Conversation as a means of developing coherent speech of preschool children. Unprepared Conversation as a Method for the Development of Dialogic Speech
Topic: Creative storytelling. "Let's talk on the phone."
Target: teach children features dialogical speech; coherently, consistently, expressively build questions and answers; to activate various verbal forms of politeness in children's speech, to consolidate the rules of speech behavior during a telephone conversation.
Lesson progress
Guys, who has a phone at home?
Who are you calling? (Grandma, grandpa, neighbors, friends, etc.)
The phone is a wonderful thing. You dial a number and you can talk to whoever you want. It must have been difficult to come up with it - try to hide a human voice in a thin wire! As soon as he fits in it ... Moreover, he runs so fast along the wire ...
(Gabe "Telephone")
Indeed, the phone is so convenient. If you can't meet a friend - call by phone. Missed your grandmother - pick up the phone and tell her that you love her. If someone is sick, call the doctor.
Why else do you need a telephone in the house? (Children's answers. Children say when they and their parents use the phone).
Guys, are you familiar with such a situation as in E. Ruzhentseva's poem "Telephone"?
Our phone is hanging
The phone rings all day.
I stand on my toes
I don't get my phone.
I climbed on a stool
I say there is no dad.
Do you guys know how to speak politely on the phone? (Answers of children).
The teacher invites the children to beat some situations.
Nadia calls Valya, finds out which cartoon will be shown today. Where to start a conversation? What is the best way to finish it? What “polite” words should be used in this conversation?
Katya calls her mother at work. Fits the phone stranger. How to start a conversation in this case? What words of apology should be said, because you are tearing people away from work.
You can come up with many interesting situations, and topics for conversation are very diverse.
Each of you must choose a mate, a friend with whom you would like to talk. (Children choose each other.)
The teacher distributes cards to each pair, on which various topics are proposed, who will get what.
Look closely at the picture, think telephone conversation on the topic shown in the picture. ( Fireworks. Mushroom trip. At the circus. We are fishing. Mom bought a toy, etc.)
Children play out the proposed topics on their own, the teacher helps them make the right decisions.
And now, guys, listen to an excerpt from N. Nosov's story "Telephone".
Mishka and I bought a wonderful toy - a telephone. Came home from the store with a box. One phone was installed for me, the other for Mishka. And connected them through the window with wires.
- Well, - says Mishka, - let's talk. Run upstairs and listen.
I ran to my room, picked up the receiver and listened, and the receiver was already shouting in Mishka's voice:
- Hello! Hello!
And I'm screaming
- Hello!
- Do you hear anything? - Mishka screams.
-I hear. And you?
- I hear. That's great! Do you hear well?
- Good. And you?
- And I'm fine! Ha ha ha! Do you hear how I laugh?
- I hear.
- Listen, I'll come to you now.
The bear came running to me, and we began to hug for joy.
- It's good that you bought a phone! Truth? Mishka says.
"Of course," I say, "well...
And here are the conversations the boys began to have:
- Hello!
- Hello!
- Let's talk?
“Come on,” I say. - And what to talk about?
- Well, about what ... about something ...
- Why don't you talk?
- Why aren't you talking?
“Yes, I don’t know what to talk about,” says Mishka.
- It always happens like this: when you need to talk, you don’t know what to talk about, and when you don’t need to talk, you talk and talk like that ...
- Let's do this: we'll think about it, and when we figure it out, then we'll call.
- Okay.
I hung up the phone and began to think. Suddenly a call. I picked up the phone.
- Well, did you think of it? - asks Mishka.
- No, I haven't thought of it yet.
Why are you calling if you didn't think of it?
- And I thought you came up with it.
- I would have called then.
- I thought you wouldn't guess.
- Well, okay, goodbye!
- Goodbye!
Guys, do you think the boys figured out what to talk about? Do you think these were interesting topics?
Think of something your friends could talk about and play in pairs the game “Hello! Hello!"
Children independently in pairs come up with a topic of conversation, beat it.
Abstract directly educational activities
on the development of speech in the senior group
"Conversation about Russian folk art"
Program content:
To give children an idea of the variety of types of oral folk art;
Continue to introduce them to various genres of Russian folklore(fairy tales, nursery rhymes, riddles, counting rhymes, teasers, lullabies);
Stage the nursery rhyme "Shadow-shadow-sweat" using means of expression speech, facial expressions, gestures;
Develop vocabulary children at the expense of new words;
To instill love and respect for folk art.
Lesson progress
Music sounds in the hall, children enter.
The teacher meets the children and invites them to an exhibition where characters from fairy tales are presented.
In what fairy tales do these characters live? ( in Russian folk tales)
Grandma Arina lived in the village. She has become quite old: she cannot work in the field, it is also difficult for her to take care of cattle. He lies all day on the stove, inventing fairy tales. And in the evening the grandchildren will gather, she tells them fairy tales.
Here her granddaughter Mashenka grew up, she already had her own daughter - Katerina. Katya's mother tells grandmother's tales, and she herself comes up with something else to make the tale more interesting.
And then Katyusha grew up, became quite an adult, married a good fellow, she had her own children. She tells them their mother's and grandmother's tales, and even adds herself to make it more interesting.
This is how fairy tales passed from grandmothers to children, from children to grandchildren, from grandchildren to great-grandchildren. That is why they are called folk. And the Russian people composed fairy tales - that's how the Russians turned out folk tales so interesting that we love to listen to them too.
Why are fairy tales called Russian folk? ( it was composed by the Russian people)
The folk tale was composed by the people for many generations, in our exhibition there are books that were written by a specific person and they are called copyright, i.e. we know who wrote them ( fairy tales by A.S. Pushkin, K. Chukovsky)
What are Russian folk tales? (magical, about animals, domestic)
Children: There are fairy tales magical, they must contain miracles and magical items.
Children: There are fairy tales about animals, in such fairy tales, animals can talk, visit each other and even go to school.
Children: There is household fairy tales that describe life ordinary people: a poor man or a dexterous soldier.
Guys, I have split pictures, they need to be collected and determined what kind of fairy tale it is, household, about animals or magic ( children's reasoning).
But the Russian people not only composed fairy tales, but also invented riddles, which is why “Russian folk” also speak of them.
What riddles do you know?
1. A ball of fluff, 2. He makes friends with a fox,
long ear, For others terribly evil.
He jumps deftly, All his teeth click and click.
loves carrots (hare) Very scary …. (wolf)
3. In the summer he walks without a road 4. Red-haired cheat
Near pines and birches. deceives deftly
And in winter he sleeps in a den, the mouse is afraid of her.
Hides the nose from the cold (bear) And the bunny is a naughty
Though she lives in the forest
He steals chickens from the village (Fox)
5. Everyone bypasses this place: 6. There will be no knocking on the door, on the window,
Here the earth is like dough, And it will rise - and wake everyone up. (Sun)
Here sedge, tussocks, mosses -
No leg support. (
Swamp)
7. They beat me, beat me, cut me - 8. Three brothers
I endure everything, I cry with all the good. Let's go swimming.
(Earth)
Two are swimming
The third is lying on the shore.
bathed,
came out,
hung on the third (Yoke and buckets)
9. Bows, bows, comes home - stretches. ( Axe)
10. Small, round, but you can’t catch it by the tail (Clew)
Our group has:
Two Sonys -
They are beautiful,
And, of course, there is Dasha -
She is like our doll.
There is also Tanya, Kolya, Masha,
Lera, Tasya and Ruslan,
Roma, Grisha and Bogdan,
Vika and Irina
Let's not forget about Dima.
How many guys are in the group?
There is also Julia - laughter,
Our Ksyusha is a merry girl.
Calm and serious
We'll talk about Arseny,
There is a quiet and modest
Yesenia girl.
There is also Yaroslav
Smart, kind boy
We also have Alyonka
Very cute girl
Anya and Ekaterina
You are irreplaceable!
There is only Akulka,
She is small, in a cradle;
We do not have Matryonka,
She's tiny - in a diaper.
There is no Arinka on a featherbed,
No Ivan, Fedor.
Who is not, do not count!
I love who is
Educator: Here is a rhyme of the heart called a nursery rhyme. Rhymes have been composed for a long time in order to caress someone, pity someone, and make someone laugh.
Let's play for fun.
Dramatization of the nursery rhyme "Shadow-shadow-sweat".
Everyone dances, dances and sings:
Shadow-shadow-sweat,
Above the city is a wattle fence,
We all went under the fence,
Praised all day.
Fox: The fox boasted:
I am beautiful throughout the forest,
And fluffy and cunning,
I covered all traces.
Wolf: The gray wolf boasted:
I click and click with my teeth,
But I'm kind today
I don't touch anyone.
Hare: Our bunny boasted:
And I'm not a coward at all
I am from wolf and fox
He ran away and was.
Goat: Boasted goat:
I went around the garden
I weeded the beds for everyone,
Yes, she went to the water.
Bug: Bug boasted -
I'm not a slut at all
I take care of the household
I won't let strangers in!
Murka: Murka boasted -
Smokey skin.
I've been catching mice all night
I chase all the rats out.
Grandfather Egor: Grandfather Yegor boasted -
I have a cattle yard:
Both the horse and the bull
Chickens, geese, piglet.
Baba Barbara: Varvara boasted:
I'll clean the samovars
I'll bake pies
I will invite you all!
Together: Shadow-shadow-sweat,
Above the city is a wattle fence,
We all went under the fence,
And we walked all day.
Educator: I know a funny teaser:
Fedya - copper - offal
Ate a cow and a bull
And fifteen pigs
Only tails hang.
This teaser is about a boy named Fedya. He eats a lot, they call him a glutton and they came up with such a funny teaser.
What teasers do you know? ( children's answer).
Educator: In the old days, guys and girls often gathered in the meadows, invented and played games, they were called like that - Russian folk games. But first, they began to recount to choose the driver:
“Tara - bars, rastabars!
Varvara's chickens are old!"
What counters do you know? ( children's answer).
And in Russia they have always loved songs. All these songs were invented by the people. The songs were lullabies, round dances. Children especially love lullabies.
When you were small, your mothers took you affectionately and lovingly in their arms and sang gentle lullabies.
Hush, Little Baby, Do not Say a Word,
I give my Masha.
What is at dawn,
About springtime,
Free birds sing
Nests are made in the dark forest.
Nightingale nightingale,
You don't make a nest for yourself:
Come to our garden, -
Under a high tower,
Flutter through the bushes
Peck ripe berries
Warm the wings with the sun
Masha sing a song.
Hush, Little Baby, Do not Say a Word,
I give my Mashenka!
Guys, today we said that the Russian people invented ( fairy tales, nursery rhymes, riddles, counting rhymes, drift, lullabies). All this is called oral folk art. Oral - because nothing was recorded, tk. They didn't know how to write, they just told each other. In the old days, it was not the mouth that spoke, but the mouth. And it turned out - oral. Folk - because they composed, created themselves. That's it - verbal folk art.
Educator: In memory of our lesson today, I want to give you coloring pages of Russian folk tales.
Conversation in kindergarten: tasks, typical mistakes, the use of pictures in conversations, guidelines. E.A. Flerina about conversations with preschoolers.
In this article I want to talk about conversations with preschoolers: why they are needed, what tasks are solved during conversations, how best to conduct them. And I will introduce you to a wonderful classic of the methodology for the development of speech in Russia, the founder of this science and scientific school, where I studied - Evgenia Alexandrovna Flerina.
Now it has become out of fashion to talk about domestic research and educators. More attention is paid to new "chips" and foreign works, many generally reject the classics of preschool pedagogy. And such names as the name of E. A. Flerina are not known to everyone now, even among kindergarten teachers, not to mention parents. But the archives of her works contain such modern, interesting and necessary ideas for our children that I decided to quote this very beloved and respected author in this article. In this article, you will get acquainted with the thoughts of E.A. Flerina about conversations with preschoolers and you will see how modern these thoughts are and how much we need them - in our 21st century.
The article contains quotations from the section "Conversation in Kindergarten" study guide E.A. Flerina and E. Shabad “The Living Word in preschool», which came out in the 1930s. Often only bad things are said about this time, but it was during this historical period that many valuable and useful ideas were also expressed, which were later not included in anthologies and textbooks. So I want to give here excerpts from our history. After all, those mistakes in the development of the speech of children, about which E.A. wrote almost a hundred years ago. Fleurin, are also characteristic of us - modern adults.
The article will be of interest not only to teachers, but also to students studying the methodology of developing children's speech preschool age, as well as to everyone who is interested in the history of national pedagogy. In the article, I give the material a little differently than the author gives in the source, but as the author's answers to questions for a more convenient reading by the modern reader.
More about the history of preschool pedagogy and methods of developing children's speech You can find out from the articles:
Conversation in kindergarten
When is conversation used with children? How is conversation different from regular conversation?
“It is difficult to draw a sharp line between conversation and conversation. A conversation, as a more in-depth form of conversation, is often used when it is necessary to reveal an event in more detail, to reveal an event to the child. public life, natural phenomenon".
Why is it important to talk to preschoolers?
“If the teacher skillfully builds a conversation, poses questions in a lively, interesting way, gives explanations, if the conversation is entertaining, it awakens the inquisitiveness of the mind, ingenuity, imagination, conjecture of the child, develops his speech.
The conversation teaches the child to think more systematically, express his judgments, connect facts, draw simple conclusions, it enriches him and strengthens his interest in the life around him, develops observation. A conversation with a team of children unites them with common interests , makes the child interested not only in his own thoughts, but also in the statement of a friend, teaches him to speak and listen to others. And adults don't always know how to do it."
Preparing for a conversation.
- Before the conversation, you need to find out which life experience children have conversations on the topic, what specific impressions they received.
“Sometimes it is important for the educator to find out what experience the children have accumulated in addition to kindergarten; find out what they think about this or that subject of the phenomenon. For example, the teacher decided for the first time to lead children 5-6 years old to the forest, out of town. Quite naturally, he asks the children - which of them was in the forest, what did they see there. Children have memories, everyone is interested in the upcoming excursion, new observations.”
— Before the conversation read to children fiction on its topic, make observations on a walk, look at pictures on this topic, that is, they contribute to the accumulation in the child of specific accurate visual impressions on this topic.
Example of E.A. Flerina:“There may be such a case. Children on excursions in the field, in the forest: they run, play, watch birds, insects, pick flowers. Several children with the teacher sat down to rest on the lawn. Children are full of impressions. Everyone reports something interesting, his own, that he noticed. Asks questions to the teacher, requires clarification, listens with interest. There is a sound of a woodpecker; children listen, guess what it is. A bird flew by and sat nearby in the bushes. The children carefully watch, some of them creep up to the bush and, when the bird has fluttered and flown away, comes running and tells what it is. The children ask what it's called. The main goal of such a conversation is conversation - a lively, direct exchange of impressions; the educator uses it to prompt the children for richer, more attentive observation. A day or two after an interesting excursion. Observation or reading a book that captivated the children, watching a movie, an alloscope, naturally, a conversation can arise.
Successful conversations with children
First. Children's readiness to talk.“If the children have enough impressions, if they are clear, vivid and the topic of the children is of interest, you will get a successful conversation in which the teacher can streamline the children’s impressions, the child’s attitude to certain objects, phenomena, deepen their interests, broaden their horizons.”
“The more concrete and lively children get new impressions on excursions, when reading a book, looking at a picture, the more successfully and with great interest they will remember and talk about it in a conversation.”
Second. Preparing the teacher for the conversation.“When the teacher knows for sure what results he expects from the conversation, what experiences he wants to evoke in children, what questions he will pose, what additions he will make, it is easier for him to build her plan, pick up material, illustrations and firmly direct children's thought and interest.”
Themes of conversations with preschoolers.
Junior preschool age (3-4 years).“In babies, when looking at a picture, conversations usually arise, turning into a conversation about the life of the group, about nearby objects.”
Senior preschool age (5-6 years).“In older children, such conversations are more diverse in content ... Interesting travels, incidents from the lives of children, seasonal events, days of outstanding events in our country should be the subject of conversation.”
“You need to talk with an individual child and a group in a variety of ways. different topics. Conversations concerning the relationship of children among themselves, with adults in the family, the relationship of boys and girls, quarrels, different questions children's behavior should also not be overlooked by the educator, especially when it comes to older children.
When choosing a topic, it is necessary to take into account the peculiarities of the child's thinking. The author gives a comical example of an incorrectly chosen topic and the content of the conversation, which does not take into account the concreteness and figurativeness of children's thinking: “a kindergarten teacher conducted a conversation about the origin of man. The children, having come home, said: - Mom, you are a monkey, aunt said - everything is from monkeys. - And offended mothers came to the kindergarten to talk to the teacher.
Mistakes in conversations with preschoolers.
The main mistake in conducting conversations.
This mistake is also typical for us - modern adults who do not want to talk with children, but simply "give" them "ready" information for memorization. Or talk about what the child did not see clearly, he did not receive life ideas, did not draw his own independent conclusions. In this case, in a conversation, the child does not express his opinion (he simply does not have one), but simply repeats after the adult.
Here is what E.A. Florina:
“For preschoolers, conversations without sufficient concrete impressions turn into a negative, purely verbal method. At the same time, the child does not acquire distinctness of ideas and learns to speak, to have a judgment about what he does not know.
Enrich children's experience through the word, of course, necessary. It is necessary to acquaint the child, especially at an older age (note - this means senior preschool age from 5 to 7 years old), with what he cannot see, but what he may be interested in. But it is advisable to do this not through conversation, but through fictional story, reading, showing pictures, that is, through a living image; this gives children concreteness and clarity of presentation. After that, a conversation is possible.
Other typical mistakes in conducting conversations with preschool children.
First mistake. An adult chooses the wrong topic of conversation: “In practice, the educator does not always think about the topic of the conversation. If there is nothing to connect it with, it does not evoke any memories in children - it is clear that there is no need to arrange a conversation.
Example: “They do not require preliminary conversations ... excursions - walks, during which, as if by chance, the teacher can come across very interesting new objects and phenomena with the children. For example, on one of the excursions - walks in the forest, the teacher took the children to a place where he knew that the children would meet a squirrel. You don’t have to warn the children about this: it’s even more interesting if they unexpectedly stumble upon a squirrel.”
Second mistake. Depriving children of activity and initiative. “The mistakes of educators in this case most often lie in the fact that they anticipate the experience of children and verbally work out what children can see with their own eyes. In this way, we deprive the child of the opportunity to actively observe, weaken the interest and activity of children.
"It is necessary to lead the child without taking away the initiative from him."
An example of this error:“For an educator, the most important thing is usually to get the desired answer, and not to make the child think, think. Therefore, when posing a difficult question, the educator often prompts the answer right there. With this method, the educator frees himself from the need to reveal the content in essence, being content with the unconscious response of the children, and inhibits the activity of the child's thought. It also happens that the teacher skips the wrong answer, thus reinforcing the wrong ideas in children.
You will find examples of conversations with children in which this error is demonstrated below.
The third mistake is too much material in the content of the conversation, which causes fatigue for children. “When scheduling conversations, the teacher should refrain from too varied and cumbersome material so as not to cause fatigue. A teacher who does not notice that the children are tired will, of course, ruin the conversation. If, moreover, the conversation did not captivate the children, they lose interest in conversations in general, they are reluctant to gather: “Well, again the conversation, I’d better build!”
The fourth mistake is that an adult addresses only active children during a conversation and does not know how to involve all the kids in the group in a conversation.
“The usual drawback of conversation is the inability of the educator to draw all the children into it. Often the educator in a conversation refers only to an active group of children. Often the educator in a conversation refers only to an active group of children. This is wrong, because the rest, thus, lose interest, do not get involved in the conversation, do not receive the necessary speech skills. All children need to be involved in the conversation.
Children who are embarrassed to speak in a group the teacher helps simple questions, emphasizes a good word or expression of such a shy child: - Well said, interesting.
Children who are naughty during a conversation should not be acted upon by remarks that distract everyone, but by special attention to them.: such children should be seated closer, more often turn to them with questions, trying to draw them into a conversation, emphasize their thoughts, statements, marking them as interesting.
Fifth mistake - the conversation does not deeply reveal the content of the topic: “It is impossible to consider meaningful conversation, cluttered large quantity various questions, but does not reveal them in any way. Such conversations do not give clear images, clear ideas. Children give formulaic answers to formulaic questions.
The sixth mistake is rudeness of conversation: conversations on moral and ethical, sanitary and hygienic topics should not be conducted in the course of comments and reproaches!
An example of this error:“In one kindergarten, the teacher starts the conversation ... with a sentence: “Children, look at your noses. Some of the children try to squint their eyes to see their nose. Next: Why don't you bring handkerchiefs? Tomorrow, be sure to bring (and does not explain that handkerchiefs must be clean). Then there are long conversations about the inability to use the toilet and a number of other questions and comments to the children. At the end, the teacher asks: - What will you bring from home? - Children who have lost the thread of the conversation answer: - I'll bring a roll. - I'm a cup. - - No need for rolls, no need for cups, - the teacher is angry, - bring handkerchiefs.
The confusion, heaping and rudeness of such a conversation, its extreme negligence in relation to speech, a sharp tone, Bad mood educators lead to the fact that the children completely lose the thread of the conversation, impatiently wait for its end and disperse with a heavy sediment.
Types of conversations (E.A. Flerina)
E.A. Flerina distinguished the methodology for conducting two types of conversations- 1) conversations related to observation and 2) conversations that reinforce the experience of children. She recommended the first type of conversations with children from the age of 3. The second type is at the senior preschool age.
“Conversation - conversation on the tour is available to all ages, starting from the youngest. It is easy for the child because it does not require concentration and immobility. The child does not get tired, because all the time he moves from one type of activity to another (moves, listens, looks, speaks). This type of conversation gradually teaches kids to express their thoughts in a team, to be interested in a general conversation, and gradually move on to more organized forms of conversation.
At the senior preschool age ... educators in conversation set themselves more complex tasks: to focus the attention of children on certain objects, phenomena, to help observation and establish some connections between them ... Such a conversation requires a calm environment and organization of children.
The duration of the conversation.
“With young children, picture conversations should be done in a small group. These conversations are very short, 2-3 minutes. Gradually, the conversations lengthen somewhat and become more organized.
In the middle and senior groups, the conversation sometimes lasts 15-20 minutes, depending on the material and the interest of the children, but the conversations should not be especially lengthy.
Time for a conversation.
“If the conversation is given after the excursion, then it should not be held on the same day. Often after the excursion, children tend to play, build, construct what they saw or observed. This game needs to be given space.
You should also listen to children's conversations, comments, in order to understand how bright and distinct the children's impressions of the excursion are. If the images are clear enough, the teacher conducts a conversation. Otherwise, you can make a second tour and only after it conduct a conversation.
How to start a conversation with preschool children?
The task of starting a conversation is“The beginning of a conversation is extremely responsible, its task is to collect children's attention, to arouse interest, to give direction to the conversation.”
“The beginning of the conversation should restore in children the images of those objects, phenomena that they saw. The teacher himself tries to vividly and figuratively imagine what happened, to cause the activity of children. Children will certainly begin to add, remember. The teacher skillfully organizes the attention of the children, and the conversation is interesting, entertaining.
Good conversation starter“You can approach the conversation in different ways - from a memory, a story, a picture, a toy, from an object that is in a group and is associated with an excursion or a topic of conversation. It is only important that the teacher, by the beginning of the conversation, directs the attention of the children to the corresponding images, arouses thought and ensures interest.
Example right start conversations:“One talented teacher sometimes began conversations with a story, in actors which the children quickly recognized themselves. They showed great interest in the story, made their own additions, corrections, and the story turned into a lively, fascinating conversation.
Wrong start of a conversation- “Unsuccessful beginning, built in the form of dry questions: - Where were we, what did we see? - What else? - What else did you see? It's boring and doesn't excite the imagination." “It is known how screaming, pulling, shouting interfere with children. They must be avoided by quickly starting the conversation itself.
How to have a conversation with children?
“If, in terms of the conversation, the educator successfully distributed the material, built the conversation, taking into account the children's experience and the growth of interest, it will proceed successfully and the educator will only have to correctly alternate the children's statements, drawing in all the children and giving their own “inserts”.
The purpose of these inserts- clarify the child’s thought, emphasize the image, clarify the child’s judgment, excite a new thought in children, direct the attention of a distracted child.
Depending on the topic, on the availability of the material, on the composition of the group, the educator is directly involved in the conversation to a greater or lesser extent. At the same time, he should not suppress children's statements.».
How to end a conversation?
“The end of the conversation can be different. Sometimes the conversation turns directly into action (preparing for the celebration..., making decorations, playing, painting, etc.), sometimes it calls for new or additional observations (in older groups). However it ends, it must satisfy the child without leaving him in a state of ambiguity.
But the conversation may not exhaust the issue. It is good when it arouses in the child a new interest in further observation or visual activity, game".
Features of the conversation - a conversation on an excursion with children and in the course of observations.
“If it happens to talk during the excursion, the educator directs the content of the conversation, depending on what and in what order the children will notice, what they will say - this cannot be foreseen in advance. Children unite in small groups - some leave, others come up, freely, without taking turns, express their thoughts, observe again, moving from place to place and acting.
The purpose of the excursion or observation is the accumulation of experience, specific life impressions that the child will reflect in the word.
An example of a well-constructed conversation is conversations with children during a walk with children 3-4 years old.
“A group of three-four-year-olds went for a walk in the yard. The first snow falls in large flakes. Children are delighted, they catch snowflakes, rake them with shovels, throw them up, clear the path. They run up to the teacher and joyfully report: - Look, what a little white star! They press it with a warm finger: - No, some water (melted). - How fluffy! - Throw snow on a shovel. - Oh, cold! - Will it melt? They crumple the snow in their hands: “soft”, jump, spin and laugh: - Like a snowball, like a snowball! And they spin again. The teacher tries to stir up more lethargic children: - Vitya, take this snow on a shovel into a pile there, slap it well! - Marusya, look what an asterisk I have on my sleeve, take it, take it.
Children are joyful, active, everyone is in a hurry to report their observations.
An example of an incorrectly structured conversation with children on an excursion:
“Children of 6-7 years old went on an excursion to see the ice drift. They stopped in pairs far from the shore, despite the fact that the shore is fenced and it is quite safe to come closer. The interest of the children is great: - Look, look into which one it floats, flew in, stands, split! - The teacher is concerned about the children's behavior: - Hush, hush, why are you shouting! - One of the children asked: - Where are the ice floes going? The teacher began to explain how ice goes from this river to another, then to the sea, how ice melts, how water evaporates, how clouds form, where rain, snow, ice come from. At the same time, the teacher tried in every possible way to attract the attention of the children, tried to replace the excursion with a conversation, asked questions to one or the other. And none of the children was interested in the conversation, everyone followed the course of the ice.
Think about what mistakes this adult made during the tour and the conversation?
Check yourself - have you found all the errors? Answer E.A. Flerina: “The teacher was wrong to distract the children from the main goal - from observation. Everything new that the child sees, hears, touches, surprises him and absorbs his attention. It is necessary to give children time for this and help them to perceive this reality. Only by clearly perceiving the phenomena, the child can think about their connection.
“The mistake was also in the fact that the educator is in too much of a hurry to give the children a sum of knowledge, to draw conclusions, does not pay attention to the children's perception, he does not use the conversation for its direct purposes, that is, to promote a more complete accumulation of experience. The exchange of opinions among children, children's activity, questions, comments either interfere with the teacher, or are picked up and misused by him.
The teacher's mistake usually lies in ignoring emotional perception child, as well as in the unsatisfactory method of conducting excursions: the child is not allowed to observe, touch, feel for himself, but what more organs involved in the process of perception, the clearer and more interesting perception for the child.
At the same time, some educators spoil the conversation - the conversation with the requirement of external discipline, tension, forgetting that in this case it is of secondary importance, and the main thing is observation. The teacher should direct the children to activity so that they move freely, examine, act. This is especially true for excursions into nature, where children almost always feel light and free.”
How to use illustrative material during conversations?
The role of illustrative means in conversation.“Illustrative means greatly facilitate the conversation, focusing the attention of children, making the conversation attractive. To do this, you can use a picture, photo, poster, any object, toy, children's work.
Can illustrative material harm?“By negligently displaying a picture during a conversation, the educator often harms the culture of children's thought and imagination.”
“It must be remembered that visual material distracts the child - often the conversation turns into a primitive looking at pictures and stating what is drawn. This is quite appropriate in younger age. Children of 6-7 years old can talk even without a picture ... In the event that children even without pictures have a fairly clear idea and are interested, it is important that they themselves remember the images, compare them, think, and ask questions. Overloading the number of pictures can slow down the child’s thoughts and utterances.”
How to use pictures in conversations with preschoolers?
E.A. Flerina distinguishes two cases of using pictures in conversations: 1) when the whole conversation is built on the illustrations, 2) when the illustrative material is only partially connected by the conversation.
In the first case using pictures in conversations her recommendations are:
A) "pick up a series of pictures in the right sequence, taking into account the growing interest of children",
B) "showing the pictures in order one after another, it is important not to rush, giving the children the opportunity to look at the picture well and talk about it",
C) “involve the active participation of all children”,
D) avoid lengthy explanations: “If the material is new, unfamiliar to children, then detailed explanations should not be made. The focus should be on the subject itself, its appearance. Too long delays in explanations tire children, usually in such cases they demand: - Show me another picture!
E) do not draw conclusions that are incomprehensible to children, but talk with children about things available to them, consolidate and emphasize the images of the picture:
“When talking with young children from a picture, the educator is often not content with fixing the image, but seeks to give conclusions that are incomprehensible to children. For example, children tell from the picture: “- A horned cow, mooing: mu-u, the cow has a tail, legs, milk; Aunt milks, I drank. - The teacher asks: - A useful animal is a cow? - And, not receiving an answer, he sums up: - A cow is a useful animal, she gives us meat and milk. Regardless of age, in a hurry to give cognitive material at all costs, the educator talks to the child about things that are inaccessible to him, causing him boredom. As a result, after such conversations, children are reluctant to talk.
Another thing is if, looking at the picture, the children are interested, they say, show and call. The teacher puts one or two questions, emphasizes the image, individual details, adds new, his own characteristics to the children's characteristics.
To do this, you do not need to seat the children in a circle and require the order of statements. Children often answer several questions at once; they still don't listen to each other very carefully; but there is nothing wrong with that. It is important that children willingly, easily and freely express their thoughts. The teacher encourages them: - Here is what Kolya said (repeats his words). Interesting said. “Hush, you can’t hear what Vanya is saying.”
In the second case of using pictures during the conversation E.A. Flerina recommends:
A) bring in a picture when you need to clarify or supplement the statements of the children, before that do not show it to the children: “The teacher, striving for the development of thinking, carefully monitors the children's judgments, the correctness of the thoughts expressed and introduces illustrative material only as needed, when necessary supplement, clarify or correct the judgment of children or revive their interest. Before that, the material should not be visible and distract attention.
B) “The picture or object must be large enough. The teacher shows them so that all the children can see.
C) “In all cases when a picture is shown for the first time, it is necessary to give the children some time to look at it well and not rush into explanations. Toddlers should be given a picture in their hands.
Any picture or toy used in a conversation must be artistic:“Often there are pictures cluttered with unnecessary objects that distract the attention of children, or the toy is rude, ugly. Such illustrative material will only confuse children and spoil their artistic taste.”
Fascinating material on the development of speech of preschoolers for speech lessons with kids on different topics (games, pictures, presentations, stories, fairy tales) You will find in the headings of the site.
Synopsis on the development of speech in the senior group. Conversation about Chukovsky and his books
"Conversation about K. I. Chukovsky and his books"
Tasks: Help children remember the content of Chukovsky's fairy tales known to them. Introduce new fairy tale"Aibolit" Highlight the features of the content of the new fairy tale.
Dictionary activation: Korney Ivanovich Chukovsky, Aibolit, Moidadyr, Cockroach.
Arouse interest, feeling for the writer.
Preliminary work: A conversation about books by different writers.
Organization of children: Children sit in a semicircle on chairs.
Equipment: Portrait of a writer, illustrations for fairy tales, landscape sheet 1/2, pencils.
STUDY PROCESS
On the table is a portrait of K. I. Chukovsky, the children sit on chairs, on the board there are illustrations for the works.
Guys, remember who wrote the fairy tale Moidadyr?
Today I brought a portrait of a writer who wrote many fairy tales.
Do any of you know what his name is? - Do you know what books he wrote?
Let me help you. Who wrote the tale of the Cockroach?
The guys of this writer are called Korney Ivanovich Chukovsky. Let's all say together.
What do you like about Chukovsky's fairy tales? - Do you have his fairy tales at home?
Do you like fairy tales? Children: yes. Educator. What fairy tales of K. I. Chukovsky do you know?
Children. “Phone”, “Doctor Aibolit”, “Moydodyr”, “Fly-Tsokotuha”,
"Fedorino grief". Educator. Well done, you know a lot of fairy tales.
Today we will get acquainted with his new fairy tale "Aibolit"
Now I will read it to you, and you listen carefully, and then answer my questions.
I am reading a fairy tale. Questions: Who wrote the fairy tale? Who main character fairy tales?
Tell Katya who wrote it? What is this fairy tale about?
Tell me, Maxim, what does Korney Ivanovich teach us with this fairy tale?
Where did our hero go to which country? What is the name of the main character? Tell us Uliana (Aibolit).
What are the names of the animals that helped Aibolit? Tell us Anya.
Where did Aibolit rush to treat sick animals? (To Africa, to Limpopo)
List the ways how Aibolit treated sick animals in Africa? (he gave a chocolate bar, put thermometers, regaled him with eggnog). Did you like the fairy tale? What new did you learn today?
And now who will briefly retell the tale to us. Let's listen to Maxim. Listen carefully to continue the story of Ulyana.
Here are the good guys. Now let's rest a little.
Fizminutka: There is a forest on the mountain
circular motions of the hands
He is neither low nor tall
sit down, stand up, hands up
eyes and hands up, stretch
Two tourists on the path
Went home from afar
walking in place
They say: "We have not heard such a whistle yet"
raise your shoulders
And now let's play the game "Tell the word." I will read the beginning of the line, and you continue.
Educator. Did you enjoy playing? What story are these lines from?
Children. Yes! From the fairy tale “Doctor Aibolit”
And now draw Aibolit. (children draw)
Summary of the lesson: What did we talk about today? What is the writer's name? What does this tale teach us? Did you like the fairy tale Aibolit? What game did we play? Well done, they did a good job, answered questions. The drawings turned out very beautiful. Class is over. Goodbye.
Preliminary work: reading the book by N. Nosov "Dunno and his friends"; inventing rhymes for the proposed words; plot drawing"New Year's party in kindergarten"; conversations with children senior group about winter.
Material: Magic wand; diagram cards (eye, hand, mouth, child doing exercises) a beautiful envelope decorated with flowers, a letter, a snowflake, diagram cards: words: (winter, blizzard); images (sleigh, lamb, snowman, Christmas tree, bee, bunny, icicle, ball, smesharik, Santa Claus, bag, sweets, garlands, clock, scarf, bouquet) (Appendix 2).
Tasks: using games with sounds and rhymes, maps; to consolidate the ability to regulate the strength of the voice, the pace of speech, to develop clear diction; to cultivate the ability to listen and hear the teacher and peers, the desire to engage in children's word creation.
Lesson progress
The lesson begins with a communicative game "Greetings".
Educator (V.). Guys, I would like everyone to greet each other.
Children, standing in a circle, call their names: first, girls slowly, boys - quickly, then girls quickly, boys - slowly.
AT. Today we will talk about winter. And maps will help us.
The teacher shows a diagram with the image of the eye.
AT. The card reminds us of gymnastics for the eyes.
Performed visual gymnastics with a magic wand.
The wand rises
Slowly spinning
Swinging left and right
Lies on the table and turns off.
The teacher shows a diagram with the image of a hand.
Held finger gymnastics(at the choice of the teacher).
The teacher shows a diagram with the image of the mouth. Offers children a game for the formation of clear diction.
Peter walks with one hammer, one hammer, one hammer.
(Children pound their fists right hand right knee.)
Peter walks with two hammers, two hammers, two hammers.
(Children knock with the fists of both hands on the knees of both legs).
Peter walks with three hammers, three hammers, three hammers.
(Children knock with the fists of both hands on the knees of both legs and stomp with one foot.)
Peter walks with four hammers, four hammers, four hammers.
(Children knock with their fists of both hands on the knees of both legs and stomp with both feet.)
The teacher shows a diagram with an image of an envelope.
AT. We got a letter, but I don't see it anywhere.
Children search and find a letter from flower city using the group plan. The envelope contains a message from the poet Tsvetik.
I am a poet, my name is Tsvetik,
From me to you all ... snowflake!
The teacher takes out a snowflake from the envelope.
AT. I think Flower made a mistake. What?
Children. The poem came out without rhyme.
AT. Do you know what rhyme is?
Children. Similar-sounding words at the end of lines.
AT. Come up with a rhyme for the words: Christmas tree, sleigh, icicle, bag, flower, ball. (It is important to focus the children's attention on the rhymes that will sound in the poem: icicle - whistle, Christmas tree - bee, sleigh - lamb, ball - smeshariki.)
The teacher shows a diagram depicting a person doing gymnastics.
Fizkultminutka.
Snow fluff, white fluff.
Everything-everything-everything is in fluff around.
Fluff on hats
Fluff on lips
Fluff on the eyebrows
Fur coats.
Fluff covered his forehead and nose.
Who did this?..
Father Frost.
Children perform movements in accordance with the text.
Snow was falling, walking, walking and came to the field,
(Walking around the group, waving his arms back and forth.)
He poured a snowdrift as high as a skyscraper,
(Raise hands up and connect.)
(Easy group run.)
The snow came and went and went and came to the forest.
(Walking, waving arms.)
swayed on the branches,
(Wave hands back and forth.)
Met with a fox
(Tilt forward, hands back.)
Has piled up snowdrifts in the thicket
(Walking around the group.)
AT.(draws the attention of the children to the fact that there is another letter from Tsvetik in the envelope, reads). “Dear boys and girls, I wanted to write you a poem about winter, but I got sick. Do you know "winter" words? »
The game« chain of words».
The first child calls the word "snow", the second repeats it and says his own word, etc.
Let's try to write a poem, guys? Consider the cards sent by Tsvetik.
Children explain why this word was chosen by Tsvetik for the winter poem. On the cards "winter", "blizzard" are written in letters, the children read them.
AT. Why is there a bunny on the diagram?
Children. His winter coat is as white as snow.
AT. Where did the bee come from in winter?
Children. At the New Year's party, Yulia was dressed as a bee.
AT. Is clock a "winter" word?
Children. When the clock strikes twelve, it's New Year's Eve.
AT. Do we need a scarf in winter?
Children. A scarf is part of winter clothing.
AT. On the cards, an icicle-whistle, a Smesharik ball are just funny rhymes, we will try to use them.
When all the cards have been examined and sorted out, the teacher begins to read the poem written in advance, at the same time pointing at the pictures that are suitable in meaning so that the children understand: they are composing the poem. Having used all the words-cards, together with the children reads the resulting work.
White, fluffy winter has come to us.
And she brought many surprises.
Sledges are riding down the hill and sheep are being carried,
This snowman is used to joking like that.
And a bee appeared under the green tree.
It was Yulia who dressed up, started dancing with the blizzard.
The icicle danced here, the ball danced too,
The whistle whistled loudly, Smesharik shouted:
Where is our Santa Claus? Where is his bag?
Tell it to us, snowman-friend.
And in the bag everyone candy, and garlands, and watches,
Do not forget to hide all your noses in a scarf this winter.
They wrote funny poems for you, Tsvetik.
In the summer, come to visit, bring a bouquet.
AT. I think we have a wonderful poem. We will draw "winter" drawings and send it to Tsvetika, let him rejoice and get better.
The teacher praises the children and thanks for the efforts.
