult for them to give a description without including action, and the description is combined with plot action.

It is better to start learning creative storytelling by inventing stories of a realistic nature.

1.2 Techniques for teaching creative storytelling

Techniques for teaching creative storytelling depend on children's skills, learning objectives, and type of story.

IN senior group as preparatory stage You can use the simplest technique of telling children together with the teacher about the issues. Essentially, the teacher “composes” together with the children.

In the pre-school group, the tasks of teaching creative storytelling become more complex (the ability to clearly build a storyline, use means of communication, understand the structural organization of the text). All types of creative stories and different teaching methods with gradual complication are used.

As in the older group, work with children begins with inventing realistic stories. The easiest thing is considered to be coming up with a continuation and completion of the story. The teacher gives a sample that contains the plot and determines the path for the development of the plot. The beginning of the story should interest children, introduce them to the main character and his character, and the setting in which the action takes place. E.I. Tikheyeva recommended giving a beginning that would provide scope for the children’s imagination and provide an opportunity for the development of the storyline in different directions.

Ancillary questions, according to L.A. Penevskaya, are one of the methods of actively guiding creative storytelling, making it easier for the child to solve a creative problem, affecting the coherence and expressiveness of speech.

A plan in the form of questions helps to focus children's attention on the consistency and completeness of the development of the plot. For a plan, it is advisable to use 3-4 questions; a larger number of them leads to excessive detail of actions and descriptions, which can inhibit the independence of a child’s plan.

During the storytelling process, questions are asked very carefully. You can ask what happened to the hero that the child forgot to tell about. You can suggest a description of the hero, his characteristics, or how to end the story. Next - a story based on the plot proposed by the teacher. Children must come up with content, formalize it verbally in the form of a narrative, and arrange events in a certain sequence.

A system of classes for teaching storytelling based on ready-made stories was developed by E. P. Korotkova. She offers a series of stories on topics that are close and accessible to children, and interesting techniques that activate the imagination. Coming up with a story on a independently chosen topic - the teacher advises to come up with a story about an interesting incident that happened to a boy or girl, about the friendship of animals, about a hare and a wolf. Invites the child to come up with a title for the future story and make a plan.

Learning the ability to invent fairy tales begins with introducing elements of fantasy into realistic plots.

Reading and storytelling to children short stories, fairy tales helps to draw their attention to the form and structure of the work, to emphasize interesting fact, revealed in it. This has a positive effect on the quality of children's stories and fairy tales.

As mentioned above, the most complex look children's essays are descriptions of nature. The following sequence of learning to describe nature is considered effective:

1. Enriching children's ideas and impressions about nature in the process of observation, learning the ability to see the beauty of the surrounding nature.

2. Deepening children's impressions of nature by looking at artistic paintings and comparing the beauty of what is depicted with living reality.

3. Teaching children to describe natural objects by representation.

4. Learning the ability to describe nature, generalize one’s knowledge, impressions gained during observations, looking at pictures, listening works of art.

Children's verbal creativity sometimes manifests itself after lengthy reflection, sometimes spontaneously as a result of some kind of emotional outburst. Systematic introduction of children to literary and folk riddles, analysis of artistic means of riddles, special vocabulary exercises create conditions for children to independently compose riddles. E.I. Tikheyeva wrote that living word, a figurative fairy tale, a story, an expressively read poem, a folk song should reign in kindergarten and prepare the child for further deeper artistic perception /1,130/.

The traditional method of teaching storytelling from a picture recommends using as the main teaching method a teacher’s story sample, proposed by T.A. Sidorchuk, N.N. Khomenko. /4.24/:

Stage 1 “Determining the composition of the picture”

To encourage children to identify and name objects in the picture, the “spyglass” technique is used. Rule: point the telescope at one object and name it.

To determine the details of one object, the techniques “Auction”, “Hunt for Details”, “Who is the Most Attentive”, etc. are used. These games are aimed at activating the attention of children.

When teaching classification skills, the technique of grouping according to a given characteristic is used: man-made, natural, functional, the presence of a certain color, shape, etc. The classification group is designated by a general word.

Children model identified objects using diagrams, letters, pictures, colors and other means of designation. To do this, use a board or sheet of paper on which the models are arranged in a similar way to the composition of a painting.

Stage 2 “Establishing relationships between objects in the picture”

The following creative tasks are offered:

the “Unite” wizard came and united two objects (the teacher points to two objects). The wizard asks to explain why he did this. PR: games with the picture “Cat and Kittens”.

“Looking for friends” - find objects that are related to each other by mutual location. PR: “The kittens are friends with each other, because the children of the same mother are cats and love to play together.”

“Looking for enemies” - find objects that are “not friends” with each other. PR: “The balls are not friends with the basket, because they rolled out of it and don’t want to be there.” Note: assessing the relationships between objects is subjective.

Stage 3 “Description based on the possible perception of objects in the picture by different senses”

The technique of “entering the picture”: the teacher encourages children to describe possible sensations and invites them to listen more carefully, inhale smells, taste, touch with their hands, etc. Creative tasks are given.

Stage 4 “Compiling riddles and metaphors from the picture”

Teaching children how to write riddles goes from the semi-active stage (the teacher and the children create a common riddle) to the active stage (the child himself chooses the object and model of the riddle). In this case, the child can use a mixed model. To teach children how to write riddles, it is necessary to master the models in the following sequence.

1. Together with the children, select the object depicted in the picture.

2. An object is selected together with the children. His actions are indicated. 3. An object is selected. 4. A part is selected in the object. The number of such parts is determined.

The teacher himself creates metaphors and offers to guess them. A question is asked to the children: “Who or what am I talking about in the picture?”

Stage 5 “Transformation of objects in time”

To teach children to compose fantasy stories with the transformation of objects in time, the technique of moving through time (“Time Machine”) is used.

A specific object of the picture is selected and its present is described. Next, it is suggested to think about who or what he was in the past and what will happen to him in the future (distant or near).

Stage 6 “Description of the location of objects in the picture”

To teach children spatial orientation in a picture, games are used: “Yes-No”, “Living Picture”.

The “Yes-No” game is organized as follows: the leader guesses an object in the picture, and the children use questions to determine its location. The found object “comes to life” and finds a place on the stage (three-dimensional space). The child’s task is to describe the object in place in the picture, and then on the stage.

The compositional model of the painting on stage is gradually being built.

Stage 7 “Composing stories on behalf of different objects”

Before teaching a child to compose creative stories in the first person, it is necessary to carry out creative tasks that have the following content:

“I’ll tell you a character trait, and you tell me the opposite.”

“Show through action and facial expressions the change in your feelings.”

“Turn into someone or something. Describe your feelings."

To learn how to compose creative stories on behalf of any object in a picture with a predetermined characteristic, the technique of empathy is used. It consists in the fact that the child imagines himself as an object and “enters” his emotional state, conveying his character traits. Going detailed description his condition, relations with the outside world and the problems that have arisen. The teacher should encourage children to solve the problems of the characters in the picture.

Stage 8 “Semantic characteristics of the picture”

The preparatory stage includes in-depth work on children's understanding of proverbs and sayings and learning to explain them from the point of view of the child's experience.

Children’s comprehension of the content of the picture is structured as a game “Explain why the picture is called that?” Its organization is based on the “Catalog” method. The teacher prepares pieces of paper on which various proverbs and sayings are written. A rule is introduced: pull out the note, read the text (read by the teacher or children who can read), explain why the picture was called that?

The next game is “Find the most successful title of the picture.” The child is asked to remember several proverbs and sayings, choose one or two that are most appropriate to the content of the picture, and explain his choice. Particular attention is paid here to logical connectives in the text. The result is a story - a reasoning.

Stage 9 “Composing fantasy stories”

To teach children to compose stories based on a picture, the game technique “A wizard came to visit...” is used. Wizards are invited:

Enlarge-Decrease Wizard (the child selects an object and its properties and performs a fantastic transformation of them).

Wizard of Division-Combination (the selected object is split into parts and mixed up in structure, or exchanges its parts with other objects).

Wizard of Revival-Petrification (the selected object or part of it becomes mobile or, conversely, loses the ability to move in space).

Wizard I Can Do Everything - I Can Only (an object is endowed with unlimited capabilities or is limited in its properties).

Wizard Reverse (a property of an object is identified and changed to the opposite).

Wizard of Time (this wizard is multifunctional and involves the transformation of time processes: Wizard of Acceleration-Deceleration, wizard of Reverse Time, wizard of Time Confusion, wizard of Time Stop, Time Machine, Mirror of Time).

Stage 10 “Compiling fairy tales of a moral and ethical nature”

Invite the children to compose a fairy tale based on the picture.

Determine and name the place where the events will unfold. Name the heroes of the fairy tale. Endow selected objects with human properties or character traits.

Invite the children to make a speech sketch regarding the beginning of the fairy tale (who lived and where, what he was like).

Announce an event (the appearance of an unusual object, a natural phenomenon) that leads to conflict situation.

Continued compilation of the text as a description of the attitude of the fairy tale heroes to the case according to their personal characteristics. Discussion of the opinion of each hero. Proclamation of morality as a wise object. A description of how to resolve a conflict situation based on this morality.

Coming up with a title for a fairy tale.

Stage 11 “Composing rhyming texts based on the picture”

The work must be built in a certain sequence.

First, the children play the game “Folds and Folds”, in which nouns, adjectives, and verbs are selected that rhyme with each other and correspond to the content of the picture.

The teacher then encourages the children to form two-line rhyming phrases.

At the last stage, a complete rhymed text is created based on the content of the picture in accordance with the proposed algorithm.

During classes on speech development, conduct lexical exercises with children on selecting signs and actions in order to activate adjectives and verbs in speech.

It is advisable to return to rhyming texts composed by children in order to modify them.

Algorithm of mental actions when composing rhyming texts

Selecting an object, determining its properties, actions and location of events.

Selection of words that rhyme with each other.

Work on algorithms for creating rhyming text.

At the conclusion of the work expressive reading text.

Analysis of the picture as an integral system

The problem of teaching gifted preschoolers creative storytelling becomes really solvable if the teacher, when presenting any new picture, works out the children’s mental operations to analyze the picture as an integral system, and its objects as components this system.

Model of working with a painting as an integral system

Identification of objects depicted in the picture.

Establishing relationships between objects.

Characteristics of objects (the experience of perceiving objects by different senses is activated).

Description of what is depicted in the picture by means of symbolic analogy (comparison, metaphor).

The idea of objects throughout the entire time of their existence (before the moment of depiction in the picture and after).

Description of the location of objects in the picture.

Introducing yourself in the picture as one of the objects.

Search for the polysemy of the meaning of the plot of the picture.

Composing creative texts using techniques for fantastically transforming objects in a painting.

Creation of moral and ethical fairy tales based on those depicted in the picture.

Compiling rhyming texts based on the content of the picture.

Basic operations of analyzing a painting object

Selecting the main (possible) function of the object. Listing the elements and parts that make up an object. Designation of a network of relationships between a given object and other objects depicted in the picture.

Representation of possible changes of a given object over time. Identification of object characteristics, selection of objects with similar characteristics.

For children to more effectively master algorithms for organizing creative speech activity based on a picture, it is advisable to carry out the games and creative tasks described below.

IIConclusion

To successfully master the school curriculum, a kindergarten graduate must develop the ability to coherently express his thoughts, build a dialogue and compose a short story on a specific topic. But in order to teach this, it is necessary to develop other aspects of speech: expand the vocabulary, cultivate the sound culture of speech and form a grammatical structure. All this is the so-called “standard” that a child should have when entering school.
In the practice of preschool education, speech problems are solved in specially organized speech development classes, which, as a rule, are complex in nature. We tried to resolve the contradiction that arose using game methods of teaching storytelling from a picture, including the method of composing riddles by A.A. Nesterenko, as well as adapted methods for developing imagination and elements of the theory of solving inventive problems (TRIZ). With this approach, the result is quite guaranteed: the ability to compose a creative story based on a picture against the backdrop of a preschool child’s sustained interest in this type of activity. In order for preschoolers to more fully understand what is depicted in the picture, it is necessary to teach them basic techniques for systematic analysis of the selected object. Training is carried out in a playful way.

You can use such games starting from middle group. Games are turned on in parallel with working with the picture as a whole. The time and number of them depend on the capabilities of the children and the teaching goals of the teacher.

List of used literature

1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the native language of preschoolers - M.: Academy, 1998 - 400 p.

2. Vikhrova I.N., Sharikova N.N., Osipova V.V. Correction of speech and fine motor skills through drawing with strokes // Preschool pedagogy, 2005 - No. 2 -24-28p.

3. Loginova V.I., Maksakov A.I., Popova M.I. and others. Development of speech in preschool children - ed. F.A. Sokhina - M.: Education, 1984 - 223 p.

4. Sidorchuk T.A., Khomenko N.N. Technologies for the development of coherent speech - M.: Academy, 2004 - 304 p.

5. Tikheyeva E.I. Speech development of children (early and preschool age) - M.: Education, 2003

Seminar for kindergarten teachers. Conducted on January 20, 2014.

Term . The features of creative storytelling are that the child must independently come up with content (plot, imaginary characters), based on the topic and his past experience, and put it into the form of a coherent narrative

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TEACHING CHILDREN OF SENIOR PRESCHOOL AGE CREATIVE STORIES

general

Nurturing a creative personality is one of the main tasks put forward in the social order of society. The formation of creativity is expected in preschool age.

ON THE. Vetlugina identified three stages in the formation of children's artistic creativity. At the first stage, experience is accumulated: the teacher organizes the acquisition of life observations that influence children's creativity, teaches an imaginative vision of the environment, and the role of art is important.

The second stage is the actual process of children’s creativity (an idea arises,

search for artistic means). Setting up a new activity is important (we’ll come up with a story, creative tasks). The presence of a plan encourages children to search for composition, highlighting the actions of the characters, choosing words and epithets.

At the third stage, new products appear (its quality, its completion,

Aesthetic pleasure). Analysis of the results of creativity by adults, its

interest.

Scientists identify creative storytelling as higher form development of monologue speech.

The work is designed for three years of study and involves special preparatory work aimed at forming the structure of the story and teaching expressive means of revealing the image.

Characteristics of creative storytelling are:

Passion for activity;

The ability to modify, transform, combine existing ideas and create new images and situations based on them;

The ability to imagine events in the sequence of their development, to establish

dependency between other events;

Use of appropriate linguistic means, in order to create an image;

Independence in the search for images and plot development;

Variability, i.e. the ability to come up with several versions of essays on one topic.

Therefore the term“creative stories” is a conventional name for stories,

which children come up with themselves. The peculiarities of creative storytelling are that the child must independently come up with content (plot, imaginary characters), based on the topic and his past experience, and put it into the form of a coherent narrative. It also requires the ability to come up with a plot, a course of events, a climax and a denouement. Creative storytelling is to some extent related to real literary creativity, since the child is required to be able to select individual facts from existing knowledge, introduce an element of fantasy into them and compose a creative story.

kinds

In the methodology of speech development there is no strict classification of creative

stories, but the following types can be roughly distinguished:stories of a realistic nature; fairy tales; descriptions of nature.

E.P. Korotkova, pointed out the pedagogical value of storytelling based on a literary model. She noted that imitation of a writer-author of a favorite story is creative. Borrowing the idea, the child independently develops the plot of his story and makes new faces into heroes.

There are composing stories by analogy with a literary model (two options: replacing characters while maintaining the plot; changing the plot while maintaining the characters).

Creative storytelling options:

1. coming up with a sentence and completing a story (the teacher tells the beginning of the story, its plot, events and characters are invented by the children) realistic or fairy-tale;

2. coming up with a story or fairy tale according to the teacher’s plan (greater independence in the development of content);

The main types of creative stories (stories with creative elements) include:

Stories by analogy,

Coming up with a continuation and completion of the story,

Compose a story using several key words,

Compose a story on the proposed topic.

preparatory work

For the successful teaching of children creative storytelling, the participation of the teacher in this process, as well as the creation of pedagogical conditions for teaching children creative storytelling, is of particular importance:

1) enriching children’s experience with impressions from life;

2) enrichment and activation of the vocabulary;

3) children’s ability to tell a coherent story, master the structure of a coherent statement;

4) children’s correct understanding of the task to come up with.

The opportunity to develop creative speech activity arises in older preschool age, when children have a fairly large stock of knowledge about the world around them.They have the opportunity to act according to plan. According to the definition of L.S. According to Vygotsky, their imagination turns from reproductive, mechanically reproducing reality into creative.

The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted.

For the methodology of teaching creative storytelling, understanding the peculiarities of the formation of artistic, in particular verbal, creativity and the role of the teacher in this process is of particular importance.

A condition for successful teaching of creative storytelling is considered to be the enrichment and activation of vocabulary. Children need to replenish and activate their vocabulary through definition words; words that help describe experiences, character traits of characters. Therefore, the process of enriching children’s experience is closely related to the formation of new concepts, new vocabulary and the ability to use the existing vocabulary.

Creative storytelling is a productive activity; its end result should be a coherent, logically consistent story.One of the conditions is the ability of children to tell a coherent story, master the structure of a coherent statement, and know the composition of the narrative and description.

Compiling a creative story requires the ability to coherently and consistently display certain events in speech, as well as the presence in children of ideas about some rules for constructing a story-message (beginning, displaying the plot action in its development, ending; precise determination of the time and place of events, etc. ).In this regard, learning to compose creative stories is carried out under the condition that children have developed certain skills in coherent, detailed statements (retelling, composing a story based on a picture, a story-description of an object, etc.).

Teaching children to compose independent stories with creative elements is carried out mainly in the second year of study. However, starting from the third period of the first year of study, it is recommended to include separate tasks of a creative nature that are accessible to children in classes on retelling, telling from pictures, and others.

Retelling training:

Games are dramatizations based on the plot of the work being retold.

Exercises to model the plot of the retold work (using an illustrative panel, a visual diagram, a computer).

Drawing on the theme (plot) of the work being retold, followed by compiling a story based on the completed drawings. (Image of characters or individual episodes of a story/fairy tale and their verbal description.)

Restoring the “deformed” text with its subsequent retelling:

a) substitution of missing words (phrases) into the text;

b) restoration of the required sequence of sentences.

Compiling creative retellings - with replacing the characters, the location of the action, changing the time of action, presenting the events of the story (fairy tale) from the 1st person, etc.

Description training:

Game-exercise “Find out what it is!” (Recognition of an object by its specified details, individual components.)

Drawing up a description of an item based on your own drawing.

Using game situations when composing descriptive stories (“Shop”, “The dog is missing”, etc.)

To others an important condition Successful teaching of creative storytelling is considered to be the enrichment and activation of vocabulary. Children need to replenish and activate their vocabulary through definition words; words that help describe experiences, character traits of characters. Therefore, the process of enriching children’s experience is closely related to the formation of new concepts, new vocabulary and the ability to use the existing vocabulary.

Thus, observing the winter landscape, children, with the help of a teacher, give various definitions of the qualities and conditions of snow: white, like cotton wool; slightly bluish under the tree; sparkles, shimmers, sparkles, shines; fluffy, falls in flakes.

These words are then used in children's stories (“It was in winter, in last month winter, in February. When last time snow fell - white, fluffy - and everything fell on the roofs, on the trees, on the children, in large white flakes").

Help for children is provided by a model teacher. Let's give an example.

“I really like autumn. I like to look at and collect yellow leaves of maple and birch, red leaves of sedge, and light green leaves of willow and poplar in bouquets. And when the wind blows, I like how the leaves fall from the trees, circle in the air, and then quietly fall to the ground. And when you walk on the ground, on such a carpet of autumn leaves, you can hear it gently rustling.” (N.A. Orlanova).

The miniature descriptions are interesting (O. S. Ushakova). For example, after a short conversation about spring and vocabulary exercises, children are asked to talk about nature in spring.

Examples of exercises: “How can you say about spring, what kind of spring? (Spring is red, hot, spring is green, warm, sunny.) What grass is in spring? (Green, tender ant-grass, whispering grass, soft, ant-grass, dewy, silky grass, soft as a blanket) What kind of apple tree can there be in the spring? (Snow-white, fragrant, blooming, pale pink, white as snow, tender).”

Creative storytelling is a productive activity; its end result should be a coherent, logically consistent story. Therefore, one of the conditions is the ability of children to tell a coherent story, master the structure of a coherent statement, and know the composition of the narrative and description.

Organized work on developing expressive and figurative speech in older preschoolers requires solving the following tasks:

Cultivating the sensory basis for children’s perception of the literary word of works of literature and folklore and thereby creating conditions for preschoolers to master a special gift - the “gift of speech”;

Focusing on children's mastery of lexical means of speech expression.

Preschoolers can be introduced to the stylistic means of artistic expression through the following exercises and tasks:

Name a word that makes a work of art beautiful;

Name words that are found only in fairy tales;

Find beautiful fairy-tale expressions and proverbs in the fairy tale;

Choose beautiful words for this or that object (phenomenon);

Find which one beautiful word lacks;

Find words that make the work gentle, melodious;

Find objects that are compared;

Find a nice comparison;

Find an unusual comparison, etc.

While working with a literary text, children can complete tasks to select synonyms, antonyms, and phraseological units. For this purpose, games “Who will say otherwise”, “What words did you hear?” are played with the pupils.When phraseological units are encountered in works of oral folk art, familiarization with them is carried out not only in connection with children’s understanding of the content of these artistic means of expression, but also in explaining their meaning in words that are similar in meaning (the game “How to say otherwise”).

The rhymed structure of poetic works of literature and folklore makes it possible to most effectively conduct exercises with children that require selecting and inserting into the text words that are appropriate in meaning (variants of words of the same synonymous series are offered by the teacher). For example,game "Choose the most suitable word". In this case, the rhyme tells the children the most suitable word from a certain synonymous series; it also emphasizes the significance of its choice for the beautiful sound coloring of the poem.

Preschoolers can learn the compositional means of expressiveness of works of art with the help of such tasks as “Start, continue, finish”, “Determine the beginning of the work”, “Find repetitions”, “Choose a word that is similar in sound”, “Finish the phrase”, “Find the same tails in words"

One of effective methods introducing preschoolers to fiction is the dramatization of literary works (as a means of secondary familiarization with a literary text). Staging folklore or literary work is possible only if children have a good knowledge of its content and means of expression.

There are quite a few types of dramatizations: dramatization games, theatrical performances by children, puppet and shadow theaters, toy theaters, tabletop cardboard or plywood theaters, flannelgraph, etc. Children can be both spectators and performers. A dramatized plot greatly facilitates solving a creative problem, so not only six-year-old children, but also four- to five-year-olds can come up with fairy tales based on such plots.

Methodology

Children learn to describe objects visually and figuratively, convey the feelings, mood and adventures of the characters, and independently come up with the ending of the story.

It is better to start learning creative storytelling by inventing stories of a realistic nature.

Techniques for Teaching Creative Storytelling

Techniques for teaching creative storytelling depend on children's skills, learning objectives, and type of story.

In the older group, as a preparatory stage, you can use the simplest technique of telling children together with the teacher about questions. Essentially, the teacher “composes” together with the children.

As mentioned above, the most difficult type of children's essays is the description of nature. The following sequence of learning to describe nature is considered effective:

1. Enriching children's ideas and impressions about nature in the process of observation, learning the ability to see the beauty of the surrounding nature.

2. Deepening children's impressions of nature by looking at artistic paintings and comparing the beauty of what is depicted with living reality.

3. Teaching children to describe natural objects by representation.

4. Learning the ability to describe nature, generalize one’s knowledge, impressions gained during observations, looking at paintings, listening to works of art.

Creative stories are understood as stories invented by children with an independent choice of content (situations, actions, images), a logically constructed plot, expressed in an appropriate verbal form. Creative stories vary in degree of complexity and independence.

Let us consider the techniques of speech therapy work on preschoolers’ compilation of the main types of creative stories.

When teaching storytelling Similarly An auxiliary technique of jointly composing a story according to the plot scheme proposed by the teacher is recommended.

For example:

On the day off, our family (father, mother, me and brother...) went... (to the dacha, fishing, to the forest, etc.). Dad took with him..., mom -... And I took with me... We went to/to... (train, car, etc.). There... (where?) it’s very beautiful. There is... (forest, lake, river) nearby. We went to... for... (What happened next?) ... We returned home... I got very better on/in...

Children complete sentences. Then the teacher combines their statements into a completed text, which is used as a model for composing their own versions of the story.

To compose stories by analogy, works can also be used for retelling with subsequent replacement of characters, narrative details, and actions of individual characters (for example, in the stories of E.A. Permyak “Who?” and “How Masha Got Big”). In the future, training in composing stories by analogy with a short text heard can be carried out without prior retelling (taking into account the increased speech and cognitive abilities of children). The structure of such classes includes:

Specific instructions for composing a story (changing the time of year, location, etc.);

It is recommended to draw up a continuation (ending) of an unfinished story in two sequentially used options: with and without support visual material. In the first option, children are offered a picture depicting the climax of an unfinished story. After analyzing its content (descriptive characteristics of characters,

depicted situation) the text of the beginning of the story is read twice. Several options for its possible continuation are proposed in accordance with this plot situation.

For the second version of the task (finishing a story without visual support), the text of the unfinished story, after reading twice, is retold by one or two children. Then the task is given to come up with an ending to the story according to one of the proposed options (children's choice). Texts are selected for classes that allow the choice of several options for continuing the story. Particularly fertile material for coming up with your own cheerful, happy and kind ending are Russian folk tales (“Ryaba Hen”, “Kolobok”, “Sister Fox and Gray wolf" and etc.)

It is advisable to first teach children how to compose stories on a topic based on supporting words in combination with the teacher demonstrating visual supports - corresponding pictures (for example: “boy” - “fishing rod” - “river”; “guys” - “forest” - “hedgehog”; “ boys" - "lake" - "raft", etc.). In addition to subject ones, individual pictures depicting a landscape can also be used. They serve as a kind of picture plan. The visual images and ideas that arise in children when perceiving words are supplemented and clarified with specific, “visible” details, images of objects that can be used in solving a creative problem. (For example, an image of a river in the background forest area in a series of pictures “boy” - “fishing rod” - “river”, etc.). The composition of a story is preceded by a naming

objects shown in the pictures and their a brief description of(description of appearance, details, etc.). Then the children are offered the theme of the story, which determines its possible event basis: “On a fishing trip”; "An Incident in the Forest"; “Adventure on the lake”, etc. To make the task easier, use short plan of three or four questions, in which children are involved (for example: “What did the boy take with him fishing?”; “Who did he meet on the river?”; “What happened while fishing?”; “What did the boy bring home?”). ). If there are difficulties, the teacher gives an example of the beginning of the story.

4. Learning to compose a story on a topic without the use of verbal and visual supports, due to the complexity of this type of storytelling, is carried out at the final stage of work.

Conversation-discussion of the proposed topic (activation and clarification of children’s ideas related to the topic of the story);

“guiding” instructions for composing stories (children must determine the place, time of action, main characters; instructions are given on how to start the story, etc.);

“homework”: retell to parents the story compiled in class, come up with other stories on the same topic.

When teaching children how to compose stories on a topic, it is recommended to use: reliance on the example of the beginning of a story given by the teacher; auxiliary questions suggesting possible options for the content of the story; a preliminary question plan, drawn up collectively and individually, under the guidance of a teacher, etc.

Kinds creative tasks included in classes on teaching various types of storytelling

Purpose of the lesson Types of tasks

Training in retelling Drama games based on the plot of the work being retold.

Exercises to model the plot of the work being retold (using an illustrative panel, a visual diagram). Drawing on the theme (plot) of the work being retold, followed by compiling a story based on the completed drawings. (image of characters or individual episodes of a story/fairy tale and their verbal description). Restoring a “deformed” text with its subsequent retelling: a) substituting missing words (phrases) into the text, b) restoring the required sequence of sentences. Compiling creative retellings - with replacing the characters, the location of the action, changing the time of action, presenting the events of the story (fairy tale) from the 1st person, etc.

Learning storytelling from pictures Coming up with a title for a picture or a series of pictures, as well as different versions of the title, coming up with a title for each sequential picture in the series (for each fragment, episode). Games-exercises for reproducing elements of the content of the picture (“Who is the most attentive?”, “Who remembered better?”, etc.). Exercise in making proposals for this word(word form) taking into account the content of the picture. Acting out the actions of the characters in the film (dramatization game using pantomime, etc.). Drawing up a plot to the depicted action (based on the teacher’s speech sample). Restoring a missing link when composing a story based on a series of pictures. Game-exercise "Guess it!" (Based on questions and instructions from the teacher, children restore the content of the fragment depicted in the picture, but covered by a screen)

Learning to describe an object Game-exercise “Find out what it is!” (Recognition of an object by its specified details, individual components). Drawing up a description of an item based on your own drawing. Using game situations when composing descriptive stories (“Shop”, “The Dog is Missing”, etc.)

Let us look at some variants of such tasks as an example. So, after retelling the fairy tale “Tails,” children are invited to compose a creative retelling with the introduction of new characters (cows, rooster, peacock) into the plot action, and come up with some episode based on its plot. Before completing the creative task, an additional conversation is given on the content of the text (with clarification of the key points of the action), after which the children are explained the proposed method of “transforming” the plot (introducing new characters, replacing some details of the narrative). As an auxiliary technique, a sample story from the teacher or a question plan (3-4 questions) is used. If there are difficulties, the questions are repeated as the story is compiled. After compiling a retelling of a fairy tale (for example, “ Gingerbread house”, etc.) in a separate lesson, children are given the task of making a retelling in the first person. Compiling such stories contributes to the development of children’s imagination and monologue speech.

In classes on individual pictures and series of pictures, children, based on their visual content, are asked to come up with a plot or continuation to the depicted plot action (upon questions from the teacher). For children who are more advanced in terms of mastering the skills of coherent statements, after compiling a story based on a series of plot pictures, it is recommended to introduce various creative tasks (for example, using V.G. Suteev’s “Nakhodka” series, compose a story with the main character and toys replaced).

An example of a creative task that promotes the development of children’s imagination and verbal creativity is the game-exercise “Guess It!” using a multi-figure painting (" Winter fun". "Summer in the Park", etc.). The children are given the task of imagining and reproducing in speech the visual content of one of the fragments of the picture, covered by a screen. The teacher, helping the children, names the location of the action depicted on the closed part of the picture ("Here is a skating rink " or "There is a picture of a slide" - based on the painting "Winter Fun"). Children, focusing on general content pictures, make guesses about possible characters and their actions, and the teacher notes correctly guessed or close to the depicted options (characters, objects, moments of action). Then the screen is removed, and the children compose a descriptive story based on this fragment. In another version of the task, children are offered a large-format painting depicting only the scene of action, one or another setting (for example, the scene of action for the paintings “Winter Fun,” “Our Yard,” “Summer on the Lake,” etc.) without depicting the corresponding characters. On the typesetting canvas next to the painting, planar figures of possible characters in the painting (people, animals), as well as certain objects, are placed. The task facing children is to identify the characters and their relationships; you need to make the right choice of characters and objects and find them Right place in the picture. As they “fill out” the picture, children practice composing sentences that include naming objects and indicating their location, determining the actions performed by the characters, etc. After restoring the visual content of the picture, children move on to its description.

Including creative tasks in different kinds classes (retelling, stories based on pictures, describing an object, etc.) is aimed at preparing children for special classes in teaching storytelling with elements of creativity.

In order to develop children's skills in composing an independent story with elements of creativity, the following types of classes are conducted: composing a story by analogy; coming up with a continuation (ending) of an unfinished story; compiling a plot story based on a set of toys; an essay on this topic based on several key words and subject pictures, etc. In this case, the following practical tasks are solved - developing in children the ability to navigate the proposed text and visual material when composing their own story; activation of children’s knowledge and ideas about the environment, clarification and development of spatial and temporal concepts; development of reconstructive and creative imagination.

To compile stories by analogy, works can also be used for retelling with subsequent replacement of characters, narrative details, and actions of individual characters (for example, in the stories of E. A. Permyak “Who?” and “How Masha Got Big”). In the future, training in composing stories by analogy with a short text heard can be carried out without prior retelling (taking into account the increased speech and cognitive abilities of children). The structure of such classes includes:

double reading and analysis of the text;

specific instructions for composing a story (changing the time of year, location, etc.);

children's stories followed by collective analysis and evaluation.

It is recommended to compose a continuation (ending) of an unfinished story in two sequentially used versions, with and without support for visual material. In the first option, children are offered a picture depicting the climax of an unfinished story. After analyzing its content (descriptive characteristics of the characters, the depicted setting), the text of the beginning of the story is read twice. Several options for its possible continuation are proposed in accordance with this plot situation. For the second version of the task (finishing a story without visual support), the text of the unfinished story, after reading twice, is retold by one or two children. Then the task is given to come up with an ending to the story according to one of the proposed options (children's choice). Texts are selected for classes that allow the choice of several options for continuing the story.

The following topics can be used to compose stories based on toy sets: “Tanya’s birthday”; "Tanya visiting her grandmother"; “How Vova and Misha went to the zoo”, etc. Let’s give an example of the construction of one of the lessons (“Tanya got sick”). To carry it out, a set of three or four character toys (a girl, a mother, a doctor, a nurse) and objects (two telephones, an ambulance, a crib, a table, etc.) is used. It is advisable to devote two classes to writing stories, the structure of which includes:

guessing riddles about the characters and objects of the future story;

character characteristics (appearance, " public role" and "professional actions"); description of objects-attributes;

determining the theme of the story;

a sample story or its beginning offered by the teacher;

compiling stories by children using this plan;

analysis of children's stories. You can use a dramatization that allows you to correlate children's statements with demonstrations of the actions of toy characters. Staging the plot contributes to the accumulation of visual impressions, activation of the vocabulary and speech statements of children.

It is advisable to first teach children how to compose stories on a topic using reference words in combination with the teacher demonstrating visual supports - corresponding pictures (for example, “boy” - “fishing rod” - “river”; “guys” - “forest” - “hedgehog”; “ boys" - "lake" - "raft"; etc.). In addition to subject ones, individual pictures depicting a landscape can also be used. They serve as a kind of picture plan. The visual images and ideas that arise in children when perceiving words are supplemented and clarified with specific, “visible” details, images of objects that can be used in solving a creative problem. (For example, an image of a river against a forest background in a series of pictures “boy” – “fishing rod” – “river”, etc.). Compiling a story is preceded by naming the objects depicted in the pictures and their brief description (description of appearance, details, etc.). Then the children are offered the theme of the story, which determines its possible event basis: the title of the stories “Fishing”; "An Incident in the Forest" "Adventure in the forest", etc. To facilitate the completion of the task, a short plan of 3-4 questions is used, in the preparation of which children are involved (for example: “What did the boy take with him fishing?”; “Who did he meet on the river?”; “What happened while fishing?”); "What did the boy bring home?"). If there are difficulties, the teacher gives an example of the beginning of the story.

When learning to compose a story using these words without relying on pictures, such a sample story is usually used constantly.

A special place is occupied by the work on the formation of coherent speech of children in subject-practical training sessions(drawing, appliqué, design). To activate and develop coherent speech during such activities, it is recommended to use speech planning and an “accompanying” description of the actions being performed, a verbal report from the child about the completed task, and, finally, compiling a short creative story based on the completed drawing, application, or model. To compose stories, children are offered themes and plots that are close to their life experience: “My house”; "Boat Trip"; “On our playground,” etc. Recommended techniques: compiling a story according to a question plan, clarifying the sequence and details of the story; supplementing the child’s story with other children, etc. The plan for the future story can be drawn up by the child himself under the guidance of the teacher (guiding and clarifying questions, hints).

Subsequently, this version of the task can be used: children are given a plan - a semantic scheme of the story and are asked to draw 3-4 pictures according to the number of main questions reflecting the key points of a possible plot action. So, for the task of writing a story on the topic “Walk in the Forest,” children are asked to make drawings based on the following questions– instructions: “What did the children take with them when they were going to the forest?”; "Which road did they take?"; "What were the children doing in the forest?"; "Who did they meet there?" and so on. Children's drawings are used as a picture plan. Relying on your own drawing is an effective way for children to master storytelling skills. Their interest in such activities contributes to the activation of independent speech activity.

Learning to compose a story on a topic without the use of verbal and visual supports, due to the complexity of this type of storytelling, is carried out at the final stage of work.

It is recommended to include in the structure of lessons on teaching how to compose a story on a given topic:

conversation - discussion of the proposed topic (activation and clarification of children’s ideas related to the topic of the story);

discussion (collective drawing up) of a plan for a future story;

“guiding” instructions for composing stories (children must determine the place, time of action, main characters; instructions are given on how to start the story, etc.);

discussion and analysis of children's stories (using tape recordings or videos);

“homework”: retell to parents the story compiled in class, come up with other stories on the same topic.

When teaching children to compose stories on a topic, it is recommended to use some of the above techniques, which include: relying on the example of the beginning of the story given by the teacher; auxiliary questions suggesting possible options for the content of the story; a preliminary question plan, drawn up collectively and individually, under the guidance of a teacher, etc.

Teaching Children Creative Storytelling (Imagination)

1. The originality of creative, invented stories of children.

2. High level mental and speech preparation. Rich experience, a variety of life experiences, the main conditions for conducting this type of storytelling.

3. Requirements.

4. Types of storytelling: realistic, fantastic (fairy tales, fables).

5. Themes of the stories: moral themes, about children, about nature.

6. Conducting classes to teach children creative storytelling at different stages of learning.

7. Methodological techniques:

Preliminary conversation on the topic of the story;

A story plan drawn up by the teacher with the children;

Teacher's story (beginning of the story, sample for a story by analogy);

Instructions for compiling and analyzing a story;

Leading questions and suggestions aimed at developing the plot.

Requirements for children's storytelling:

1. It must be independent, this means that the story is compiled without leading questions, the plot of the story is not borrowed from the story of the teacher and friends.

2. Purposefulness - the ability to subordinate everything to the content, the general plan, without unnecessary detail and enumeration.

3. Beginning, development of the plot, climax, ending, skillful description of the scene of action, nature, portrait of the hero, his mood.

Conducting classes to teach children creative storytelling

1. Writing stories or fairy tales on a topic proposed by the teacher, and as a complication of this type - independent choice of topic.

2. An essay based on a literary model in 2 versions.

3. Compiling a story based on a landscape painting.

The theme of creative stories should be related to the general tasks of instilling in children a correct attitude towards life around them, instilling respect for elders, love for younger ones, friendship and camaraderie. The topic should be close to the children’s experience (so that a visible image arises from the imagination), accessible to their understanding and interesting. Then they will have a desire to come up with a story or fairy tale.

Topics for storytelling can be with specific content: “How a boy found a puppy”, “How Tanya looked after her sister”, “A gift for mom”, “How Santa Claus came to the Christmas tree in kindergarten”, “Why the girl cried”, “How Katya lost in the zoo." When children learn to come up with a story with specific content, you can complicate the task - offer a story on an abstract topic: come up with a story “About a funny incident”, “About a terrible incident” like “Fear has big eyes”, “About an interesting incident”.

In the older group, as a preparatory stage, you can use the simplest technique of telling children together with the teacher about questions. A topic is proposed, questions are asked, to which the children come up with an answer as they pose them. At the end, a story is compiled from the best answers. Essentially, the teacher “composes” together with the children.

For example, on the topic “What happened to the girl,” children were asked the following questions: “Where was the girl? What happened to her? Why did she cry? Who consoled her? The instructions were given to “make up” a story. If the children were at a loss, the teacher prompted (“Maybe she was at the dacha or got lost on a noisy city street”).

In order to develop creative skills, it is recommended that children come up with a continuation of the author’s text. So, after reading and retelling L. Tolstoy’s story “The Grandfather Sat Down to Drink Tea,” the teacher suggests continuing it. Shows how you can come up with an ending by giving your own example.

Below we will consider the features of using teaching techniques depending on the type of story.

Vasya loved to walk in the forest, pick strawberries, and listen to birds singing. Today he went out early and went especially far. The place was unfamiliar. Even the birches were somehow different - thick, with hanging branches. Vasya sat down to rest under a large birch tree, wiped his sweaty brow and wondered how to find his way home. A barely noticeable path led to the right, but Vasya did not know where it went. Some kind of descent began straight ahead, and to the left there was a dense forest. Where to go?

Children must figure out how Vasya got out of the forest.

Auxiliary questions are one of the techniques for actively guiding creative storytelling, making it easier for the child to solve a creative problem and influencing the coherence and expressiveness of speech.

A plan in the form of questions helps to focus children's attention on the consistency and completeness of the development of the plot. For a plan, it is advisable to use 3–4 questions; a larger number of them leads to excessive detail of actions and descriptions, which can inhibit the independence of a child’s plan.

A more complex technique is telling a story based on the plot proposed by the teacher. For example, the teacher reminds that March 8 is coming soon. All children will congratulate their mothers and give them gifts. He further reports: “Today we will learn to come up with a story about how Tanya and Seryozha prepared a gift for their mother for this day. Let's call the story: “A gift to mom.” We will record the best stories." The teacher set a learning task for the children, motivated it, suggested a theme, a plot, and named the main characters. Children must come up with content, formalize it verbally in the form of a narrative, and arrange events in a certain sequence. At the end of such a lesson you can draw Greeting Cards for moms.

A system of classes for teaching storytelling based on ready-made stories was developed by E. P. Korotkova. It offers a series of stories on topics that are close and accessible to children, interesting techniques that activate the imagination: description of the character, reliance on the image of the main character when composing the story (describe him and the situations in which he participated more fully), etc.

Coming up with a story on a self-selected topic is the most difficult task. The use of this technique is possible if children have basic knowledge about the structure of the narrative and means of intratextual communication, as well as the ability to title their story. The teacher advises what you can come up with a story about (about an interesting incident that happened to a boy or girl, about the friendship of animals, about a hare and a wolf). Invites the child to come up with a name for the future story and make a plan (“First, say what your story will be called, and briefly - what you will talk about first, what in the middle and what at the end. After that, you will tell everything.”).

Learning the ability to invent fairy tales begins with introducing elements of fantasy into realistic plots.

For example, the teacher begins the story “Andryusha’s Dream”: “Dad gave the boy Andryusha a bicycle “Eaglet.” The baby liked it so much that he even dreamed about it at night. Andryusha dreamed that he went traveling on his bicycle.” Where Andryusha went and what he saw there, the children must come up with an idea. This sample in the form of the beginning of a story can be supplemented with explanations: “Something unusual can happen in a dream. Andryusha could go to different cities and even countries, see something interesting or funny.”

At first, it is better to limit fairy tales to stories about animals: “What Happened to the Hedgehog in the Forest,” “The Adventures of the Wolf,” “The Wolf and the Hare.” It is easier for a child to come up with a fairy tale about animals, since observation and love for animals give him the opportunity to mentally imagine them in different conditions. But a certain level of knowledge about the habits of animals and their appearance is required. Therefore, learning the ability to invent fairy tales about animals is accompanied by looking at toys, paintings, and watching filmstrips.

Reading and telling short stories and fairy tales to children helps draw their attention to the form and structure of the work, and emphasize the interesting fact revealed in it. This has a positive effect on the quality of children's stories and fairy tales.

An example of a fairy tale by Tanya (6 years 7 months): “The Magic Wand.” Once upon a time there was a bunny, he had a magic wand. He always said magic words: “Magic wand, do such and such.” The wand did everything for him. The fox knocked on the hare’s door and said: “Can I come to your house, otherwise the wolf kicked me out.” The fox deceived him and took away his wand. The hare sat under a tree and cried. The rooster is walking: “Why are you crying, bunny?” The hare told him everything.

The rooster took the magic wand from the fox, brought it to the bunny, and they began to live together. That’s the end of the fairy tale, and whoever listened, well done.”

The development of children's verbal creativity under the influence of Russian folk tale happens in stages. At the first stage, the stock of well-known fairy tales is activated in the speech activity of preschoolers in order to assimilate their content, images and plots. At the second stage, under the guidance of the teacher, an analysis of the scheme for constructing a fairy tale narrative and plot development (repetition, chain composition, traditional beginning and ending) is carried out. Children are encouraged to use these elements in their own writing. The teacher addresses the techniques joint creativity: chooses a topic, names the characters - the heroes of the future fairy tale, advises the plan, begins the fairy tale, helps with questions, suggests the development of the plot. At the third stage, the independent development of a fairy tale narrative is activated: children are asked to come up with a fairy tale based on ready-made themes, plot, characters; choose your own theme, plot, characters

Children's verbal creativity is not limited to stories and fairy tales. Children also compose poems, riddles, fables, and counting rhymes. Counting rhymes are popular and ubiquitous among children - short rhyming poems that children use to identify leaders or assign roles.

The desire for rhyme, the repetition of rhymed words - not only counting rhymes, but also teasers - often captivates children, becomes a need, and they develop a desire to rhyme. Children ask to be given words to rhyme, and they themselves come up with words that are consonant with them (thread - there is a snail in the pond; house - a catfish lives in the river). On this basis, poems appear, often imitative.

Children's verbal creativity sometimes manifests itself after lengthy reflection, sometimes spontaneously as a result of some kind of emotional outburst. So, a girl on a walk runs to the teacher with a bouquet of flowers and excitedly reports that she came up with the poem “Cornflower”.

Riddles play a special role in the mental and speech development of children. Systematic introduction of children to literary and folk riddles, analysis of the artistic means of riddles, and special vocabulary exercises create the conditions for children to independently compose riddles.

The formation of poetic verbal creativity is possible with the interest of teachers and the creation necessary conditions. E.I. Tikheeva also wrote that a living word, a figurative fairy tale, a story, an expressively read poem, a folk song should reign in kindergarten and prepare the child for further deeper artistic perception.

It is useful to keep records of children's compositions and compose homemade books from them, which children enjoy reading many times. Such books complement children's drawings on essay topics well.

In kindergartens, fairy tales about toys usually come down to fairy tales invented with a dramatized plot. However, it is unreasonable to reduce children’s fairy tales to this one type of fairy tale, and it is also undesirable to make the use of toys in creative storytelling classes stereotyped and monotonous: “Introducing new elements into the display and demonstration of toys has an activating effect on children, for example, introducing children to a toy as a a character in a fairy tale (without dramatizing the plot). Thus, the teacher, presenting the toy to the children as a fairy-tale character, helps to notice the features of the appearance, movements and, most importantly, the character traits of the character (agile, nimble, cheerful squirrel, cowardly hare, clumsy funny curious bear cub, etc.), teaches children to invent, to convey imaginary episodes in a fairy tale in which the character traits of the characters would appear.” A meeting between children and a toy that plays the role of a fairy-tale character must be emotionally intense.

When teaching creative storytelling to older preschoolers, the following techniques should be used:

1. Sample story from a teacher.

2. Story plan proposed by the teacher.

3. The teacher offers several options for plot development.

5. Collective compilation of a creative story.

6. Compilation of creative stories by subgroups of children.

7. Instruction from the teacher.

8. Compiling stories using reference models. .

In the older group, it is advisable to use ready-made model diagrams, structural images of fairy tales and stories.

In the pre-school group, it is necessary to complicate the tasks of teaching creative storytelling (the ability to clearly build a storyline, use means of communication, understand the structural organization of the text), using all types of creative stories, different teaching methods with gradual complication. Work with children begins with inventing realistic stories.

A system of classes for teaching storytelling based on ready-made stories was developed by E. P. Korotkova. She proposed a series of stories on topics close and accessible to children, interesting techniques that activate the imagination: character description, relying on the image of the main character when composing a story (describe him and the situations in which he participated more fully), etc.

Coming up with a story on a self-selected topic is the most difficult task. Creating a story of this type is possible if children have knowledge of the structure of the narrative, means of intratextual communication, and the ability to title their story. A special role in teaching this type of creative storytelling is played by a teacher who advises what a story can be written about (about an interesting incident that happened to a boy or girl, about the friendship of animals, about a hare and a wolf). The teacher invites the child to come up with a name for the future story and make a plan: “First, say what your story will be called, and briefly tell us what you will talk about first, what in the middle and what at the end. After that, tell me everything."

The development of children's verbal creativity under the influence of fairy tales occurs in stages. At the first stage, the stock of well-known fairy tales is activated in the speech activity of preschoolers in order to assimilate their content, images and plots. At the second stage, under the guidance of the teacher, an analysis of the scheme for constructing a fairy tale narrative and plot development (repetition, chain composition, traditional beginning and ending) is carried out. Children are encouraged to use these elements in their own writing. The teacher turns to methods of joint creativity: chooses a topic, names the characters - the heroes of the future fairy tale, advises the plan, begins the fairy tale, helps with questions, suggests the development of the plot. At the third stage, the independent development of a fairy tale narrative is activated: children are asked to come up with a fairy tale based on ready-made themes, plot, characters; choose your own theme, plot, characters.

Thus, organized work on developing creative storytelling in older preschoolers is built taking into account the following points:

Instilling in children a sensory basis for perceiving the artistic word of works of literature and folklore, which is the basis for preschoolers mastering a special gift - the “gift of speech”;

Focusing on children’s mastery of lexical means of speech expressiveness, enriching and activating the vocabulary of preschoolers;

Using a system of special exercises and tasks to identify lexical units, compare them, select synonyms, select stable expressions, select rhymes;

Realization of creative possibilities of staging;

Using a variety of methodological techniques (a sample of the teacher’s story, a story plan proposed by the teacher, the teacher’s proposal of several options for plot development, collective compilation of a creative story, compilation of creative stories by subgroups of children, instructions from the teacher, compilation of stories based on reference models, etc.).

You can use the “And what happened then” technique. The essence of the technique of continuing a fairy tale is an “intuitive analysis” of the text, during which the structure of the fairy tale is played out, one of the lines along which the further development of the plot will go is selected. Thus, in the famous fairy tale “Cinderella,” the role of the keeper of the hearth is perceived as a punishment; in the sequel, this line is exaggerated to the point of caricature. For example, after she married the prince, Cinderella does not give up her old habits, remains sloppy, bare-haired, wears a greasy apron, always grumbles in the kitchen, does not let go of the broom, etc.

Productive methods for stimulating children's speech creativity include the “tracing tale”. It represents the borrowing of storylines, in which old fairy tale the result is a new one, with varying degrees of recognition, or completely transferred to a new environment. The most essential point of “tracing” is the analysis of a given fairy tale.

The question “What would happen if…”. The essence of the technique is the proposal to compose a story that would be the answer to a four-word question: what would happen if. The unusualness and originality of the main question on the basis of which the fairy tale will be built is the guarantee that the work itself will be successful. The main purpose of this game is an exercise in posing an unusual question that develops originality of thinking. Unusual question dictates the original answer. In the answer story, it is necessary to describe how the unusual premise affects the world around us, how it changes it. In this case, it is necessary to build the plot according to the strict logic of the situation as a whole, to find and use resources, constantly remembering the main goal (“What would happen if you could fly through the air on an ordinary carousel?”, “What would happen if on Could a taxi take you to the moon?”, “What would happen if all the colors of the traffic lights turned blue?”).

At the heart of inventing " funny stories"(another productive writing technique) lies in constructing a text based on an error (D. Rodari’s fairy tale “The Country Where All Words Begin With “Not”), “revitalizing” metaphors (“How One Absent-Minded One Walked”), the method of including an ordinary character in an extraordinary one context or, conversely, an extraordinary character into an ordinary context (“I’ll Turn Off the Wizard”, “Planet New Year Trees"), a method of sharply overturning the norm ("The Story with TV", "Country Without Corners"), fairy tales created using words that suggest an unexpected plot twist, ready-made plot schemes, combining several fairy tales, creating a fairy tale "inside out".

The analysis of samples of children’s creative storytelling was carried out according to the following indicators:

Compositional integrity;

Expressiveness of speech;

Independence.

Variability.

To identify levels of creative storytelling, the criteria proposed by L.V. were used. Voroshnina:

Ability to imagine events in the sequence of their development from the occurrence of an action to its end, the ability to identify a hero, his relationships with others actors, express the dependence between individual events and the actions of the characters;

Children’s ability to modify, combine, transform existing knowledge and personal experience in the process of composing stories;

Understanding usage in speech figurative means language (epithets, comparisons, repetitions);

The ability to creatively use existing experience when searching for images, developing a plot, and choosing characters.

Mastery of coherent monologue speech: the ability and desire to convey one’s thoughts coherently, clearly, and accurately in oral speech.

Emotional attitude to the process of creative storytelling and emotional responsiveness to works of fiction.

The child’s story about his favorite hero turned out to be very emotional. Preschooler with enthusiasm and great love described his pet (“I love Lila very much”). Intonationally, the child highlighted important moments in the story in his opinion (“We walk with her with our parents. ... She really likes to eat porridge. At home I walk with her with a ball”). It should be noted that the preschooler in his story relied on personal life experience, describing the hero in detail and reliably.

Teaching a child to tell means forming his coherent speech. This task is included as part of common task speech development of preschool children.
The kindergarten program provides a system of classes for teaching storytelling. Teaching a child to tell stories, i.e. independent coherent and consistent presentation of his thoughts, the teacher helps him find the exact words and phrases, construct sentences correctly, logically connect them with each other, and observe the norms of sound and word pronunciation. The teacher improves all aspects of the child’s speech – lexical, grammatical, phonemic.
One type of monologue speech is children's oral compositions based on their imagination. Children enjoy coming up with beginnings and endings for pictures, that is, they imagine what could have preceded the events depicted in the picture, or what could have followed the events depicted.
Children's essays can be classified as follows:
1. creative essay on a painting.
2. contamination on the themes of works of art.
3. free essay:
a) fairy tales
b) stories
Creative essay on a painting It is recommended to carry out in the senior and preparatory school groups. The teacher puts up a picture, for example, “Into the forest to pick mushrooms,” depicting the edge of the forest, girls and boys entering it with boxes, a dog running with them. After looking at the picture, the teacher invites the children to come up with a story about what happened to the boy before he went into the forest with the guys. The teacher helps the child with leading questions: “What is his name?”
“When his guys called him into the forest, what did he say to his mother, and what did she answer him?”, “What did his mother give him for the journey?” Try to imagine and tell all this to yourself. You can suggest coming up with a story about any of the characters in this picture, as well as about the dog. The story can be about any object depicted in the picture: about the box (who, when, what it was made of, how it got to this hero), about a tree along the road (who, when, under what circumstances planted it). You can figure out who the children will meet in the forest (animals, people) and how they will behave when they meet, how the trip to the forest will end, how they will be greeted at home.
Contamination on the themes of works of art.
Children with great pleasure imagine themselves in situations in which their favorite heroes find themselves, attribute their actions to themselves, tell stories, correct the authors, creatively rethink the adventures, and change the hero’s behavior in certain situations in their own way. (And I would...)
The method of teaching composition - contamination is simple - the child is asked to retell a certain episode of a fairy tale or story on his own behalf, as if all this happened to him. The teacher sympathetically follows the flow of the “essay”, pretends to believe every word, and at the same time always monitors the child’s speech and unobtrusively corrects him.
In children's speech creativity, a large place is occupied by children's stories about themselves, about friendship with peers, about interesting walks and games, etc.
E.I. Tikheyeva noted that a child has to talk about what he has seen, heard and experienced almost every day, but the teacher is often faced with the following picture: he calls one, another, a third, and a confused presentation begins with repetitions, contradictions, constant: “No, not like that, I forgot.” to say, I don’t remember how it was,” etc. Such speech difficulties arise because the child does not know what to talk about. It is necessary to give the child advice:
“Think carefully about what you will say, remember what, where, when. And if the story is prepared in this way, it is easy for the same children who previously could not connect two words.
An important issue in the methodology is the choice of topic.
In the senior group, the following topics may be recommended:
"My favorite toy",
"Our games with dolls"
"On a walk",
"Our winter fun"
“About a kitten”, etc.
Some topics require the use of collective, group-wide experience (“Our games with dolls”, “How we went for a walk”), others allow us to express individually accumulated experience in stories (“How I help my mother at home”). At the beginning of the year, the theme may be: “My favorite toy.” An important factor To successfully complete a speech task, it is necessary to activate children's memory.
In a preliminary conversation with the children, the teacher asks them to remember their favorite toys and name them. Then the teacher says that now the children will talk in detail about toys and how interesting it is to play with them. The teacher will give his sample - a story: “When I was little, my favorite toy was a wind-up chicken. He was yellow, with round black eyes, and a sharp beak. The chicken was small - it fit on my palm. When he was turned on, he began to quickly - quickly peck: knock - knock and run from place to place. I had fun". Having finished the description, the teacher explains that the story consists of two parts and reveals the meaning of each part: “At first, I talked in detail about the toy, what it looked like, and why it was interesting. And at the end she also told me in detail about playing with her favorite toy.”
To better assimilate the sample, the teacher can repeat his story or invite one of the children to reproduce the first and then the second part. The task is accompanied by instructions from the teacher: “Remember what I said about my favorite toy - the wind-up chicken. Repeat the beginning of the story. Remember how I talked about playing with the wind-up chicken. Repeat it."
At the end of the conversation, the teacher also gives specific instructions to the children:
“When you tell, try to first say in detail everything about the toy (what it’s called and why it’s interesting), and then say how you play with it.
The teacher listens to the children's stories with interest and expresses his approval with a smile or nod of the head. During the presentation process, it is not recommended to ask the child clarifying questions, since he can switch from a story to question-and-answer forms of communication. After listening to the child’s story, the teacher analyzes and evaluates his story, involving the whole group in this.
In the pre-school group The teacher continues to practice children in storytelling from personal experience. The stories of seven-year-old children are somewhat more complex in structure and grammatical structure, they contain significantly more factual material. The child increasingly himself, without additional questions or instructions from an adult, explains the events he is talking about. Children six to seven years old may be offered the following topics:
"How we rested in the summer"
"Our new toys"
“How we play with the ball”, etc.
Teaching creative storytelling based on a proposed plot is a difficult task of forming a coherent monologue speech.
One of the important methodological issues in teaching creative storytelling is the question of choosing plots... A plot can be approved if it makes children want to come up with a story, a fairy tale, with a clear compositional structure, including elementary descriptions, if it corresponds to the child’s experience and level speech development, affects moral and aesthetic feelings, activates expression, deepens interest in speech activity.
Plot for inventing realistic stories cover the area of children's games and entertainment, for example:
« Seryozha was given a new toy,”
"Galya is learning to skate"
“Yura and Masha launch boats in the spring”, etc.
Some stories reflect children's interest in animals:
"Funny adventures of a red kitten"
“Seryozha took his puppy for a walk”, etc.
Children actively use accumulated knowledge, ideas, and images in order to develop imaginary events and actions in stories based on them. According to the plots, children come up with stories not only with one hero, but also with several characters.
At the very beginning of training, it is advisable to use a speech model, by analogy with which children will be able to more confidently come up with stories based on the proposed plot. It is also recommended to use the technique of joint actions - the direct participation of the teacher helps the child to better cope with the creative task.
In the initial period of teaching storytelling, joint composing of stories with the teacher on a chosen plot is used: the teacher begins to reveal the topic, and the children continue and finish.
Reception of joint actions significantly facilitates the solution of a creative speech problem, therefore it is more often used in the initial period of teaching storytelling, as well as in cases when new, complicated tasks are put forward. The teacher brings the story to the beginning of the action, preschoolers continue and develop the plot to the beginning. The teacher’s story serves as a speech model for them, which they adhere to throughout their work.
The method of joint actions in creative storytelling classes should be combined with questions, instructions, explanations, etc. So, for example, when working together with children on the story “How Nadya lost and found her mitten,” the teacher can begin the story as follows: “Grandma knitted Nadya blue mittens with white stripes. Nadya tried them on and they suited her just right. Thank you, grandma,” said Nadya. Nadya got ready to go for a walk and put on new mittens. And what happened next, you tell yourself. Switching the children to continue the story, the teacher tells the plan that should be followed: “What was Nadya doing during the walk?”, “How did it happen that she lost her mitten?”, “How did she look for it?”, “Who helped her find the mitten? " Children come up with different options further developments. Teacher questions play an important role in the learning process. They help children more vividly and more concretely imagine the imaginary events and actions that they have to talk about.
In storytelling classes important role play questions proposed in the form of a plan for the story. The teacher introduces the plan to the children after they become more familiar with the plot and theme of the story. In order to consolidate the plan of the story in the child’s memory, it is advisable to invite one of the children to repeat the main points.
In the pre-school group, children can also create their own stories based on the image of the main character.(Vera is a caring granddaughter. She often visits her grandmother. Vera often helps her mother...)
Children often find it difficult to start a story, remain silent for a long time, have difficulty finding phrases, and sometimes begin the story monotonously, copying each other. Therefore, the teacher should train children in the ability to construct the beginning of a story. After this, as the children become familiar with the plot and outline of the story, the teacher encourages them to think about the beginning of the story. The teacher approves best options and he himself shows how a meaningful, dynamic beginning of the story is achieved.
During classes in preparatory group children together with the teacher make up cycle short stories united by one hero. For example, a series of stories about meeting a new girl in kindergarten may consist of four parts. The first story is “Lena comes to kindergarten,” the teacher begins, and the children continue. “Lena and her mother walked quickly to kindergarten. The girl wanted to get there as soon as possible, because it was her first time going to kindergarten. Lena was greeted warmly by the teacher. Together with her, Lena entered the group room, and then the guys saw the new girl.
“Tell me what kind of girl the guys saw, what she looked like. Then the teacher offers to listen to the beginning of the second story: “The guys greeted the new girl and asked her name. They started showing her toys. Which toy did Lena like best? Come up with it and tell us about it. Third story: “The children showed Lena their drawings. They depicted autumn. What could Lena see in the drawings? Tell us about it."
The teacher’s task is to teach children to tell stories expressively, figuratively, emotionally, skillfully using available artistic techniques. Most of the lesson is devoted to children’s stories, and the teacher simultaneously pays attention to those who speak and those who listen. Comes to the rescue if the child has difficulty in something.
It is advisable to format children's stories in such a way that they can be reused, for example, written down to make a book. The texts of these stories can be illustrated with drawings by the children themselves.
In creative storytelling classes, children aged 6–7 years also learn to invent fairy tales. By telling a fairy tale, the child learns to use previously learned phrases. He uses them here not mechanically, but in new combinations, creating something new of his own. This is the key to the development of the creative abilities of the human mind.
Inventing fairy tales about toys - dolls, teddy bears, fox cubs, etc. is accessible and interesting for preschoolers.
Children of older preschool age can be offered the following fairy-tale themes: “Baby Elephant Learns to Ride a Bicycle,” “Thumbelina Visiting a Doll,” etc.
During classes, the teacher introduces the children to the topic - to come up with a fairy tale about a doll who wanted to go into the forest to pick mushrooms. The teacher places trees (forest) on the table. “You will be interested to know which forest she went to for mushrooms, what mushrooms she picked, who she met in the forest, who helped her pick up a lot of mushrooms. Then a squirrel appears next to the mushroom, and the children guess that it is she who will help the doll. Using questions, the teacher encourages children to talk in more detail about the trees in the forest, about mushrooms...
In which forest will the doll pick mushrooms? What kind of trees grow in it? What will the doll be happy about? It is fruitful to introduce a child to a toy as a character from a fairy tale without dramatizing the plot. In this case, children learn to compose based on the image of a fairy-tale hero. The teacher, presenting the toy to the children, helps to notice the peculiarities of its appearance and character traits (an agile, cheerful squirrel, a cowardly hare). The teacher teaches children to invent and convey in a fairy tale imaginary episodes in which these traits are manifested.
The lesson begins with an introductory speech from the teacher, preparing children for the upcoming speech creative activity:
“You know a lot of fairy tales, you love listening to them, today you yourself will try to come up with a fairy tale about funny toy animals. The teacher puts a bear cub and a squirrel on the table and tells a fairy tale about them. “Now come up with a funny fairy tale about what games the little bear and the little bunny were playing.”
Activities based on toys are combined with activities in which fairy tales are invented based on plots. “Baby Elephant Learns to Ride a Bicycle,” “How the Hedgehog Found His Way Home.” The teacher introduces the children to the plot of the future fairy tale, collects a plan for its presentation, and activates the dictionary. The teacher uses the technique of joint actions - the teacher begins the fairy tale, and the children continue it.
Creativity develops successfully in conditions where planned and systematic learning is ensured, and children have a certain level of artistic development.

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