from experience working with children 4 years of age
Creative storytelling-it's complicated speech type activity, which arises in older preschool age, when children have a fairly large stock of knowledge about the world around them.
During this period, children master complex forms of coherent speech, and the ability to act according to plan arises with vocabulary.
The imagination turns from reproductive, mechanically reproducing reality, into creative.
Children's verbal creativity is expressed in various forms: in writing stories, fairy tales, descriptions; in composing poems, riddles, fables, in word creation (creation of new words-new formations).
In order for all forms of verbal creativity to successfully develop, it is necessary to build the work in stages. In the formation of children's artistic creativity There are three stages.
At the first stage, experience is accumulated. Children are taught to visualize the world around them.
Perception is enriched through art, because works of art help children to more acutely feel the beauty in life and contribute to the emergence artistic images in their creativity.
Enriching the experience of children with impressions from life is built gradually and depending on a specific task: excursions, observing the work of adults, examining paintings, albums, illustrations in books and magazines, reading books. Thus, before describing nature, thematic observations of seasonal changes in nature and reading literature with descriptions 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 literary language.
Has a beneficial effect on enriching children's experience and oral production folk art. It contains many artistic techniques (allegory, dialogue, repetitions, personification), attract with their unique structure, artistic form, style and language.
The second stage is the process itself children's creativity, when an idea arises, the search begins artistic means.
The emergence of a plan among the guys is successful if an attitude towards new activity (let's make up a story). The presence of a plan encourages children to search for means of its implementation: searching for compositions, highlighting the actions of heroes, choosing words for epithets, creative tasks.
At this stage, children need to understand and activate the vocabulary through words of definitions, words that help describe experiences, character traits characters.
New concepts, a new vocabulary and the ability to use the existing vocabulary are formed.
Thus, observing the winter landscape, children, with the help of a teacher, give various definitions of the quality and condition of snow: white like cotton wool, slightly bluish under a tree, sparkles, shimmers, sparkles, shines, fluffy, falls in flakes.
These words are then used in children's stories ("It was 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" ) .
At the third stage, new products appear. The child is interested in its quality and strives to complete it, experiencing aesthetic pleasure.
The end result is a coherent, logically consistent story, the child masters the structure of a coherent statement. Understands the task correctly "come up with" , i.e. create something new, talk about something that didn’t actually happen, or the child didn’t see it himself, but "invented" . It is very important to analyze the results of creativity by adults and their interest.
Having studied the sections of creative storytelling, I was interested in the fact that the personality of the children as a whole is covered here, namely: the work of imagination, thinking, speech is activated, observation is demonstrated, volitional efforts are formed, and also, which is very important, the child receives positive emotions, is constantly in searching for something new, interesting, exciting.
I consider this section significant and relevant because creativity helps to form an initiative, independent personality striving for self-expression.
When starting to work on this issue, I studied the literature and set myself tasks corresponding to the first stage of work on the development of creative abilities in children, namely:
- accumulate and enrich the experience of children through excursions, observations, the work of adults, looking at paintings, illustrations in books, albums, magazines, reading books of an educational nature, works of oral folk art;
- deepen moral feelings, friendly relations towards each other and the surrounding world;
- develop coherent speech. Build qualities creative personality. Develop dialogical speech.
To carry out these tasks, I created the necessary conditions in the group. I selected and designed the material and prepared manuals.
First, I began work on the development of mental processes: memory, attention, imagination.
I solved these problems using the manual "Smart books" , and since it was made early, before we became interested in this topic, it was partially supplemented and complicated.
Namely, the selected plot pictures were used to compose a continuation of the story, the purpose of which was to develop memory, attention, and imagination.
Teach children, with the help of an adult, to come up with a continuation of the story based on the picture. Reinforce the use of nouns with prepositions. Form creative abilities.
Children work with this manual with great pleasure, as it is bright, expressive, and appropriate for the age of the children.
The speech development center also purchased educational books: "The world" , "Seasons" ; Riddles in poetic form about animals, natural phenomena, different subjects. I used these books to consolidate the knowledge gained in classes during observations, excursions to the park, to the river, etc.
So, before describing nature, I conducted thematic observations of seasonal changes in nature. To deepen my knowledge, I looked at illustrations of paintings, "Seasons" , made a game "When it happens" , where she taught children to match cards to large images.
Develop the ability to conduct comparative analysis changes occurring in any plant or animal.
Develop the ability to compose a short coherent story of a sequence of events. Develop observation and creative thinking.
While working on a series of paintings, I discovered that it was difficult for children to compare and describe nature. Therefore, I decided to involve my parents to help.
Conducted a consultation and made a moving folder "Teaching Children to Observe" , where they gave information about what important problems are solved during the observation process.
After collaboration, I saw significantly top scores. Children started bringing food after the weekend joint activities with parents.
Namely: drawings, sculpted objects, told about where they were, what they saw.
Next, I replenished the speech center with a card index of games for the development of systematic thinking in children. The purpose of the games: will teach children to think creatively and guide them to find solutions non-standard situations, replenish your active vocabulary.
Develop the ability to collectively discuss problems. At first, when we played these games, many of the kids found it difficult to immediately get involved in the game. Some had a small vocabulary, others had unstable attention. But over time, when I began to play in classes, walks, free activity, the children entered into a certain system of thinking. Parents were also interested and printed out the games to practice with their children at home. Consulted if questions arose.
Then they offered the guys an allowance "The Journey of Pusi the Sparrow" through which she solved the following problems:
- continue to teach children to answer the teacher’s questions;
- with the help of an adult, come up with a continuation of the story based on the picture;
- develop dialogical speech;
- consolidate the verbal dictionary of knowledge about the world around us.
At the beginning of learning the game, not all children were able to take on the role of the hero of the story, come up with nicknames, names for them and, what turned out to be very difficult, come up with a continuation of the story.
Now the children are happy to study. They are distinguished by their individuality. Some children play out episodes from their stories in role-playing game, involving other children.
The following manual with which the children became acquainted "We think creatively" . Its tasks are aimed at developing the qualities of a creative personality and finding solutions to non-standard situations.
Development of coherent speech. Accumulation of vocabulary.
Education and deepening of moral feelings.
Working with children with this manual, I imagined freedom of creativity, encouraged any (except for ridiculous fantasy) options for solving problems. I tried not to offer ready-made ideas and speech means, but patiently stimulated them, directing them to search.
Creative storytelling
When composing a creative story, a child must independently think through its content, which must be logically structured and put into the correct verbal form corresponding to this content.
In order to compose a good story, you need to know its composition (plot, climax, denouement), have a large vocabulary, be able to construct the content in an interesting and entertaining way, and convey your idea accurately and expressively.
A child can learn the ability to coherently express his thoughts and compose stories only through systematic training, through constant exercise.
The opportunity to develop creative speech activity arises in older preschool age, when children have a sufficiently large stock of knowledge about the world around them, which can become the content of verbal creativity. Children master complex forms of coherent speech and vocabulary. They have the opportunity to act according to plan. The imagination turns from reproductive, mechanically reproducing reality into creative (L. S. Vygotsky).
Issues of the formation of children's verbal creativity were studied by E. I. Tikheeva, 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. 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.
Verbal creativity is the most difficult type creative activity child. There is an element of creativity in any children's story. Therefore, the term “creative stories” is a conventional name for stories that 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. No less difficult task- 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.
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 in previous age stages, reproducing literary texts, composing 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:
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 conditionally we can distinguish 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).
It is better to start learning creative storytelling by inventing stories of a realistic nature.
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 characters are invented by the children. An example is the unfinished story by L. A. Penyevskaya “How Misha Lost His Mitten” (see: Reader for older children 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.).
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 the children will have to develop the content independently.
L.A. Penevskaya suggests drawing up a plan in a natural conversational form. For example, in inventing 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 independence of thought; the child acts as the author, independently choosing the content of the story and its form. The very formulation of the topic should emotionally prepare children to write a story. Some stories may 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 describe objects figuratively, convey the feelings, mood and adventures of the characters, and independently come up with an interesting ending to the story. (Recommendation by E. P. Korotkova.)
You can give various topics and 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 positive and negative sides stories. To do this, the teacher gives a sample assessment, for example, says: “I liked Olya’s fairy tale. It interestingly describes the adventures of the squirrel and her friends. Olya told her fairy tale expressively. She calls the squirrel very well - “red fur coat.” We must also pay attention to interesting, entertaining content of the story, and the verbal form in which this content is conveyed, carefully monitor how children use the learned words and expressions in independent creative activities. descriptive stories about nature. The teacher teaches this type of storytelling gradually. 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 offer, for example, the following plan:
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?
Creative storytelling. The opportunity to develop creative speech activity arises in older preschool age, when children have a sufficiently large stock of knowledge about the world around them, which can become the content of verbal creativity. Children master complex forms of coherent speech and vocabulary. They have the opportunity to act according to plan. The imagination turns from reproductive, mechanically reproducing reality into creative (L.S. Vygotsky).
Issues of the formation of children's verbal creativity were studied by E.I. Tikheyeva, E.A. Florina, 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.
Verbal creativity is the most complex type of creative activity of a child. The peculiarity of creative storytelling is 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.
Children's verbal creativity is expressed in various forms: in writing stories, fairy tales, descriptions; in writing poems, riddles, fables; in word creation (creation of new words - new formation).
1. One of the conditions for children’s success in creative activity is the constant enrichment of children’s experience with impressions from life (excursions, observing the work of adults, looking at paintings, albums, illustrations in books and magazines, reading books.
2. Another important condition for successful teaching of creative storytelling is considered to be the enrichment and activation of vocabulary.
3. Creative storytelling is a productive type of 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.
Children learn these skills at previous age stages by reproducing literary texts, writing descriptions of toys and paintings, and inventing stories based on them.
4. 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).
The theme of creative stories should be related to common tasks instilling in children the right attitude towards surrounding life, fostering respect for elders, love for younger ones, friendship and camaraderie. The topic should be close to the children’s experience, accessible to their understanding and interesting. Then they will have a desire to come up with a fairy tale or story.
It is better to start learning creative storytelling by inventing stories of a realistic nature (“How Misha lost his mitten”, “Gifts for Mom on March 8”).
Techniques for teaching creative storytelling depend on the children’s skills, learning objectives, and type of story.
IN senior group as preparatory stage You can use the simplest technique of telling the children together with the teacher about the issues. 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 left from the best answers. Essentially, the teacher “composes” together with the children.
In order to develop creative skills, a technique such as children coming up with sentences of the author’s text is recommended. After reading and retelling the story, the teacher continues to continue it. Shows how you can come up with an ending by giving your own example.
The easiest thing is considered to be coming up with a continuation and completing 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.
Ancillary questions, according to L.A. Penevskaya, are one of the methods of actively guiding creative storytelling, making it easier for a 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. It is advisable to use 3-4 questions for the plan. 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 and how to end the story.
Thinking through 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, suggests coming up with a name for the future story and making a plan.
Learning the ability to invent fairy tales begins with introducing elements of fantasy into realistic plots. The teacher begins the story.
At first, it is better to limit fairy tales to stories about animals: “What happened to the hedgehog in the forest.” A certain level of knowledge about the habits of animals, their appearance. Therefore, learning the ability to invent fairy tales about animals is accompanied by looking at toys, paintings, and watching filmstrips.
Most complex look children's essays are descriptions of nature. The following sequence of teaching to describe nature is considered effective: observation; examination of artistic paintings and comparison of the beauty of what is depicted with living reality4 description of natural objects by representation; describing nature, summarizing your knowledge.
Help for children is provided by a model teacher.
The descriptions of the miniature (O.S. Ushakova) are interesting. 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? (Spring is red, hot, spring is green, warm, sunny). What kind of grass is it in spring? (Green, tender ant-grass, whispering grass, soft, ant-grass, dewy, silken grass, soft, like a blanket).”
Children also compose poems, riddles, fables, and counting rhymes. Children ask to be given words to rhyme, and they themselves come up with words that are consonant with them (a thread - there is a snail in the pond, a house - there is a catfish in the river).
A special role in mental and speech development children play riddles. 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.
Also E.I. Tikheyeva wrote that living word, a figurative fairy tale, a story, an expressive read poem, a folk song should reign in kindergarten and prepare the child for further deeper artistic perception.
The opportunity to develop creative speech activity arises in older preschool age, when children have a sufficiently large stock of knowledge about the world around them, which can become the content of verbal creativity. Children master complex forms of coherent speech and vocabulary. They have the opportunity to act according to plan. The imagination turns from reproductive, mechanically reproducing reality into creative (L. S. Vygotsky).
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.
Issues of the formation of children's verbal creativity were studied by E. I. Tikheeva, 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.” 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.
Verbal creativity is the most complex type of creative activity of a child. There is an element of creativity in any children's story. Therefore, the term “creative stories” is a conventional name for stories that 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. 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.
The basis of verbal creativity, notes O.S. Ushakova 1, is the perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units) in the unity of content and artistic form. She views 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 essays, stories, fairy tales, and poems.
There is a relationship between perception fiction and verbal creativity, which interact based on the development of poetic hearing.
Children's verbal creativity is expressed in various forms: in writing stories, fairy tales, descriptions; in writing poems, riddles, fables; in word creation (creation of new words - new formations).
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. N.A. Vetlugina noted the legitimacy of extending the concept of “creativity” to the child’s activities, delimiting it. the word "childish". She identified three stages in the formation of children's artistic creativity 1.
At the first stage, experience is accumulated. The role of the teacher is to organize life observations that influence children's creativity. The child must be taught to visualize the surroundings (perception acquires an aesthetic coloring). Art plays a special role in enriching perception. Works of art help a child to feel more keenly the beauty in life and contribute to the emergence of artistic images in his creativity.
The second stage is the actual process of children's creativity, when an idea arises and a search for artistic means begins*. The process of children's creativity is not very developed in time. The emergence of a plan in a child is successful if a mindset for a new activity is created (let’s come up with a story)] The presence of a plan encourages children to search for means of its implementation: searching for a composition, highlighting the actions of the characters, choosing words, epithets. Great importance Here they have creative tasks. At the third stage, new products appear. The child is interested in its quality, strives to complete it, experiencing aesthetic pleasure. Therefore, an analysis of the results of creativity by adults and his interest are necessary. Analysis is also necessary for the formation of artistic taste." Knowledge of the peculiarities of the formation of children's verbal creativity makes it possible to determine pedagogical conditions essential for teaching children creative storytelling.
Let us recall that 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.
1. One of the conditions for children’s success in creative activity is the constant enrichment of children’s experience with impressions from life* This work may have different character 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 are used. 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 verbal creativity children.
2. Another important 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 new concepts, a new vocabulary and the ability to use the existing stock of words. Thus, observing the winter landscape, children, with the help of the teacher, give various definitions of the qualities and conditions of snow: white as cotton wool; slightly bluish under the tree; sparkles, shimmers, sparkles, shines; fluffy, falls in flakes. Then these words are used in children's stories (“It was in winter, in the last month of winter, in February. When the last time snow fell - white, fluffy - and everything fell on the roofs, on the trees, on the children, in large white flakes”).
3. Creative storytelling is a productive type of 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.-
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.
4. Another condition is the children’s correct understanding of the task of “inventing”, i.e., creating something new, talking about something that didn’t actually happen, or the child didn’t see it himself, but “invented it” (although in the experience of others, similar fact could be).
Themes of creative stories should be connected with 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 a 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 got 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 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 (“How Misha lost his mitten”, “Gifts for Mom on March 8th”). It is not recommended to start learning by inventing fairy tales, since the peculiarities of this genre lie in unusual, sometimes fantastic situations, which can lead to false fantasy.
The most difficult task is to create descriptive texts about nature, since it is difficult for a child to express his attitude towards nature in a coherent text. To express his experiences related to nature, he needs to own big amount generalized concepts, to a greater extent be able to synthesize.
Teaching Techniques Creative storytelling depends on children's skills, learning objectives, and type of story.
IN senior group as a preparatory stage you can use the simplest technique children talking 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 With girl,” the 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, the following technique is recommended: children inventing 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.
IN school preparatory group the tasks of teaching creative storytelling become more complicated (the ability to clearly build a storyline, use communication tools, realize structural organization text). All types of creative stories and different teaching methods with gradual complication are used.
Below we will consider the features of using teaching techniques depending on the type of story.
As in the older group, work with children begins With inventing realistic stories. It is considered the easiest 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. Tikheeva 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. Let's give example 1.
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.
Additional questions according to L.A. Penyevskaya, they 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.
Plan in the form of questions helps to focus children's attention on the consistency and completeness of the plot development. 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.
A more complex technique is storytelling 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 topic of your own choosing- 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.”)
Skill training make up 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 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.
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 away magic wand from the fox, brought it to the bunny, and they began to live. That’s the end of the fairy tale, and whoever listened, well done.” 1
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 2.
As mentioned above, the most difficult type of children's essays is description of nature. The following sequence of learning to describe nature is considered effective:
1. Enrichment of 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.
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 rustling gently.” (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 like a blanket.) What kind of apple tree can there be in the spring? (Snow-white, fragrant, blooming, pale pink, white as snow, tender).”
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 of the 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.
The Storyteller Game was born in preschools in Reggio Emilia, Italy. Children take turns going up to the dais and telling their friends the story they have made up. The teacher writes it down and the child carefully makes sure that he doesn’t miss or change anything. Then he illustrates his story with a large drawing.
This example is taken from Gianni Rodari’s book “The Grammar of Fantasy. Introduction to the art of inventing stories" (M., 1978). It talks about some ways to create stories for children and how to help children write their own. The book’s author’s recommendations are also used in Russian kindergartens.
Yulia Revenko
Teaching creative storytelling to older preschoolers
Teach a child tell- this means forming his coherent speech. This task is included as an integral part of the general task of children’s speech development preschool age.
The child’s speech develops in unity with the formation of his thinking. During preschool During childhood, significant changes occur in children’s thinking. changes: their horizons expand, they improve mental operations, new knowledge and skills appear, which means speech improves.
Development opportunity creative speech activity occurs in senior preschool age, when children acquire a sufficiently large stock of knowledge about the world around them, which can become the content of verbal creativity. Children master complex forms of coherent speech and vocabulary. They have the opportunity to act according to plan.
Children's creative storytelling is considered as a type of activity that captures the child’s personality in in general: requires active work of imagination, thinking, speech, manifestation of observation, volitional efforts, participation of positive emotions.
Verbal creation- the most complex type creative child's activities. Element creativity available in any nursery story. Therefore the term « creative stories» - conditional name stories that children come up with themselves. Peculiarities creative storytelling is that the child must independently come up with content, based on the topic and his past experience, and put it in 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 to some extent akin to real literary creativity.
For the methodology, it is of particular importance to understand the peculiarities of the formation of artistic, in particular verbal, creativity and the role of the teacher in this process.
In the formation of children's artistic creativity There are three stages.
At the first stage, experience is accumulated.
The second stage is the actual process of childhood creativity When an idea arises, there is a search for artistic means. Great value on at this stage have creative tasks.
At the third stage, new products appear. The child is interested in its quality and strives to complete it, experiencing aesthetic pleasure. Therefore, analysis of the results is necessary creativity for adults, his interest. Analysis is also necessary for the formation of artistic taste.
Knowledge of the peculiarities of the formation of children's verbal creativity makes it possible to determine the pedagogical conditions necessary for teaching children creative storytelling.
1. One of the conditions for children’s success in creative activity is to constantly enrich the experience of children with impressions from life.
2. Another important condition for successful teaching creative storytelling It is generally accepted to enrich and activate the vocabulary.
3. Creative story- a productive type of activity, its end result should be coherent, logically consistent story. Therefore, one of the conditions is the ability of children to communicate coherently tell, master the structure of a coherent statement, know the composition of the narrative and description.
4. One more thing important condition– children’s correct understanding of the task "come up with", i.e. create something new, talk about it, which didn’t actually happen, or the child didn’t see it himself, but "invented".
Subjects creative stories should be connected with the general tasks of instilling in children a correct attitude towards life around them, instilling respect for senior, love for younger ones, friendship and camaraderie. The topic should be close to the children’s experience, accessible to their understanding and interesting. Then they will have a desire to come up with story or fairy tale.
There is no strict classification in the methodology of speech development creative stories, but conditionally the following can be distinguished kinds: stories realistic in nature; fairy tales; descriptions of nature.
Start off creative storytelling training better with inventing stories realistic character ( “How Misha lost his mitten”). It is not recommended to start education from inventing fairy tales, since the peculiarity of this genre lies in unusual, sometimes fantastic situations, which can lead to false fantasy.
The most difficult task is to create descriptive texts about nature, since it is difficult for a child to express his attitude towards nature in a coherent text.
Techniques teaching creative storytelling depend on children’s skills, tasks learning and types of story.
IN older group, as a preparatory stage, we use the simplest technique storytelling children with me on issues. We propose topics, ask questions, to which children come up with answers as they pose them. In the end, the best answers are story.
For the purpose of development creative skills, we use such a technique as children coming up with a continuation of the author’s text.
In the school preparatory group, tasks teaching creative storytelling becomes more complex, so we use all types creative stories, different techniques training with gradual complication.
As in senior group, working with children preparatory group We start by coming up with realistic stories. It is considered the easiest to come up with a continuation and completion story.
Auxiliary questions are one of the techniques of active leadership creative storytelling, making it easier for the child to decide creative task affecting the coherence and expressiveness of speech.
An outline in the form of questions helps focus children's attention on the sequence and full development of the plot.
In progress storytelling We ask questions very carefully. You can ask what happened to the hero the child forgot about tell. You can suggest a description of the hero, his characteristics, or how to finish story.
Making up story on a self-selected topic is the most difficult task. The use of this technique is possible if children have emotional knowledge about the structure of the narrative and means of intra-textual communication, as well as the ability to title their story.
Education The ability to invent fairy tales begins with the introduction of fantasy elements into realistic plots.
At first, it is better to limit fairy tales to stories about animals: "What happened to the fox and the hedgehog", "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. That's why education We support the ability to come up with fairy tales about animals looking at toys, paintings.
The most difficult type of children's essays is the description of nature. The following sequence is considered effective learning to describe nature:
1. Enrichment of children's ideas and impressions about nature in the process of observation, education see the beauty of the surrounding nature.
2. Deepening children's impressions of nature by consideration artistic paintings and comparing the beauty of what is depicted with living reality.
3. Education children describe natural objects through presentation.
4. Education the ability to describe nature, generalize one’s knowledge, impressions received during observations, looking at paintings, listening to works of art.
Children's verbal creativity is not limited to stories and fairy tales. Children also compose fairy tales, riddles, fables, and counting rhymes.
At teaching creative storytelling With the help of various techniques, children's vocabulary is intensively activated. Attracting attention preschoolers to those precise and expressive words and phrases that they can use in their narration.
Thus, creative storytelling appropriate for age older preschoolers, meets their interests. Invent proposals story, children usually greet a fairy tale with joy. They experience emotional uplift when they come up with ideas themselves or listen to their peers.
So, classes on creative storytelling are an important link in the system training liaison expressive speech children senior preschool age and play a big role in their development creative activity and independence.
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