Lesson on the development of speech in the senior group “Conversation about Russian folk art. The script for the lesson on the development of speech - communication in the preparatory group "Conversation about kindness
The development of independent practical activity stimulates the development of the intellectual practical function of speech (reasoning, explanation of methods of action, statement, thinking over the plan of future activities, etc.).
So, from the sign (designating, nominative) and communicative functions of communication to planning and regulating their actions - this is how the functions of the child's speech activity develop. By the end of preschool age, the child masters the basic forms oral speechinherent in adults.
Conversation with children as a method of forming dialogical speech
Spoken language is the simplest form of oral speech. It is supported by the interlocutors, situational and emotional, as the speakers use various means of expression: gestures, looks, facial expressions, intonations, etc. The interlocutors usually know the subject of discussion. This form of speech is also simpler in syntax: it consists of unfinished sentences, exclamations, interjections, questions and answers, remarks and short messages.
In psychology, the difference between ordinary (unprepared) dialogue and conversation is revealed. Conversation is a kind of dialogue guided by a specific topic. The purpose of the conversation is to discuss, to clarify a question. To conduct a conversation, preliminary preparation of the participants is needed, there are more detailed messages in it.
Conversational speech must be coherent, understandable, logically consistent, otherwise it cannot serve as a means of communication. Preschool children learn colloquial speech under the guidance of adults. The development of dialogical speech depends on the formation of thinking, memory, attention, grammatical structure, enrichment of the dictionary.
A child in the second and third year of life is easily distracted from the content of the conversation. In the fourth and fifth years, he gradually moves from fragmentary statements to more consistent, detailed, begins to ask many questions, including such characteristic ones as why? what for? etc. Children of five years old are capable of purposeful conversation for quite a long time. Such a conversation contains questions, answers, listening to messages from interlocutors, etc. In the "Education program in kindergarten"For middle group a special task has been set: to teach children to participate in the conversation.
Maria Chamomile
Summary of the lesson on the development of speech in senior group... Conversation "I dreamed"
Purpose: to teach children to participate in a collective conversation, helping them to construct meaningful statements, to generalize and systematize children's knowledge about winter, to clarify the signs of winter; activate the dictionary on this topic; develop attention, memory, thinking, fine motor skills.
Equipment: laptop, plot pictures, snowball, snowflakes, winter pictures, album sheets, colored pencils.
Course of the lesson:
1. Create motivation.
Educator: Children, what time of year is it? Do you like to walk outside in winter?
Would you like to be in the park in winter?
Q: Well then, let's go. Guys, today we came to the winter park. Whoever names a sign of winter will sit on a bench.
Children: In winter, it is very cold, a cold wind blows, it snows, little sunlight, there are icicles on the roofs, people are warmly dressed, there is snow on the trees, the trees are bare.
Q: What smart children you are, you know a lot. You have told me so many interesting things about winter. Now, don't you want to warm up a little?
Q: Then let's stand in a circle and play.
Breathing exercise.
Q: We are with you in the winter park. See what beautiful snowflakes are around. Can we blow off these snowflakes? Want to try? Let's stick out the right palm. And now let's take a full chest of air, and blow hard so that our snowflakes fly away.
Children blow snowflakes.
Q: Well done, guys, have a seat.
2. The main part.
Q: Now, guys, let's sit and dream. Let's talk with you about the New Year's holiday. All people, adults and children, were waiting for the New Year, gifts, guests, travel, beautiful Christmas trees. Tell us what you dreamed about before the New Year and how you spent your New Year holidays.
Children's answers.
Presentation show "Winter Winter"
Physical education.
We put our palms up, (Children put their hands forward, palms up)
Let's start catching snowflakes! (Children perform grasping movements with their hands - "catch" snowflakes. "If the warm-up is performed while standing, then you can" catch "snowflakes with light jumping or stretching)
Not tired? Don't get tired!
One, caught, two, caught! (children "catch" snowflakes)
And of course not tired!
And there are many, many snowflakes! (children perform "waves" with their hands, while their palms "look" down)
And snowdrifts grow everywhere. (children show with hands with outstretched fingers "growing snowdrifts")
Pick up snow in your palms (children show how they pick up a handful of snow with both hands)
And let's start making snowballs! (begin to "sculpt" snowballs)
Sculpt, sculpt, sculpt a ball (children continue to "sculpt" snowballs)
And then we throw it up! (an imaginary snowball is thrown up)
Played without care
And now we hurry to work! (everyone goes back to work)
Q: Guys, now do you want to play? Our game is called "Pick a sign"
Purpose of the game: to learn to reconcile adjectives with nouns.
The teacher names a word, shows a card with a picture of an object and asks questions (which? What? What? What, the child answers.
3. Summing up the results of the lesson.
Q: Guys, let's remember where we have been today? What did we play there? What did we talk about? What do you remember the most?
Q: Guys, do you want to transfer your dreams to paper? Do you like to draw? Let's sit down and everyone will remember what he dreamed of. Get started. (The teacher asks each child what he would like to draw)
Related publications:
Integration of educational areas: "Speech development"; "Social and communicative development"; "Cognitive development" (introduction.
Educational areas: "speech development", " cognitive development"," Social and communicative development ", Technologies: game, speech ,.
Abstract of the GCD for the development of speech in the senior group using TRIZ elements. Topic: "Winter - Summer" Purpose: To teach group work skills.
Developed and carried out by: Novikova Tatyana Vitalievna, educator of group No. 6 MBDOU No. 13 Child Development Center - kindergarten, Tula Educational.
Abstract of the GCD in the senior group on the development of speech on the topic "Wild animals in winter." Educator Fedorovskaya Oksana Petrovna. The purpose of the lesson: to deepen.
Summary of educational activities for the development of speech for children of the middle group "Conversation about spring" Program content: develop the speech of children, interest in folklore (chants, enrich the dictionary, teach to give complete answers to questions.
Abstract on the development of speech in the senior group. Conversation about Chukovsky and his books
"Conversation about KI Chukovsky and his books"
Tasks: To help children remember the content of Chukovsky's fairy tales known to them. a new tale "Aybolit" To highlight the features of the content of the new fairy tale.
Dictionary activation: Korney Ivanovich Chukovsky, Aibolit, Moydadyr, Cockroach.
Arouse interest, feelings for the writer.
Preliminary work: Conversation about books by different writers.
Organization of children: Children sit in a semicircle on high chairs.
Equipment: Portrait of the writer, illustrations for fairy tales, landscape sheet 1 \\ 2, pencils.
LESSON PROCESS
There is a portrait of K.I. Chukovsky on the table, children sit on chairs, illustrations for works on the board.
Do you guys remember who wrote the fairy tale Moydadyr?
Today I brought a portrait of a writer who wrote many fairy tales.
Maybe some of you know his name? -Does he know what books he wrote?
Let me help you. Who wrote the cockroach story?
The guys of this writer are called Korney Ivanovich Chukovsky. Let's put it all together.
What do you like about Chukovsky's tales? -Do you have his stories at home?
Do you like fairy tales? Children: yes. Educator. What tales of K.I. Chukovsky do you know?
Children. "Telephone", "Doctor Aibolit", "Moidodyr", "Fly-Tsokotukha",
"Fedorin's grief". Educator. Well done, you know a lot of fairy tales.
Today we will get acquainted with his new fairy tale "Aybolit"
Now I will read it to you, and you listen carefully, and then answer my questions.
I am reading a fairy tale. Questions: Who wrote the tale? Who the main character fairy tales?
Tell Katya who wrote it? What is this fairy tale about?
Tell Maxim, what does Korney Ivanovich teach us with this tale?
Where did our hero go to which country? What is the name of the main character? Tell us Ulyana (Aibolit).
What are the names of the animals that helped Aibolit? Tell us Anya.
Where was Aibolit in a hurry to treat sick animals? (To Africa, to Limpopo)
List the ways how Aibolit treated sick animals in Africa? (gave a chocolate bar, put thermometers, regaled him with a mogul). Did you like the fairy tale? What new have you learned today?
And now who will briefly retell us a fairy tale. Let's listen to Maxim. We listen carefully to continue the story of Ulyana.
Well done. Now let's get some rest.
Fizminutka: There is a forest on the mountain
circular movements with hands
He's not low not high
sit down, stand up, hands up
eyes and hands up, reach out
There are two tourists along the path
Walked home from far away
walking in place
They say: "We haven't heard such a whistle yet."
raise your shoulders
And now let's play the game "Say a word". I will read the beginning of the line, and you continue.
Educator. Did you enjoy playing? What fairy tale are these lines from?
Children. Yes! From the fairy tale "Doctor Aibolit"
And now you will draw Aibolit. (children draw)
Lesson summary: Who were we talking about today? What is the name of the writer? What does this tale teach us? Do you like the fairy tale Aibolit? What game did we play? Well done, they did well, answered questions. Drawings turned out very beautiful. Class is over. Goodbye.
Municipal state-financed organization additional education
"Center children's creativity»Orenburg
Abstract open class
on speech development
Topic: "A conversation about friendship"
Children age 6-7 years old,
Lesson form: group
additional education teacher
Orenburg
2015
Plan - lesson outline outline
Section number 6: "Soon to school"
Lesson topic number 1: "A conversation about friendship"
Purpose: development active dictionary on the topic "Friendship".
Tasks:
Educational:
- to generalize and expand the knowledge of children about the concepts of "friend", "friendship";
- promote the understanding that friendship brings joy in communication with each other;
Create conditions for the manifestation of friendly feelings of children in various situations;
Expand and deepen vocabulary;
Teach children to choose words for feelings and actions.
Developing:
Form the ability to negotiate, get out of conflict situations;
To develop speech activity and verbal flexibility, the ability to make sentences with a given word;
Develop emotional responsiveness;
Educational:
Foster a friendly attitude towards peers and adults;
Form a value attitude towards friendship;
Promote cohesion and maintenance of mutual sympathy between children.
Occupation type : lesson - consolidation
Lesson form: group
Methodological techniques:
Verbal: questions to children, conversation, encouragement, recommendations.
Visual: pictures on the theme "Friendship"
Practical: composing a story about a friend, health-preserving exercises, explaining proverbs, choosing words with the opposite meaning.
Basic concepts and terms: sympathetic, friendly, joyful, compliant, sacrificial, reliable, unique, friends, friendship, amicably
Course of the lesson
The cilia go down, the eyes close
Sleep magically fall asleep
We fly to the land of fairy tales.
One two three four five -
We look with our eyes again!
Breathes easily
Smoothly, deeply.
Cheerful, we are cheerful again
And ready for classes.
Children do visual exercises.
Group work
Goal setting (establishing a connection between content teaching material)
Guys, look at what we have on the board (on the board there are cards with the image of the words: sympathetic, friendly, joyful, compliant, sacrificial, reliable, unique). The words are messed up and do not know who is following whom. Arrange them correctly.
Now take a close look at what we're going to talk about in today's session?
Children are doing the task.
Children's answers: About friendship.
Group work
Planning and self-control (team and individual work)
Everything is correct. Let's talk about friendship.
We are all different, but they say about some - they are loyal reliable friends, but about others you cannot say the same. Always at all times this one of the best human qualities - friendship has been valued!
Imagine being asked to choose a flower as a gift to a friend. Which one would you choose? Here lie the most different flowers... You just have to choose one and put it in a vase.
There are many bright, beautiful flowers on the tray and a few dull, rumpled ones; children carry out the task.
Group work.
See what a beautiful, bright bouquet of friendship you have. All the guys chose the most beautiful flowers, and no one wanted to give a friend these crumpled, dull flowers. And you are right! After all, friendship is a bright, kind, bright feeling. They write fairy tales and stories about friends, write songs, come up with proverbs. Do you know the proverbs about friends, friendship?
Let's remember them.
You can't cut a strong friendship with an ax.
A man without friends is like a tree without roots.
If you don't have a friend, look for it, but if you find it, take care
Hold on to each other - fear nothing
Together and the trouble is easier to bear
All for one and one for all
Stand together for peace - there will be no war.
Children explain each proverb as they understand it.
Individual work
And what can you tell about your friends. What do you call them? What are you doing together? Why exactly can you call him your friend?
Children talk about their friends.
Individual work
I heard that you and your friends know how to play well. Do you know how to practice as well? Recently, we began to learn how to make “live” sentences with a given word. So, Maxim, together with 2 friends, come up with a sentence with the word "friends". And you, Lida, with your friends, a sentence with the word "amicably"
Children step aside, confer and then pronounce their proposal.
Then a couple of words are suggested: "play", "help".
Work by subgroups
Performance evaluation
Each subgroup of children evaluates the response of the others.
Work by subgroups
Self-regulation
But, to be honest, in life friends can not only play, study or build something, but also quarrel. Does this happen? Look guys what happened once in our group.
Vanya brought a new beautiful ball to the kindergarten and did not give it to anyone, he played alone. Ildar asked for a ball to play too. Vanya did not give, and Ildar, unable to bear it, took him away and ran away.
Did the boys do well? What would you do if you were Vanya? Ildar? What advice would you give them?
Of course, they had to agree and play together. I think it's time for them to make up. Vanya and Ildar, do you agree to make up and play together? Then the conciliator will help you.
We won't be angry anymore
We decided to make up
You mean, get away from us.
We're friends again now!
Guys, honestly, do you sometimes quarrel with your friends? Show your mood without words when you are offended, quarreled. Oh, what angry faces! Bad mood. Now turn to each other and together we will say the words of the reconciliation
Two boys perform actions according to the story.
Children's answers.
The first two lines the children interlock with their little fingers, on the third line they seem to shake the dirt off their hands, on the fourth line they hug).
Children "put up" with their neighbors.
Group work.
Work in pairs.
Now it's a completely different matter. I see cheerful faces, smiles. Everyone is in a good mood. And, probably, everyone wants to play with this beautiful ball? Then I invite you to stand in a circle. The game is called "My friend". I throw a ball to one of you and say what your friend is. If you agree - repeat my words, if you do not agree - say it differently, and always return the ball to me.
is your friend bad? (No my friend is good)
is your friend naughty? (obedient)
is your friend greedy? (Kind, generous)
is your friend lazy? (hardworking)
is your friend evil? (kind)
is your friend harmful? (obedient, good)
is your friend stupid? (smart)
your friend is sad (funny)
is your friend cruel? (kind)
is your friend rude? (obedient, kind, good)
is your friend reliable? (Yes, my friend is reliable)
is your friend skillful?
is your friend talented?
Children participate in the game.
Individual work
Final part:
Outcome:
Friendship is not a gift from above
Friendship is the light in the window
A friend will always hear you
He will not give up even in trouble.
Who walked without a friend
On the road of this life
He did not live, existed,
Friendship is the peace of the planet!
Rating:
Was it interesting? What we were talking about?
Let's try ourselves, with the help of the sun, to evaluate our work in class, choose a sun for yourself:
Cheerful sun - you are satisfied with your work, you coped with tasks easily and simply. The sun with clouds - you have encountered small mistakes in your answers, but you have fixed them.
I thank everyone for doing this. You are great! Goodbye.
Children choose their own sun
Group work
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. EI Radina in her research revealed in detail the meaning of conversation for the mental and moral education of children. In some conversations, the ideas received by the child in the process of his everyday life, as a result of observations and activities. Through others, the teacher helps the child to perceive reality more fully and deeper, to pay attention to what they are not aware of enough. As a result, the child's knowledge becomes clearer and more meaningful.
The value of the conversation lies in the fact that the adult teaches the child to think logically, to help him think, he 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 recall, analyze, compare, express judgments and make inferences, conclusions. Dialogical forms of coherent speech are formed, and above all colloquial: the ability to listen and understand the interlocutor, give clear answers to the questions posed, clearly express your thoughts in words, and speak in the presence of other children. Teaching children the ability to conduct a conversation, participate in a conversation is always combined with the education of the skills of a culture of behavior: the child must learn to listen carefully to the speaker, not be distracted, not interrupt the interlocutor, restrain his immediate desire to immediately answer a question without waiting for a call. In a conversation, therefore, restraint, politeness and, in general, a culture of verbal communication are brought up.
Speaking out in a conversation, the child formulates his thoughts not in one, but in several sentences. The teacher's questions require more detailed description seen, experienced, are encouraged to express assessments, personal attitude to the topic under discussion. Giving a detailed answer, children use conjunctions to connect words (and, a, but, so), a variety of vocabulary. A child's speech activity in a conversation differs from a conversation, first of all, by internal programming, thinking over his statement, and greater arbitrariness. Children learn proof speech, the ability to substantiate their point of view, to enter into a "discussion". Vocabulary children are activated, refined and supplemented.
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 the conversation for the formation of a positive attitude towards the surrounding reality, towards people, towards the home country and hometown, towards family and friends.
- - everyday 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 discussed phenomena was important. It was considered possible to talk with children only about the things directly surrounding the child. The content of the conversations, thus, was limited by the child's presence of a very specific sensory experience concerning those 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. Radin, E.I. Zalkind, E.P. Korotkova, N.M. Krylova).
The following conclusions were made: in relation to modern children, the content of “simple” and “complex”, “distant” and “close” in the era of development of technology, culture has changed. Pictures, books, films, TV shows for children, illustrations, albums, computer programs expand the range of children's ideas and concepts, awaken the child's new interests. You can talk with 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 cosmonauts can be combined with the illustration in question, the teacher's story, and reading literature. Each conversation should communicate something new: either give some new knowledge, or show the familiar in a new aspect. The content of the conversation should be phenomena familiar to the child, but requiring additional explanations, raising the child's consciousness to a higher level of knowledge.
The topic of the conversations is determined by the specific tasks of educational work with children, their age characteristics, the stock of knowledge acquired in the process of excursions and observations, as well as the immediate environment. Here is an approximate topic of conversation:
- * Topics reflecting the phenomena of social life ("Our kindergarten", "Moscow is the capital of our Motherland", about the school, about the native land, the city, what they saw at the post office, etc.).
- * Topics of work (work of parents, kindergarten staff, work of a postman, a builder); labor results, labor processes (how they sew clothes, grow fruits and vegetables); domestic work (mothers, grandmothers).
- * Conversations reflecting the work of the children themselves ("We are on duty", "How we help mom", "What we have grown in our garden").
- * Conversations about the use of technology in household work ("What machines help to do in kindergarten", "How machines help build a house", "What do people ride and transport goods" "What river transport we saw on our river (sea)") ...
- * A cycle 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 elders", "Be a good friend").
The important question is about the place of the conversation among other methods of work. An incorrect understanding of the role of verbal methods in the 1920s 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 a pivot around which all other work in 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 acquaintance with the environment (excursions, observation, walks), if children have knowledge and experience that require ordering.
Let's dwell on the classification of conversations.
E.A. Fleurina classified the conversations in terms of didactic tasks. She identified three types of conversations.
- 1. Introductory conversation, organizing children for one or another type of activity.
- 2. Conversation accompanying the activities and observations of children.
- 3. Concluding conversation, clarifying and expanding the experience of children.
Each of these conversations is unique in terms of the target setting and method. This classification is based on the interaction between childhood experience and its expression in speech.
M.M. Konin distinguishes two types of conversations that complement the classification of E.A. Fleurina. They are based on the material (picture, 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 of preschoolers.
From the point of view of content, one can conditionally single out conversations of a cognitive nature (about school, about their hometown) and ethical (about the norms and rules of people's behavior in society and at home).
An introductory conversation, or a conversation that precedes the acquisition of new knowledge, is usually the link between the experience children have and what they will acquire. The role of the introductory conversation is limited. Its purpose is to identify disparate experiences and create interest in future activities. In practice, there is often no preliminary work at all, or there is a conversation that goes beyond the scope of the upcoming observation, when what the children can see for themselves is verbally worked through. Subsequent observations turn into illustrations for the word. A child, according to E.A. Fleurina, is deprived of the opportunity to "obtain" knowledge 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 (“Let's see… we'll see… we'll check…”).
The conversation that accompanies the acquisition of new experience is a transition from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and brings children together common interests and collective statements. Its purpose is to stimulate and direct the attention of children to a richer and more expedient accumulation of experience. The task of the educator is to provide the most complete perception, to help children get clear, distinct ideas, to supplement their knowledge.
The content of the conversation is determined by the observation process. What and in what order the children will notice and what they will say cannot be foreseen in advance. Children, observing, express their thoughts in the form of separate remarks and separate words. An exchange of views takes place. During a conversation, the teacher's word plays an explanatory role, reveals the content of the material that children perceive. In the process of observation, the teacher directs the perception of children, maintains interest in observation.
What are the features of the methodology for conducting such conversations?
As a rule, the conversation is easy, the children can move freely, move from one place to another. The teacher does not seek strict adherence to the rules of conduct, does not require additional answers from children.
He gives children the opportunity to observe, guides them imperceptibly, without taking away the initiative; helps to understand the phenomenon, the relationship of cause and effect, 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 signaling system (word) deepens the impressions that the child receives through the senses. The child is given the opportunity to observe, touch. Children are expected to be more active, they can consider and act. They should not be pulled back as they are carried away. Need flexibility, tact, resourcefulness The plan of the conversation can be changed, because it is adjusted by 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 a variety of activities take place in the process of conversations, children do not get tired, they feel easy and free. Note that in the process of primary observations there is no opportunity for the deployment of a conversation and for the development of dialogical speech, it arises during repeated observations, based on already existing ideas and knowledge.
The main one in kindergarten is the final conversation, it is customary to call it generalizing. The purpose of the generalizing conversation is to systematize, clarify and expand the experience of children gained in the course of their activities, observations, excursions. It should be noted that this type of conversation, to a greater extent than the two previous ones, contributes to the development of dialogical speech, primarily due to the question-answer form of communication.
In this regard, let us dwell in more detail on the methodology for conducting a generalizing conversation. Consider the most important issues for leading 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 the topic and selects the appropriate content. Taking into account the experience and ideas of children, cognitive (the amount of knowledge for consolidating and new material) and educational tasks; the size of the dictionary to activate.
For example, in a conversation on the topic "Who is building a house" (preparatory group for school), knowledge about the work of builders, about their professions, and new knowledge about the profession of an architect can be communicated. Skills development task should be included in program content colloquial speech, the ability to speak out in a team, to prove their point of view, to provide educational tasks: fostering respect for working people; education of the culture of speech communication. Vocabulary: introduction of new words (plan, architect), consolidation and activation of words (mason, 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 on condition of a clear, consistent arrangement of the material, that is, with its correct structuring. E.I. Radina highlighted such structural components of the conversation as:
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 in the course of a conversation, highlighting the most significant details leading to conclusions;
- - an elementary generalization, clarifying the ideas of children, contributing to the development of an appropriate attitude to phenomena and stimulating children for certain behavior in the future.
The beginning of the conversation should be figurative, emotional, restore in children the images of those objects, phenomena that they saw, mobilize children, quickly collect their attention and arouse interest in the upcoming lesson, cause a desire to participate in the conversation. You can start a conversation in different ways - with a memory, with a teacher's story, with an examination of a toy, an object. As an emotional tool, you can use a picture, a riddle, a poem that are 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 problematicity: "What person can you say that he is cultured, polite?" For a conversation about Moscow, a good start may be showing a picture or photograph of the Kremlin and Red Square. A conversation about winter can be started with a riddle: “Snow in the fields, ice on the rivers, a blizzard walks. When does this happen? "
In the main part of the conversation, during the analysis of phenomena, its content is revealed. For this purpose, the children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms children's answers, summarizes them, makes additions, amendments. The purpose of these techniques is to clarify the child's thought, to emphasize the fact more clearly, to awaken a new thought in the child, to emphasize the fact more clearly, to awaken a new thought. Children are given new information to clarify or deepen knowledge about the essence of the phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poems, riddles, visual material, the participation and activity of all children in the group.
The main part of the conversation can have several logically complete parts. This clarification was introduced by V.I. Loginova. It highlights certain semantic logical parts, each part ends with a generalization of the teacher. In the conversation "About Mom", for example, three semantic parts can be distinguished: the work of the mother in production, the housework of the mother, and helping the children to the mother. Talking 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 can be different depending on its nature and content. If the conversation is cognitive, children or an adult make a generalization (final story). Ethical conversation can be a setting for following the rule: “When entering, polite people greet everyone first, bow their heads, smile. Polite children will never forget to say hello first. Remember this always. "
The conversation can end with a riddle, reading a poem, a proverb, 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 (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, thinking. The child has to follow the course of the conversation all the time, without deviating from the topic, listen to the interlocutors, formulate his thoughts and express them himself.
Conversation is considered one of the most difficult methods of developing speech. The main technique in the methodology of its implementation is questions. The effectiveness of the conversation depends on the skillful selection and formulation of questions. KD 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 aim at conclusions, generalizations, classification, and establishing causal relationships. The method of using questions in a conversation was developed by E.I. Radina. She also gave a classification of questions, 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 requiring a simple statement - naming or describing phenomena, objects, facts familiar to the child; that is, he must accurately name the object, its parts, highlight the characteristic features (Who? What? When? Which?). These are reproductive issues. (For example, in a conversation about winter, they can be formulated as follows: "What trees are there in winter? What is the weather like in winter? What month is it? Is it the beginning of winter or the end?")
- - Search questions - aimed at revealing the connections between objects and phenomena available 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 causal, 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 borne in mind that the child is able to independently generalize, draw a conclusion, express a judgment only if, before the conversation, he received a sufficient supply of specific ideas on this topic. Otherwise, search questions will be overwhelming for him. Questions requiring inferences, conclusions, generalizations, need careful, precise formulation.
Depending on the completeness and degree of independence of the disclosure of the topic, the main and auxiliary questions can be distinguished. Core questions are the core of the conversation. The most important requirement for them is a logical connection with each other and consistency in the setting. They can be both reproductive, aimed at identifying the ideas that children have, and search, requiring the establishment of connections and inferences.
If children on their own do not cope with the answer to the main question, they can be asked an auxiliary question - leading or prompting. The child does not grasp the meaning of the question sometimes because of insufficiently specific, general formulation (“What do you know about the cow?”), And sometimes because of the presence of incomprehensible words in the question (“What is the name of Aunt Katya’s position?”). Guiding questions help the child not only understand the meaning of the question, but also find the correct answer. They activate thought, help to answer difficult questions that require conclusions, judgments, generalizations. The prompting questions already contain the answer. Their use is justified in relation to insecure, underdeveloped children. Such questions not only hinder the development of the child, but sometimes even push them towards independent statements.
It should be emphasized that the questions in the conversation, regardless of their type, should be simple and understandable for preschoolers. If the question is difficult, it is advisable for the educator to answer it himself. In the conversation, in addition to questions, such techniques are used as instructions, explanation, story, generalization, answers of the teacher himself. The instructions are of great educational and educational value. First of all, they help to establish a clear external organization of the conversation that disciplines children. Directions determine the order and rules of the statement, draw the attention of children to the content of the question (“Think well before you answer”). The instructions also apply to the clarification of children's speech.
An essential role in the clarification and systematization of meanings is played by the generalizations that the teacher makes, his story. During a conversation about winter, summarizing the children's answers, the teacher says: “It is 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 blizzards. " In a generalizing conversation in order to activate mental and speech activity, visual material is used. To give a visible image of an object, to clarify the ideas of children, to maintain interest in the conversation, you can show a picture, a toy. Subject 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, dishes, clothes). The timing of the demonstration of the visuals during the 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, remind of something; the review of the portfolio is organized in the middle of a conversation about the school to clarify the knowledge about school supplies. The use of visual material should be short-lived. You should not turn it into an independent study.
In leading the conversation, the educator must take into account the individual characteristics of children, different degrees of activity. Some children are active, react quickly to any question, always answer correctly. Others are silent, do not enter into conversation on their own initiative. A significant part 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, with limited horizons.
When conducting a conversation, the teacher's task is to ensure that all children are active participants in the discussion of the questions posed to them. The question is asked to everyone, it is wrong to address only the active part of the children. The individual characteristics of children make one and the same question to be posed in different ways: to someone - in a formulation that requires inference, evokes thought; to someone - in a prompting form.
The speech activity of children in 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 able to remain silent, be restrained, not raise their voices, use politeness formulas. The teacher must correctly formulate and ask the question, not interrupt the responding child unnecessarily, come to the aid of the one who is at a loss, observe the reference speech, teach the ability to conduct a conversation.
The answers of children during the conversation are in the nature of short or detailed remarks; one-word answers are also acceptable, if the content of the question does not require more. If children are answering reproductive questions, it’s 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 an adult and children. Observations show that often the teacher's speech activity prevails over the child's. Sometimes educators, when raising 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. At the other extreme, children are “drawn out” at the expense of considerable effort to correct answers. The effectiveness of the conversation largely depends on the teacher's ability to purposefully lead the children, direct the child's thought and intensify speech activity.
The methodology defines in which age groups Conversation classes are held. For younger preschool age, conversation-conversation is used in the process of gaining experience. The conversation is accompanied by the examination of toys, pictures. In the middle preschool age, conversations are mainly used that accompany the acquisition of new knowledge, accompany observations (what objects, our clothes, washing supplies are made of) and excursions (what the postman does). In the senior preschool age, all types of conversations are held.
