Notes for children of the senior group on speech development "conversation about polite words and polite actions." Summary of a lesson on speech development in the senior group

Unprepared conversation as a method of developing dialogical speech

1. Conversational speech.

2. Conversations.

3. Formation of colloquial speech in conversation.

3.1. The meaning of conversations and their topics.

3.2. Constructing a conversation.

3.3. Teaching techniques.

4. Teaching preschoolers dialogical speech.

4.1. Unprepared conversation (conversation) - as a method of developing dialogical speech.

4.2. Methods and techniques for teaching dialogic speech in special classes.

4.3. Prepared conversation

4.4. Constructing a conversation.

5. LITERATURE

6. APPENDIX 1 - 6.

COLLOQUIAL SPEECH

Colloquial speech - This is the oral form of the existence of language. The distinctive features of oral speech can be attributed entirely to the conversational style. However, the concept of “colloquial speech” is broader than the concept of “conversational style”. They cannot be mixed. Although the conversational style is mainly realized in the oral form of communication, some genres of other styles are also realized in oral speech, for example: report, lecture, report, etc.

Conversational speech functions only in the private sphere of communication, in everyday life, friendship, family, etc. In the field of mass communication, colloquial speech is not applicable. However, this does not mean that the colloquial style is limited to everyday topics. Conversational speech can also touch on other topics: for example, a conversation with family or a conversation between people in informal relationships about art, science, politics, sports, etc., a conversation between friends at work related to the speaker’s profession, conversations in public institutions, such as clinics, schools, etc.

In the sphere of everyday communication it operates colloquial style .

The main features of everyday conversational style:

1. Relaxed and informal nature of communication ;
2. Reliance on extra-linguistic situation , i.e. the immediate context of speech in which communication takes place. For example: Woman (before leaving home): What should I wear?(about the coat) Is this what it is? Or that?(about the jacket) Won't I freeze?

Listening to these statements and not knowing the specific situation, it is impossible to guess what they are talking about. Thus, in colloquial speech, the extra-linguistic situation becomes an integral part of communication.

1. Lexical variety : general book vocabulary, terms, foreign borrowings, words of high stylistic coloring, and even some facts of vernacular, dialects and jargons.

This is explained, firstly, by the thematic diversity of colloquial speech, which is not limited to everyday topics, everyday remarks, and secondly, by the implementation of colloquial speech in two tones - serious and comic, and in the latter case it is possible to use a variety of elements.

CONVERSATIONS

Conversation and conversation are essentially two almost identical manifestations of the same process: verbal communication between people. But we, highlighting conversations as one of the most valuable methods for developing children’s speech, mean by them organized, planned classes, the purpose of which is to deepen, clarify and systematize children’s ideas and knowledge through words.

The conversation reveals how great the need for children to express their thoughts is, how their tongue is loosened, since the topic of the conversation corresponds to their interests and psyche.

Free, relaxed conversation, warmed with interest, meaningful by the value and significance of its content, is one of the most powerful factors in the development of children's speech. At what age can you start talking to children? Yes, this is quite possible with three- and four-year-old children, if they speak the language appropriate for their age.

With such young children, conversations should, if possible, be conducted individually, in the presence of the subject or phenomenon that caused the conversation. In a child of this early age, memory manifests itself in the form of recognition, i.e. in the form of perception. He perceives a thing as familiar and very rarely remembers what is missing before his eyes. He can only be attentive to what is in his field of vision. His thinking is predominantly spontaneous. He understands and establishes mental connections between visually perceived elements.

If the topic of the conversation is objects and natural phenomena, then it can lead to a complete description, comparison, and clarification of the meaning of this or that object or phenomenon. If the conversation arose about a social, social, ethical phenomenon observed by children personally or brought forward by reading or a story, then it will lead to a description of the phenomenon, person, and will highlight the children’s individual attitude towards them.

The same phenomenon can spark multiple topics of conversation. During a walk in the spring, the children found a dead swallow with a broken head. You can have conversations with them on the following topics:

1. “Find out the reasons for the death of the swallow.”

a) the kite pecked (a fight in nature, about birds of prey),

b) the boy killed with a stone (ethical issue).

2. “On the migration of birds.”

3. “About warm countries.”

4. “The Life and Morals of Swallows.”

Of course, one or two topics will be used, depending on the children’s prevailing interests.

In no case should the conversation pursue the goal of verbally planting knowledge in the heads of children. Its goal is to systematize and consolidate in living words the knowledge acquired through experience, directly related to the perceptions of children and their living impressions.

Topics for conversations can be extremely varied: they are suggested by life at home, kindergarten, and live communication with children in everyday life.

When conducting conversations on socio-political topics, we must be guided by the scope of children’s interests, the degree of their overall development, and conduct them with the enthusiasm necessary to maintain their emotional state. It is better not to conduct them at all than to conduct them dryly, formally, without taking into account the interests and understanding of the children, and thereby extinguish their interest both in the conversations themselves and in the questions that they put forward.

Topics to look out for include conversations around ethics and culture. Life provides enough reasons for conversations on these topics. It is necessary to explain to children that they must give way to the old, the weak, and provide help to those in need. We need to draw the attention of children to these facts, talk to them about it, not missing an opportunity to emphasize what deserves praise and approval. We must teach children, when entering a house, to take off their hats, say hello, say goodbye, sit decently, not fall apart, keep everything clean and tidy, etc., etc. Education is, of course, led by example, but the living word that characterizes this or that phenomenon also plays a great role.

What enormous educational value can lively conversations based on genuine phenomena of life have in this sense! The greatest number of topics for conversation are, of course, provided by the reality that children directly perceive today, but from the moment when sensory impressions begin to act, the function of memory is also established. Bühler notes that in the third year the power of memory grows very quickly and covers intervals of several months. Every function and every strength requires exercise. Many of our experiences and impressions grow into the grass of oblivion because we do not revive them by remembering them. It is necessary to awaken in children’s memory episodes and phenomena from their experienced and conscious past. By this we protect them from oblivion and expand the opportunity for practicing speech by manipulating animated images. During the long winter, children 3-4 years old forget about many phenomena of summer. Talk to them at the end of winter about flies, butterflies, earthworms, thunderstorms, rivers, etc., and you will be convinced that the corresponding images are not preserved in their memory and consciousness, although they saw and observed all this. But start with them to remember the characteristic and vivid episodes of the last summer, about the objects and phenomena associated with this, show them the corresponding pictures, and you will be convinced that the once alive, but seemingly extinct images will begin to come to life and be reflected in words.

On a cold, dark winter day, when a blizzard is raging and the windows are covered with snow, we remember the warmest, sunny, hot summer day, about being naked in the open air, about swimming, about walks in the forest, in the field, about fluttering butterflies, about flowers... We hang summer pictures on the wall for a day or two. Many things that seemed thoroughly forgotten are resurrected in the children’s memory, images awakened by recollection are combined in a picture, experienced moods come to life, and children are eager to talk about what happened and what is so contrasting to the present. In the summer we remember winter with its cold, snow, mischief. When preparing for the holiday, it is good to remember how and with what we celebrated this holiday last year; Having moved to the dacha with the children, remember the dacha last year.

It is difficult to predetermine what we will remember; first of all, of course, the most vivid, convincing, and the power of this is etched deeper into the memory.

In order for conversations to be lively and achieve the greatest possible results (in the sense of developing children’s thinking ability and their speech), we must strive to extract the independent thoughts of children, their personal attitude to the subject. The ability to ask is not an easy task, but it is even more difficult to accustom children to free speech, to questioning within the limits of the material that the conversation covers. Children's attempts to understand and illuminate this material through personal initiative, personal questions, and searches should be encouraged in every possible way.

The teacher must stay aloof and not overwhelm with his authority: his role is mainly that of a conductor. He must follow the course of the conversation, guide it with skillful techniques, and not allow it to deviate to the side, which is not easy even with adult interlocutors; there is nothing to say about children. A child's thought is difficult to control; it runs from one associative link to another with the ease of a ball rolling down an inclined plane.

“Blessed is he who firmly rules with his words and keeps his thoughts on a leash,” said Pushkin. Keeping thoughts on a leash is a difficult art, which is why it should be instilled in people from an early age. The child must learn to understand that in conversation and in conversation we should not shy away from the main thing, from what is the main topic; that there must be order in the presentation of our thoughts; that, succumbing to our associations, we can wander into unknown places and forget what we started talking about.

Methodological techniques for leading a conversation are as follows:

1. Do not let children move away from the main topic.

2. Steadily lead to final conclusions.

3. Do not interrupt children unless absolutely necessary. Refer comments and amendments to the end.

4. Don't require complete answers. The conversation should be conducted naturally and at ease. A short answer, since it is logically and grammatically correct, can be more convincing than a common one.

5. Do not overuse questions. Do without them, if possible, achieve the same song through brief instructions and reminders.

6. Encourage children to ask questions. We know that at a certain age children are bombarded with questions: What is this? Why? For what? When? etc. This is a unique manifestation of child development, which requires special attention in the sense of understanding what and how to respond to children, and should be used in the interests of children’s speech development.

7. Involve all children in evaluating the thoughts expressed and their verbal presentation.

8. Encourage competition in the desire to speak clearly and elegantly.

9. Conversations are conducted individually and collectively. Starting from middle preschool age in kindergarten, collective conversations predominate; the place allocated to them is consistently expanding, and their content is becoming more complex.

10. The conversation, determined by the content of pedagogical work, is included in the ten-day plan.

FORMATION OF CONVERSATIONAL SPEECH IN A CONVERSATION

The meaning of conversations and their topics.

Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and a group of children on a specific topic. In kindergarten, reproducing and generalizing conversations are used. In both cases, these are final lessons in which the children’s existing knowledge is systematized and previously accumulated facts are analyzed.

It is known that conversation is an active method of mental education. The question-and-answer nature of communication encourages the child to reproduce not random, but the most significant, essential facts, to compare, reason, and generalize. In unity with mental activity in conversation, speech is formed: coherent logical statements, value judgments, figurative expressions. Such program requirements are reinforced as the ability to answer briefly and broadly, accurately following the content of the question, listen carefully to others, supplement and correct the answers of comrades, and ask questions yourself.

Conversation is an effective method of activating the vocabulary, since the teacher encourages the child to look for the most accurate, successful words for the answer. However, a necessary condition for this is the correct ratio of speech activity between the teacher and children. It is desirable that the teacher’s speech reactions account for only 1/4 - 1/3 of all statements, and the rest falls on the children.

Conversations also have educational value. The ideological and moral charge is carried by the correctly chosen content of the conversation (What is our city famous for? Why can’t we talk loudly on a bus or tram? How can we please our kids?). The organizational form of the conversation also educates - children’s interest in each other increases, curiosity and sociability develop, as well as qualities such as endurance, tact, etc. Many topics of conversation provide an opportunity to influence the behavior of children and their actions.

Conversation as a teaching method is practiced mainly in the senior and preparatory groups (we can also recommend the experience of V.V. Gerbova, who substantiated the usefulness and accessibility of several general lessons for children in the middle group - conversations about the seasons).

* Topics of conversations are planned in accordance with the program of familiarization with the environment.

The methodological literature widely covers conversations of an everyday or social nature, as well as natural history (“About our kindergarten”, “About the work of adults”, “About wintering birds”, etc.). It is important that children have enough impressions, living experience on the proposed topic, so that the accumulated material awakens positive emotional memories. Naturally, in the first months of the school year, topics are planned that require less special preliminary preparation of children (“About the family”, “What we do to be healthy”, “Our duties”).

It is useful for the teacher-methodologist to remind teachers that conversation as a verbal method should be distinguished from those methods in which the main activity of children is visual perception accompanied by words (examining pictures or natural objects). In addition, the teacher may (taking into account the children’s speech skills) prefer a more complex method of consolidating knowledge than conversation - telling children from memory (for example, it is appropriate for such topics as “About mothers”, “About the holiday”). Particular tact should be taken when choosing a method when consolidating knowledge of a socio-political nature in preschoolers, where the teacher’s story-narration, memories of read works of art, and showing paintings are preferable.

By analyzing annual calendar plans, the teacher-methodologist can help teachers draw up promising lists of conversations for the school year (at the rate of 1-2 per month), taking into account local conditions and seasonal characteristics.

Constructing a Conversation

In each conversation, structural components are quite clearly identified, such as the beginning, the main part, and the end.

Starting a conversation. Its purpose is to evoke and revive in children’s memory previously received impressions, if possible imaginative and emotional. This can be done in various ways: using a reminder question, asking a riddle, reading an excerpt from a poem, showing a painting, photograph, or object. At the beginning of the conversation, it is also advisable to formulate the topic (goal) of the upcoming conversation, justify its importance, and explain to the children the reasons for its choice.

For example, a conversation “About your group” can start like this: “We have children who have been going to kindergarten for a long time, here is Seryozha, Natasha has been in kindergarten for three years. And some children have recently come to us; they do not yet know our rules. Now we’ll talk about what order we have in the group room, so that these children also know.” The teacher’s task is to arouse in children interest in the upcoming conversation and a desire to take part in it.

The main part of the conversation can be divided into micro-topics or stages. Each stage corresponds to a significant, complete section of the topic, i.e. The topic is analyzed at key points. First, the most significant difficult material is identified. When preparing a conversation, the teacher needs to outline its stages, i.e. highlight the essential components of the concept that will be analyzed with children.

Here is an example of the structure of the main part of the conversation “About health” in the senior group:

During each stage, the teacher uses a set of various techniques, strives to summarize the children’s statements with a final phrase and make the transition to the next micro-topic.

It is advisable to ensure that the emotional nature of the conversation is not only maintained throughout its entire duration, but also increases towards the end. This helps children focus on the topic of conversation and not be distracted from it.

The end of the conversation is short in time, leading to a synthesis of the topic. This part of the conversation can be the most emotional, practically effective: looking at handouts, doing game exercises, reading a literary text, singing. A good ending would be wishes to the children for their future observations.

Teaching Techniques

As a rule, a whole range of teaching techniques is used in a conversation. This is explained by the variety of educational tasks solved using this method. One group of specific techniques ensures the functioning of children's thoughts and helps to build detailed judgments; the other makes it easier to find the exact word, remember it, etc. But, since conversation is a method of systematizing children's experience, the question is rightfully considered the leading technique. It is the question that poses a mental-speech task; it is addressed to existing knowledge.

The leading role in the conversation is played by questions of a searching and problematic nature, requiring inferences about the connections between objects: why? For what? Because of which? How are they similar? How to find out? How? For what? Questions that stimulate generalization are also important: what amenities have been created for city residents on our street? Which guys can you say are friends? How can you now explain that a whole team of adults and employees works in the kindergarten? Less space is occupied by reproductive (stating) questions that are simpler in content: what? Where? How many? What is the name of? Which? And so on. As a rule, in each completed part (microtopic) of a conversation, questions are arranged in the following approximate sequence: first, reproductive ones, in order to revive the children’s experience, then a few, but quite complex search questions to comprehend new material, and finally 1-2 generalizing ones.

The teacher needs to remember the correct method of asking questions. A clear, specific question is pronounced slowly: with the help of logical stress, semantic accents are placed: how do people know where stops tram? Why the metro train can go very fast fast? Children should be taught to accept the question the first time. In order for the child to “formulate his thought” and prepare for an answer, the teacher pauses. Sometimes he invites one of the children to reproduce the question (“Repeat which question you will answer now”). Possible instructions: “Answer briefly; answer in detail (but not with a complete answer)” or additions: “Who can answer shorter (more precisely, more beautifully) than your friend?”

To elicit a detailed answer, the teacher offers children a task consisting of two or three questions, or an answer plan. For example, during a conversation about health, the teacher says to the child: “Explain to Alyosha (the doll) how to Right to wash hands. What you need at first what to do Then And For what do they do that?

To solve other problems - expanding and clarifying the knowledge of preschoolers, activating memory and emotions - the following techniques are used: explanation and story by the teacher, reading works of art (or passages), including proverbs, riddles, showing visual material, gaming techniques (short-term verbal games or exercises, attracting a game character or creating a game situation, for example, receiving a “letter” or “parcel” from another kindergarten, etc.).

It should be recalled about the correct use of visual material. As already mentioned, it can be demonstrated in any structural part of the conversation and for different purposes: to better assimilate new things, to clarify existing ideas, to revive attention, etc. But the demonstration of an object during a conversation is relatively short-lived, so even before the lesson, the teacher must think through where to store this visual material, how to quickly get it, demonstrate it and put it away again.

A difficult methodological issue is the activation of each child during the conversation. This problem is covered in sufficient detail in the pedagogical literature. Various options are possible: preliminary preparation of some children (an individual conversation with the child, his parents, an assignment to observe, check, do something), differentiation of questions and tasks in the conversation, the correct, leisurely pace of the conversation, the correct method of asking questions to a group of children.

Let us give an approximate outline of a conversation on the topic “About our food” in the senior group, during which a variety of techniques are used.

I. Starting a conversation.

Educator. Children, what did you eat for breakfast today? What about other days? Why are they preparing different dishes for us? Today we will talk about what we eat and drink, because it is so important for our health.

II. Main part.

1. First courses.

Educator. Remember how lunch differs from breakfast and dinner. Explain why the first and second courses require different plates and cutlery. What is always different about the first course? Yes, it is always liquid, with broth. I will remind you of one humorous poem about how the hostess prepared the first course (an excerpt from the poem “Vegetables” by Y. Tuvim).

2. Second courses.

Educator. Remember (to yourself) more main courses. What products do you think are almost always found in second courses? Yes, meat or fish. How can we explain this? (The second course is very filling). They are often served with a side dish - an addition of vegetables or cereals, pasta. What is the side dish for? Imagine serving hot sausages with pasta and a slice of cucumber for the main course. Get ready to tell what cutlery you will need, how you will use it - you can show this as if the device is already in your hands (call one child to your table for a detailed answer).

Physical education minute.

3. Third courses - drinks.

Educator. What do you call the dishes that are served at the end of lunch? What are they always like? (Sweet, the most delicious). What would happen if they were given at the very beginning of lunch?

Educator. At the end of lunch, breakfast or dinner it is often served beverages- liquid, sweet dishes. Listen to what other words this word “drinks” (drink, get drunk) is similar to. Now I will tell you the name of the drink, and you answer which one is more pleasant to drink - hot or cold, for example:

The compote is cold.

Milk - ?

Now remember lunches in general - in kindergarten, at home - and decide whether it can be said that lunch is the most filling compared to breakfast, afternoon tea, and dinner. If yes, then why, if not - why?

4. Products - dishes.

Educator. We remembered many different delicious dishes, they can be called “food” in another way; what is prepared to eat is eaten. Together with me, quietly say these difficult words: different dishes, food, a lot food.

What are the dishes made from? Now I will show you something in jars, and you will explain whether it is food or food (buckwheat and rice).

Our Vitya wants to become a sailor. Today, each of you is a cook on a ship and must prepare a hearty, tasty porridge.

Be ready to select from this tray the products needed for the porridge and explain what they are for (answer from one child at the table).

III. End of the conversation.

Educator. We talked to you about food, food. When you get home, ask what your family's favorite dish is and find out how it is prepared. And tomorrow you will tell us about it.

The nature of the conversation should be relaxed, natural, in which not only children’s choral remarks, lively reactions, and laughter are allowed, but serious efforts of their thoughts should also be visible.

The teacher-methodologist, working with teachers, must show them the complexity of the conversation method and convince them of the need for deep preliminary preparation for these classes. The teacher will be helped by detailed notes of conversations compiled by him himself, where all the basic teaching techniques will be formulated: questions, explanations, conclusions. Skillful use of notes in class will help you conduct a conversation confidently and logically.

The methodology for developing children's spoken language is dominated by recommendations for teaching the child to perceive adult questions and answer them. Research is also emerging on the other side of this problem - teaching children interrogative forms of speech. Questions are an indicator of a child’s intellectual development. Conducting a dialogue is the ability to ask a meaningful question in a timely manner in the correct, understandable form of speech. To actively teach this skill, special classes of a new type are conducted - games or “learning situations”. The problem-search nature of these activities confronts the child with the need to ask questions to the teacher and friends. The teacher gives the children examples of interrogative sentence construction.

In the studies of E.P. Korotkova, N.I. Kapustina asked preschoolers to construct questions based on comparisons of pictures. For example, you had to look at two pictures - about a white bear and about a brown one, tell about the brown bear and end with a question about the white one.

“Listen to what I want to ask,” says the teacher. “The brown bear brought the cubs to the river in order to bathe them, but why did the polar bear bring her cubs to the ice hole?” The children constructed similar complex statements. The teacher gave the task to ask about what is not depicted (How does a mother bear take care of her cubs? Why aren’t polar bears cold in the ice?).

The teacher answers difficult questions himself, helps to find the answer by reading an excerpt from the story, and encourages both detailed answers and good questions. Teaching question-answer forms of speech should be organized in other classes, as well as in conversations, encouraging children to ask their friends and the teacher with questions.

Children’s mastery of the question form of speech (the ability to find content for a question and formulate it, the desire and ability to speak with questions) can also be carried out in didactic games.

For older children E.P. Korotkova developed the game “If you want to know, ask a question”1. Children are offered several household items that they rarely encounter (a grater, a knife for cleaning fish, etc.). For each question (according to the teacher’s preliminary model) about these things, the child receives a chip. Questions about the properties and details of objects are especially encouraged. At the end of the game, an adult answers difficult questions, and the winner is determined using chips.

EDUCATIONPRESCHOOL CHILDREN'S DIALOGICAL SPEECH

Unprepared conversation (conversation) - as a method of developing dialogical speech

Dialogue - conversation, conversation - is the main form of verbal communication of a child with adults and his peers.

Speech training in kindergarten takes place in two forms: 1) in free speech communication, 2) in special classes. Dialogue occurs primarily in free verbal communication and is the basis for the natural development of pronunciation and grammatical skills, enriching children’s vocabulary, and the basis for acquiring coherent speech skills. Dialogue is also taught in special classes, but such classes usually happen 1-2 times a month; in free communication, the child enters into dialogue with the teacher or with other children throughout the entire time of his stay in kindergarten. Returning home, he continues the dialogue with his family.

Teaching children dialogic, or conversational, speech usually takes place in the form of conversation (conversation), i.e. exchanges between an adult and a child or between children themselves.

It is known that in school pedagogy, conversation in the terminological sense of the word is one of the methods of transmitting theoretical knowledge in any subject - natural history, history, spelling, etc. The fact that in the process of conversation the ability to talk also develops, i.e. The ability to conduct a dialogue develops, and, consequently, speech is enriched with appropriate syntactic forms, and vocabulary reflecting this area of ​​reality is not taken into account. In other words, at school, conversation as a speech act is not an end in itself, but a means of transmitting knowledge; the enrichment of children's speech during the conversation is perceived simply as an additional positive phenomenon.

In a preschool institution, a conversation is conducted specifically for the development of children’s speech.

But since speech necessarily reflects and encodes the phenomena of reality, conversation in a preschool institution, as in school, provides knowledge. The content of the conversations is determined by the “Education Program in Kindergarten”. Conversations are conducted: 1) about the child himself (“Where is Vitya’s nose? Show me your nose.” - “That’s where our nose is!”); 2) about the family (first: “Who do you love?” - “Dad!”; “Show me how much you love dad?” - “That’s how hard”; a little later: “Who is your dad?” - “My dad works on a car) . I will be like my dad”; ​​even later: “What will you be when you grow up?” - “I will work on an excavator, like my dad. My dad works well, his portrait is on the Honor Board!”); 3) about the work of adults in kindergarten (cook, janitor, nanny, etc.); 4) about household and labor items (furniture, dishes, clothing, household tools, means of transportation, etc.); 5) about nature in different seasons (inanimate and living - plants, animals, wild and domestic); 6) about public life: about famous people, about heroes of labor, about heroes who performed military exploits in defense of the Motherland.

We will call a conversation between a teacher and children that occurs in free verbal communication an unprepared conversation in order to distinguish it from a conversation as a special activity for which children are prepared in advance, and, therefore, is a prepared conversation.

An unprepared conversation, for example, while washing, at breakfast, when getting ready for a walk, on a walk, while playing or working, etc., unprepared in the true sense of the word is only for children (they don’t know what’s going on with them will say what gets their attention); The teacher must be prepared for any type of communication with children by the fact that he receives professional education, the most important component of which is the ability to speak with children in such a way as to teach them their native language through his speech. He must have a good command of the spoken syntax of his native language and its intonations; if this is not the case, then the question of his professional unsuitability arises. Thus, for a conversation that arises spontaneously due to the need for verbal communication, the teacher does not specifically prepare the grammatical form of his speech and its sound (phonology), trusting his linguistic instinct, but he must prepare the topic of each conversation.

The teacher writes the topic of the conversation in his diary (work plan for the day) in one word or phrase. For example, the “Kindergarten Education Program” recommends holding conversations with children of the third year of life on the general topic “Clothing”, and in the teacher’s diary there may be “Hat” or “Coat”, etc.; for conversations with children of the fifth year of life, the "Program..." recommends, for example, the topic "The work of a cook", and the teacher of this group writes in his diary "Shchi", "Carrot cutlets", etc.; for conversations with children of the seventh year of life, the “Program...” offers the topic “Work in nature”, and in the diary - “Raking leaves”, “Feeding the birds”, “Planting tomatoes”, etc. Consequently, in speech terms, each topic of an unprepared conversation is designated by a certain lexical dominant: “hat”, “cabbage soup”, “vegetable seedlings”, etc. The teacher is required to know what to talk about with the children, and then other words associated with the dominant word will come by themselves during the conversation.

During the conversation, the teacher almost never corrects the children’s phonetic errors: this is done deliberately so as not to confuse the child or exclude him from the conversation.

Methods and techniques for teaching dialogic speech in special classes

Special classes on the development of dialogic coherent speech are conducted using the conversation method and the imitation method. These methods are most often implemented:

1) techniques of prepared conversation (conversation),

2) techniques of theatricalization (imitation and retelling).

Prepared conversation

A prepared conversation has tasks: firstly, direct - to teach children to talk, i.e. listen to the interlocutor, do not interrupt his speech, restrain himself, waiting for the right time to insert a remark, try to speak clearly for the interlocutor; secondly, the accompanying task is to practice pronunciation and grammatical skills; clarify the meaning of words known to children.

The conversation is called prepared because before the lesson (several days before the lesson), the teacher puts the children in situations where their attention is drawn to those phenomena from the world around them that will be the topic of the upcoming conversation, i.e. the factual material of the conversation should already be familiar to the children.

The best preparation method is to first conduct a free, unprepared conversation on the same or a similar topic.

I) suggest some syntactic structures of complex sentences or sentences with homogeneous members that children have poorly mastered;

2) suggest the intonation of semantic passages of a sentence that children have not yet learned (for example, warning intonation - colon and enumerative intonation);

3) suggest the formation of cognate words: liquid— liquid, fruit - fruity, scatter - crumbly, loose, vegetables - vegetable, meat - meat, milk - dairy etc.;

4) suggest the formation of non-conjugated forms of the verb: pour - poured, poured— poured, put - put, crushed - crushed.

A condition for the effectiveness of a conversation-lesson is the preliminary familiarization of children with the objects and phenomena that will be discussed. Preparation consists of drawing the children’s attention to these objects and phenomena, naming them in words, letting them examine them, and recognizing their signs. During a conversation, when the skills of using new words and their grammatical forms in speech are consolidated, the logical relationships of reality are comprehended, i.e. Children's thinking develops.

Constructing a conversation:

1) introduction (beginning),

2) development of the topic of conversation,

3) ending.

The introduction aims to attract children's attention to the topic of conversation. For example, the following phrases can serve as an introduction to a conversation: “I often think about how the fish feel...”; “Today I had to take a bus instead of a tram, and I thought, do my children know what types of transport can be used to get around?..”; “Children, who knows that this is in my hands?..” The introduction can also be a riddle proposed by the teacher about the subject about which she will lead a conversation with the children. You can start a conversation by reading poetry on a relevant topic or looking at a picture.

The development of the topic of conversation should be purposeful, the teacher should try to prevent the children from being distracted from this topic, however, sometimes you can retreat from it in order to find out some side facts, but you must definitely return to the main subject of the conversation. To do this, the teacher, in preparation, outlines a conversation plan in advance. For example, a plan for developing a conversation on the topic “Types of transport” with children of the sixth or seventh year of life could be like this:

1. People need to move around the earth (to work, to visit grandma, on public affairs, etc.).

2. They can walk, but it is too slow.

3. Vehicles speed up the movement of people:

Animals: horses, deer, dogs, camels, elephants;

a) by land - trams, trolleybuses, buses, cars, trains;

b) by water - boats, boats, steamships, hydrofoils;

c) by air - planes, helicopters, and there were airships;

d) in outer space - rockets, spaceships.

4. When is it best to travel on foot? (tourists, geologists, geographers and other scientists walk to get a better look at the earth, admire it, get the joy of meeting nature or learn more about it, explore nature in order to put it at the service of people and not destroy it senselessly).

Having such a plan, the teacher, no matter how distracted the children become, can always return them to the topic by posing the next question of his plan when he considers that the previous question has been exhausted.

We remind you that the peculiarity of children’s thinking is such that they easily forget the topic of the conversation and are distracted by any reason. And the younger the child, the more easily he is distracted: he more easily forgets what he just talked about and moves on to another topic. The conversation activity is designed to develop in children the ability to think logically and to bring the topic started to completion.

The conversation can also end with a riddle, poetry, the teacher showing and commenting on the corresponding picture, but more often it ends with the teacher’s logical conclusion about what the children should learn morally, how they should act in connection with what they learned from the conversation. At the same time, the teacher, in his conclusion, tries to use those words, word forms and syntactic structures that he should have taught the children during the conversation.

Mandatory participation of children in the conversation. The conversation should be organized so that all children take part in it. If a child only listens to the teacher’s conversation with other children, and does not give any feedback, then such a child does not practice “talking”, and his participation in the conversation is only an appearance. Therefore, the conversation should be carried out with a limited number of children - 4-8 people. A teacher who has 25-30 children in a group is required to conduct a lesson-conversation with three to four subgroups. To accommodate time, you can shorten the duration of conversations with each subgroup, but still make sure that each child practices speaking, not just listening.

Experienced educators, realizing that with a large number of children in a group, they are not able to provide everyone with the necessary time for sufficient training, involve parents in helping them, instructing them in detail on how to conduct a prepared conversation with the child.

Parents, without exception, can cope with this task, since everyone speaks spoken language.

LITERATURE

1. Arushanova A.G. Speech and verbal communication of children: A book for kindergarten teachers. - M.: Mosaika-Sintez, 2002.
2. Borodich A.M. Methods of children's speech development: Textbook. manual for pedagogical students. Institute for specialties “Preschool pedagogy and psychology” - M., 1981.
3. Gerbova V.V. Classes on speech development in the senior group of kindergarten. - M., 1984.
4. Tikheyeva E.I. Speech development in children (early and preschool age). - M., 1967.
5. Fedorenko L.P. and others. Methods of speech development for preschool children. A manual for students of preschool pedagogical schools. - M., 1977.
6. Khvattsev M.E. Prevention and elimination of speech deficiencies: A manual for speech therapists, students of pedagogical universities and parents. - St. Petersburg: KARO, Delta+, 2004.

ANNEX 1

With children three years old. Unprepared conversation while getting dressed for a walk.

Educator. It's autumn outside. We need to wear our hats well. Shurik, your hat has such a beautiful pompom! Who knitted you such a great hat?

Shurik. Grandma. She... threads... and...

Educator. The hat was knitted by my grandmother from woolen threads. A wonderful hat came out! Yes, Shurik?

Shurik(trying to say correctly, but not yet pronouncing all the words). Lovely hat. Grandma knitted it from woolen threads.

Educator. And for you, Nadya, who knitted such a bright blue hat? What beautiful ribbons!

Nadia. Mom bought it... in the store.

The teacher asks similar questions to all the children whom he helps to put on hats: for each he notes the color, some detail (pompom, cone, pattern, ribbons, etc.). Children answer and add something of their own.

Educator. Shurik, pull your hat over your ears! The hat should protect your ears from the wind. Did you pull it? Are you warm?

Shurik. Pulled it. Warm.

The teacher asks the same question in different forms to other children.

During the walk, the teacher chooses a moment to again fix the children’s attention on the hat. Possible questions:

- Do you feel how fresh it is outside?

— What time of year is it now? Autumn?

— Was it warmer in summer? Do you remember how hot the sun was in the summer when we went to the river at the dacha?

— Do children wear Panama hats in the summer?

“You can’t go out in panama hats now!” Cold! Now you need to wear knitted hats, otherwise your ears will get cold. It won't take long to get sick!

With children five years old. Unprepared conversation during a visit to the kindergarten kitchen.

Educator. Children! Who remembers the riddle about vegetables?

Nina. A red maiden sits in a dark dungeon, and a green braid is on the street.

Educator. You have a good memory, Ninochka. Tolya, do you remember the answer?

Tolya. I remember carrots.

Educator. Fine! Borya, please go to the kitchen and ask the cook, Irina Semyonovna, if she will cook something from carrots for lunch today. Children, how should Borya ask Irina Semyonovna?

Sasha. Irina Semyonovna, will we have some carrots for dinner?

Vasya. Irina Semyonovna, are you cooking anything from carrots today?

Senya. Irina Semyonovna, please tell me, do you cook carrots?

Vova. Irina Semyonovna, please prepare carrots today!

Valya. Irina Semyonovna, what... please...

Educator. First we need to apologize to Irina Semyonovna that we are bothering her, and only then ask the question. Ask now, Lucy. (The child with the most developed speech is called.)

Lucy. Irina Semyonovna, excuse me, please, are you preparing any carrots for lunch today?

Educator. So good. Valya (the child who is worse at asking questions than others), repeat. Now, Borya, go to Irina Semyonovna.

The cook, of course, must be warned in advance about such a visit; his answer is: “Today I’m preparing carrot cutlets for your second course.”

With children six years old.

Unprepared conversation while planting tomato seedlings in paper pots on the beds. On each pot is written the name of the child - the owner of the pot.

Educator. Children, have you all brought your pots of seedlings?

Children. All!

Educator. How will we know whose plant is when we bury the pots in the soil?

Nina. You can bury the pots not all the way to the edge so that the name is visible.

Peter. We can stick long sticks into the pots and write our names on the sticks.

Educator. Here are two suggestions: Nina advises not to bury the entire pots, leaving the inscription visible, and Petya suggests making long sticks, writing the names of their owners on them again and sticking them into the pots or next to the pot so as not to damage the roots of the seedlings. Let's discuss both of these proposals. Which one is better? What do you think, Galya?

Galya. Let's not dig in until the end.

Educator. And what will happen to our inscriptions when we, having planted the pots in the garden bed, water it? Vova?

Vova. The inscriptions will be covered with dirt and will not be visible.

Educator. That's right, Vova.

Peter. I came up with a better idea than Nina!

Educator. To say this while praising oneself is immodest. Let others speak.

Tolya. Petya had a good idea.

Educator. Why?

Tolya. Because high sticks...

Educator. On high pegs...

Tolya. ...The inscriptions will be clearly visible on the high pegs...

Educator. ... and you can water the plants without fear that the inscriptions will be erased. Tell me, Tolya, this whole phrase.

Tolya. The inscriptions will be clearly visible on the high pegs, and it will be possible to water the tomatoes... plants...

Educator. ... without fear...

Tolya. ... without fear that the inscription will be erased.

Educator. Great. Now let Vova and Galya go to the carpenter Semyon Vladimirovich and ask if he has such long pegs. We need 25 pieces. By the way, these pegs will be useful to our plants when they grow up. But you will see this in the summer. How will you explain to Semyon Vladimirovich why we need pegs?

Each child offers his own version of a conversation with the carpenter. The teacher chooses the shortest and clearest one and recommends that the kids explain their request to the carpenter in exactly this way.

The teacher returns to the conversation about plants, their growth, pegs and the like, adding new words along the way, repeatedly during the spring, summer and autumn, when the children observe the growth of their plants.

Analyzing the teacher’s speech in the above three fragments of conversations that arose in free communication with children of different ages, one can notice that he is actively working, first of all, to enrich the children’s vocabulary - helping to understand the meaning of words known to children; By encouraging children to repeat the syntactic structures of phrases used by the teacher, he thereby practices grammatical skills with them. During the conversation, the teacher almost never corrects the children’s phonetic errors: this is done deliberately so as not to confuse the child or exclude him from the conversation.

With children five years old. Conversation on the topic “The cook works.”

Lesson with a didactic doll. On the table there is a cook doll, a toy stove with a set of kitchen utensils, and a table with “food”.

Educator. Children, a new cook, Mitya, has come to us. He just graduated from culinary school, he has no work experience yet, and he is very afraid that his food will turn out tasteless and no one will want to eat anything. He needs your help. I will do everything and speak for Mitya the cook, and you correct me if I’m wrong, and if you’re wrong, Mitya will correct you.

Mitya (teacher). What should I cook with vegetables for main course?

Vitya. Carrot cutlets... Mitya, fry the carrot cutlets.

Mitya. Fine. Now I will prepare all the ingredients for carrot cutlets: I will take meat... Meat? (The teacher asks again to draw the children’s attention to Mitya’s mistakes, or highlights them with intonation.)

Nina. No need for meat, Mitya.

Mitya. Why? Isn't meat a food product?

Nina. Meat is a food product, but you are preparing carrot cutlets, which means you need carrots.

Mitya. Yes of course. Thank you, Ninochka! So I take a carrot and put it in a frying pan... Why are you laughing? Galya, why are they laughing?

Galya. Mitya, first you need to make minced carrots.

Mitya. Ah, that's right! You need to make minced meat, chop the carrots. Now I’ll put it through a vegetable grinder, or you can grate it, then I’ll pour semolina into the carrots and beat in an egg. Did I say something wrong? What, Vova?

Vova. The cereal is sprinkled, not poured. (If Vova cannot correct, Mitya himself remembers how to say it correctly.)

Mitya. Now I will make cutlets, now I will roll them in flour. Are they sprinkling or pouring flour, Lyuba?

Lyuba. Flour is poured.

Mitya. Now I’ll pour vegetable oil into a frying pan and fry. Right? Or maybe I said something wrong, Tanya?

Tanya. Mitya, vegetable oil is poured, not poured. Everything liquid is poured, everything loose is poured, everything solid is put in. (Tanya can be prepared in advance for this line.)

Mitya. Yes, yes, Tanya, now I remember: water, sour cream, butter and other liquids - poured, poured; cereals, salt, granulated sugar, flour - sprinkled, poured; meat, vegetables, butter - put in a saucepan, in a frying pan. So that I don’t forget again, you, Lucy, please repeat for me: what can you pour?

Lucy. Any liquid: water, sunflower oil, sour cream, milk.

Mitya. Okay, Lucy. What can you sprinkle, Tolya?

Tolya. Sprinkle cereal, flour, salt, granulated sugar.

Mitya. Do they also pour in pieces of refined sugar?

Tolya. No, refined sugar is added, not poured.

During the conversation, the teacher can:

1) suggest some syntactic constructions of complex sentences or sentences with homogeneous members that children have poorly mastered;

2) suggest the intonation of semantic passages of a sentence that children have not yet learned (for example, warning intonation - colon and enumerative intonation);

3) suggest the formation of cognate words: liquid - liquid, fruit - fruity, scatter - crumbly, loose, vegetables - vegetable, meat - meat, milk - milk, etc.;

4) suggest the formation of non-conjugated forms of the verb: pour - poured, pour - poured, put - put, grind - crushed.

So, in the process of the conversation described above, the children enriched their speech with new words ( nouns of a high degree of generalization: products, liquid, etc., verbs and their inconjugated forms: pour - poured, etc.), new grammatical forms, improved their pronunciation skills.

With children six years old. Conversation on the topic

“We planted tomatoes.”

The conversation is structured as a memory of how yesterday ( or shortly before) planted seedlings in paper pots in the ground.

Educator. Children, let's discuss how we can better care for our tomatoes in order to reap a good harvest.

Nina. My grandmother in the village (I visited last year) had big, big tomatoes.

Tolya. And we have even more...

Educator. Tolya, it’s not nice to boast, it’s impolite. But tell us, what do you think is better to water tomatoes from - watering cans or mugs? (The question is addressed to Tolya to give the boy the opportunity to quickly recover from embarrassment after the remark he received.)

Tolya. From watering cans.

Educator. Why? Do you know, Vitya?

Vitya. Water pours out of the watering can like rain and...

Educator. ... and falls onto the soil around the plant gently, without making deep holes. (Vitya repeats the end of the teacher’s phrase and thereby learns to construct sentences with participial phrases.)

1. How will children find out where whose plant is planted in order to take care of their own bush?

2. Why do plants need care?

3. What should the care of a cultivated plant consist of:

a) why does the plant need moisture (water)?

b) why does the plant need food?

c) why does the plant need sunlight?

4. What are weeds, why are they harmful to cultivated plants? At the end of the conversation, the teacher can read to the children poems he has prepared in advance about tomatoes or about vegetables in general.

We have given sample conversation sessions with children of different age groups to show that the methodology of work in all these groups is generally similar: while learning to speak, children simultaneously enrich their vocabulary, improve grammatical and phonetic skills; the only difference is in the content of the lessons: it becomes more complex as the children grow up and more abstract vocabulary and more complex grammatical forms become available to them.

A condition for the effectiveness of such a lesson-conversation is the preliminary familiarization of children with the objects and phenomena that will be discussed. Preparation consists of drawing the children’s attention to these objects and phenomena, naming them in words, letting them examine them, and recognizing their signs. During a conversation, when the skills of using new words and their grammatical forms in speech are consolidated, the logical relationships of reality are comprehended, i.e. Children's thinking develops.

APPENDIX 3

Conversation about bread

Target : clarify children’s ideas about the path grain takes to become bread; teach to take care of bread and treat the people who grow it with respect.

Preliminary work . A few days before the lesson, the teacher organizes a conversation between the kindergarten caretaker and a subgroup of children on the topic of how much bread is brought to the preschool institution every day. Children watch the unloading of bread, try to count bricks of black bread and loaves of white bread.

Another subgroup together with an adult ( methodologist, teacher, nanny) takes a walk to the nearest store in order to find out how much bread is sold daily to the population of the microdistrict.

Then the students tell each other and the teacher about what they have learned.

Progress of the lesson.

The teacher asks the children how much bread is delivered to the kindergarten every day, how much of it goes to the store, how much bread needs to be baked to feed the people of their hometown (village), why so much bread is needed.

“So I said, ‘bread needs to be baked,’” the teacher continues the conversation. “Yes, bread is baked in bakeries, in bakeries.” What is bread made from? They bake from flour, adding yeast, sugar, salt and other products. But the main product is flour. Bread comes in black and white. (Shows.) How do you get bread that is so different in appearance and taste? That's right, it is baked from different flours. White bread is made from wheat, black bread is made from rye. Where do wheat and rye flour come from? From wheat and rye.

The teacher shows the children ears of rye and wheat (you can place pictures of ears of corn on a flannelgraph, and pictures of bags of flour next to them).

“Look,” says the teacher, “these are wheat grains, but here is wheat flour.” Is there a difference between them? This means that in order to obtain flour, the grains must be ground. And even earlier - get them from the prickly spikelets - thresh the spikelets. Repeat what to do.
Look at this picture: here they are walking through a grain field - so they say: grain field - combines. They cut rye or wheat and thresh it at the same time. The grain enters the bunker. When the bunker is filled with grain, a truck drives up and the grain is poured into its body using a special device.

The combine continues to work, and the machines with grain go to the receiving points. There the grain is weighed, its quality is determined, and it is decided where to send this grain next. And you can send it to a mill or an elevator. Elevators are special structures for long-term grain storage. Grain can be stored in elevators for several years until it is needed and the time comes to replace it with grain from a new harvest. Do you understand what an elevator is? Have you forgotten where the cars take the grain from the fields?

From the grain that arrives at the mills, flour is ground. It is sent to bakeries and stores. Bakeries bake bread for sale to the public. Anyone who wants to bake pies, pancakes, buns and other delicious products buys flour in the store.

“If you want to eat rolls, don’t sit on the stove,” says a Russian folk proverb. (Repeats the proverb.) Have you guessed what we are talking about? That's right, if you want rolls, work hard!

Now let’s trace the path of bread to our table from the very beginning.

In the spring, having plowed the fields, the grain growers - remember, children, this word - sow them with wheat and rye. Ears grow from the grain, and new grains ripen in them. And then powerful machines - combines - enter the fields. Combines cut and thresh wheat (rye), load it into the backs of cars, and the cars are sent to receiving points. From receiving points, grain is supplied to mills and elevators. From the mills it goes to bakeries. There they bake fragrant loaves and loaves of wheat and rye bread.

Here lies the loaf

On my desk.

Black bread on the table -

There is nothing tastier on earth!

(Ya. Dyagutite. Loaf)

So, today, dear children, you found out whether the path of bread to our table is easy. Do you think it's easy?

To ensure that our table always has fresh, fragrant bread with a crispy crust, people work, a lot of people. Grain growers sow fields with grain, grow bread and thresh it. Drivers deliver grain from the fields to elevators and mills, flour millers grind it, and bakers bake bread.

You children live in the Union of Soviet Socialist Republics - a rich and strong country. Your family can buy as much bread as they need. However, you must take care of the bread, do not leave uneaten pieces, do not throw them away. When you eat bread, remember how much human labor is put into every loaf of rye bread, into every loaf of wheat.

In conclusion, the teacher once again reads an excerpt from the poem by J. Dyagutyte.

APPENDIX 4

Conversation on the topic “Road Rules”

Target : find out what children know about where and how to cross the street; clarify their ideas about traffic rules, convince them of the need to comply with them; help me remember a new rhyme.

Progress of the lesson.

Children are seated in a semicircle, in the center of which on the children's table (it is below the teacher's table) there is a model of a city street with a traffic light, a zebra crossing, cars (toys), a sidewalk and a matryoshka pedestrian.

The teacher addresses the children:

- Children, what do you see on the table? That's right, a city street. More precisely, a street layout. You already know that pedestrians are required to follow traffic rules. I said pedestrians. What does this word mean? What other words is it formed from? What are pedestrians required to do? Yes, they are required to follow traffic rules. Are there such rules? Name them.

After listening to the children’s answers, the teacher calls the child to the table and gives him a whistle. He invites another 6-8 people to the table - these are drivers. They will drive their cars towards each other. (All children should stand at the table facing the audience.)

The matryoshka approaches the crossing and stops in front of the traffic light. The red light is on (for pedestrians). Cars are driving slowly. Matryoshka begins to cross the street, the policeman whistles.

- Stop! - says the teacher, offering to leave the cars and the matryoshka dolls where they are. “Let’s figure out why the policeman was whistling, is he right?” (All participants in the staged scene return to their places.)

The judgments of three or four children are heard. They explain that the nesting doll went to a red traffic light, but this cannot be done - traffic is moving, you can get hit by a car, you can cause an accident on the road.

“You shouldn’t cross the street at a red light even when there are no cars on the road,” the teacher clarifies. And he shows how suddenly a car that was standing near the sidewalk drove off, and how the nesting doll almost got into trouble again.

“Explain this important rule to the nesting doll,” the teacher advises. “Tell her this: remember, never cross the street when the traffic light is red.” Don't walk even when there are no cars on the street.

The rule is repeated first by all the children in chorus, then by 2-3 children individually.

The teacher calls the policeman and drivers to the table (these are other children). They help to act out the following scene: the nesting doll, having waited for the green traffic light, begins to cross the street. When she is in the middle of the roadway, the yellow light turns on.

- What to do? - asks the teacher. Listens to children's advice. Among them there is a suggestion to quickly cross the street.

- Let's try to run across! - the teacher agrees.

Matryoshka is running. The red light comes on, cars are driving, the doll is trying to maneuver between them. One car slows down, a second one runs into it, and the policeman whistles.

The teacher lets the children go to their seats and asks them to explain what happened on the roadway and why. Formulates a rule that children repeat all together and one at a time: if you don’t have time to cross the street, stop in the middle of it and wait for the green traffic light.

The drivers and the policeman return to their “workplaces,” and the nesting doll once again crosses the street, waiting in the middle for the flow of cars.

The teacher draws the children's attention to the street that they built from a large “Builder” under her guidance (or independently - according to the drawing) before class (a street with sidewalks, a zebra crossing, traffic lights). Offers those who want to play street traffic both on the table and on the floor. But first he advises choosing two police officers-regulators. “This is a very responsible and difficult job,” the teacher emphasizes. As a rule, there are a lot of people interested, so the teacher recommends using a rhyme (the children know the first part of the rhyme):

One two three four five!

The bunny went out for a walk.

Suddenly the hunter runs out,

He shoots straight at the bunny.

Bang Bang! Missed.

The gray bunny ran away.

The teacher recites the rhyme, then the children repeat the last 2 lines 2-3 times, memorizing them. Then the first part is recited by everyone quietly, clearly pronouncing the words, and the last 2 lines are recited by one child. The one on whom the word ran away becomes a policeman-regulator. The lesson ends with children playing independently.

APPENDIX 5

Conversation on the topic “Wild Animals”

Target : help children remember the signs that characterize wild animals; consolidate new information using pictures about animals; Encourage children to ask questions while practicing verbal communication skills.

Progress of the lesson.

The teacher demonstrates plot paintings with images of wild animals. (You can use the album “Do you know these animals?” M., Art, 1974.) He asks what kind of animals they are, how they can be called differently (wild animals), why they are called “wild”. Names the characteristics that characterize all wild animals without exception: they live independently in certain climatic conditions, for example, the polar bear lives only in the North, lions - in the desert, etc.; their body structure, coloring, and behavior are well adapted to living conditions; They get used to captivity with difficulty and are always kept in cages.

Invites children to confirm the characteristics of wild animals using the example of hedgehogs and squirrels. Asks leading questions to help formulate conclusions:

- Where and how do these animals live?

- How did they adapt to living conditions?

Take a closer look at the coloring of these animals. (Hedgehogs and hedgehogs are gray-brown, almost blending in with the ground, grass, and fallen leaves. The squirrel is bright red, but is also not visible against the background of pine and spruce trunks. Moreover, in a moment of danger, it hides behind a tree trunk and looks out -for him.)

Consider the appearance of hedgehogs and squirrels, correlate it with their lifestyle. (Hedgehogs are nocturnal predators. They have short, strong legs. The nose is mobile, easily extended towards prey. They eat worms, beetles, snails, mice. Hedgehogs can easily be attacked by any animal, that’s why they have needles on their bodies, protection from enemies. Squirrels are tiny creatures with huge fluffy tails, which help them “fly” from tree to tree. They have sharp claws on their legs, which are easy to cling to the bark of trees. Very sharp teeth, so the squirrel easily chews cones and nuts. On the ground, the squirrel is helpless, although he runs quite fast. In case of any danger, he “flies up” into a tree with lightning speed.)

How do animals adapt to living conditions? (Hedgehogs hibernate in winter, so they become very fat by winter. The squirrel makes provisions for the winter. Before a frosty winter, it makes a nest low in a tree, and before a warm winter, it builds a nest high. Squirrels, even in captivity, make provisions for the winter.)

The teacher once again repeats the signs characteristic of wild animals. Asks if anyone wants to know anything more about hedgehogs and squirrels. He invites the children themselves to answer their comrades’ questions. (“And I, if necessary, will add to the answer.”) If there are several people willing, the one who is named by the child who asked the question answers (“Vova, please answer me”).

An interesting and difficult question is scored with a chip, and a meaningful answer is scored in the same way.

APPENDIX 6

Conversation on the topic “Our mothers.” Reading to children the poem “Let’s Sit in Silence” by E. Blaginina

Target : help children understand how much time and effort housework takes from mothers; point out the need for help for mothers; cultivate a kind, attentive, respectful attitude towards elders.

Progress of the lesson.

“What do you think is the best word in the world?” - the teacher addresses the children. Listens to answers, positively assessing words such as peace, Motherland. And he concludes: “The best word in the world is mom!”

The teacher invites the students to talk about their mothers (4-5 people listen). Then he joins the conversation:

— When talking about mothers, you all said that mothers are kind, affectionate, that they have skillful hands. What can these hands do? (Cooking, baking, washing, ironing, sewing, knitting, etc.)

See how much your mothers have to do! Despite the fact that mothers work, some in a factory, some in some institution, they still cope with many household chores. Is it difficult for mothers? What and how can you help them? How many of you constantly help with housework? (Listens, clarifies, summarizes the children’s answers.)

You are still small and some household chores are not yet up to you. But children are required to do a lot themselves: put away their things, toys, books, go for bread, water flowers, care for animals. We must try not to upset mom, please her with your attention and care as often as possible. Let's think together about how this can be done.

The teacher gives the children the opportunity to express their opinions, then continues:

“If you only knew how nice it is for a mother when her son or daughter asks how she’s feeling, whether she’s tired, or whether the bag in her hands is heavy.” And if the bag is heavy, they will help you carry it.

On a bus or tram, do not rush to take an empty seat. We must definitely invite mom to sit down and insist on this. When leaving the vehicle, try to give your mother your hand to make it easier for her to get out. And then she will be sure that a kind and attentive person is growing up in her family. And mother’s eyes will shine with joy.

There are many reasons to take care of your mother. Listen to this poem.

The teacher reads a poem by E. Blaginina. He wonders if any of the children have ever taken care of their mother in the same way as described in the poem.

In conclusion, the teacher asks what the children learned in today’s lesson and what conclusions they drew for themselves.

A conversation is a purposeful discussion of something, an organized, prepared dialogue on a pre-selected topic. Conversation is considered in preschool pedagogy as a method of developing coherent speech. E. I. Radina, in her research, revealed in detail the importance of conversation for the mental and moral education of children. In some conversations, ideas acquired by the child in the course of his daily life, as a result of observations and activities, are systematized and clarified. Through others, the teacher helps the child to perceive reality more fully and deeply, to pay attention to what he is not sufficiently aware of. As a result, the child’s knowledge becomes clearer and more meaningful.

The value of the conversation lies in the fact that an adult teaches a child to think logically, helps him think, and raises him from a specific way of thinking to a higher level of simple abstraction. In conversation, speech develops along with thinking. In a conversation, the child must remember, analyze, compare, express judgments and draw conclusions and conclusions. Dialogue forms of coherent speech, and above all conversational speech, are formed: the ability to listen and understand the interlocutor, give clear answers to questions posed, clearly express one’s thoughts in words, speak out in the presence of other children. Teaching children the ability to conduct a conversation, to participate in a conversation is always combined with the development of cultural behavior skills: the child must learn to listen carefully to the one who is speaking, not to be distracted, not to interrupt the interlocutor, to restrain his immediate desire to immediately answer a question without waiting for a call. In conversation, therefore, restraint, politeness and, in general, a culture of verbal communication are cultivated.

When speaking in a conversation, the child formulates his thoughts not in one, but in several sentences. The teacher’s questions require a more detailed description of what he saw and experienced, and encourage him to express his assessments and personal attitude to the topic under discussion. When giving a detailed answer, children use conjunctions (and, but, so that) and a variety of vocabulary to connect words. A child’s speech activity in a conversation differs from a conversation, primarily in internal programming, thinking about his statement, and greater arbitrariness. Children learn evidence-based speech, the ability to justify their point of view, and enter into a “discussion.” Children's vocabulary is activated, clarified and expanded.

E.I. Radina warned against a one-sided approach in understanding the conversation, when only the speech moment is strongly emphasized. She noted the importance of conversation for the formation of a positive attitude towards the surrounding reality, towards people, towards her home country and hometown, towards family and friends.

• - the life and work of people;
• - events of public life;
• - activities of children in kindergarten (games, work, mutual assistance, friends).

In the last century, when selecting the content of conversations, the principle of proximity and accessibility of the phenomena under discussion was important. It was considered possible to talk with children only about things immediately surrounding the child. The content of the conversations was thus limited by the child’s very specific sensory experience relating to the phenomena that became the subject of the conversation.

In our time, the problem of the content of conversations with preschoolers has been studied by many scientists (A.P. Usova, E.A. Flerina, E.I. Radina, E.I. Zalkind, E.P. Korotkova, N.M. Krylova).

The following conclusions are made: in relation to modern children, the content of “simple” and “complex”, “distant” and “close” has changed in the era of the development of technology and culture. Pictures, books, movies, children's TV shows, illustrations, albums, and computer programs expand the range of children's ideas and concepts and awaken new interests in the child. You can talk to children about what was not in their sensory experience, but what is psychologically close and understandable to them. Modernity suggests a new theme. So, a conversation about astronauts can be combined with the illustration in question, a teacher’s story, or reading literature. Each conversation should convey something new: either provide some new knowledge, or show something familiar in a new aspect. The content of the conversation should be phenomena that are familiar to the child, but require additional explanations, raising the child’s consciousness to a higher level of knowledge.

The topics of the conversations are determined by the specific objectives of educational work with children, their age characteristics, the stock of knowledge acquired during excursions and observations, as well as their immediate environment. Here's a sample conversation topic:

• * Topics reflecting phenomena of social life (“Our kindergarten”, “Moscow is the capital of our Motherland”, about school, about our native land, city, about what we saw at the post office, etc.).
• * Topics of labor (the work of parents, kindergarten employees, the work of a postman, a builder); results of labor, labor processes (how clothes are sewn, fruits and vegetables are grown); housework (mothers, grandmothers).
• * Conversations reflecting the work of the children themselves (“We are on duty”, “How we help mom”, “What we grew in our garden”).
• * Conversations about the use of technology in household work (“What machines help do in kindergarten”, “How machines help build a house”, “What do people drive and transport goods” “What river transport have we seen on our river (sea)”) .
• * A series of conversations on everyday topics (about toys, dishes, clothes, school and washing supplies).
• * Conversations about nature (“Our park in spring”, “Wintering and migratory birds”, “Seasons”, “Fruits and vegetables”).
• * Conversations on moral and aesthetic topics (about the culture of behavior, “Respect the work of your elders,” “Be a good friend”).

An important question is the place of conversation among other methods of work. An incorrect understanding of the role of verbal methods in the 20s and the implementation of the principle of complexity (linking all activities with each other) led to an incorrect determination of the place of the conversation. As a result, it turned into the core around which all other work in the kindergarten was grouped. Meanwhile, conversation is only one of the means of teaching children. Its role can be fulfilled if it relies on other methods of getting to know the environment (excursions, observations, walks), if children have knowledge and experience that require streamlining.

Let us dwell on the classification of conversations.

E.A. Fleurina classified the conversations based on didactic tasks. She identified three types of conversations.

• 1. An introductory conversation that organizes children for one or another type of activity.
• 2. Conversation accompanying the activities and observations of children.
• 3. Final conversation, clarifying and expanding the children’s experience.

Each of these conversations is unique in terms of purpose and method. This classification is based on the interaction between childhood experience and its expression in speech.

MM. Konina identifies two types of conversations that complement the classification of E.A. Fleurina. They are based on the material (painting, book) in connection with which the conversation is held.

Thus, conversation, as the main type of dialogical speech, is divided into many types and is of great importance for the development of coherent speech in preschoolers.

In terms of content, we can roughly distinguish conversations of an educational nature (about school, about one’s hometown) and ethical ones (about the norms and rules of behavior of people in society and at home).

An introductory conversation, or a conversation that precedes the acquisition of new knowledge, is usually the connecting link between the experience children have and the one they will acquire. The role of the introductory conversation is limited. Its purpose is to identify disparate experiences and create interest in upcoming activities. In practice, there is often no preliminary work at all, or a conversation is held that goes beyond the scope of the upcoming observation, when what the children can see for themselves is verbally worked out. Subsequent observations turn into an illustration of the word. The child, according to E.A. Flerina, is deprived of the opportunity to “obtain” knowledge himself and receive joy from the novelty of perception.

Introductory conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, do not go beyond the child’s experience, and a number of questions remain unresolved (“We’ll see... we’ll see... we’ll check...”).

The conversation that accompanies the acquisition of new experience is transitional from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements. Its purpose is to stimulate and direct children’s attention to a richer and more expedient accumulation of experience. The teacher’s task is to provide the most complete perception, to help children gain clear, distinct ideas, and to supplement their knowledge.

The content of the conversation is determined by the observation process. What and in what order children will notice and what they will say cannot be predicted in advance. Children, observing, express their thoughts in the form of individual remarks and individual words. An exchange of views takes place. During the conversation, the teacher’s word plays an explanatory role, revealing the content of the material that children perceive. During the observation process, the teacher directs the children’s perception and maintains interest in observation.

What are the features of the methodology for conducting such conversations?

As a rule, the conversation is relaxed, children can move freely and move from one place to another. The teacher does not seek strict adherence to the rules of behavior and does not require additional answers from the children.

He gives children the opportunity to observe, guides them unnoticed by them, without taking away the initiative; helps to understand phenomena, connections between cause and effect, and leads to a conclusion.

This type of conversation is characterized by the participation of different analyzers: vision, hearing, awareness, muscular-motor sphere, motor activity. The second signal system (word) deepens the impressions that the child receives through the senses. The child is given the opportunity to observe and touch. Greater activity is provided for children, they can look at and act. They should not be pulled back, because they can get carried away. Flexibility, tact, and resourcefulness are needed. The conversation plan can be changed, because it is adjusted during the course of observation. During such a conversation, it is unacceptable to distract children from what is being observed; you should not go into details and talk about what they do not see. Since various activities take place during conversations, children do not get tired and feel light and free. Note that in the process of initial observations there is no opportunity for the development of a conversation and for the development of dialogical speech; it arises during repeated observations, based on existing ideas and knowledge.

The main conversation in kindergarten is the concluding conversation, which is usually called generalizing. The purpose of the general conversation is to systematize, clarify and expand the experience of children gained in the process of their activities, observations, and excursions. It should be noted that this type of conversation, to a greater extent than the previous two, contributes to the development of dialogic speech, primarily due to the question-and-answer form of communication.

In this regard, let us dwell in more detail on the methodology for conducting a generalizing conversation. Let's consider the most important issues for guiding the conversation: selection of content, determining the structure of the conversation and the nature of the questions, the use of visual material and an individual approach to children. When planning a conversation, the teacher outlines a topic and selects appropriate content. Taking into account the experience and ideas of children, cognitive (the amount of knowledge to consolidate and new material) and educational tasks are determined; volume of vocabulary for activation.

For example, in a conversation on the topic “Who builds a house” (preparatory group for school), knowledge about the work of builders, about their professions can be consolidated and new knowledge about the profession of an architect can be imparted. The program content must include the task of developing speaking skills, the ability to speak out in a team, prove one’s point of view, and provide for educational tasks: instilling respect for working people; nurturing a culture of verbal communication. Vocabulary: introduction of new words (plan, architect), consolidation and activation of words (bricklayer, carpenter, plasterer, painter, foundation, crane). Previous work: for 2 months, children observed the construction of a house; the teacher introduced them to the activities and professions of those who built the house.

It is possible to systematize knowledge in a conversation provided there is a clear, consistent arrangement of the material, i.e., with its correct structuring. E.I. Radina highlighted the following structural components of the conversation:

Evoking a living image in the minds of children at the beginning of a conversation based on memories of phenomena close to life experience;

• - analysis of these phenomena during the conversation, highlighting the most significant details leading to conclusions;
• - an elementary generalization that clarifies children’s ideas, contributes to the development of an appropriate attitude towards phenomena and stimulates children to engage in certain behavior in the future.

The beginning of the conversation should be figurative, emotional, restore in children images of those objects and phenomena that they saw, mobilize children, quickly gather their attention and arouse interest in the upcoming lesson, arouse a desire to participate in the conversation. You can start a conversation in different ways - with a memory, with a story from a teacher, with looking at a toy or object. As an emotional means, you can use a picture, a riddle, a poem that is directly related to the topic of the conversation. So, a conversation about autumn can be started with the question “Why is autumn called golden?”, a conversation “About the culture of behavior” - also with a question that contains an element of problematic: “What kind of person can be said to be cultured, polite?” For a conversation about Moscow, showing a painting or photograph depicting the Kremlin and Red Square can be a good start. You can start a conversation about winter with a riddle: “Snow on the fields, ice on the rivers, a blizzard is blowing. When does this happen?

In the main part of the conversation, during the analysis of phenomena, its content is revealed. To this end, children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms the children’s answers, generalizes them, makes additions and corrections. The purpose of these techniques is to clarify the child’s thought, to more clearly emphasize a fact, to arouse a new thought in the child, to more clearly emphasize a fact, to arouse a new thought. Children are given new information in order to clarify or deepen their knowledge about the essence of a phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poetry, riddles, visual material, the participation and activity of all children in the group.

The main part of the conversation may have several logically complete parts. This clarification was introduced into the structure of the generalizing conversation by V.I. Loginova. It identifies certain semantic logical parts, each part ends with a generalization by the teacher. In the conversation “About Mom,” for example, three semantic parts can be distinguished: the mother’s work in production, the mother’s housework, and the children’s help to the mother. In a conversation about school: school building and classroom, students and teachers, school supplies, September 1 to school.

The end of the conversation is characterized by a certain completeness. Most often this is due to generalizing conclusions throughout the conversation. The ending of the conversation may vary depending on its nature and content. If the conversation is educational in nature, children or an adult make a generalization (final story). An ethical conversation can be an attitude towards following the rule: “Polite people, when entering, are the first to greet everyone, bow their heads, and smile. Polite children will never forget to say hello first. Always remember this."

The conversation can be ended with a riddle, reading a poem, a proverb, or listening to a tape recording related to the topic of the conversation. Sometimes, at the end of the conversation, it is advisable to set tasks for the children for subsequent observations, tasks related to work activity (we will hang a feeder for wintering birds, draw a picture as a gift for mom). The conversation is based on the constant mobilization of children's attention, memory, and thinking. The child has to constantly follow the progress of the conversation, without deviating from the topic, listen to the interlocutors, formulate his own thoughts and express them.

Conversation is considered one of the most complex methods of speech development. The main technique in the methodology for conducting it is questions. The effectiveness of the conversation depends on the skillful selection and formulation of questions. K. D. Ushinsky noted that a correctly posed question includes half the answer. To pose a question means to put forward a mental task that should be feasible for a preschooler, but not very simple. Questions are aimed at conclusions, generalizations, classification, and establishment of cause-and-effect relationships. The technique of using questions in a conversation was developed by E.I. Radina. She also gave a classification of issues, which, with some additions, is still used today.

Depending on what kind of mental task the question contains, two groups of questions can be distinguished:

• - Questions that require a simple statement - naming or describing phenomena, objects, facts familiar to the child; that is, he must accurately name the object, its parts, highlight characteristic features (Who? What? When? Which one?). These are reproductive issues. (For example, in a conversation about winter, they can be formulated like this: “What trees are there in winter? What is the weather like in winter? What month is it now? Is it the beginning of winter or the end?”)
• - Search questions - aimed at revealing connections between objects and phenomena accessible to the child. Such questions require some logical operations, activation of mental activity, the ability to compare, compare and evaluate; generalize, draw conclusions and conclusions; establish cause-and-effect, temporal and other connections and relationships (Why? Why? Why?). (In the same conversation about winter, they may sound like this: “Why do rivers and ponds freeze in winter? How do people escape the cold? Do you know what changed in nature in February? Why do you love winter?”

At the same time, it must be taken into account that the child is able to independently generalize, draw a conclusion, and express a judgment only if, even before the conversation, he has received a sufficient supply of specific ideas on this topic. Otherwise, the search questions will be overwhelming for him. Questions that require inferences, conclusions, and generalizations require careful, precise formulation.

Depending on the completeness and degree of independence in the disclosure of the topic, main and auxiliary questions can be distinguished. Basic questions are the core of the conversation. The most important requirement for them is a logical connection with each other and consistency in production. They can be reproductive, aimed at identifying ideas that children have, or exploratory, requiring the establishment of connections and conclusions.

If children cannot answer the main question on their own, they can be asked an auxiliary question - leading or prompting. The child does not grasp the meaning of the question, sometimes due to its insufficiently specific, general formulation (“What do you know about a cow?”), and sometimes due to the presence of incomprehensible words in the question (“What is the name of Aunt Katya’s position?”). Leading questions help the child not only understand the meaning of the question, but also find the correct answer. They activate thought and help answer complex questions that require conclusions, judgments, and generalizations. Prompting questions already contain an answer. Their use is justified in relation to insecure, underdeveloped children. Such questions not only hinder the child’s development, but sometimes even encourage them to make independent statements.

It should be emphasized that questions in a conversation, regardless of their type, should be simple and understandable for preschoolers. If the question is difficult, it is advisable for the teacher to answer it himself. In a conversation, in addition to questions, such techniques as instructions, explanation, story, generalization, and answers from the teacher himself are used. The instructions have great educational significance. First of all, they help to establish a clear external organization of conversation that disciplines children. Directions determine the order and rules of expression and draw children's attention to the content of the question (“Think carefully before you answer”). The instructions also apply to clarifying children's speech.

A significant role in clarifying and systematizing meanings is played by the generalizations made by the teacher and his story. During a conversation about winter, summarizing the children’s answers, the teacher says: “It’s winter now. It's cold in winter. There is a lot of snow outside, the trees are bare. In winter there are severe frosts and snowstorms.” In a general conversation, visual material is used to enhance mental and speech activity. To give a visible image of an object, clarify children’s ideas, and maintain interest in the conversation, you can show a picture or a toy. The item is in kind. Illustrative material is used in different ways: some objects are distributed to each child (tree leaves, flower seeds, object pictures), others are shown to all children (a picture, an animal, utensils, clothes). The time for demonstrating visual material during a conversation depends on the purpose. So, at the very beginning of the conversation they show a bouquet of flowers, a photograph in order to create a mood, arouse interest, or remind of something; examination of the portfolio is organized in the middle of a conversation about school to clarify knowledge about school supplies. The use of visual material should be short-term. It should not be turned into an independent activity.

When leading the conversation, the teacher needs to take into account the individual characteristics of the children and different degrees of activity. Some children are active, quickly respond to any question, and always answer correctly. Others are silent and do not engage in conversation on their own initiative. A significant portion of children listen, but do not speak out for various reasons: because of shyness and isolation, because of increased self-esteem (they are afraid to speak out worse than others), because of speech deficiencies. In addition, there are children in the group with unstable attention and limited horizons.

When conducting a conversation, the teacher’s task is to ensure that all children are active participants in the discussion of the issues posed to them. The question is asked to everyone; it is wrong to address only the active part of children. The individual characteristics of children force us to pose the same question in different ways: for some - in a formulation that requires inference, provoking thought; to someone - in a suggestive form.

Children's speech activity in a conversation is one of the indicators of its effectiveness. The teacher should strive to ensure that as many children as possible take part in the collective conversation. Children and adults must follow the rules of speech etiquette and communication. Children should answer one at a time, not interrupt the speaker, be silent, be restrained, not raise their voices, and use politeness formulas. The teacher must correctly formulate and ask the question, not interrupt the child answering unnecessarily, come to the aid of the child who is having difficulty, observe standard speech, and teach the ability to conduct a conversation.

Children's answers during the conversation are in the nature of short or extended remarks; One-word answers are also acceptable if the content of the question does not require more. If children answer reproductive questions, it is all the more impossible to ensure that every answer is complete. Such a requirement leads to a distortion of the language.

Methodologically important is the question of the relationship between the speech of adults and children in a conversation. As observations show, the teacher’s speech activity often prevails over the child’s. Sometimes educators, when posing a question, do not give children the opportunity to concentrate and think; they are in a hurry to answer themselves, starting to talk about what they observed, for example, on an excursion. Children have no choice but to listen passively. The other extreme is to “extract” the correct answers from children at the cost of considerable effort. The effectiveness of the conversation largely depends on the teacher’s ability to purposefully lead children, direct children’s thoughts and intensify speech activity.

The methodology determines in which age groups the classes and conversations are held. In relation to younger preschool age, conversation is used in the process of gaining experience. The conversation is accompanied by looking at toys and pictures. In middle preschool age, conversations are predominantly used that accompany the acquisition of new knowledge, accompany observations (what objects are made of, our clothes, washing utensils) and excursions (what the postman does). In older preschool age, all types of conversations are held.

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Smolensk budgetary state educational institution of secondary vocational education

SMOLENSK PEDAGOGICAL COLLEGE

Coursework on the topic:

Conversation as a means of developing dialogical speech

3rd year students of 1st group

Evtikhova Olga Viktorovna

Introduction

1. Psychological and pedagogical foundations for the development of dialogical speech in preschool children

1.1 Concept and structure of dialogic speech

1.2 Age-related features of the development of dialogic speech

2. Conversation in the development of dialogical speech of preschoolers

2.1 Conversation as a pedagogical method

2.2 Methodology for conducting a conversation

Conclusion

Bibliography

Introduction

The development of dialogic speech in preschool children is an important and complex topic in modern preschool pedagogy. It is in preschool age that speech actively develops, the prerequisites for further interpersonal communication of the child are formed, vocabulary is accumulated, activity in word creation is fostered, and at the same time the foundations for the correct pronunciation of words and spelling, the foundations of a culture of speech, are laid. Therefore, preschool childhood is the most favorable time for the development of correct speech in a child, both written and oral. Full mastery of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children.

The relevance of the topic determined the purpose of this work.

The goal is to study conversation as a means of developing dialogical speech in preschoolers.

The object of the study is the educational process in preschool educational institutions.

The subject is the development of dialogical speech of preschoolers through conversation.

Research hypothesis: the process of development of dialogical speech of preschoolers will reach a higher level if:

Use conversation as a means of development;

In the process of developing dialogical speech of preschoolers, take into account psychological age and individual characteristics;

Research objectives:

1. Consider the features of the development of dialogical speech of children in a modern preschool educational institution - define the concept of dialogic speech, age-related features of its development, the structure of dialogic speech.

2. Consider the importance of conversation in the development of dialogical speech of preschool children - determine the essence of conversation as a pedagogical method, study in detail the methodology of conducting a conversation for the development of dialogical speech of preschoolers.

The methodological basis of the work is the fundamental research in the field of psychology and pedagogy on speech development by L.S. Vygotsky, S.L. Rubinstein. D.B. Elkonina, A.V. Zaporozhets, A.A. Leontyev. L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdeva, V.V. Vinogradova, K.D. Ushinsky, E.I. Tikheyeva, E.A. Florina, F.A. Sokhina, A.M. Leushina, M.M. Konina and others, revealing the features of solving problems of speech development of preschool children.

dialogic speech preschooler pedagogical

1. Ppsychological and pedagogical foundations for the development of dialogical speech of preschoolers

1.1 ConceptAndstructuredialogicalspeeches

Let us consider in detail the concept and structural features of dialogic speech.

T.G. Vinokur defines dialogue from the point of view of the specifics of language as “... a special, functional-stylistic form of speech communication, which is characterized by: the presence of two or more participants exchanging speech; a more or less fast pace of speech, when each component is a replica; comparative brevity of remarks; brevity and ellipticity of constructions within replicas.”

In the books of Ushakova O.S. “Development of Preschooler Speech” describes some techniques for developing children’s dialogical speech. The author believes that “...dialogical speech is more situational and contextual, therefore it is condensed and elliptical (much is implied in it due to the knowledge of the situation by both interlocutors). Dialogical speech is involuntary, reactive, and poorly organized. A huge role here is played by clichés and templates, familiar lines and familiar combinations of words. Thus, dialogical speech is more elementary than other types of speech."

Noting that the dialogical form of a child’s speech in early childhood is inseparable in its essential links from the activity of an adult, D.B. Elkonin emphasized: “On the basis of dialogical speech, active mastery of the grammatical structure of the native language occurs.” Analyzing the stages of a child’s acquisition of the grammatical structure of his native language, he noted that “within the dialogic form, the child’s speech acquires a coherent character and allows him to express many relationships.”

In the textbook Borodich A.M. “Methods for the development of children’s speech” examines the main issues of the formation of conversational (dialogical) speech: children’s ability to listen and understand speech addressed to them, maintain a conversation, answer questions and ask. The level of coherent spoken speech depends on the state of the child’s vocabulary and on how much he has mastered the grammatical structure of the language. Conversational speech as speech with an interlocutor also presupposes the ability to behave culturally during a conversation, to be tactful and restrained. The teacher influences the content of children's conversations and encourages the desire to learn something new from each other. The teacher should tell children that if you ask adults about their work, rest, etc., you can learn a lot of interesting things.

A.M. Leushina found that for the same children, their speech can be either more situational or more contextual, depending on the tasks and conditions of communication. This showed that situational speech is not a purely age-related feature characteristic of preschool children, and that even in the youngest preschoolers, under certain communication conditions, contextual speech arises and manifests itself. At the same time, it has been shown that throughout preschool age, indicators of situational behavior noticeably decrease and features of contextuality in children’s speech increase, even with tasks and in conditions that stimulate situational forms of speech. Based on his materials A.M. Leushina comes to the conclusion that dialogical speech is the primary form of child speech.

Many experts believe that the ability to conduct a dialogue needs to be taught (V.I. Yashina, A.A. Pavlova, N.M. Yuryeva, etc.). In developed forms, dialogue is not just an everyday situational conversation; This is an arbitrary contextual speech rich in thoughts, a type of logical interaction, meaningful communication.

At an early age, the child is involved in dialogue by an adult. Addressing the baby with questions, motives, judgments, he thereby actively responds to his statements and gestures, “repairs” the dialogue (E.I. Isenina), interpreting, “expanding”, spreading the incomplete situational statements of his little interlocutor, completing them full form.

The dialogue is preceded by a “collective monologue” (J. Piaget) - verbal communication, when each partner actively speaks out in the presence of a peer, but does not respond to his remarks, not noticing his reaction to his own statements.

T.I. Grizik believes that the most socially significant form of communication for preschoolers is the dialogical form of communication. Dialogue is a natural environment for personal development. The absence or deficiency of dialogic communication leads to various kinds of distortions in personal development, an increase in problems of interaction with other people, and the emergence of serious difficulties in the ability to adapt to changing life situations.

Kolodyazhnaya T.P., Kolunova L.A. emphasize that in preschool childhood it is necessary to develop a dialogical form of speech. Throughout preschool age, it is necessary to develop in children the ability to build a dialogue (ask, answer, explain, object, make a remark). To do this, you should use conversations with children on a wide variety of topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is important to develop the ability to listen to your interlocutor, ask questions and answer depending on the context.

The literature also describes studies on the peculiarities of the development of dialogic speech by scientists such as L.S. Vygotsky, S.L. Rubinstein. They believe that in mastering speech, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences.

Mastering coherent dialogic speech is one of the main tasks of speech development in preschool children. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality characteristics, cognitive activity of the child, etc.), which must be taken into account in the process of targeted speech education.

In preschool childhood, the child masters, first of all, dialogical speech, which has its own characteristics, manifested in the use of linguistic means acceptable in colloquial speech.

Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication.

The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary.

The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief premeditation.

The coherence of the dialogue is ensured by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and clichés, speech stereotypes, stable communication formulas, habitual, often used and seemingly attached to certain everyday situations and topics of conversation (L.P. Yakubinsky). Speech clichés make dialogue easier. Dialogical speech is simulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks). The development of dialogic speech is especially important to take into account in the methodology of teaching children their native language. In the course of teaching dialogical speech, the prerequisites are created for mastering narration and description. Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. The speaker widely uses gestures, facial expressions, and demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The difficulty of contextual speech is that it requires constructing a statement without taking into account the specific situation, relying only on linguistic means.

In most cases, situational speech has the nature of a conversation, and contextual speech has the nature of a monologue. But, as D.B. emphasizes. Elkonin, it is wrong to identify dialogic speech with situational speech, and contextual speech with monologue.

The dialogical form of speech, which is the primary, natural form of linguistic communication, consists of the exchange of statements, which are characterized by questions, answers, additions, explanations, objections, and remarks. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. It is also important to take into account the conditions, forms and purposes of verbal communication.

Dialogue is characterized by a change in the statements of two or more speakers on the same topic related to any situation. The dialogue presents all types of narrative (message, statement), incentive (request, demand), interrogative (question) sentences with minimal syntactic complexity, particles and interjections are used, which are enhanced by gestures, facial expressions, and intonation.

In spontaneous dialogue, replicas are not characterized by complex sentences; they contain phonetic abbreviations, unexpected formations and unusual word formations, as well as violations of syntactic norms. At the same time, it is in the process of dialogue that the child learns the arbitrariness of his statement, he develops the ability to follow the logic of his statement, that is, in the dialogue the emergence and development of monologue speech skills occurs.

Full mastery of the native language and the development of linguistic abilities are considered as the core of the full formation of the personality of a preschool child. It provides great opportunities for solving many problems of mental, aesthetic and moral education of children,

The close connection between the speech and intellectual development of children appears especially clearly in the formation of coherent speech, that is, speech that is meaningful, logical, consistent, and organized. In order to talk coherently about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main properties and qualities; establish different relationships (cause-and-effect, temporal) between objects and phenomena. In addition, it is necessary to be able to select the most suitable words to express a given thought; be able to construct simple and complex sentences and connect them in a variety of ways.

In the formation of coherent speech, the relationship between the speech and aesthetic aspects also clearly appears. A coherent statement shows how much the child speaks, the richness of his native language, its grammatical structure, and at the same time reflects the level of mental, aesthetic, and emotional development of the child.

Each individual replica of the dialogue participants does not have a complete meaning, but they are all perceived in “dialogical unity.” In dialogical coherent speech, incomplete sentences are often used, the missing members of which are inferred by speakers from the speech situation, and complete sentences of standard construction (stamps) of conversational style are very often used.

Thus, the development of dialogic speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching dialogue can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of dialogical speech, and at the same time, the development of dialogic speech contributes to the child’s independent use of individual words and syntactic structures. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.

1.2 Agepeculiaritiesdevelopmentdialogicalspeeches

The development of dialogic speech has its own age-related characteristics.

Already in the younger group, the teacher must ensure that every child easily and freely enters into dialogue with adults and children. Children need to be taught to express their requests in words and to answer adults’ questions with words. Those children who were raised in a child care institution (nursery, kindergarten) from an early age are bolder and more willing to communicate with others. This is facilitated by meetings and conversations between the teacher and the children before transferring them to the second junior group. However, in this case, the teacher should continue to develop and streamline the speech activity of children.

When working with children of middle preschool age, the teacher already pays more attention to the quality of children’s answers; he trains them to answer in both short and general form, without deviating from the content of the question. It is necessary to teach children to participate in class conversations in an organized manner: to answer only when the teacher asks, to listen to the statements of their comrades.

Children six or seven years old should be taught to answer questions more accurately; they must learn to combine the short answers of their comrades into a common answer.

Teaching children the ability to conduct a dialogue and participate in a conversation is always combined with the development of cultural behavior skills: listen carefully to the person who is speaking, do not get distracted, and do not interrupt the interlocutor.

However, adults (educators and parents) should remember that for a preschool child, mastering dialogic speech is of paramount importance - a necessary condition for the child’s full social development. Developed dialogue allows the child to easily come into contact with both adults and peers. Children achieve great success in the development of dialogical speech in conditions of social well-being, which implies that the adults around them (primarily the family) treat them with a feeling of love and respect, and also when adults consider the child, sensitively listening to his opinion and interests , needs, etc., when adults not only speak themselves, but also know how to listen to their child, taking the position of a tactful interlocutor.

If a five- to six-month-old baby sees an adult going about his business, he tries to attract his attention using the means available to him (humming, babbling). At two years old, a child’s speech becomes the main means of communication with close adults; for them he is a “pleasant conversationalist.”

At three years old, speech becomes a means of communication between peers. However, studying how a younger preschooler (2-4 years old) reacts to a stranger: does he strive to establish contact? waiting? not responding to communication? - revealed the following. If an unfamiliar adult does not address the child or expresses his affection only with facial expressions and a smile, then only 2% of children try to get into contact with him. True, every eighth child of this age already responds to active appeals.

The same can be said about the interaction of children. The period of his “take-off” (in the sense of the diversity of communication motives and linguistic means) is the fifth year of life. In older preschool age, a certain decline is observed: the monotony of motives for communication and the simplicity of their linguistic expression.

Psychologists believe that the sensitive (favorable in the sense of receptivity) period of speech development is the age of 2-5 years. Just before school, how do we help a child master his native language and speech functions (communication skills, the ability to clearly express what he feels, what he thinks about, what he has learned about)? How solid is what the children were taught in the classroom, e.g. what is the “quality” of their independent statements and the level of speech activity? These questions can be answered by comparing the speech of children of middle and senior preschool age.

Oral speech, both monologue and dialogical, is characterized by brevity and simplicity of sentence construction, non-union connections, emotional spontaneity, intonation and figurative expressiveness of presentation: saturation with sayings and proverbs.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, request, make a remark, support); using a variety of linguistic means in accordance with the situation.

To do this, conversations are held on a variety of topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is in dialogue that the ability to listen to the interlocutor, ask a question, and answer depending on the surrounding context develops. It is also important to develop the ability to use the norms and rules of speech etiquette, which is necessary to cultivate a culture of verbal communication. Most importantly, all the skills and abilities that developed in the process of dialogical speech are necessary for the child to develop monologue speech.

Kindergarten teachers direct their efforts to ensure that children’s speech is meaningful and understandable to others, and that verbal communication itself takes place in forms that meet the requirements for human behavior in society.

When achieving meaningfulness in children's speech, we should not forget that they love to play with words and sounds, but this is good in its place and at its time. The intelligibility of speech, as a result of clear thought, is achieved by the ability to speak with sufficient completeness and consistency. Working on the content and clarity of children's speech is at the same time working on shaping the child's thinking and expanding his horizons.

The requirements of the program in terms of teaching dialogic speech mainly come down to teaching children to use such necessary forms of oral speech as question, answer, short message, and extended story.

These requirements are implemented mainly in the classroom. At the same time, for the development of dialogical speech, along with classes, the verbal communication of children with each other and with the teacher in everyday life is of great importance.

Starting from the fifth year of life, one can observe a differentiated use of linguistic means, depending on the situation and topic of the statement. Thus, when speaking about natural phenomena, children use adjectives and adverbs 3-7 times more often than when describing phenomena of social life. In statements about familiar, understandable phenomena of social life, the use of verbs is activated 2-2.5 times. There are few of them in statements about nature (11-16%).

Children also use the grammatical structure of speech differently. The most favorable situation for including complex sentences in statements is when something needs to be explained to a play partner or an adult, convinced, or proven. A large number of complex sentences are found in children’s stories based on the plot picture (17-20%)

Increased activity and independence in activities in the fifth year makes it easier for children to master the functions of speech: communication with adults and with each other, the ability to clearly express a judgment, and accompany their actions with speech. Thanks to this, in the fifth year, as never before, speech activity is high. A child pronounces an average of 180-210 words during 30 minutes of play. Children have a great need to explain to each other what they see and know - 40% of the total number of reasons for the occurrence of statements. In these situations, children pronounce so many complex sentences that you would not hear from them even in very cognitively intensive classes in their native language. The morphological structure of the statement (in the sense of the frequency of use of verbs, adjectives, adverbs) is no worse than in the classroom.

Until the age of four, children experience cases of inductive relationships between speech and play actions. The child easily comments on what he sees, talks about what he is going to do or has already done, but remains silent while performing his own actions. In the fifth year, the desire and ability to confirm one’s activities with speech intensifies. Thus, a child over 4.5 years old accompanies with speech on average every second (everyday, play) action. But in contrast to the situation, the explanations of children’s statements in these cases consist of 90% simple sentences. However, the reflection of actions in loud speech is important because this is one of the stages in the formation of mental actions.

Thus, children’s speech practice not only during classes, but also during various types of activities can be successfully used to consolidate speech skills and improve thinking.

In the process of verbal communication, children use verbs mainly in the form of the imperative mood and infinitive. But by the middle of the year in the 2nd junior group, and especially in the middle one, sentences like “Sleep!”, “Play!” almost disappear in their speech. When addressing each other, children increasingly use the form of the imperative: “Let's play! Let's build a garage together!" The described forms contain a call for joint activity, elements of its motivation and planning. They are observed when a child turns to a friend about a game, characterizes feelings and states. Children talk about movements in the form of a short order: “Run!”, “Sit down!”.

Closer to the age of five, the number of verbs in statements denoting states and experiences increases, and among nouns those that characterize moral character (“clean,” “daredevil”).

The moral vocabulary is diversified precisely due to verbs and nouns. The adverbs and adjectives used are quite monotonous. They characterize the implementation of rules and evaluate behavior (right-wrong, bad-good). This confirms that the rules of activity and communication are learned in early preschool age, and at 4-5 years old they become the regulator of children’s behavior.

Adverbs and adjectives that serve to characterize actions and deeds (friendly, caring, without asking, cheerful, faithful, etc.) are rarely found both in stories and in children’s everyday communication. Therefore, already in the middle group, along with social behavior skills, children should develop an appropriate vocabulary.

For some students in senior and preparatory groups, the number of verbs in independent statements increases noticeably compared to the fifth year of life. Under certain conditions, for example, if children like to look at illustrations and pictures together with adults or peers, this can improve the use of speech. And the point is not only that around the verb, as an active part of speech, other parts of speech are easily grouped, which naturally complicates the grammatical structure. With the help of verbs, children often characterize actions and express their attitude towards people. (For example, from the story about the postman: “He does not forget who to bring which magazines and newspapers. He delivers them in any weather. Postmen must be protected and helped.”)

Children aged 5 - 7 years, who use a sufficient number of verbs in independent statements, can more easily figure out the plot, i.e. highlight hidden connections and express value judgments.

We can say that in the independent utterances of children aged 6-7 years, compared with pupils of the middle groups, neither the morphological composition nor the level of formation of signs of coherent speech changes significantly. If children 5-7 years old try to talk about something on their own, the subordination of parts may be absent, the thought is interrupted by an insertion-listing. So, you can hear: “These are border guards standing on patrol with a dog.” Next, the child lists that pine trees, spruce trees, and border posts are drawn. The story unexpectedly ends with the words: “The border guards are happy that their brother gave them a dog.”

In the senior and preparatory groups, children's speech activity during games and other types of independent activities decreases significantly (2-3 times). Some authors tend to look for the reason for this in the transition of external speech into internal speech that occurs during this period. In itself, a decrease in speech activity may not be considered a negative phenomenon. But in the senior and preparatory groups, in comparison with the average, the cases of explaining something to a friend decrease by 1.9 times (from 40 percent), when the speech is the most grammatically complex and lexically perfect. Among the reasons for independent statements in games, orders and requests predominate. They, like the game actions themselves, are accompanied by statements that are simple in grammatical expression. The names of objects are too often replaced by pronouns, there are many particles and modal words. All this gives speech a situational character. Evaluation of actions and events is carried out using constantly used adverbs (“good-bad”) and adjectives “good” - “bad”

Children normally learn dialogic speech quite easily, since they hear it every day in everyday life.

In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized planned conversations can be individual (in the case of speech retardation, character traits and behavior) and collective. It should be noted the great importance of collective conversations in the junior and middle groups. They help bring children together and shape their behavior. The teacher asks, for example, where the children went today, what they did on the site or in a corner of nature. It is especially necessary to involve silent children in such a conversation by asking them prompt questions and encouragement.

To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.

To develop the initial forms of speech during an interview, the teacher organizes a joint examination of pictures, children's drawings, and books. Short stories from the teacher can stimulate an interview on a certain topic. Such stories evoke similar memories in children's minds and activate their judgments and assessments.

A very effective technique is to unite children of different ages and organize a visit to another group. Guests ask about the little owners’ toys, books, etc.

In older groups, the same techniques are used, but the topics of conversations and the content of instructions and stories become more complex. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are asked to complement, correct a friend, ask again or question the interlocutor. These are the main ways in which children develop their spoken language in everyday life. It is important to create situations in which the child will have to explain something to the teacher or peers (a mistake in a friend’s story, a rule of the game), convince others of something, prove something to them.

It is necessary to teach children to understand questions and answer them correctly (“How would you do this?”, “How can I help?”, etc.). When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The teacher should evaluate not only the content of the answer, but also its verbal presentation.

Conversational speech is the simplest form of oral speech: it is supported by the interlocutors; situational and emotional, the speakers perceive each other using various expressive means: gestures, glances, facial expressions, intonation, etc. The speakers usually know the subject of discussion. This form of speech is also simpler in syntax: unfinished sentences, exclamations, interjections are used; it consists of questions and answers, replicas and brief generalizations. In psychology, the difference between ordinary dialogue and conversation is revealed. A conversation is a kind of dialogue guided by a specific topic. The purpose of the conversation is to discuss and clarify some issue. To conduct a conversation, preliminary preparation of the persons involved is required; it contains more detailed appeals. Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot become a means of communication. Preschool children master spoken language under the guidance of adults. A child of 2 and 3 years is characterized by slight distractibility from the content of the conversation.

In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized scheduled conversations can be individual. They help bring children together and shape their behavior. It is especially necessary to involve silent children in such a conversation by addressing them, asking a prompt question, or encouraging them. To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.

In older groups, the same techniques are used, but the topics of conversations, the content of instructions and stories become more complicated. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are invited to add, correct a friend, ask again, or question their interlocutor.

Thus, the speech skills of preschool children require targeted, systematic development, and it is necessary to take into account the age-related characteristics of the development of dialogic speech.

2. BEseda as a means of developing dialogical speech in preschoolers

2 . 1 ConversationHowpedagogicalmethod

Conversation and conversation are essentially two almost identical manifestations of the same process: verbal communication between people. But in pedagogy, conversation is identified as one of the most valuable methods for developing children’s speech, meaning organized, planned classes, the purpose of which is to deepen, clarify and systematize children’s ideas and knowledge through words

The conversation reveals how great the need for children to express their thoughts is, how their language develops, if the topic of the conversation matches their interests and level of development.

Conversation is a question-and-answer method of teaching; is used to activate the mental activity of students in the process of acquiring new knowledge or repeating and consolidating previously acquired knowledge.

Socratic conversation - using a system of specially selected questions, reducing to the point of absurdity the wrong answers of students in order to guide them to the correct path of reasoning.

Catechetical conversation - memorizing questions and answers to them (it is still used in Catholic schools in a modified form).

Based on the nature of the organized cognitive activity, a distinction is made between reproductive conversation (familiar ways of operating with familiar educational material), heuristic (organization of students’ search activities, element-by-element training in creative search when solving problematic problems).

Conversation is one of the effective pedagogical methods in working and teaching preschoolers.

The question of using a variety of active methods and forms in teaching preschoolers is one of the significant ones. Thus, verbal methods, when correctly combined with specific observations and activities, play a large role in educational work with children. An effective verbal method is conversation - a targeted discussion with children of any phenomena. It is advisable to use the conversation when working with children of middle and older preschool age. As practice shows, such an active method is used relatively little in kindergartens. This is mainly due to the fact that educators are hampered by a number of issues, namely:

What program material should be given through conversation;

How to keep children’s attention until the end of the conversation, and not allow them to evade the issues being discussed;

How to involve all children in active participation.

In many cases, conversations are conducted sporadically, are formal in nature, and take place when children are insufficiently active.

Issues of conversation methodology have been covered repeatedly in the pedagogical literature at different times and from different positions. The method of conversation, developed in ancient times by Socrates and Plato, was used in teaching rhetoric and logic to youth. Later this method was used in school teaching. Since the time of Y.A. Komensky and I.G. Pestalozzi raised the question of using conversation in preschool education.

Most often, in practice, conversations result in purely verbal communication of knowledge to children.

For a long time, the main thing in a conversation was its form; the content of educational material was subordinate to it. This approach also affected the structure of the conversation.

So, I.G. Pestalozzi, in his 10 exercises recommended for observing and talking with children about their bodies in the “Book for Mothers,” gave the following structure:

Showing and naming parts of your body;

The position of these parts;

Point out the connections between body parts;

Distinguish and name how many times each part is repeated in our body;

Identify the qualities of body parts;

Indicate the connection between parts;

What can you do with each part;

How to take care of your body;

Learn the multifaceted applications of the properties of body parts;

Be able to combine and describe everything.

On the one hand, I.G. Pestalozzi pointed out the path from analysis to gradual generalization and synthesis. On the other hand, the living image from which he proposed to build was subjected to such detailed dissection that it became dead and abstract. This is the path of abstract logical analysis. And although such an analysis is based on a specific image, it does not bring the child closer to the truth of life.

The conversation reveals how great the need for children to express their thoughts is, how their language develops, if the topic of the conversation corresponds to their interests and psyche.

E.I. attached great importance to the conversation. Tikheyeva is a Russian teacher, one of the creators of preschool pedagogy in Russia. She considered it one of the most valuable methods for developing children's speech, meaning by conversations organized, planned activities, the purpose of which is to deepen, clarify and systematize children's ideas and knowledge through words.

A conversation with preschool children is, first of all, a means of systematizing and clarifying the ideas received by the child in the process of his daily life, as a result of his observations, communication and activities. Conducting a conversation, the teacher helps the child to perceive reality more fully and deeply, draws his attention to the fact that he is not sufficiently aware; As a result, children's knowledge becomes clearer and more meaningful.

In a conversation, an adult, with his questions, directing the children’s thoughts in a certain direction, pushes them towards memories, guesses, judgments, and conclusions.

The value of the conversation lies precisely in the fact that the adult in it teaches the child to think logically, reason, and gradually raises the child’s consciousness from a specific way of thinking to a higher level of simple abstraction, which is extremely important for preparing the child for schooling. But this is the great difficulty of the conversation - both for the child and the teacher. After all, teaching children to think independently is much more difficult than imparting ready-made knowledge to them. This is why many educators would rather tell and read to children than talk to them. The development of thinking is closely related to the development of speech of a preschooler. In a conversation, the teacher teaches the child to clearly express his thoughts in words and develops the ability to listen to his interlocutor. It is important not only for imparting knowledge to children, but also for the development of coherent speech and the development of speaking skills in a group.

In a conversation, the teacher unites children around common interests, arouses their interest in each other, the experience of one child becomes common property. They develop the habit of listening to their interlocutors, sharing their thoughts with them, and speaking out in a group. Consequently, here the child’s activity develops, on the one hand, and the ability for restraint, on the other. Thus, conversations are a valuable method not only of mental education (communication and clarification of knowledge, development of thinking abilities and language), but also a means of social and moral education.

Teachers of the past considered it possible to draw the attention of children and, therefore, talk with them only about the things immediately surrounding the child.

In Russian pedagogy, the topic of conversations with young children was originally developed by V.F. Odoevsky. In his manual for parents and educators “Science before Science”, “The Book of Grandfather Irenaeus”, the first part consists of a “Questionnaire”, in which a number of conversations are developed in detail.

In the collection edited by L.K. Schleger and S.T. Shatsky presents extensive material for many conversations, relating exclusively to natural topics (plants, animals, seasonal phenomena). The authors also proceeded from the position that one can only talk about what “children saw, see, can see every moment,” “but it is impossible to talk about what they cannot see.”

The material for such exercises can be objects in the room, parts of the human body, food, clothing, everything that is in the field, in the garden, animals, plants, as they are familiar to children.

Undoubtedly, with a child it is necessary, first of all, to talk about what is familiar and close to him. The sensory experience of children and the explanatory word of an adult accompanying this experience form their concrete knowledge of reality. But we must not forget that modern children do not live in a closed family structure, but in an information-rich, computerized world. Television, radio, computers, children's educational literature, newspapers, magazines, the rich social life that a modern child observes directly on the streets - all this early expands the range of ideas and concepts of the current preschooler and awakens new interests in him.

In this regard, in our conditions, it becomes possible to talk with children of senior preschool age about content that he has not yet encountered directly in his immediate environment. Of course, the knowledge gained in these conversations will be very basic, but it will broaden the children’s horizons.

So, the smaller the child, the more conversations should be connected with his direct observations. With children under 5 years of age, the topics of conversations should be very specific and relate to the phenomena and objects closest to them. When clarifying children's ideas about known material through conversations, we must at the same time remember that a simple statement of well-known facts does not give any impetus to the progressive development of the child's thoughts. But a conversation with older preschoolers, for example, about a chair and its components is doomed to failure in advance, since a child of 5-7 years old, in the process of life observations, has more than once seen a chair, its back, legs, seat, and a conversation that dismembers this a chair in pieces will not add anything to the child’s consciousness (except for nomenclatural accuracy). One should not make the subject of discussion something that has already been mastered.

In a conversation, the child’s knowledge is not only clarified, in it the child receives new material or the teacher presents what is familiar to him in a new aspect. So, for example, in a conversation about wintering birds, children, in addition to the fact they know that some birds fly away and some remain, they learn about the reason for this phenomenon. It is important that the teacher, relying in conversation on the subjective experience of children and their previously acquired knowledge, is able to awaken the active work of thought, contribute to the development of independent judgments, and form in the child a holistic picture of the world around him and a conscious attitude to the phenomena under discussion.

Correctly determining the place of conversation in the educational process of a kindergarten is a serious problem that requires a solution. Often in practice, conversation turns into the core around which all work with children is built.

At the same time, preliminary work is carried out with them, related to observations and excursions, examination of illustrations in order to provide food for conversation. After it, there is always a consolidation of the received impressions by drawing, modeling, making models, memorizing poems, songs, and reading stories. Even games follow a common theme that sometimes lasts several days or weeks. After all, many of our kindergartens paid tribute to complexity at one time and continue to do so by implementing a thematic approach to organizing the pedagogical process or working on “projects” and a “chain of targeted tasks.”

The thematic nature of all classes greatly narrows the possibilities of pedagogical work, obscures living reality, and leads to fragmentary impressions received by children. Having worked on a “topic,” educators rarely return to it again. The impressions received about a particular phenomenon are not consolidated and are not repeated in the future. While working on a particular topic, children’s attention in classes, games and other types of joint children’s activities is intensely fixed on a certain, limited range of phenomena and is torn away from other, sometimes very vivid and important impressions. Many issues are discussed with children from case to case, the teacher does not return to previously received ideas, does not reinforce them with frequent repetition. Such a “patchwork” of impressions does not ensure a solid assimilation of knowledge and skills, or open communication.

Cognitive material leaves a deep trace only when it is given systematically, when impressions seem to be layered on top of one another and are not separated from life. Thus, a conversation that plays the role of clarifying, deepening, and systematizing concepts can be successful only when it is based on other previously used methods of introducing children to the environment, as well as on their subjective experience, i.e. when they already have some knowledge that requires streamlining.

Conversations take place in the process of children’s accumulation of knowledge - during excursions and observations. However, these conversations are not typical. As practice has shown, before observations it is very difficult for children to express their judgments and such conversations come down mainly to the teacher giving explanations. During observations, preschoolers are absorbed in new impressions and express themselves laconically. For the most part, these are exclamations of surprise, delight, or questions addressed to the teacher. The teacher himself guides the observation process with his questions and comments.

The most successful conversations take place immediately after children have received new impressions during excursions, observations, or after the teacher has read stories.

A conversation that is organically connected with the daily life of a child in kindergarten and in the family cannot turn into a worked-out topic. The material given in it should leave a deep imprint on the child’s consciousness. For this to happen, it is necessary to offer the child an active position, when he is not only observing, listening, and sometimes responding, but also acting and actively communicating.

Therefore, communication situations are an important form of speech work with preschool children.

Communication situations are specially designed by the teacher or spontaneously arising forms of communication aimed at developing communicative abilities.

It is fundamentally important to emphasize the need for a holistic approach to the formation of dialogic speech and the inadmissibility of reducing communication tasks only to mastering the question-answer form. A full-fledged dialogue is unthinkable without the establishment of dialogical relations, the formation of an active response position, and partnerships; and such dialogical relationships should permeate both the child’s communication with adults and interaction with peers.

Communication situations can arise naturally - it is important for the teacher to see them and, without disturbing the children’s activities, use them to solve teaching or educational problems. In every situation, children face one or another problem that requires a solution. The teacher guides the children in search of a solution (the principle of “intellectual hunger”), helps them gain new experience, activates independence, and maintains a positive emotional mood. Children should experience a “palette of intellectual emotions”: surprise when encountering objects, interest in identifying the causes of various events, doubt, guesswork, the joy of success and discovery.

Features of the communication situation as a form of working with children:

participation in a communication situation (mostly voluntary);

the position of an adult as a communication partner;

changing the style of relationship between the teacher and children: the adult respects the child’s right to initiative, his desire to talk about topics that interest him, and to avoid unpleasant situations;

planned and organized by the teacher at any time during the day, most often in the morning, evening or during a walk;

the duration of the communication situation is from 3-5 to 10 minutes, depending on the age of the children;

The participation of a small subgroup of children (from three to eight) is expected, depending on their desire and the characteristics of the content of the communication situation.

Communication situations can be practical and playful. The ratio of game and real-life situations in the learning process depends on the age of the children. When organizing situations, the teacher most often “comes from the children,” i.e. notices them in children's activities.

For example, in the younger group it is advisable to conduct communication situations that encourage the child to look for and eliminate the reason that is preventing him from acting and that lies on the surface (for example, something is preventing him from opening or closing the door). In older preschool age, specially planned communication situations can be quiz games: “What fairy tale are these things from,” “Shop of magic things.” The appendix provides examples of communication situations.

The situation of communication as a non-traditional form of speech work presents some difficulties for the teacher, since it has its own specific features related to the assigned tasks and the content of the activity.

The communication situation is built on the continuous mobilization of children's attention, active participation, and open communication. The child needs to follow the progress of the conversation all the time, not deviate from its main content, and listen to his interlocutors.

While participating in a communication situation, a child undergoes a complex thought process of recall, judgment, inference, and generalization. The child is required to be constantly mentally active: he must listen carefully, think, and respond quickly enough. At the same time, the joint participation of peers in a situation is also associated with the ability to exercise a certain amount of restraint: to be able to listen carefully to others; refrain from speaking while others are speaking; to retain in memory what I wanted to say - all this is undoubtedly not easy for a preschool child.

For some children, participation in a collective discussion of a situation requires a certain volitional effort: to overcome timidity, shyness and speak out in the presence of others. Consequently, the skillful participation of an adult in a communication situation largely determines the success of the matter. To do this, the teacher needs to carefully think through the logical structure of the communication situation: sequentially arrange all the material presented to the children; prepare appropriate questions and explanations, visual material that clarifies certain aspects of the situation and allows you to concentrate the children’s attention. In addition, the teacher needs to know the individual characteristics of children and differentially involve them in active participation in a communication situation.

The concept and approaches to the study of dialogic speech, its formation and the specifics of its formation in preschoolers. The essence of correctional work with children with general speech underdevelopment. A system of exercises for teaching and developing dialogic speech in kindergarten.

thesis, added 02/21/2012

Psychological and pedagogical characteristics of preschool children with general speech underdevelopment, features of the development of their dialogical speech. Development of dialogic speech in children of the sixth year of life with general underdevelopment of speech through dramatization games.

thesis, added 09/10/2010

The concept of dialogic speech and factors influencing its development. Psychological characteristics and characteristics of a junior schoolchild, criteria for assessing development. Joint activity in children and the significance of the level of development of dialogic speech on its formation.

course work, added 12/26/2014

Characteristics of coherent dialogical speech and its features, features of dialogic speech of children of primary school age in normal conditions and with hearing impairment. Experience in inclusive education and correctional work on the formation of dialogical speech in children.

thesis, added 10/24/2017

Psychological and pedagogical foundations of gaming activity. The essence and classification of games. The concept of dialogic speech. Exercises for preparing a role-playing game. Development of dialogical speech skills through the use of role-playing games in German lessons.

course work, added 10/31/2011

Features of the development of children's dialogical speech. Formation of grammatical structure and morphological and syntactic aspects of speech in a child. Distinctive features of a role-playing game. Its place in the development of dialogical communication among older preschoolers.

course work, added 04/10/2015

Methods for developing dialogic speech in older preschoolers. Analysis of educational programs. Diagnosis of the characteristics of dialogic speech in children of senior preschool age. Identification of the level of development of dialogical communication skills.

thesis, added 02/18/2014

Communicative, psychological and linguistic characteristics of the features of dialogic speech. Goals and system for developing dialogic speech skills. Speech exercises in the development of dialogical speech of middle-level students in English lessons.

Summary of a lesson on speech development for children of senior preschool age (5-6 years old) “An interesting journey”

combined type"

Zheleznogorsk

Tasks:

Educational:

Teach children to give detailed statements and develop imagination.

Continue to expand children's knowledge about the animal world.

Provide children with the opportunity to participate in a general conversation, help them express their thoughts clearly.

Educational:

Strengthen the ability to classify animals by habitat.

Educational:

Cultivate a kind attitude towards animals, a desire to protect them.

To form a desire to communicate in the game with peers and with adults.

Vocabulary work: activate the words in children’s speech: animals, inhabitants (explain the meaning of the word “inhabitants, country road”).

Individual work: activate Artyom and Kristina in class.

Material for the lesson:

Demo: panel “Africa”, model of the house of three bears, panel “Forest”.

Dispensing: animal figurines.

Methods: verbal, game, practical.

Techniques: conversation, physical exercises, pure talk.

Progress of the lesson:

Organizing time: game "Fun Family".

Educator: Everyone sit down next to each other

Let's play nice.

Prepare your ears, eyes,

Let's begin our fairy tale.

I went to kindergarten today,

I found a ball for you.

Look, this ball is not simple, it has a letter. Let's read who it's from.

He opens the envelope and reads it.

“Dear guys, I’m an old forest worker, I’ve been living in the forest for a hundred years, and recently a misfortune happened to me. The animals of my forest are lost, help me find them.”

Guys, what animals do you think could have gotten lost from the forest of the old man - the forester?

Children's answers: fox, elk, bear, wolf, hare, squirrel.

How can you and I help the old forest man?

(find forest animals)

What type of transport is more convenient for us to travel?

(It’s inconvenient on a plane, since there is no place to land in the forest, etc. The children express their assumptions, the teacher supports the idea of ​​going by bus).

Let's go by bus. There can be many children on the bus and there is a country road in the forest.

Guys, it’s inconvenient to go to the forest to the old forester empty-handed. I have a box, put the animals’ favorite treats in it: a carrot for a bunny, a pine cone for a squirrel, a fish for a fox.

(Children name what treat for whom).

Well done! We picked up a box full of treats.

(Children put objects in the box, naming them).

Now get ready for the trip. Sit down more comfortably, hold on tight. Go!

So that the ride doesn’t get boring, let’s talk some rhymes:

Sa - sa - sa - a fox is running in the forest,

Su - su - su - it was cold in the forest.

We've arrived, come out. Stop "Confusion".

(Children look at the panel “Africa”, where animals of hot countries live, but also animals of the taiga “live”).

What animals do you see?

What do you think, is everything correct here?

(No, because there are still animals of the taiga here).

These are probably the animals of the old forest man. Let's take them with us. But before we go any further, let's play.

Fizminutka:

On a hot day along a forest path

The animals went to water.

Who's behind the mother elephant? (baby elephant)

Who followed the mother lioness? (lion cub)

Who was following the mother tigress? (tiger cub)

Zha-zha-zha - the hedgehog has needles.

Zhi - zhi - zhi - hedgehogs live here.

(children pronounce pure sayings together with the teacher).

We've arrived! Stop "Fairy Tale". Does an old forester live here? (no) The stop where the old forester lives is called “Lesnaya”.

Near the forest on the edge,

Three of them live in a hut.

There are three chairs and three mugs,

Three beds and three pillows.

Guess without a hint

Who are the heroes of this fairy tale?

(children give the answer: three bears).

Look carefully and tell me who is the odd one out in this fairy tale? (fox, wolf, hare). Why?

Remember and tell me, in which fairy tales does the fox live? (“Teremok”, “Kolobok”).

Let's play with the wolf and the hare. The wolf is evil, and the hare... (children answer kind). The wolf is brave, and the hare... (cowardly), the wolf is gray, and the hare... (white in winter).

Guys, the animals from fairy tales know how to play, which means they live in a forest clearing with an old man - a forester, we take them with us on the journey. Go.

We've arrived. Stop "Lesnaya". Does an old forest worker live at this stop? (Yes).

Where is he?

Old man - woodsman: I'm here, waiting for my assistants. What will you please me with? (we brought you your forest animals).

Very good. Place them in my clearing (children distribute the animals in the clearing).

I'm so glad that my clearing has come to life, and I want to play with you. Tell me what my friends like to do?

What is the bear doing? (sleeping, sucking paw).

Where does the squirrel live? (in the hollow). And the bear? (in the den). Fox, wolf? (in the hole).

Well done, you know and can do everything. Thank you for your help.

Educator: Guys, do you think we coped with the request of the old man - the forester? (yes, we found his animals and settled them in a forest clearing).

Old man - woodsman: And from me I give you a treat. (Gives the children lollipops)

Educator: It's time for us to go back to kindergarten. Let's say "Goodbye" to the old forester.

We take our seats on the bus. Go.

And here is our group.

Let's stand up, children, stand in a circle.

I am your friend, you are my friend.

I thank you all

I give you all gifts.

Summary of a lesson-conversation on speech development in the senior group on the topic “My favorite toy”

Type of lesson: Communicative.

Target: Teach children to write stories on a topic from personal experience. practice the formation of words - antonyms.

Tasks:

Educational:

* Continue teaching children how to write a descriptive story.

Educational:

* Improve the ability to write a story.

* Development of coherent speech.

* Development of a moderate speech rate.

Educational:

* Cultivate interest in the activity.

* Cultivate a positive response to the lesson.

Equipment:

Demo material:Cards with images of toys on the board. a toy made of hard material - a car, a toy made of soft material - Pinocchio.

PROGRESS OF THE CLASS:

ORGANIZATIONAL MOMENT - CIRCLE OF JOY.

Educator:

Guys, come to me and stand in a circle.

All of us in the group are like family,

Everyone is happy - both you and me.

We love being together very much

Speak kind words to everyone.

Educator:

Let's hold hands, look into each other's eyes, and give kind words and a smile. After all, it is with a smile that pleasant communication begins and your mood improves. (Children stand in a circle and join hands.) Now let's sit down on the chairs for our further conversation. Guys, now please look at the board. I have prepared pictures with images for you. Name these items (The teacher addresses each child).

Children answer the names of objects in the pictures (toys).

Educator:

Guys, how can you call all these items in one word?

Children's answers.

Educator:

That's right guys, well done. These are all toys. Today we will talk about toys. Do you like receiving toys as gifts? Guys, do you know in which store you can see a lot of toys? (Children's answers). Do you have any favorite toys at home? (Children's answers). Guys, who wants to talk about their favorite toy so that without seeing it, we can clearly imagine this toy (the child comes out and imagines his toy in the story).

After each story, the teacher asks if the children have a question for the storyteller, if they want to know anything else about the storyteller’s toy. If the children have no questions, then the teacher asks the questions himself. The teacher makes sure that the introductory phrases of the stories are not stereotypical.

Educator:

Well done boys. You talked very interestingly about your toys, and now let’s rest a little. Let's get up from our chairs and sit in any place convenient for you, but not far from me. The eyes look at me, the ears listen carefully, and we repeat the movements after me.

FISMUTKA:

The wind is blowing from above. (Raise our hands up).

Plants herbs and flowers. (Bends to the sides)

Right - left, left - right.

Now let's go together

Let's all jump on the spot. (Jumping).

Higher! Higher! Have fun!

Like this. Like this.

Let's move on one step at a time. (Walking in place).

So the game is over.

It's time for us to get busy. (Children sit on their chairs).

Educator:

Well, guys, have a rest. And now we will conduct an interesting exercise called “Prompt the word.” What does this mean? I will tell you words, and you say a word that is opposite to mine in meaning.

FOR EXAMPLE: DARK - LIGHT; QUIET - NOISY.

Guys, does everyone understand the rules of the game? Well then let's get started.

* Close - Far

* Cheerful - Sad

* Sunny - Cloudy

* Much - Little

* Be silent - Speak

* Day Night

* Wide narrow

* Damp - Dry

* Rest - Work

Summarizing.

Educator:

Well done boys. You correctly understood the meaning of the word - opposite. So, what did we talk about today? (Children's answers). Right. Today they told us about their favorite toys (we list the children performing). Also, you and I learned what words that have opposite meanings are. Do you think we coped with the stories? (Children's answers). Well guys, I thank you for the wonderful stories. In the next lesson we will draw our favorite toys. This concludes our conversation with you.

ENCOURAGING CONVERSATION PARTICIPANTS.