Message at the teachers' council “The development of coherent speech among preschoolers in the process of theatrical activities. Review of the literature on the problem under study. In addition to subgroup sessions, frontal sessions were held, in which children were introduced to different options for starting and ending.

The period of preschool childhood is considered the foundation for the further development of all aspects of speech. The success of teaching children to school largely depends on the level of mastery of coherent speech. The purposeful formation of coherent speech is of paramount importance in the overall system of working with children. The formation of coherent speech of children in kindergarten is carried out both in the process of various practical activities during games, regime moments, observations of others, etc., and in the process of organized activities of children.

In the course of studying the methodological literature and work experience, I came to the conclusion that it is necessary to solve the main problem, which is that it is necessary to develop the speech of preschoolers. This problem is a key problem in the course of my pedagogical activity.

In the course of the study, I came to the conclusion that it is necessary to develop children's speech through theatrical activities. Therefore, in the course of my innovative activity, I decided to investigate this problem and create a series of activities aimed at developing coherent speech.

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Generalization of experience on the topic: “Development of speech through theatrical activity”

2013-2014 academic year

2014-2015 academic year

Educator: Volkova T.P.

Introduction

Mastering the native language, speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for raising and educating children. L.S. Vygotsky wrote: “There are all the factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

Working with children, I came across the fact that they have poorly developed coherent monologue speech, they hardly talk about the events of their lives, they cannot retell literary works. Therefore, as the main topic of my activity, I chose: "The development of the speech of preschool children through theatrical activities."

Theatrical games are always loved by children. Preschoolers are happy to beat familiar works, reincarnating in their favorite image. The child voluntarily accepts the character's traits, facial expressions and gestures. Children rejoice when good triumphs, sigh with relief when the heroes overcome difficulties and a happy ending comes.

E.A. Flerina, the largest teacher in the field of aesthetic education, saw the advantage of storytelling over reading in that the narrator conveys the content as if he were an eyewitness to the events. She believed that storytelling achieves a special immediacy of perception.

Fairy tales are especially loved by children, the language of fairy tales is very picturesque, it has a lot of apt comparisons, epithets, figurative expressions, dialogues, monologues, rhythmic repetitions that help the child remember the fairy tale and enrich his vocabulary. Theatrical art is close and understandable to both children and adults, primarily because it is based on the game. The theatrical game is one of the brightest emotional means that form the personality of the child, independent creativity, his emancipation. In the process of a theatrical game, the vocabulary, grammatical structure of speech, sound pronunciation, tempo, and expressiveness of speech are activated and improved. Participation in theatrical games gives children joy, arouses active interest, and captivates them. Reflecting on the issue of raising the level of children's speech, I came to the conclusion that theatrical activities can help.

Why theatrical activity? Theatrical activity is one of the most effective ways of influencing children, in which the principle of learning is most fully and clearly manifested: to teach while playing.

Studying the psychological, pedagogical and methodological literature, I came to the conclusion that the theatrical game has a great influence on the child's speech development. Stimulates active speech by expanding the vocabulary, improves the articulatory apparatus. The child learns the richness of the native language, its means of expression. Using expressive means and intonations corresponding to the character of the characters and their actions, he tries to speak clearly so that everyone understands him.

In a theatrical game, an emotionally rich speech is formed. Children better learn the content of the work, the logic and sequence of events, their development and causality.

The founder of the Moscow Puppet Theater S.V. Obraztsov once expressed the idea that every child has an inherent desire for acting. And we know that acquaintance with the theater takes place in an atmosphere of magic, festivity, high spirits, so it is not difficult to get children interested in theater.

It is known that children love to play, they do not need to be forced to do it. While playing, we communicate with children on their territory. Entering the world of childhood games, we can learn a lot ourselves and teach our children. And the thought said by the German psychologist Karl Gross, which is still popular: "We play not because we are children, but childhood itself was given to us so that we play." All of the above determined my final choice of topic for the experience of work "Development of the speech of preschool children through theatrical activity."

Relevance of work experience.

Preschool childhood is a special period of child development, the formation of general abilities necessary in any kind of activity. The ability to communicate with other people, to act together with them, to learn new things, to see and understand life in one's own way - this and much more is carried in preschool childhood.

Speech is one of the most important lines of child development. Thanks to the native language, the baby enters our world, gets ample opportunities to communicate with other people. Speech helps to understand each other, forms attitudes and beliefs, and also plays a huge role in understanding the world around us.

Speech - a wonderful gift of nature - is not given to a person from birth. It takes time for the child to start talking. And adults should make a lot of efforts so that the speech of the child develops correctly and in a timely manner.

The development of coherent speech is the central task of the speech education of children. This is primarily due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinshtein, F. A. Sokhin and others).

Most pedagogical research is devoted to the development of coherent speech in children of older preschool age. Further development is required in the formation of the coherence of speech in the middle group, taking into account age and individual differences in children of older preschool age. The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D. B. Elkonin, V. I. Yadeshko, etc.). At this age, there is a transition from situational speech to contextual (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinshtein, D.B. Elkonin).

Problem.

After analyzing the initial situation, after conducting a survey of the speech of children, I realized that they do not have a rich vocabulary, they cannot fully express their thoughts, their creative imagination is constrained, their skills of coherent speech, expressive speech, motor skills are poorly developed, and there are no communication skills. And I came to the conclusion that in addition to classes with a speech therapist, it is necessary to use in your work such methods and techniques that would contribute to the development of children's speech. The child spends more time in the preschool along with peers and the teacher, and it is necessary to create such a situation, a problem in order to direct the development of speech in the right direction. In the course of the study, I came to the conclusion that it is necessary to develop children's speech through theatrical activities. Therefore, in the course of my innovative activity, I decided to investigate this problem and create a series of activities aimed at developing coherent speech.

Leading pedagogical idea of work experience

Interest in children's speech has not weakened for many years. A great contribution to the development of methods for the development of speech was made by: K.D. Ushinsky, F.A. Sokhin, E.A. Flerina, A.A. Leontiev, M.M. Konina and many others.

The development of coherent speech is the main task of the speech education of children. It is in it that the main communicative function of the language is realized. Coherent speech is the highest form of mental activity that determines the level of speech and mental development of the child - this was noted in their works: Vygotsky L.S., Leontiev A.A., Rudinshtein S.L. and others. Mastering coherent oral speech is the most important condition for successful preparation for schooling.

Studies conducted by psychologists, teachers, linguists, E.A. Tikheeva, E.A. Flerina, F.A. Sokhina, created the prerequisites for an integrated approach to solving the problems of speech development of preschoolers. In classical preschool pedagogy, the idea of combining learning with play belongs to the German teacher F. Froebel. The theory of game learning has been developed in the works of many foreign and domestic scientists - M. Montessori, A.P. Usov, V.N. Avanesov, E.N. Vodovozov and others. The influence of vocabulary work on coherent speech is described in detail by Strunina E.M. and Ushakova O.S., Shokhova O.A. presented two areas of work with preschoolers: fairy tale therapy and classes on the development of coherent monologue speech. This cycle of classes will help organize work on the development of verbal creativity of older preschoolers, starting with learning to compose reproductive and creative improvisations based on the content of familiar fairy tales and then inventing their own fairy tales and their dramatizations. In domestic pedagogy, sufficient theoretical, practical and methodological material has been accumulated for the study and development of the lexical and grammatical side of speech in preschoolers. The existing programs for the education and upbringing of children describe in detail the content and structure of frontal classes for the development of the lexical and grammatical side of speech.. Numerous studies have shown the importance of the game as a form of learning that promotes the assimilation, consolidation and systematization of knowledge and the possibilities of using it in the speech development of preschool children..

Target.

To develop and experimentally test a model for the development of children's speech through theatrical activities. In accordance with the purpose, object and subject of the study, it is possible to determine the research hypothesis: the development of children's speech in a preschool educational institution will be effective if:

Criteria, indicators and level of formation of children's speech are determined;

A model of education has been developed taking into account age characteristics;

Subject to the joint interaction of the educational institution and the family.

Research objectives:

To study the state of work on the development of speech in children of the middle and senior groups.

Study the literature on this issue.

Conduct a diagnosis of children in the section "development of speech" at the beginning of the year and at the end of the year.

Develop and test a long-term plan for working with children and parents on the development of speech through theatrical activities.

Create a cycle of scenarios, games and performances.

Practical significance.

A set of scenarios, leisure activities with children and parents for the development of speech, as well as a selection of theatrical game developments can be used in the work of a preschool educational institution.

The leading pedagogical idea of work experience: the development of the speech of preschool children through theatrical activities. The educational possibilities of theatrical activity are enormous: its subject matter is not limited and can satisfy any interests and desires of the child. Their speech becomes more expressive, competent. They begin to use new words, proverbs and sayings from the script, moreover, in everyday situations that coincide with their semantic content. The positive emotional charge received from the performance, the acquired faith in one's own strengths increase the self-esteem of children. Many of them cope with their complexes, learn to think, analyze their behavior and the behavior of other people, become more attentive and tolerant of each other. Their gaming activity is activated, acquires a creative character, emotional richness. In the soul of every child lies the desire for a free theatrical game in which he reproduces familiar literary plots. This is what activates his thinking, trains memory and figurative perception, develops imagination, improves speech. S.Ya. Rubinstein wrote: “The more expressive the speech, the more the speaker, his face, himself” appears in it. The educational possibilities of theatrical activity are enormous, its subject matter is not limited and can satisfy any interests and desires of the child.

Tasks:

To develop a steady interest in theatrical and gaming activities.
Enrich the vocabulary of children, activate it.
Improve dialogical and monologue speech.
To cultivate a positive attitude towards theatrical games, the desire to play with theatrical puppets, an emotionally positive attitude towards peers, the education of will and self-confidence, respect for the traditions and culture of the people.
To promote the manifestation of independence, activity in the game with characters toys.

Expected results:

Children.

Getting acquainted with fiction, children learn to apply grammatical skills and abilities in dialogical (answers to questions, conversations) and monologue (verbal creativity) speech, use the means of artistic expressiveness of the language and its grammatical means.

Parents.

Support the child's interest in theatrical activities. As far as possible, try to attend children's performances. Celebrate achievements and identify ways to improve. Offer to play your favorite role at home, help to play your favorite fairy tales, poems, etc.

The development of theatrical activity in preschool educational institutions and the accumulation of emotional and sensory experience in children is a long-term work that requires the participation of parents. It is important that parents participate in themed evenings in which parents and children are equal participants.

It is important that parents participate in such evenings as actors, authors of the text, makers of scenery, costumes, etc. In any case, the joint work of teachers and parents contributes to the intellectual, emotional and aesthetic development of children.

Experience on the topic "Development of the speech of preschool children through theatrical activities" was implemented at MDOU No. 29 "Berry" in the middle and senior groups in two areas: joint activities with children, interaction with parents.

The work was carried out in three stages: preparatory, main, final.

Stage 1 - preparatory.

At the first preparatory stage of my work, I studied the basic program of a preschool educational institution, methodological material, and the subject-developing environment of the group. In the course of all this work, some shortcomings were identified.

There are not enough methodological developments on the development of children's speech and little information and visual material for working with parents.

Therefore, she conducted a survey of the state of formation of coherent speech, the purpose of which was to identify the level of development of coherent speech in children. The content of the work is presented in Appendix No. 1. Analysis of the results for the middle group showed that they basically correspond to a low and medium level.

Simultaneously with the diagnosis of children, I conducted a survey of parents in order to identify their pedagogical knowledge, problems in communicating with children.

Prepared: selection of games for the development of hearing, onomatopoeia, subject-game actions, speech formation, finger, articulation and breathing exercises; scenarios of fairy tales, theatrical games, sketches.

After analyzing the survey, I came to the conclusion that many parents do not consider the problem important enough, they are convinced that children will eventually learn to speak on their own and learn everything in the process of growing up.

So, the results of the diagnostic stage allowed me to determine the following stages of work:

1. Develop a system of theatrical games for children.

2. Optimize work with parents on this issue using a variety of methods and techniques.

In order to realize the main goal of the work and solve the tasks set, I developed a long-term plan for theatrical games and entertainment and leisure activities with parents, which includes a variety of forms and methods.

(Appendix No. 2, 3).

Developed and selected games for the development of hearing, onomatopoeia, speech formation, finger, articulatory and breathing exercises (Appendix No. 4).

She developed scenarios for joint entertainment and leisure activities for children and their parents “Journey to a fairy tale”, “Spring fairy tale” (Appendix No. 5).

Prepared and held parent meetings on the topics “The role of the family in the speech development of a child of 4-5 years old”, “The theater is our friend and helper”, a report for the parent meeting on the topic: “Speech development in preschool children” (Appendix No. 5).

Prepared questionnaires for parents on the topics “Speech development of the child”, “Theatrical activity of children”, “Your child”, “Speech development of children”, developed a memo “Word games”, “Useful tips for parents”, consultations “The importance of theatrical activities at development of the child's speech", "Means of home education - puppet theater", "Theatrical games as a means of comprehensive development of the child", "How interesting it is to spend leisure time with the family", "What is theater?", "The development of children's speech in the family", KVN on theatrical activities for parents (Appendix No. 5).

I collected a number of proverbs and sayings, tongue twisters, a selection of fairy tales .. (Appendix No. 6).

Stage 2 is the main one.

Techniques and methods of organizing the educational process. In the organization of theatrical games, she widely used practical teaching methods: the game, the method of game improvisation (serving as a bridge between the child’s games in everyday life and the art of the actor), exercises, the method of effective analysis (etude technique), staging and dramatization.

Of the verbal methods, she used storytelling, reading, the story of children, conversations, learning the works of oral folk art.

I used all the methods and techniques in a complex, developed attention, memory, imagination, creative imagination.

1. Reading works of art, fairy tales, poems. (Appendix No. 6)

2. Playing sketches, theatrical games (application 2.3)

3. Showing fairy tales in the middle group: "Zayushkina's hut", "Fox-sister and wolf", "Turnip", theatrical performance of the fairy tale "Teremok", dramatization "Telephone"

K. Chukovsky (Appendix No. 2).

4. Showing fairy tales in the senior group: "Hare Simulator", "Frost", "Polyanka", a theatrical performance of a fairy tale in a new way "Snow Gingerbread Man", puppet theater "Zayushkina hut" (Appendix No. 3)

5. Display of fairy tales for parents: ““ New Year's Adventure of the Kolobok ”,“ The Frog Princess ”. (Appendix No. 2,3)

At the same time, the process of education turns out to be natural. The interest of the children is enhanced when strangers took part in the skits (educators, parents and children of othergroups). The use of various technical means is also of great importance. These are video and audio recordings.

Requirements for theatrical games, I built them so that each subsequent one was based on the experience and knowledge of the guys acquired earlier.

A fairy tale must be present in the life of a child. A fairy tale that educates, entertains, soothes and even heals. Therefore, in everyday life, I often used fairy tales to raise children.

To improve teaching skills:

1. Developed a long-term plan for working with children and working with parents in the middle and older groups (Appendix No. 2,3,5).

2. Developed and selected games for the development of speech, finger, articulation and breathing exercises for children (Appendix No. 4).

3. Participated in the work of the teachers' council for the development of children's speech, where she presented a message from the work experience "Theatrical games based on works of art, as a means of developing the speech of preschool children."(Appendix No. 5).

Stage 3 is the final one.

At the end of the main stage, the children were re-diagnosed and the parents were questioned.

Re-diagnosis of children showed a higher level of their knowledge.

in the middle group.

Diagnostic data at the beginning and end of the academic year.

The general indicators of diagnosing in the middle group of the high level increased by 24.2%, the average by 20.6%, with a low level, no children were detected at the end of the year.

in the senior group.

First diagnosis.

High level: 13.8%

Average level: 70%

Low: 16.2%

Second diagnosis

High level - 42.8%

Medium - 57.2%

The general indicators of diagnosis in the older group of the high level increased by 29%, the average decreased by 11.9%, with a low level, no children were detected at the end of the year.

My hypothesis was confirmed as the children's speech improved. In my work, in the joint activities of children and the educator, I systematically conducted a theatrical game. Theatrical games are performance games. In them, with the help of such expressive means as intonation, facial expressions, gesture, posture and gait, specific images are created. Thanks to theatrical games, children develop an emotional sphere, expand and enrich the experience of children's cooperation, both in real and imaginary situations. In addition, theatrical activities are fraught with great opportunities for the development of children's speech.

In my work experience, I have achieved my goals and objectives. I showed in my work that thanks to theatrical games it is possible to improve the degree of speech development of children.

Application.

Theatrical games.

Theatrical sketches:

Tasks: to develop the imagination of children, to teach the expression of various emotions and the reproduction of individual character traits.

Imagine early morning. Yesterday you were given a new toy, you want to carry it with you everywhere. For example, on the street. But my mother didn't allow it. You were offended (lips "puffed out"), But this is mom - forgave, smiled.

Imagine yourself as a dog in a booth. Serious dog. Yeah, someone is coming, we need to warn (growl).

We take a snowflake in our hand and say good words to it. We speak quickly until it melts.

I'm a sweet worker

All day in the garden

I eat strawberries, I eat raspberries

To eat for the whole winter ...

Ahead of watermelons - here! ..

Where can I get a second belly?

I'm walking on my toes

I won't wake my mom.

Ah, what sparkling ice,

A penguin is walking on the ice.

The boy strokes the kitten, which closes its eyes in pleasure, purrs, rubs its head against his hands.

The child has an imaginary bag (box) with sweets in his hands. He treats the children, who take them and thank him. They unwrap candy wrappers, put sweets in their mouths, and chew. Delicious.

greedy dog

Firewood brought,

applied water,

kneaded the dough,

baked pies,

Hid in a corner

And I ate it myself.

Gum, gum, gum!

10. Mom angrily scolds her son for getting his feet wet in a puddle.

11. The janitor grumbles, sweeping last year's garbage out of the melted snow.

12. The snowman, whose head is baked by the spring sun, is frightened, feels weak and unwell.

13. A cow carefully chewing the first spring grass, calmly, with pleasure.

14. The hare had a house like a house

Under a bushy bush

And he was pleased with the scythe:

There is a roof over your head! -

And autumn has come

The bush dropped its leaves,

The rain poured like a bucket,

The hare got his coat wet.

A hare freezes under a bush:

This house is useless!

Wool to scratch - the hand hurts,

Writing a letter - the hand hurts,

To carry water - the hand hurts,

Cooking porridge - the hand hurts,

And the porridge is ready - the hand is healthy.

At the fence it's lonely

The nettle burned.

Maybe offended by someone?

I came closer

And she, the evil one,

Burnt my hand.

17. Balloon inflated two girlfriends

They took from each other.

All scratched up!

The ball burst

And two girlfriends looked -

No toys, sat down and cried ...

18. What is a creak?

What's the crunch?

What is this bush?

How to be without crunch

If I am a cabbage.

Let's love a little

How softly a cat steps.

Barely audible: top-top-top,

Tail down: op-op-op.

But, raising his fluffy tail,

The cat can be fast too.

Courageously rushes up,

And then again walks importantly.

Dramatization games

"Airplane"

Shall we play airplane? (Yes.)

You are all wings, I am a pilot.

Received instruction -

Let's start piloting.

In the snow we fly and blizzard, Oo-o-o-o!

We see someone's shore. Ah-ah-ah-ah!

Ry-ry-ry - the engine growls,

We fly above the mountains.

Here we all go down

To our runway!

Well, our flight is over.

Goodbye, plane.

"We wash ourselves"

faucet open,

wash your nose,

Don't be afraid of water!

Wash the forehead

Wash cheeks,

chin,

Wash the temples

One ear, second ear

Let's wipe it dry!

Oh, how clean we have become!

And now it's time to walk

Let's go to the forest to play

And on what we will go - you must say.

(Airplane, tram, bus, bicycle.

Tires burst, friends.

We will pump the pump,

Inflate the tires with air.

Wow! Pumped up.

3. Cat and mouse play

We can do a little.

The mouse scratches with its paws,

The mouse gnaws at the crust.

The cat hears it

And sneaks to the Mouse.

Mouse, grabbing a cat,

Runs into a hole.

The cat is sitting and waiting:

“Why doesn’t the Mouse come?”

4. "Bear"

clubfoot,

Winter sleeps in a lair,

Guess and answer

Who is this sleeping? (Bear.)

Here he is Mishenka-bear,

He walks through the forest.

Finds honey in hollows

And he puts it in his mouth.

licks paw,

Sweet clubfoot.

And the bees are flying

The bear is driven away.

And the bees sting Mishka:

"Don't eat our honey, thief!"

Walking along the forest road

Bear in his den

Lies down, falls asleep

And the bees remember...

5. "Sounding day"

(to the motive of the song "Oh, canopy")

Toptygin took the double bass:

“Come on, everyone start dancing!

There is nothing to grumble and get angry,

Let's have fun!"

Here is the wolf in the meadow

Played the drum:

"Have fun, so be it!

I won't howl anymore!

Miracles, miracles! At the piano Fox

Fox pianist - red soloist!

The old badger blew out the mouthpiece:

“What is the pipe

Excellent sound!”

Boredom escapes from this sound!

The drums knock yes knock

Hares on the lawn

Hedgehog-grandfather and Hedgehog-grandson

We took balalaikas ...

Picked up by Squirrels

Fashion plates.

Jing-ding! Shit!

A very busy day!

Theater in hand

Purpose: o allows you to increase the overall tone, develops attention, memory and relieves psycho-emotional stress.

"Butterfly" - clench your fingers into a fist and alternately straighten the little finger, ring and middle fingers, and connect the thumb and forefinger into a ring. Make quick movements with straightened fingers (finger flutter).

"Fairy Tale" - children are invited to play a fairy tale in which each finger is a character.

"Fish" - the hands of the right and left hands depict the smooth movements of fish. “At first they swam separately, and then they decided that it was more fun together.”

"Octopussy" - the right hand, carefully and in turn moving its tentacles-fingers, travels along the seabed. An octopus is moving towards - the left hand. We saw each other, froze, and then began to explore the seabed together. Children learn to play with their fingers from the first junior group while washing and dressing. Simple movements of the fingers are accompanied by nursery rhymes, songs.

This finger wants to sleep

This finger jumped into bed

This finger curled up

This finger is already asleep.

The fingers are up. Hooray!

It's time to go to kindergarten!

In the middle and senior groups, finger gymnastics is included in the daily routine.

1. In the morning with a small group of children or individually.

Hello golden sun!

Hello blue sky!

Hello free breeze!

Hello little oak tree!

We live in the same region

I greet you all (with the fingers of the right hand, take turns “hello” with the fingers of the left hand, patting their tips).

2. During morning exercises.

Before performing general developmental exercises with objects (hoop, gymnastic stick, cube, etc.), children are offered to "play with the object", for example, passing the ball from hand to hand. At this time, the teacher asks the children: “What ball?”. (Smooth, smooth, round, beautiful, rubber, etc.) If children are offered a set of physical exercises without objects, then the “Castle” warm-up is used:

A lock hangs on the door (rhythmic connections of the fingers in the lock),

Who could open it?

Pulled (hands stretch to the sides),

Twisted (circular movement of the fingers away from you),

Knocked (the base of the palms knock against each other)

And they opened (opened their fingers).

3. At physical education (three to four exercises)

The warm-up begins with exercises for the large muscles of the upper shoulder girdle (shoulder, forearm), since the whole arm, and not just the hand, usually gets tired during the lesson. Children are offered swings with straight arms, circular movements of the shoulders, elbow joints. Followed by a warm-up for the fingers. It begins with characteristic movements - clench your fingers into a fist, unclench (both with both hands at once, and alternately with each hand). Then the children are offered plot finger exercises: first with a simple movement (“Fingers say hello” or “Claws”), then in combination with self-massage of the hand with the fingers of the other hand (“We put on a glove”) and objects - rolling a pencil, walnut.

In fairly complex classes that require high mental activity of children, finger kinesiology exercises are used - from the series of “brain gymnastics”.

4. At physical education classes.

Finger exercises are performed at the beginning of a complex of general developmental exercises, and self-massage of the hand with the help of massage balls is performed in the final part. In order to form in children elementary ideas about their body and practical skills in caring for it, the movement of the fingers of the hand is used in combination with the movement of the hands.

Who doesn't brush their teeth

Does not wash with soap (fingers alternately, starting with the index, "hello" with the thumbs),

He can grow

Painful, frail (palms are placed one above the other, depicting the growth of a child).

Befriend the filthy

Only dirty (fingers are connected in the castle).

who themselves

They drowned in the mud (a movement imitating a swimmer).

They grow

Nasty byaki (fingers clenched into a fist; then straighten, arms bent at the elbows, palms one after another near the nose),

Angry dogs are chasing them (hands forward, the right palm lies on the left, the fingers are slightly bent, each finger of the right hand touches the finger of the same name of the left hand).

Dirty afraid

Water and colds

And sometimes they don’t grow at all (arms crossed on the chest, bend, straighten, raise your hands up).

At the end of a physical education lesson, a set of exercises for the hands and fingers “How are you?” is traditionally performed.

How is it going?

Like this! (The thumbs of both hands are up, the rest are gathered into a fist.)

Do you swim?

Like this! (Hands represent the movement of the swimmer.)

How do you run?

Like this! (Hands bent at the elbows, movement along the body.)

Are you looking into the distance?

Like this! (Alternately put palms on forehead.)

Are you following?

Like this! (Energetic movements of the hands.)

Do you sleep at night?

Like this! (Palms under the head.)

Are you kidding?

Like this! (Fists of both hands clap on puffed cheeks.)

5. Before dinner, when the children are waiting for an invitation to the table.

Children really like to show “the theater in hand”: “There is a house on a sunny meadow. A cat lives in it. She loves to sit in her chair at the table. But suddenly a mouse appeared. The cat ran after her. The mouse jumped onto the steamer, and the cat got into the boat. They sailed into a dense forest in which green, fluffy firs grow ... ”(children accompany the text with the movement of their hands and fingers).

6. On a walk in the warm season.

After observing living and inanimate objects, children are invited to depict with their fingers: a house, a birdhouse, a cat, a dog, a chain, a tree, etc. It is advisable to use finger exercises at the end of the walk.

"Goose"

The goose made its nest,

Gus wrote a counting rhyme

And cackle, and cackle:

Wants to learn a counting rhyme!

"Bunny - Ring"

The hare jumped from the porch

And found a ring in the grass.

And the ring is not easy -

Shines like gold.

7. At the beginning of an outdoor game or during the game.

For example, in the game "Dolphin and Fish" children perform hand movements for each line of the beginning.

In a stormy sea, a blue sea (hands at face level, palms down, fingers intertwined, wave-like movement, starting from the right shoulder).

Dolphins swim fast (wave-like movement of the arm bent at the elbow, hand at shoulder level).

The wave does not scare them, It splashes nearby (the arm is bent at the elbow, at the level of the face, wave-like movements with the brush).

In the outdoor game “Catching monkeys”, with the help of fingers, the child depicts a monkey (arms are bent at the elbows and spread apart to the sides - squeezing and unclenching the fist, crossing the arms in front of the face and at the same time squeezing and unclenching the fingers; arms are bent at the elbows, hands are one after another on nose level, palms to the sides, fingers up - "the monkey is teasing."

8. Good morning!

To create a positive psycho-emotional mood in children, exercises are used: “Good morning!” and self-massage of fingers “Let's wash our hands”.

Good morning, eyes! (We stroke the eyelids.)

You woke up? (“We look through binoculars.”)

Good morning ears! (We stroke the ears.)

You woke up? (Place hand over ears.)

Good morning, pens! (Stroking hands.)

You woke up? (We clap our hands.)

Good morning feet! (Stroking legs.)

You woke up? (Stomp.)

Good morning sunshine! (Hands open towards the sun.)

I woke up! (Tip your head back slightly and smile broadly.)

Finger gymnastics, carried out daily, contributes to the development of not only fine motor skills, but also the development of speech.

Tongue twisters for the development of diction.

The ship was carrying caramel,

The ship ran aground.

And sailors three weeks

They ate caramel aground.

A book is a book, but move your brains.

Wolves roam - looking for food.

Lucky Sanka Senka

With Sonya on a sled.

Question: who is where?

Sanka - lope! -

Senka off your feet!

Why? (He walked ahead.)

Sanka - to the side,

Sonya - on the forehead,

All in a snowdrift.

Chicken by grain

Kudah-tah-tah,

Duck - quack-quack-quack,

Turkey-tails-bastards,

Kitty - meow-meow,

Doggy - woof-woof,

Piglet - grunts, grunts,

Cow - flour, flour,

Horse - noki-noki.

Ski, Uzhonok, circle, ironing,

Mug, beetle, walrus, flag.

Grapes, grass, axe,

Ball, nettle, tomato,

Frying pan, satchel, pear,

Roof, rainbow, Karkusha.

Masha walked, walked, walked

And found a toy:

Cat, matryoshka, bump, monkey,

Mouse, typewriter, gun, bunny,

Ball, tumbler, reel, frogs, -

Who lost so many toys?

Articulation gymnastics

Bite the tip of your tongue - "mom shreds cabbage."

Make a ring with your tongue under your upper teeth.

The tongue is like the sting of a snake.

The tongue is like a thin needle - “we put injections” alternately on each cheek.

Brush your upper and lower teeth with your tongue.

Close your eyes, imagine the night - "get on the horse and go." Click.

Take out your nose with the tip of your tongue.

Pout your lips. Smile without showing your teeth.

Brush your lips with your teeth.

Pull your lips over your teeth, opening your mouth wide.

Draw the sun with open lips.

Imagine that you start a motorcycle - let's go. There is a mountain on the way. Climb up (sound intensifies). Now get down. Stop.

Raise your tongue to the top:

Sha-sha-sha

Our coat is good.

Hello, kittens!

Meow meow.

Hello calves!

Moo-moo-moo.

Hello mice!

Pi, pi, pi.

Hello frogs!

Kwa, kwa, kwa.

15. Your lips directly to the ears

I will stretch like a frog.

And now I'm an elephant

I have a trunk.

And now I'm a piper

Dudochka - a horn.

I liked to play

I'll repeat it all over again.

Kiss. At the expense of "one", pull closed lips forward, as for a kiss; at the expense of "two" stretch your lips into a smile, without exposing your teeth.

With closed, elongated lips, move up and down, right and left; make circular rotations clockwise and counterclockwise.

Hamster. Chew an imaginary chewing gum so that the whole face moves. Starting from the second time, boasting is added. Participants break into pairs and show off their faces to each other, who has the tastier chewing gum.

17. Mug faces. Raise your right eyebrow. Lower. Raise your left eyebrow. Lower. Raise and lower both eyebrows. Without opening the lips, move the lower jaw up, down, right, left. Flare your nostrils. Move your ears. Make an etude with a face “I am a tiger that is waiting

prey" or "I'm a monkey that listens." Draw out the face. Break into a smile. Without unclenching your teeth, raise your upper lip and! put her down. Do the same with the bottom lip. At the end of this exercise, give the task to make a face (“who is funnier” or “who is scarier”).

18. Bath. This exercise is performed in two positions.

Children sit on the floor and pat their feet, then calves, knees, shins, thighs. Patting is done alternately, first on one side, then on the other. Simultaneously

with a pat, pronounce the sound [m] on a comfortable note.

Standing, the body is bent at the waist. Gradually, the body straightens up to a vertical state, and in a standing position, pat | goes to the stomach, back, chest. The exercise is good because it automatically turns on the resonators.

19. Airplane. This exercise is best done at the end. It is convenient to check what results the guys have achieved on it. All participants are divided into four groups. Each group is one "motor" of the "aircraft". The teacher turns on each "motor" in turn. "Motors" "work" on the sound [a] and very quietly. When all the "motors" are "on", the teacher begins to slowly raise his hands, increasing the "power" of the "motors" to the highest point of sound, then the sound decreases sharply.

20. The chick hatches. Close your lips. Move the tongue up and down, right and left with an acceleration of the pace.

21. Bell. Open your mouth, beat the edges of your lips with your tongue, like the tongue of a bell.

22. Sting. Open the mouth, stick out the tongue with wave-like movements back and forth.

23. Shovel. Try to reach the protruding tongue to the nose or) chin.

24. Grimace. Make faces for 3 minutes, using all the muscles of the face.

Exercises are repeated 5-6 times, then a pause and relaxation of the lips.

Literature.

Artyomova L.V. Theatrical games for preschoolers. A book for a kindergarten teacher. Moscow: Enlightenment, 1990.

Arushanova A.O. Organization of dialogic communication between preschoolers and peers // Preschool education. – 2001.

Korotkova E.L. Ensuring speech practice in the interaction of work on the development of dialogic and monologue speech. // Reader on the theory and methodology of the development of speech of preschool children / Comp. MM. Alkseeva. - M., Academy, 1999.

Lisina M.I. The development of communication in preschoolers / Under. Ed. A.V. Zaporozhets, M.I. Lisina - M .: "Pedagogy", 1974

Article by Akulova O.V. "Theatrical games of children" // Preschool education, 2006. - N4

Ushakova O.S. The development of the speech of a preschooler. - M .: Publishing House of the Institute of Psychotherapy, 2001.

Theatrical activity is very important in the development of children's speech. It allows you to solve many pedagogical problems related to the formation of the expressiveness of the child's speech, intellectual artistic and aesthetic education. It is an inexhaustible source of the development of feelings, experiences and emotional discoveries, a way of familiarizing with spiritual wealth. As a result, the child learns the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming the difficulties of communication, self-doubt.

By participating in theatrical activities, children get acquainted with the world around them in all its diversity through images, sounds, colors, and skillfully posed questions encourage them to think, analyze, draw conclusions and generalizations. Playing a role, especially entering into a dialogue with other characters, puts the child in front of the need to speak clearly, clearly and understandably. Therefore, the participation of children in theatrical games will contribute to the full development of all aspects of coherent monologue speech, and will become the main prerequisite for successful schooling.

As a result of the purposeful use of theatrical games in direct educational activities, as well as during free activities, children will acquire speech skills, on the basis of which it will be possible to build coherent statements, develop thinking, memory, and imagination. Speech will become more emotional, expressive and meaningful.

Connected speech, being an independent type of speech-thinking activity, at the same time plays an important role in the process of raising and educating children, as it acts as a means of obtaining knowledge and a means of controlling this knowledge. Coherent speech The formation of the skills and abilities of coherent speech in preschoolers is one of the most important tasks of teachers, since the further development of the child's personality and the acquisition of educational knowledge depend on the degree of their formation.

THEATER TALE Coherent speech is a special and complex form of communicative activity. In order to develop coherent speech of preschoolers, theatrical games are used that allow pupils to be interested, keep their attention, liberate, develop reproductive and elements of creative imagination, elementary logical thinking, memory and, most importantly, form the internal motivation of speech utterance. THE GAME

What is the theatrical activity? On the development of sensations, feelings, emotions among its participants; On the development of thinking, imagination, attention, memory; For the development of fantasy; On the formation of volitional qualities; For the development of many skills and abilities (verbal, communicative, organizational, motor, etc.)

The influence of the theatrical game on the development of the child's speech Theatrical game: Stimulates active speech by expanding vocabulary; The child learns the richness of the native language, its expressive means (dynamics, tempo, intonation, etc.); Improves the articulatory apparatus; Dialogic, emotionally rich, expressive speech is formed.

Speech of the child and various types of theater Finger theater * Contributes to the development of speech, attention, memory; * forms spatial representations; * develops dexterity, accuracy, expressiveness, coordination of movements; * increases efficiency, tone of the cerebral cortex.

A holistic impact on the personality of the child: his emancipation, independent creativity, development of leading mental processes; Promotes self-knowledge and self-expression of the individual; It creates conditions for socialization, strengthening adaptive abilities, corrects communicative qualities, helps to realize a sense of satisfaction, joy, and success. Game-dramatization The most "conversational" type of theatrical activity.

The development of coherent speech of children through theatrical activities.

One of the important acquisitions of a child in preschool childhood is the mastery of his native speech.

Unfortunately, in the modern world, more and more often, live communication for children is replacing computers and television, and this trend is constantly growing. As a result, the number of children with unformed coherent speech is steadily increasing. Which negatively affects the development of all speech-cogitative activity of preschoolers, limits their communication needs and cognitive abilities. Every teacher wants the speech of his pupils to be not only correct, but also lively, expressive, so that children feel the beauty and diversity of the language, know how to use its riches.

This problem determined the purpose of in-depth work on the topic:development of coherent speech of children through theatrical activities. Since theatrical performance- this is one of the brightest emotional means that form the personality of the child. In the process of a theatrical game, vocabulary, grammatical structure are activated and improved.speech, sound pronunciation, tempo, expressiveness of speech.

To achieve this goal, the following tasks were defined:

Create the necessary conditions for the development of children's speech in the process of theatrical activities;

To form a steady interest in listening to fairy tales and their performances;

To promote the development of children's speech using theatrical, speech, logorhythmic games and exercises;

To develop the creative abilities of children in theatrical and speech activities;

Interact with parents on this topic in order to develop the speech and creative activity of children.

I started my work with the formation of a subject-developing environment, taking into account the requirements of the Federal State Educational Standard (3.3. Requirements for a developing environment). It is rich in content, transformable, variable, accessible and safe. We have designed a speech development center, where games for the development of speech, various attributes for articulation and breathing exercises, games for the development of fine motor skills of hands are selected.

She created a theater corner with various types of theater: table, finger, plane, theater "Mitten" ......

Working with the children of the second younger group, I drew attention to their interest in bright costumes and figurines of fairy tale characters, hats, masks. It attracted younger preschoolers, first of all, because of the opportunity to change clothes, which means to change. Gradually began to form children's interest in theatrical games. Organized viewing of small puppet shows presented by older children, based on the content of familiar nursery rhymes, poems and fairy tales.

Then we began to get acquainted with the theatrical game through games - imitation of individual actions of a person, animals and birds (the children woke up, stretched, sparrows flap their wings) and imitation of the main human emotions (the sun came out - the children were delighted: they smiled, clapped their hands, jumped in place) . A game-imitation of a chain of successive actions in combination with the transfer of the main emotions of the hero (merry nesting dolls clapped their hands and began to dance; the bunny saw a fox, got scared and jumped behind a tree). A game-imitation of well-known fairy-tale characters (a clumsy bear goes to the house, a brave cockerel walks along the path).

By the beginning of the year, children in the middle group began to speak better, but their speech was not yet sufficiently formed. Now our task has become - to stimulate the desire of children to be included in the performance. Having introduced children to different types of theaters: a table theater, a bibabo theater, a flat theater on a flannelograph, they included in the process of mastering by children mini productions based on the texts of folk and author's poems, fairy tales, stories ("This finger is grandfather.", "Tili-bom", K. Ushinsky "Cockerel with his family", A. Barto "Toys", V. Suteev "Chicken and duckling").

Working on staging fairy tales, at the initial stage she herself actively participated, voiced the words of the author, helped children to perform and voice their roles.

At the next stages, she reduced her participation in the production, giving the children the opportunity to reveal their creative abilities. In this way, children develop self-confidence.

In the course of regulated educational activities, I do a lot of work on the development of monologue and dialogic speech.For this I useexercises for the formation of expressiveness of speech -

pronunciation of tongue twisters, nursery rhymes with a change in the tempo of speech, volume, intonation;

musical-rhythmic warm-ups for the development of rhythmic, clear movements coordinated with the music;

pantomimes, which help to enter the image, develop imagination and plasticity of movements;

exercises for social and emotional development aimed at mastering the means of emotional expressiveness by children.

Work with fairy tales is often accompanied by a slide show. With great interest, children perceive presentations on fairy tales. They love to play the games "Guess the fairy tale", "What fairy tale is the hero from" in multimedia design.

The children grew up ... and their interest in theatrical games grew. Gradually, they got involved in the process of playing communication with theatrical puppets. Playing a fairy tale with children, we use different types of theater. The children really like to tell fairy tales with the help of bibabo dolls. Such activities allow children to develop creativity, imagination, fine motor skills, and help memorize the plot of fairy tales.Children enjoy playing on their own and with their peers. They learn to distribute roles among themselves, to voice the heroes of fairy tales in accordance with their role-playing characteristics, while using the means of expressiveness of speech - intonation and speech.

For more effective achievement of the tasks set, I organized the Origami circle. During the work of the circle, we make paper figures of various animal birds and other attributes for the table theater.These figures allow you to saturate theatrical activities with creative tasks,problem situations, various word games.

Thanks to systemic regulated educational activities and theatrical activities in sensitive moments, children developed active speech and developed playing skills. Children learned to be benevolent spectators, and in acting they began to independently use some means of expression (facial expressions, gestures, strength and timbre of voice, rate of speech).

In working with parents, I strive to achieve such relationships when they become active assistants in the development of children's speech.

I provide advice and guidance to parents. I select games, tasks, exercises that are interesting and accessible in terms of content, which they could independently use at home. Parents are of great help in making scenery, costumes and attributes for fairy tales.

By mastering the theatrical game in children, the game experience has expanded,the vocabulary is enriched and activated, speech becomes more distinct, intonationally expressive,appeared skills aimed at positive interaction with other participants in the game.Children take an active part in holidays and entertainment.

I plan to continue my work on the chosen topic further: to create a shadow and shawl theater, to introduce children to new types of theater, to hold thematic evenings “Visiting a Fairy Tale” and “Theatre Lounge” together with their parents, in which parents will become active participants in the action.

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Table of contents
Introduction ................................................ ................................................. ................3
Chapter 1. Theoretical foundations of the problem of the development of coherent speech in preschool children ................................................. ......6
1.1. Linguistic foundations of the formation of the word-formation side of speech in preschoolers .............................................................. ................................................. ..6
1.2. Review of the literature on the problem under study .............................................. ..13
1.3. The state of the problem under study in the theory and practice of preschool education.................................................................. ................................................. ...................17
Chapter 2. Experimental study .............................................................. ...........eighteen

2.1. The content and methodology for the development of coherent speech of children of senior preschool age ................................................. ...eight

2.2. Ways of formation of coherent speech in children of senior preschool age.................................................................. ................................................. .........................28

2.3. Experimental results .................................................................. ...............................37

Conclusion................................................. ................................................. ..........42

Bibliography................................................ ...................................................43

Applications ................................................. ................................................. ........46

Introduction

Mastering coherent oral speech is the most important condition for successful preparation for schooling. The psychological nature of coherent speech, its mechanisms and features of development in children are revealed in the works of L.S. Vygotsky, A.A. Leontiev, S.L. Rubinshtein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontiev, L.V. Shcherba).

Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The basics of the methodology for the development of coherent speech of preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, O.I. Solovieva, E.I. Tiheeva, A.P. Usovoi, E.A. Flerina. The problems of the content and methods of teaching monologue speech in kindergarten were fruitfully developed by A.M. Borodich, N.F. Vinogradova, L.V. Voroshnina, V.V. Armorial, E.P. Korotkova, N.A. Orlanova, E.A. Smirnova, N.G. Smolnikova, O.S. Ushakova, L.G. Shadrina and others.

Purpose of the study- to identify under what pedagogical conditions it is possible to more effectively develop the coherence of speech in children of older preschool age.

In the course of the work, the following tasks:

- to study the features of coherent monologue statements of children of senior preschool age;

- to determine the pedagogical conditions for the development of coherent narrative speech in children of senior preschool age;

- to develop guidelines for the development of speech coherence in children of older preschool age.

Theoretical basis the work carried out, the provisions on the leading role of activity and communication in the development of personality, the theory of speech activity, formulated in the works of L.S. Vygotsky, S.L. Rubinstein, A.A. Leontiev, the concept of speech development of preschoolers, developed by F.A. Sokhin and O.S. Ushakova, based on the formation in children of language generalizations and elementary awareness of the phenomena of language and speech. In the system of teaching the native language, the formation of coherent speech appears in conjunction with the development of the sound side of the language, vocabulary, grammatical structure of the language, a special place is occupied by work on the semantic component of speech.

The central concept for our work was the concept of "text", which is considered in modern scientific literature as the main unit of verbal communication. Researchers of the text (I.R. Galperin, S.I. Gindin, L.P. Doblaev, T.M. Dridze, G.A. Zolotova, L.A. Kiselnv, G.V. Kolshansky, A.A. Leontiev , L. M. Loseva, N. S. Pospelov, E. A. Referovskaya, I. P. Sevbo, Z. Ya. Turaeva, I. A. Figurovsky, G. D. Chistyakov and others) determine the place of the text in system of language or speech, isolate the proper textual categories inherent only to this unit. The main characteristics of the text are integrity and coherence.

Connectivity as one of the most significant categorical features of a text is characterized by the interaction of several factors: the content of the text, its meaning, the logic of presentation, the special organization of language means; communicative orientation; compositional structure.

Linguistic studies show that the construction of a coherent and coherent text requires the child to master a number of language skills: build a statement in accordance with the topic and main idea; observe the structure of the text; connect sentences and parts of an utterance using various types of connections and various means; select appropriate lexical and grammatical means.

Fundamentally important for our work were the conclusions obtained in the course of the analysis of psychological and linguistic literature that, first of all, children move on to a coherent presentation in stories of a calm nature (A.M. Leushina and others). Pedagogical research has also shown that coherence is primarily formed in narrative and contaminated texts (L.G. Shadrina and others)

Since the scientific and methodological literature contains conflicting points of view on the role of different methods and means in the development of coherent speech of preschoolers, we considered it appropriate to conduct a search and experimental work in which children from 4 to 5 years old (20 people) participated.

Chapter 1. Theoretical foundations of the problem of the development of coherent speech in preschool children

1.1. Linguistic foundations of the formation of the word-formation side of speech in preschoolers

"... Not only the intellectual development of the child, but also the formation of his character, emotions in the personality as a whole, is directly dependent on speech" (L. S. Vygodsky).
That is why among the many important tasks of education and training in preschool institutions, the task of teaching the native language, the development of speech, speech communication is one of the main ones. This general task consists of a number of special, particular tasks:

- education of sound speech;

- consolidation, enrichment and activation of the dictionary;

- development and improvement of the grammatical structure of speech.
The concept of the grammatical structure of speech includes knowledge of grammatical and word formation.

Grammar is a section of the science of language containing the doctrine of the forms of inflection, the structure of words, types of phrases and types of sentences. It includes two parts - morphology and syntax. If syntax studies phrases and sentences, then morphology is the grammatical doctrine of a word. This includes the doctrine of the structure of the word, forms of inflection, ways of expressing grammatical meaning, as well as the doctrine of parts of speech and their inherent ways of word formation.

The peculiar development of the grammatical structure of the language is an important condition for the full-fledged speech development of the child. Modern researchers of children's speech believe that the child masters the grammatical structure of the language in inseparable connection with the entire course of his mental development, in unity with the development of subject-practical activity, the generalization of thinking. Scientists characterize the formation of the syntactic component of the language ability as a spontaneous process in the relationship of the child with the outside world. The speech of an adult for a child is the main source of mastering the grammatical structure of the language. This is especially true for children with intellectual disabilities.

In the pre-revolutionary period, information about word formation was usually included in the description of the grammatical structure of the speech of the Russian language. The works of teachers of the Kazan Linguistic School, primarily I. A. Baudouin de Courtenay, have the greatest value in theoretical coverage of the problem. The merit of these teachers is the thesis about the need to distinguish between synchronous (linguistic connections of this stage) and dischronic (ways of word formation in the past) approaches to word formation.
Krushevsky N.V. also holds the idea that word formation is a system (a word containing a common morpheme, connections of morphemes within a word).

F. F. Fortunatov made a significant contribution to the theory of word formation. In lectures 1901 - 1902. he clearly distinguishes approaches to word formation, creates a doctrine about the form of a word, its ability is divided into a stem and suffixes.

The works of G. O. Vinokur and V. V. Vinogradov had a great importance on the study of word formation. Vinokur in "Notes on Russian Word-Formation" formulated the principles of synchronous word-formation analysis. In the works of Vinogradov, word formation is formed as an independent discipline. In the articles of 1951 - 1952. the connection of word formation with vocabulary and grammar is formulated, the classification of word formation methods in the Russian language is given.

Since the mid-50s, numerous works have appeared on various issues of word formation: B. N. Blovin, V. P. Grigoriev, E. A. Zemskaya, N. M. Shapsky, V. M. Maksimov. The section "word formation" is included in the "Grammar of the Russian language" (1970), "Russian grammar" (1980).

Over the past decades, there has been an active process of word formation in the Russian language. This process directly reflects the constant changes in the vocabulary of the language due to various changes in the life of our society.

The term "word formation" in linguistics is used in two meanings: as the name of the process of formation of new words in a language and as the name of a section of linguistics that studies the word-formation system of a language.

Word formation, as a special section of the science of language, includes two components - morphemics and word formation itself. Morphemics - the science of the significant parts of the word - morphemes, i.e. the doctrine of the structure, structure of the word.

The subject of word formation is the word, the ways of its formation.

The word-formation system of the language is closely connected with its other aspects (levels) - vocabulary and grammar. The connection with vocabulary is manifested in the fact that new words replenish the vocabulary of the language. The connection with grammar, in particular with morphology, is manifested in the fact that new words are formed in accordance with the laws of the grammatical structure of the Russian language.

Thus, new words formed in the language are always formed as certain parts of speech (nouns, adjectives, verbs) with all the grammatical features of this part of speech.

The double contact of word formation - with vocabulary and grammatical structure - finds its expression in the variety of ways in which words are formed. These methods may be in the schematic notation below.

I Morphological

1. Affixation:

- prefix method,

- suffix way,

- prefix-suffix method.

2. Affixless method;

3. Composition;

4. Abbreviation;

II Morphological-syntactic;

III Lexico-semantic;

IV Lexico-syntactic.

These methods have a non-identical role in the process of word formation. The most important is the morphological method by which different parts of speech are replenished, although with different productivity: nouns are rare (superprofit), adjectives are often (pretty, superpowerful).

The formation of speech, namely monologue and dialogic, depends on how the child masters word formation and grammatical structure. If the child makes mistakes in word formation, the teacher should fix his attention on them in order to correct them later in a suitable environment.

Speech- a form of communication that has developed in the process of historical evolution of man, mediated by language. There are three main functions of speech:

1) Speech is the most perfect capacious, accurate and fast means of communication between people. This is its interindividual function;

2) Speech serves as a tool for the implementation of many mental functions, raising them to the level of clear awareness and opening up the possibility of arbitrarily regulating and controlling mental processes. This is the intra-individual function of speech;

3) Speech provides an individual with a communication channel for obtaining information from the universal human socio-historical experience. This is the universal function of speech.

The functions of speech reflect the stages of the real process of development of speech in ontogeny. Speech arises initially as a means of communication in its interindividual function and immediately has an intra-individual effect. Even the first early verbalizations of the child restructure his sensory experience. But still, the intra-individual function of speech is formed somewhat later than the inter-individual one: dialogical speech precedes monologue. The universal function (the use of written language and reading) is actually formed in children during their school years. It is preceded by the acquisition of oral speech by a child in the 2nd year of his life.

Each of the three functions of speech, in turn, is divided into a number of functions. So, within the framework of the communicative interindividual function, the functions of communication and motivation, instructions (indicative) and judgments (predicative), as well as emotional and expressive, are distinguished. In the universal function, written and oral speech stand out.

The communicative function of speech is the initial and fundamental. Speech as a means of communication arises at a certain stage of communication, for the purposes of communication and in the conditions of communication. Its emergence and development are determined, ceteris paribus and favorable conditions (normal brain, hearing organs and larynx), by the needs of communication and the general life of the child. Speech arises as a necessary and sufficient means for solving those problems of communication that confront the child at a certain stage of his development.

Autonomous children's speech . One of the early stages of the development of a child's speech, transitional to mastering the speech of adults. In their form, its “words” are the result of children distorting the words of adults or their parts repeated twice (for example, “koko” instead of “milk”, “kika” instead of “kiska”, etc.). The characteristic features are:

1) situationality, which entails the instability of the meanings of words, their uncertainty and ambiguity;

2) a peculiar way of "generalization" based on subjective sensory impressions, and not on objective features or functions of an object (for example, one word "kika" can refer to all soft and fluffy things - a fur coat, hair, a teddy bear, a cat);

3) the absence of inflections and syntactic relations between words.
Autonomous children's speech can take more or less extended forms and persist for a long time. This undesirable phenomenon delays not only the formation of speech (all its aspects), but also mental development in general. Special speech work with children, the correct speech of surrounding adults, excluding "adjustment" to the imperfect speech of the child, serve as a means of preventing and correcting autonomous children's speech. Autonomous children's speech can take especially developed and prolonged forms in twins or in closed children's groups. In these cases, temporary separation of children is recommended.

Inner speech . Silent speech, hidden verbalization that occurs in the process of thinking to oneself. It is a derivative form of external (sound) speech. It is presented in the most distinct form when solving various problems in the mind, during mental planning, memorization, etc. Through it, the logical processing of the experience gained, its awareness and understanding takes place, self-instruction is given when performing arbitrary actions, self-analysis and self-assessment of one's actions and experiences are carried out.

Inner speech is an important and universal mechanism of human mental activity. According to its genesis, it arises from egocentric speech - a conversation of a preschooler with himself aloud during a game or other activities. Gradually, this conversation becomes silent, syntactically reduced, becoming more and more abbreviated, idiomatic, with a predominance of verb forms. On the threshold of school age, egocentric speech turns into internal speech - speech for oneself and about oneself.

Speech is egocentric . It consists in the fact that a child of early and especially preschool age, engaging in any activity, accompanies his actions with speech, regardless of the presence of the interlocutor.

J. Piaget characterized it as:

a) Speech in the absence of the interlocutor (not aimed at communication);

b) Speech from your own point of view without taking into account the position of the interlocutor.

At present, there is a relatively well-established separation of egocentric speech from "Speech to Yourself" (private speech) as another phenomenon of the child's speech development. The concept of egocentric speech is associated with the egocentric nature of the intellectual position of the child, unable to take into account the point of view of the listener. "Speech for oneself" is formed by statements that do not have an intentional communicative orientation, are not addressed to anyone and do not imply signs of understanding on the part of the listener. "Speech for oneself" is multifunctional: in some cases it can serve as a means of indirect appeal to an adult in order to attract his attention; its main function is connected with the regulation of the activity of the child himself - the creation of a plan for displaying his own actions in speech, planning his own actions. The role of "Speech for Oneself" in the child's mental development consists in correlating the emerging meanings of words with the objective content of actions.

Language development goes through three stages.

1. preverbal - occurs in the first year of life. During this period, in the course of preverbal communication with others, the prerequisites for the development of speech are formed. The child cannot speak. But there are conditions that ensure the mastery of speech by the child in the future. Such conditions are the formation of selective susceptibility to the speech of others - the preferred selection of it among other sounds, as well as a finer differentiation of speech influences in comparison with other sounds. There is a sensitivity to the phonemic characteristics of sounding speech. The preverbal stage of speech development ends with the child's understanding of the simplest statements of an adult, the emergence of passive speech.

2. The transition of the child to active speech . It usually falls on the 2nd year of life. The child begins to pronounce the first words and simple phrases, phonemic hearing develops. Of great importance for the timely acquisition of speech by a child and for the normal pace of its development at the first and second stages are the conditions of communication with an adult: emotional contact between an adult and a child, business cooperation between them and the saturation of communication with speech elements.

3. Improvement of speech as the leading means of communication. It more and more accurately reflects the intentions of the speaker, more and more accurately conveys the content and general context of the reflected events. There is an expansion of the dictionary, the complication of grammatical structures, the pronunciation becomes clearer. But the lexical and grammatical richness of speech in children depends on the conditions of their communication with other people. They learn from the speech they hear only what is necessary and sufficient for the communicative tasks facing them.

So, in the 2-3 year of life, an intensive accumulation of the dictionary takes place, the meanings of words become more and more definite. By the age of 2, children have mastered the singular and plural and some case endings. By the end of 3 years, the child owns a set of about 1000 words, by 6-7 years - from 3000-4000 words.

By the beginning of 3 years, the grammatical structure of speech is formed in children. By the end of preschool age, children practically master almost all the laws of word formation and inflection. The situational nature of speech (fragmentary and understandable only in specific conditions, attachment to the current situation) is becoming less and less pronounced. A coherent contextual speech appears - expanded and grammatically designed. However, elements of situationality are still present in the child's speech for a long time: it is replete with demonstrative pronouns, it has many violations of coherence. In school years, the child moves to the conscious mastery of speech in the learning process. Written speech, reading are assimilated. This opens up additional opportunities for the further development of the lexical, grammatical and stylistic aspects of speech - both oral and written.

1.2. Review of the literature on the problem under study

At present, there is no need to prove that the development of speech is most closely connected with the development of consciousness, knowledge of the world around us, and the development of the personality as a whole. The central link with which the teacher can solve a variety of cognitive and creative tasks is figurative means, more precisely, model representations. Proof of this is long-term research conducted under the guidance of L.A. Venger, A.V. Zaporozhets, D.B. Elkonin, N.N. Poddyakov. An effective way to solve the problem of the development of intelligence and speech of a child is the method of modeling. Through modeling, children learn to generalize the essential features of objects, connections and relationships in reality. A person who has ideas about connections and relationships in reality, who owns the means of determining and reproducing these connections and relationships, is needed today by a society in whose consciousness significant changes are taking place. Society is trying to comprehend and rethink reality, which requires certain skills and certain means, including the ability to model reality.

It is advisable to start teaching modeling at preschool age, since, according to L.S. Vygotsky, F.A. Sokhin, O.S. Ushakova, preschool age is the period of the most intensive formation and development of the personality. Developing, the child actively learns the basics of his native language and speech, his speech activity increases. Children use words in a wide variety of meanings, express their thoughts not only in simple, but also in complex sentences: they learn to compare, generalize and begin to understand the meaning of the abstract, abstract meaning of a word.

The assimilation of the abstract meaning of language units, due to the mastery of the logical operations of generalization, comparison, comparison, abstraction, makes it possible to use modeling not only to solve the problems of developing the logical thinking of a preschooler, but also to solve the problems of developing speech, especially coherent speech. The degree of development of the problem and the theoretical basis of the study. Peculiarities of language and speech acquisition by children in various aspects: the connection of language and thinking, the connection of language and objective reality, the semantics of language units and the nature of their conditionality - were the subject of study by many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, as the main result in the process of mastering speech, researchers call the mastery of the text. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinshtein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development.

According to the definition of S.L. Rubinshtein, the communicator calls such speech, which can be understood on the basis of its own subject content. In mastering speech, L.S. Vygotsky believes, 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 a coherent speech, consisting of a series of detailed sentences. The grammatical connections in a sentence and the connections of sentences in the text are a reflection of the connections and relations that exist in reality. By creating a text, the child models this reality by grammatical means.

The patterns of development of coherent speech of children from the moment of its occurrence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, the change in its functions depends on the content, conditions, forms of communication of the child with others, is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. .M.Lyamina.

The studies of N.G. Smolnikova on the development of the structure of a coherent statement in older preschoolers, and the studies of E.P. Korotkova on the features of mastering various functional types of texts by preschoolers clarify and supplement the methodology for teaching monologue speech. Methods and techniques for teaching coherent speech to preschoolers are also studied in a diverse way: E.A. Smirnova and O.S. Ushakova reveal the possibility of using a series of plot pictures in the development of coherent speech, V.V. Gerbova writes quite a lot about the possibility of using a picture in the process of teaching preschoolers to tell stories , L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

But the proposed methods and techniques for the development of coherent speech are more focused on the presentation of factual material for children's stories, intellectual processes that are significant for constructing a text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by studies carried out under the guidance of F.A. Sokhin and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for criteria for assessing the coherence of speech, and as the main indicator they singled out the ability to structurally build a text and use various methods of connections between phrases and parts of different types of connected statements, to see the structure of the text, its main compositional parts, their relationship and interdependence. .

Thus, the analysis of psychological and pedagogical literature allowed us to discover a contradiction between the characteristics of the speech development of a child of senior preschool age and the theoretical justification for the use of modeling in teaching coherent speech to older preschoolers, between the needs of practice in using modeling in the development of coherent speech and the lack of pedagogical technologies focused on modeling in the work on the formation of preschoolers' skills in the field of text.

1.3. The state of the problem under study in the theory and practice of preschool education

In modern pedagogical practice, there is a very contradictory picture of the state of teaching children of this age of coherent speech. On the one hand, many preschool educational institutions underestimate the ability of children from 4 to 5 years old to master their native language, teaching coherent speech is limited only to the framework of a dialogue or retelling well-known fairy tales and stories, describing individual objects, on the other hand, they are unjustifiably transferred content, forms and methods of teaching coherent speech of older preschoolers in middle groups. This approach is reflected in a number of numerous variable programs.

Thus, there is a contradiction between the needs of mass practice in the method of forming the coherence of the speech of children of middle preschool age and its insufficient development.

Chapter 2. Experimental study

2.1. The content and methodology for the development of coherent speech of children of senior preschool age

At the first stage of the study, the following tasks were solved:

1. Enrich children's life experience; learn to see and name the characteristic features, qualities and actions of objects.

2. To give children ideas about the sequence of actions of characters in a literary work depicted in the picture in game situations; about the structure of a coherent narrative statement.

3. To teach children to arrange pictures in a certain logical sequence, in accordance with the development of actions.

These tasks were solved mainly in the process of subgroup and individual lessons, which created conditions for high speech activity of children, formed an interest in learning activities.

In order to enrich the content of speech, observations were made of the surrounding reality, examination of pictures, conversations on topics of interest to children, during which conditions were created that encouraged the child to make a coherent statement.

A great place was occupied by the reading of fiction, during which the attention of children was drawn to the composition of the work (how it begins, what the story or fairy tale is about, how and how it ends), to its linguistic features. We used methods of selecting synonyms for the characteristics of the heroes of fairy tales (the bunny in the fairy tale "Zayushkina's hut" is a coward, small, pitiful, oblique, gray, weak; the fox is cunning, a deceiver, a cheat, furious; a rooster is brave, daring, vociferous), individual items (in the same fairy tale, a bast hut is wooden, made of boards, logs, warm, durable, will not melt; ice is cold, not durable, snowy, for winter, transparent, will quickly melt in spring).

At the same time, the children's vocabulary was enriched. Games such as "What's gone?", "What does the toy tell about itself?", "Guess the toy" were held, in which the teacher drew the attention of children to individual features of objects, described the toys, and suggested that the children find what is described. So, in the games "What's gone?", "Guess the toy", children learned to pick up nouns corresponding to the subject, object (hare, bear, fox, bun, etc.), and in the game "What does the toy tell about itself" they picked up adjectives characterizing the corresponding toy (bear - clumsy, big, kind, furry, clubfoot; bun - round, ruddy, fragrant, fresh, cheerful, etc.), nouns corresponding to the location of the toy characters (hare - mink, hut, forest, teremok; kolobok - house, stove, etc.).

During the games, preschoolers were taught to answer the questions of the teacher not in one word, but in a phrase, sentence, several sentences. During the games, it was noted that some children easily cope with tasks, therefore, in order to complicate things, games like "What is superfluous?", "Find out by description", competition games developed by E.I. Tikheeva: "Who will see more and will say about the teddy bear", "Tell me what you know about the Masha doll." In them, children learned to independently identify an object, its features, name them, and tell in two or three sentences.

For each correct answer, the child received a figurine of a toy that he was talking about (a figurine for a flannelograph), which increased the children's speech activity and subsequently made it possible to use this material in games on a flannelgraph when plotting plots for subsequent stories (fairy tales).

The role of the adult in games has changed. So, in the beginning, an adult took a leading role and gave samples of the description of toys (objects), and then the children were given independence and the adult only controlled, directed the course of the game, monitored the correct agreement of nouns and adjectives in gender, number and case. Particular attention was paid to the verb, since in the narrative, as linguists emphasize, it acts as the main means of plot development. The ability to identify and name the various actions of the object will be a necessary condition for creating stories of the narrative type.

For this purpose, children were offered didactic games, which were held as part of speech development classes, as well as outside them. As an example, here is a description of some games: "What can be done with this?"

Target: activation in the speech of children of verbs denoting characteristic actions that can be performed with the help of certain objects.

Game progress: The teacher brings the parcel to the children. The box contains various items (a car, a doll, a bear, a pencil, a brush, a pipe, etc.), which can be different each time. “Consider the objects,” the teacher suggests, “they will remain with us if you not only name them, but also answer the question: “What can you do with this?” Children take turns choosing objects, calling them, answering the question If everything is done correctly, then the object remains with the children.The desire to receive the object prompted the child to search for the right word (car - drive, ride friends, ride, carry cargo; bear - play, put to bed; brush - draw, etc.) The teacher with the rest of the children controls the implementation of tasks.In the game, natural objects can be replaced by toys, pictures.

After the children learned to quickly determine the name of the object and its purpose, the following game was offered: " Who can do what?"

Target - to activate in the speech of children verbs denoting the characteristic actions of animals (people of different professions, etc.).

Game progress: the game starts with a short conversation about animals (about different types of work, etc.), during which the children remember different animals, professions, etc. Then the teacher reminds her of the rules. Each player has a picture: "kittens are playing", "hens are pecking grains", "children are playing", etc. ("The poultry house feeds the chickens", "the children ride the train", "the children build a house", "the children meet the new girl", etc.). Fragments of paired pictures are on the table in front of everyone. Children are invited to assemble a similar picture from fragments as quickly as possible. The winner is the one who first folded it and named what animals do (people, children, etc.).

The purpose of the game "Where we were, we won't say, but whatdidshow"- learn to call an action a word, use verbs correctly (time, person).

Game progress: the teacher, referring to the children, says:

- Today we will play like this: the one we choose as the driver will leave the room, and we will agree what we will do. When the driver returns, he will ask: "Where were you? What were you doing?" We will answer him: "Where we were, we will not say, but we will show what we did."

Choose a driver, he goes out. The teacher pretends to be drawing.

- What am I doing? he asks the children.

- Draw.

Let's all draw.

The driver is invited. Having guessed, they choose a new driver. The game continues. The teacher suggested that the children themselves come up with an action (as a hint, plot pictures were used that depicted the actions of adults, children, animals, etc.). In this game, we teach not only to invent and show different situations, but also to select the appropriate words, build a phrase, a sentence.

Work on the semantics of the word was also carried out in free activities with children. They were explained that the same words can have different meanings depending on the situation of communication, context. For example: a handle - for a doll, a locker, etc.; prickly - cactus, hedgehog, bush, etc. Conducted exercises: "How can you say differently?", "Say the opposite." In the course of the first one, the children got the opportunity to practice choosing synonyms (bear - big, huge, huge; hare - small, tiny; sun - bright, radiant, warm, hot, hot, etc.). In the second exercise, preschoolers picked up antonyms (big - small, kind - evil, furry - smooth, warm - cold, brave - cowardly, etc.).

Considering a connected text as a set of sentences, we paid great attention to the work on the sentence, while taking into account its role in the text.

In addition to subgroup classes, frontal classes were held, where children were introduced to different options for the beginning and end of fairy tales, stories based on ready-made literary works and a series of illustrations for them. Children retold fairy tales and their separate parts.

At the first lesson, children were taught to build sentences for the beginning and end of a fairy tale. The teacher asked the children to remember the fairy tale "Masha and the Bear" (fig. E. Rachev) and answer the questions: "What is this fairy tale about? How does it begin? How does it end?" After the children answered, the adult, in a certain sequence, laid out illustrations for the fairy tale (three) in front of them and asked them to say, using the text of the fairy tale, what is shown in the pictures. Particular attention was paid to the first and last pictures, the children were led to an accurate reproduction of the beginning and end of the tale. In case of difficulty, the teacher provided assistance, which consisted in the fact that he began the sentence, and the children needed to add the right word.

In his free time, familiar fairy tales and pictures for them were offered ("Zayushkina's hut", "Three Bears", etc.). Some children found it difficult to independently come up with a picture sentence and determine the sequence of illustrations. Therefore, an adult, depending on the situation, either laid out the pictures himself, or did it with him. In these situations, children learned to make sentences, find illustrations that correspond to the text of fairy tales and arrange them in a given sequence.

In order to consolidate the ability to build a sentence that defines the main content of what is shown in the picture, as well as to determine the sequence of actions, the exercise "Recognize and name" was carried out.

The children were offered sets of pictures with a sequential development of the action on the theme "From morning to evening" (developed by the author). The teacher asked: “Look carefully and say who is shown in the pictures? What is he doing in the first picture? What do you think he will do next? Find the picture (the child must find the necessary picture). How will it end? (The child found the picture again and called what was drawn on it). The performance of tasks was checked by visual comparison with the correct arrangement of pictures. Comparing, the child conveyed the content of the pictures in speech.

In the course of completing this task, many children experienced difficulty in determining the sequence of actions and laying out pictures, so they very often turned to the help of a teacher.

Simultaneously with a series of pictures, dramatizations with toys were used, in which the main characters performed a series of actions (a bear and a bunny swing on a swing; a Masha doll and a hedgehog build a house; a little fox rides a horse, etc.). Then they were offered ready-made game situations created by adults with the help of toys and figurines on a flannelgraph.

Let's take an example of such a situation: "Guests come to Masha's doll." There are toys on the table, arranged in the form of a room: a table, cups, a sugar bowl, a teapot on the table; doll Masha is standing next to the table; A bunny and a bear are sitting at the table.

The teacher says: "Today guests came to Masha. She decided to give them tea. What did Masha do?"

Children: "Put the cups and teapot."

Then the teacher performs actions that the children call: "Masha sat down at the table; pours tea; treats guests with sweets; serves a cup to the bear." In conclusion, the teacher suggested that they think of what Masha and the guests would do when they had tea. The children came up with a situation, and the teacher staged it with the help of toys ("Birthday", "We are going to visit", "We are building a house", etc.).

An important role was played by the questions: "What do you think the toys want to tell us about? (picture on the flannelgraph?)" ("... about how Masha met the guests; about the puppy's birthday, etc."). These types of questions helped determine the topic of the utterance.

Game actions increased the mental activity of children, put them in such circumstances that required the necessary utterance. The repetition of game actions contributed to the repeated pronunciation of words, phrases, sentences, fragments of the story and their transfer to an independent statement.

Game situations allowed children to master the skills necessary to build a coherent monologue statement: select lexical material in accordance with the topic and situation of the statement, use a variety of syntactic constructions. They aroused great interest in children and were transferred by them to independent games, accompanied by high speech activity.

At the same time, it was still difficult for some children to independently compose sentences on the situation, they only agreed on separate words and phrases for the teacher.

In order to consolidate the ability to determine the sequence of statements, to see and correct inaccuracies in the text when using pictures, the second lesson was held.

On it, Toropyzhka came to the children from the fairy tale and reported that all their books were "sick". Everything in them is confused: instead of a beginning, an end, and vice versa; in the fairy tale about "Little Red Riding Hood" the Gingerbread Man appears, etc. Fairy tale characters ask children for help. If they determine where in the story (fairy tale) the beginning and where the end; find inaccuracies in the text and correct them themselves, then all the books in the fairy tale will become healthy. Toropyzhka expressed concern about whether the children would cope with the task or not. The teacher reassured him and said: "Don't worry, Hurry! In order to learn to notice inconsistencies, inaccuracies in a story or a fairy tale, we have wonderful pictures and interesting games that will help children." Children with the participation of Toropyzhka again laid out the pictures of the series "From morning to evening" in a logical sequence. The task was carried out in subgroups. Each of them received two pictures: the bunny is sleeping, doing exercises, washing, having lunch, exercising, playing. It was necessary to first name the first action and show the first picture, then the second and name the action. If at the beginning of training these pictures were used to teach preschoolers to build sentences, and an adult provided assistance in determining the sequence, then in this situation each child acted independently. After completing the task, the children could check themselves. The manual was made in such a way that on the reverse side of each picture there was a window, inside of which there was an arrow indicating the direction of action. In the course of completing this task, all children were able to name the actions shown in the pictures, many told in two or three sentences, but there was a violation of the sequence in the presentation of events, which was indicated by the incorrect arrangement of the cards (8 people out of 20).

To consolidate the skill of determining the sequence of actions, the children were offered other series of plot pictures with sequentially developing events (pictures from N. Radlov's book "Stories in Pictures").

In order to test how much they can notice inconsistencies in speech without the use of visual material, a game was conducted "Does it happen or not?"

It contributed to the development of logical thinking, the ability to notice inconsistencies in stories, establish connections between phenomena and express them in words.

Game progress: The teacher explains the rules of the game:

- Now I'm going to tell you about something. In my story, you should notice something that does not happen. Whoever notices, let him, after I finish, say why it cannot be so.

Example teacher stories:

"Autumn has come. All the birds have flown away. The children became sad. "Let's make birdhouses for the birds!" Vova suggested. When the birdhouses were hung up, the birds settled in them, and the children began to have fun again."

"All the children were delighted with the onset of autumn. "Now we will collect beautiful leaves and make bouquets," said Sveta. "And I like to swim in the river," Lyuda said, "my mother and I will go to the river and sunbathe."

(At first, the teacher's stories were accompanied by a display of pictures that clearly demonstrated violations of the sequence and logic of actions. When the game was repeated, visualization was not used). The correct performance of the task was encouraged by a colored figurine for the flannelgraph. The winner in the game was the one who had more figures and could compose the plot of the picture on the flannelgraph without violating the logic of the unfolding of events. The adult encouraged the children to make sentences and short stories based on these pictures, which helped to consolidate the children's ideas about the structure of a coherent statement and formed the ability to use a variety of syntactic constructions depending on the context. All these tasks required a lot of individual work with children. So, the teacher showed them pictures on a flannelograph and asked questions: "Do you like this picture? Everything on it is right? What can you change in it? Let's do it together?"

If the child easily and quickly coped with the task, he was asked to listen to a story or a fairy tale based on this picture. Further, the child himself finished speaking individual words, phrases (literary works familiar to the children "Gingerbread Man", "Masha and the Bear", "Three Bears", "Bubble, Bast Shoes and Straw" were used).

In the next two lessons, they continued to acquaint children with different options for the beginning and end of fairy tales. In order to create interest and desire to participate in the follow-up activities, children were invited to the room of fairy tales. In it they were met by Toropyzhka and the grandmother storyteller. Toropyzhka thanked the children for their help, all their books "recovered", but now he really wants to compose stories and fairy tales himself, but he does not know how to do this. So he wants to know how stories and fairy tales turn out? "Really, how do they get it?" - the teacher asked the storyteller. She answered: “I know a lot of fairy tales and stories, I like to tell them to children, but I don’t know how they turn out, or maybe I knew and forgot. I became old.” Then the teacher turned to the children with questions that helped them remember how fairy tales or stories can begin and end. So, the teacher asked: "Why would you start to compose a story or a fairy tale?" The children answered: "Once upon a time...", "In a certain kingdom...". The teacher helped the children to remember some options, for example: "And I would start with the word: "Once upon a time ...", etc. "How can I finish a story or a fairy tale?" - they asked the children further. Answers: "That's the end of the fairy tale ...", "Began to live, live ...".

During the lesson, attention was drawn to the fact that in a story, a fairy tale there is a sequence that cannot be violated. In conclusion, the storyteller asked the children a riddle: illustrations for the fairy tale "Masha and the Bear" were laid out in front of them, you need to guess which fairy tale they are from and restore the sequence. After guessing correctly, the children were told this work.

In order to encourage children to create independent statements, ready-made situations were used. So, the teacher suggested: "Help me, please. I will tell my story (fairy tale), and you will show it." (The child listened attentively and arranged figures on the flannelgraph or toys. The teacher helped the child, directed his actions.)

"I have already prepared toys to tell Ruslan and Sasha yesterday's story. After all, they were not in kindergarten, but I need your help. You listened very carefully to the story, and I forgot some words. Let's tell the story together."

"Guests came to us (3-4 children from a parallel group). They heard that you are learning to invent different stories and fairy tales. Let's show what we have learned." The teacher discussed with the children what situation to create. Then one of them spoke about this situation. The adult suggested to the child the beginning of sentences, separate words, phrases connecting parts of the text. So, an adult created the following situation with the help of toys: a girl is picking mushrooms in the forest, and a bear is walking towards her. Here is an example of a shared story:

R .: - The girl went into the forest and got lost.

E .: - She was walking and suddenly ...

R .: - I saw a bear.

E .: - The girl is very ...

R: I was scared.

E .: - But the bear told her ...

R: Don't be afraid of me.

E: I can...

R: Bring home. He took the girl by the hand and led her.

By the end of the first stage of training, the children learned to lay out the pictures in a given sequence; create with the help of an adult stories from toys, figurines on a flannelograph; eliminate violations of logic in ready-made situations; transferred games and game situations to independent activity.

2.2. Ways of formation of coherent speech in children of senior preschool age

At the second stage of the experiment, the following tasks were solved:

1. To form the independence of statements, their structural design.

2. To consolidate the ability to combine sentences in a text in different ways, using a variety of communication methods.

At this stage, as at the first stage, toys, figurines on a flannelograph, a tabletop theater were used in order to create game situations that would enrich the content of the child's speech; avoid stereotypes in children's statements; structure them.

At the first lesson, children continued to get acquainted with the beginning of the story; consolidated ideas about different options for the beginning on the example of familiar fairy tales and stories; strengthened the ability of children to determine the main theme of the story. They developed the idea that at the beginning of the statement the main characters of the work are usually called and the event that gives impetus to the development of the plot is told.

The main content of the lesson was a retelling of the fairy tale "Masha and the Bear". The lesson was held in the room of fairy tales. The storyteller offered the children to guess her riddles: "Look at the picture. What fairy tale (story) are these characters from? Name them. Remember how this fairy tale (story) begins." If the children coped with the task and guessed the riddle, then the storyteller gave the children a book with this work and pictures that the children could use in independent games.

In game situations, children learned to name the main characters depicted in the picture, to retell the beginning of the work.

In order to consolidate the skills acquired in the lesson, the children were asked to show the sequence of a literary work with the help of pictures; led to the reproduction of familiar fairy tales, stories. For example, here is a fragment of the recording of the lesson: " Look guys, who is this?(the teacher shows a picture of a girl walking in the forest, drawing by E. Rachev for the fairy tale "Masha and the Bear").

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2.1. The content and methodology for the development of coherent speech of children of senior preschool age ................................................. ...eight

2.2. Ways of formation of coherent speech in children of senior preschool age.................................................................. ................................................. .........................28

2.3. Experimental results .................................................................. ...............................37

Conclusion................................................. ................................................. ..........42

Bibliography................................................ ...................................................43

Applications ................................................. ................................................. ........46

Introduction

Purpose of the study- to identify under what pedagogical conditions it is possible to more effectively develop the coherence of speech in children of older preschool age.

In the course of the work, the following tasks:

- to study the features of coherent monologue statements of children of senior preschool age;

- to determine the pedagogical conditions for the development of coherent narrative speech in children of senior preschool age;

- to develop guidelines for the development of speech coherence in children of older preschool age.

Connectivity as one of the most significant categorical features of a text is characterized by the interaction of several factors: the content of the text, its meaning, the logic of presentation, the special organization of language means; communicative orientation; compositional structure.

Chapter 1. Theoretical foundations of the problem of the development of coherent speech in preschool children

1.1. Linguistic foundations of the formation of the word-formation side of speech in preschoolers

- education of sound speech;

- consolidation, enrichment and activation of the dictionary;

- development and improvement of the grammatical structure of speech. The concept of the grammatical structure of speech includes knowledge of grammatical and word formation.

F. F. Fortunatov made a significant contribution to the theory of word formation. In lectures 1901 - 1902. he clearly distinguishes approaches to word formation, creates a doctrine about the form of a word, its ability is divided into a stem and suffixes.

Since the mid-50s, numerous works have appeared on various issues of word formation: B. N. Blovin, V. P. Grigoriev, E. A. Zemskaya, N. M. Shapsky, V. M. Maksimov. The section "word formation" is included in the "Grammar of the Russian language" (1970), "Russian grammar" (1980).

Over the past decades, there has been an active process of word formation in the Russian language. This process directly reflects the constant changes in the vocabulary of the language due to various changes in the life of our society.

The term "word formation" in linguistics is used in two meanings: as the name of the process of formation of new words in a language and as the name of a section of linguistics that studies the word-formation system of a language.

Word formation, as a special section of the science of language, includes two components - morphemics and word formation itself. Morphemics - the science of the significant parts of the word - morphemes, i.e. the doctrine of the structure, structure of the word.

The subject of word formation is the word, the ways of its formation.

Thus, new words formed in the language are always formed as certain parts of speech (nouns, adjectives, verbs) with all the grammatical features of this part of speech.

The double contact of word formation - with vocabulary and grammatical structure - finds its expression in the variety of ways in which words are formed. These methods may be in the schematic notation below.

I Morphological

1. Affixation:

- prefix method,

- suffix way,

- prefix-suffix method.

2. Affixless method;

3. Composition;

4. Abbreviation;

II Morphological-syntactic;

III Lexico-semantic;

IV Lexico-syntactic.

These methods have a non-identical role in the process of word formation. The most important is the morphological method by which different parts of speech are replenished, although with different productivity: nouns are rare (superprofit), adjectives are often (pretty, superpowerful).

The formation of speech, namely monologue and dialogic, depends on how the child masters word formation and grammatical structure. If the child makes mistakes in word formation, the teacher should fix his attention on them in order to correct them later in a suitable environment.

Speech- a form of communication that has developed in the process of historical evolution of man, mediated by language. There are three main functions of speech:

1) Speech is the most perfect capacious, accurate and fast means of communication between people. This is its interindividual function;

2) Speech serves as a tool for the implementation of many mental functions, raising them to the level of clear awareness and opening up the possibility of arbitrarily regulating and controlling mental processes. This is the intra-individual function of speech;

3) Speech provides an individual with a communication channel for obtaining information from the universal human socio-historical experience. This is the universal function of speech.

1) situationality, which entails the instability of the meanings of words, their uncertainty and ambiguity;

2) a peculiar way of "generalization" based on subjective sensory impressions, and not on objective features or functions of an object (for example, one word "kika" can refer to all soft and fluffy things - a fur coat, hair, a teddy bear, a cat);

Speech is egocentric . It consists in the fact that a child of early and especially preschool age, engaging in any activity, accompanies his actions with speech, regardless of the presence of the interlocutor.

J. Piaget characterized it as:

a) Speech in the absence of the interlocutor (not aimed at communication);

b) Speech from your own point of view without taking into account the position of the interlocutor.

Language development goes through three stages.

1.2. Review of the literature on the problem under study

1.3. The state of the problem under study in the theory and practice of preschool education

Thus, there is a contradiction between the needs of mass practice in the method of forming the coherence of the speech of children of middle preschool age and its insufficient development.

Chapter 2. Experimental study

2.1. The content and methodology for the development of coherent speech of children of senior preschool age

At the first stage of the study, the following tasks were solved:

1. Enrich children's life experience; learn to see and name the characteristic features, qualities and actions of objects.

2. To give children ideas about the sequence of actions of characters in a literary work depicted in the picture in game situations; about the structure of a coherent narrative statement.

3. To teach children to arrange pictures in a certain logical sequence, in accordance with the development of actions.

These tasks were solved mainly in the process of subgroup and individual lessons, which created conditions for high speech activity of children, formed an interest in learning activities.

In order to enrich the content of speech, observations were made of the surrounding reality, examination of pictures, conversations on topics of interest to children, during which conditions were created that encouraged the child to make a coherent statement.

For this purpose, children were offered didactic games, which were held as part of speech development classes, as well as outside them. As an example, here is a description of some games: "What can be done with this?"

Target: activation in the speech of children of verbs denoting characteristic actions that can be performed with the help of certain objects.

After the children learned to quickly determine the name of the object and its purpose, the following game was offered: " Who can do what?"

Target - to activate in the speech of children verbs denoting the characteristic actions of animals (people of different professions, etc.).

The purpose of the game "Where we were, we won't say, but whatdidshow"- learn to call an action a word, use verbs correctly (time, person).

Game progress: the teacher, referring to the children, says:

- Today we will play like this: the one we choose as the driver will leave the room, and we will agree what we will do. When the driver returns, he will ask: "Where were you? What were you doing?" We will answer him: "Where we were, we will not say, but we will show what we did."

Choose a driver, he goes out. The teacher pretends to be drawing.

- What am I doing? he asks the children.

- Draw.

Let's all draw.

Considering a connected text as a set of sentences, we paid great attention to the work on the sentence, while taking into account its role in the text.

In addition to subgroup classes, frontal classes were held, where children were introduced to different options for the beginning and end of fairy tales, stories based on ready-made literary works and a series of illustrations for them. Children retold fairy tales and their separate parts.

In order to consolidate the ability to build a sentence that defines the main content of what is shown in the picture, as well as to determine the sequence of actions, the exercise "Recognize and name" was carried out.

In the course of completing this task, many children experienced difficulty in determining the sequence of actions and laying out pictures, so they very often turned to the help of a teacher.

Let's take an example of such a situation: "Guests come to Masha's doll." There are toys on the table, arranged in the form of a room: a table, cups, a sugar bowl, a teapot on the table; doll Masha is standing next to the table; A bunny and a bear are sitting at the table.

- development and improvement of the grammatical structure of speech.
The concept of the grammatical structure of speech includes knowledge of grammatical and word formation.