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Presentations on the development of dialogic speech in elementary school. Teaching dialogical speech. evaluate the effectiveness of the developed

Mastering conversational speech occupies an important place in the system of work on developing children's communication skills. How to develop a child’s desire to communicate, what a teacher needs to pay special attention to when teaching children how to conduct a dialogue, says the author of the article.

Today, it has become commonplace to say that children need to develop general educational skills (or universal learning activities (ULA), key competencies), among which communication skills are especially highlighted. The presence of well-developed communication skills means well-developed speech, the ability to enter into dialogue, work in a group, express one’s point of view and defend it, accept someone else’s point of view, etc. Much attention is paid to this during the training process, but the fact remains that graduates Most schools do not have the listed skills.

In order for the child to develop the listed skills, teachers work hard on the development of speech. They are convinced that if this activity is successful, then the skills to listen, argue, make arguments, and distribute roles in the group will arise by themselves. The teacher is confident that by working on the vocabulary and development of children’s coherent speech, he will be able to bring them to the level of free communication in dialogue. At the same time, the teacher hopes for the children’s active participation in dialogue, independence in judgment, and reflection, but, alas, we see the opposite. Why? Probably, the objective reasons lie in the inability of children to interact with each other, participate in dialogue, and adequately evaluate themselves and others.

Let us consider and compare the concepts of “speech development” and “development of speech activity”, so often identified by teachers.

Speaking about the formation of communicative skills and having in mind primarily dialogical skills, let us remember that dialogue is the primary, most natural form of speech in primary school age. But is it included in the concept of “speech development”? First, we will give definitions of the concepts “speech” and “speech activity”.

Speech is a way of formulating and shaping thoughts through language. Speech activity– a form of communicative social activity (verbal communication), which is the interaction of people through speech. Any human activity has the following structure: needs and motives; goals; conditions and means of achieving goals; actions, operations included in the ways of achieving goals; result.

Hence, speech activity can be called an active, goal-oriented, motivated, substantive (substantive) process of issuing and (or) receiving thoughts formed and formulated through language, aimed at satisfying the communicative and cognitive needs of a person in the communication process.

Under speech development implies: enrichment of vocabulary (increasing the active vocabulary, working on the use of synonyms, antonyms, etc.); development of coherent speech (learning to construct various types of text, both oral and written - descriptions, narration, reasoning).

Every teacher does this, organizing his teaching work and the activities of children. Note that the task of developing the child’s dialogical speech is not even set. It is understood that the child must first master certain speech knowledge in order to participate in dialogue, and then enter into it. Teachers for the most part hope that if they enrich the child’s vocabulary, teach the appropriate use of synonyms, and provide a scheme for constructing a text (statement), then with further training he will be able to participate in dialogue and master the skills of conducting it fluently and masterfully.

But where does the confidence come from that everything should work out automatically? How will dialogue arise on its own? Why do we forget about dialogue as a special – primary – form of child speech?

Subsequently, middle-level teachers are indignant at primary teachers - they did not teach them how to debate, express their point of view, or simply interact with peers (not to mention productive cooperation) and immediately try to impose dialogue in the 5th and subsequent grades. But, unfortunately, there are no “ready-made” dialogical children. They should not be confused with children who can simply carry on a conversation “about the weather” and answer questions of a frontal nature.

Imagine that a child has a rich vocabulary, he knows what and how to say, he knows how to choose synonyms, construct a sentence, a text. But he stubbornly remains silent and does not enter into dialogue. What to do in such a situation? It is necessary to remember the motives, the child’s need to talk. Unfortunately, we do not support or develop this need. Adhering to thematic plans, we do not take into account the needs of children in dialogue.

Then we are faced with the fact that children do not want to participate in dialogue, they have really forgotten how (paradox!), with developed speech, to speak out in a group, class, to defend their opinion, they do not want to enter into debates, because previously no one has talked about anything with them asked. It turns out that we are only developing the speech of children (as a means of speech activity), with the help of which, as it seems to us, they will speak, but we need to develop speech activity. And this is the most important task of an elementary school teacher.

For the development of speech activity it is necessary: ​​support for communication motivation; assistance in achieving the goal of speech activity - the impact of the speaker (writer) on the communication partner, the consequence of which is changes occurring in his information field (understanding - misunderstanding, verbal - non-verbal reactions - result); creating conditions and means to achieve the goal; formation of skills to operate with methods (actions, operations) to achieve a goal; formation of skills to create a “product” of speech activity - meaningful inference (reading, listening), text (speaking, writing).

Thus, the development of speech is only a means and way of realizing speech activity.

Support communication motivation– the most important thing is where the development of speech activity and learning productive dialogue begins. Let us emphasize that we are not talking about a conversation, not about frontal work, but about a dialogue during which children, together with the teacher, solve certain problems.

It is well known that primary school age is the period when children “ask” questions. And it is precisely the stage of teaching children to ask questions that is a motivating moment for the child, and ability to formulate questions– the starting point in solving the problems of developing children’s speech activity in educational dialogue.

Children's desire to ask is naturally motivated, and this motivation must be strengthened. It is necessary not only to allow children to ask questions and encourage them to do so, but also to teach them how to pose questions, based on children’s verbal subjective experience.

There is no need to cut short the child, you need to support his natural, natural need to speak and raise a child not to “answer well”, but to “ask well” (G.A. Tsukerman), and asking not only the teacher, but also his peer, and himself (expected we have the skills of reflection and control, which are completely absent in our children). Then we can hope that we are raising an independent person capable of making choices, working with information, taking responsibility for their actions, etc.

Let us give an example of how a teacher organizes work to develop initiative in asking questions and initiating dialogue among primary school children.

Teacher: Guys, I made a sentence of four words. I’ll call them: “wasp”, “catch up”, “bumblebee”, “striped”. Compose my proposal.
(The first time you need to explain everything.) The words are given as scientists write in dictionaries - this is called the original, initial form. You change the words the way we use them in speech. For example, there are the words “mother”, “bathe”, “little”, “daughter”. Make up a sentence by changing the words as we speak. I agree with you: “Mom bathes her little daughter.”

Of course, we must not forget that during the lessons you and the children made up enough sentences before you started completing this task.

If this is a period of literacy, then for children who read, words can be written in block letters on the board. For the rest, you can prepare object pictures with a wasp and a bumblebee drawn; the word “striped” will no longer be forgotten - in the pictures it is in the image of the insects themselves, all that remains is to remind you of the verb if the children forget it when composing a sentence.

Children offer options, but do not guess the teacher’s suggestions. All proposal options are accepted no evaluation is given in any way(verbal, do not confuse with a mark): “wrong”, “incorrect sentence, think again”, “how can there be such a sentence?” and etc.

In the absence of evaluation of children’s statements, your dialogical nature also manifests itself; children must feel once and for all that their opinion has the right to exist, it is as equivalent as the opinion of an adult, but their own, childish. Therefore, do not rush to evaluate, otherwise again all the work (starting with self-assessment - reflection, control) that should be done by the child will be done by you. How can you then, having taken everything into your own hands from the very beginning, reproach children for lack of independence and lack of initiative? The teacher can use the following phrases.

Teacher: An interesting proposal, but mine is different... Such a proposal has a right to exist, but it’s not mine - I have something else... You made an unusual proposal! But still not the same as mine...
Teacher: Can you immediately guess my proposal?
Children are convinced that it is impossible to guess an adult’s proposal.
Teacher: Yes, guys, it’s probably not worth guessing. How can I find out what kind of proposal I made?

If suddenly there is a child who himself says that he needs to ask you something regarding the proposal you have in mind, then you can happily applaud! To kid. So there is an initiative! Let him speak illiterately and confusedly, but you will support him: “Yes, I agree, you can ask me about the proposal, ask me questions.” If not…

Teacher: How can you find out from me what my offer is? What am I asking you? (Questions.) And? (Pause.) I agree, you can also ask me questions.

Depending on the characteristics of the children, you can try to invite them to discuss in pairs or small groups what they can ask the teacher about. We can all work together.

The teacher accepts all possible questions from the children and records them in any way accessible to the children: schematic drawings, icons, etc. You can involve the children in finding a way to record opinions. After fixing each question, the teacher answers the question itself.

Possible questions for children to ask the teacher at his suggestion:

Children: In your sentence, who is catching up - the bumblebee or the wasp?
Teacher: I answer: “Bumblebee.”
Children: Who is your “striped” one?
Teacher: I answer: “Wasp.”
Children: Bumblebee alone?
Teacher: I answer: “A lot.”
Children: How many wasps?
Teacher: I answer: “One.”
Teacher: Make my proposal!
Children: Bumblebees are catching up with the striped wasp!
Teacher: Right! Your questions helped to do this.

It is acceptable that children can ask the same way as one asks: “Who is catching up with whom?”, “Are there many of them there, bumblebees?” etc. The main thing is that the other children and the teacher understand the meaning of the question. In grades 2–4, these same questions will sound differently: “Who performs the action in your sentence?”; “Is the word “striped” a sign of the subject?”; “Is the word “bumblebee” singular or plural?”; “Does the action take place now or in the past (future) time?” etc.

When teaching children dialogue, it is important to remember the single subject of dialogue, i.e. the objective nature of cooperation, to teach this to children, then dialogue will not just be a form of communication (dialogue for the sake of dialogue, the so-called question-and-answer form, often pseudo-dialogue), but precisely dialogue productive, aimed at solving problems together with the teacher and peers.

In the minds of teachers, unfortunately, there is almost no idea that a child always has his own non-normative point of view on any issue discussed in class. A child’s mistake is usually seen as “lack of education, thoughtlessness, and not age-related originality of thought, not a special, natural vision of the subject” (G.A. Tsukerman).

The appendix presents a Russian language lesson in 1st grade, taken from real practice (based on experimental research by G.A. Tsukerman and her colleagues). Using this lesson as an example, we can consider the process of a teacher maintaining the subjectivity of educational cooperation. This situation can arise both in classes in kindergarten and in classes in elementary school during the period of literacy training.

This lesson clearly shows how, by materializing different points of view, the teacher helped the class solve four problems at once:

  • practice sound analysis;
  • see the difference between sounds and letters;
  • to catch the difference in the meaning and sound of a word (a non-trivial task for children with a naive, natural linguistic consciousness, for whom “the word is transparent to the subject”);
  • discover that behind different answers there are smart, correct thoughts, that there are no wrong answers, but there are answers to unasked questions.

Speaking about dialogue, I would like to draw attention to the fact that children, as a rule, are focused on the teacher (“sunflower effect”, according to G.A. Tsukerman). It is to him that they address their statements, they expect feedback and evaluation from him, during the lesson they do not hear the statements of their peers, and their opinion is not authoritative. Remember how the teacher constructs his speech: “Tell ME...”, “All eyes on ME...”; the consequence of this is children’s phrases: “And HE said...”. All the teacher has to do is exclude from his speech the verbs in the past tense: “We got up...”, “We got the textbooks...” and reflect in the words the fact of our participation in the teaching, joint cooperation: “Let’s open the notebooks... Write down the number...”, as we will discover that we have become closer to children, which means it’s truly more dialogical.

“Dialogue is a complex form of social interaction. Participating in dialogue is sometimes more difficult than constructing a monologue. Thinking over your remarks and questions occurs simultaneously with the perception of someone else's speech. Participation in dialogue requires complex skills: listening and correctly understanding the thought expressed by the interlocutor; formulate your own judgment in response, express it correctly using language; change the topic of verbal interaction following the thoughts of the interlocutor; maintain a certain emotional tone; monitor the correctness of the linguistic form in which thoughts are expressed; listen to your speech in order to control its normativity and, if necessary, make appropriate changes and amendments,” says M.M. Alekseeva. Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot be a means of communication.


In a preschool educational institution, when developing children's speech, the main task is set: to form coherent oral speech and speech communication skills of preschoolers with people around them. This task is achieved by developing monologue and dialogic speech in children. Starodubova N.A. states: “The need to talk with other people, to share with them one’s thoughts, feelings, and experiences is inherent in humans. It is inherent in a child to an even greater extent. This need must be widely used in the interests of developing children’s speech, guiding the direction of their thoughts and the growth of their stock of ideas.” The problem of developing dialogic speech has been studied by many domestic and foreign literature specialists in different periods of time. These are scientists such as: E.A. Tikheyeva, A.M. Borodich, O.I. Solovyova, O.S. Ushakova, V.V. Gerbova, A.G. Arushanova, E.A. Flerina and others.


Through dialogue, the child obtains useful information and satisfies his need for communication. Features of dialogue according to L.P. Yakubinsky: - consists of individual replicas or a chain of speech reactions; - carried out either in the form of a conversation between two or more participants, or in the form of alternating questions and answers; - participants in the dialogue always understand what is being said and do not need to expand their statements and thoughts; - speech can be abbreviated, incomplete, fragmentary; characterized by short-term reflection on the remark, colloquial vocabulary and phraseological units, simple and complex non-union sentences, the use of templates, speech stereotypes, cliches; - connectivity is ensured by at least two interlocutors; - often accompanied by facial expressions and gestures; - stimulated not only by internal, but also by external motives.


But often, when observing educational work with children in preschool educational institutions, it is noticeable that conversations with children are not planned and carried out systematically, the development of dialogue skills in children is not provided for, it is mainly the teacher who speaks in the conversation, and the speech load of the children is small. Children in classes are not taught to ask questions or formulate detailed, competent answers. Game situations and exercises to develop communication abilities are not used enough. Often, the professional skills of educators are at a low level, which is associated with little work experience or, generally, a lack of pedagogical education. The busyness of parents, and in some cases their pedagogical illiteracy, also does not contribute to the development of dialogical skills in children. As a result, children who come to school from kindergartens do not know how to build a dialogue on their own and have insufficient speech activity. Therefore, this work on developing dialogue in children is relevant and appropriate.


In early preschool age, a child’s speech develops rapidly. But this development occurs only under the influence of an adult. Therefore, it is important that the child is surrounded by people who can speak correctly. The development of dialogue is inextricably linked with another type of coherent speech - monologue, as well as with the development of all components of oral speech, practical mastery of speech norms. Such as: the formation of a vocabulary, the sound culture of speech, the grammatical structure of speech, the formation of interest and the need for reading. The development of coherent dialogical speech of children occurs both during direct educational activities (classes) and outside it at any convenient time and can last from 1 minute to 15, take place frontally, in subgroups and individually.


In the basic general education program “From birth to school”, edited by N.E. Veraksa, the development of dialogical speech is included in the educational activities “Communication” of the direction “Cognitive - Speech Development”. The educational objectives of the program do not include the separate task of teaching coherent dialogic speech to children of primary preschool age. This is due to the age-related, anatomical, psychological, and mental characteristics of the development of younger preschoolers. The program recommends starting targeted dialogue training starting from the older age group (5 years), and early, junior and middle preschool childhood is the preparatory stage for this.


But a child, having been born, with his cry, is the first to enter into dialogue with others. Being a social creature, a child begins to communicate from the first days of life. This communication is expressed both non-verbal (facial expressions, gestures) and verbal (voice, speech) ways. An adult helps this speech form and develop.


The Romanian scientist psycholinguist T. Slama-Cazacu highlighted: “dialogue occupies a significant place in children’s speech; - in children, in addition to the simple form of communication (call), requests, complaints, orders, prohibitions, “sentimental explanations” are noted; - numerous addresses take an imperative form (“Look!”, “Listen!”, “Go!”). They are characterized by an elliptical form of statements, when individual words replace a whole phrase; - the dialogue takes the form of either a simple or more complex conversation (consisting of remarks) between two children, or a conversation between several children; - in children, dialogue very rarely consists of parallel statements belonging to two speakers who are not interested in each other. The first speaker actually addresses someone, and the listeners answer him, sometimes without adding anything new; - the dialogue between a child and an adult is more complex than between children of the same age, and the remarks follow with an emphasis on consistency due to the fact that the adult gives a more precise direction to the conversation, not being satisfied with the inconsistent or unclear answer accepted by the child-listener;


The structure of the dialogues is quite simple; two-term dialogic units are used. Replies are brief and contain only the information requested by the interlocutor; - in the dialogue of a child of this age, negative remarks occupy an important place; - instability of the group, as well as difficulties in maintaining a conversation with three or four partners. Groupings are constantly changing (one partner joins the dialogue, the other leaves); - inconsistency in the content of the conversation, even in the presence of the same group. When one of the speakers, suddenly carried away by a new interest, begins to talk about something else, the group either does not pay attention to it, or, on the contrary, the whole group, or at least part of it, switches to a new topic" - All these features are necessary take into account when working with children.


Develop a dialogical form of speech. Involve children in conversation while looking at objects, paintings, illustrations; observations of living objects; after watching performances and cartoons. To teach the ability to conduct a dialogue with a teacher: listen and understand the question asked, answer it clearly, speak at a normal pace, without interrupting the adult speaking. The development of dialogue is inextricably linked with the development of memory, thinking, and imagination of the child. It is necessary to give children various exercises, tasks and games to develop these qualities, which will have a beneficial effect on the development of all speech functions.


Conversation between the teacher and the children (unprepared dialogue); - prepared conversation; - reading literary works; - verbal instructions; - speech situations aimed at developing skills in composing dialogues; - various games (role-playing games, verbal didactic games, movement games, dramatization games, dramatization games, etc.)


When conducting conversations, the following is recommended: - from the very beginning it is necessary to win over the child, caress him, interest him either in a toy, or a bright picture, or an animal in a corner of nature, etc.; - you can start a conversation only if the child does not know what to do. If he is passionate about something interesting to him, then the conversation will be inappropriate; - the conversation should take place in a calm atmosphere, and not on the move; - attention to one child should not distract the teacher from other children, you need to see what they are doing, what they are playing; - you need to speak in such a way that the child is satisfied that he was listened to; - you need to know what the children’s interests are, their favorite activities, what’s going on in their family. The content of the conversations is life in kindergarten and at home, their games and entertainment, caring for animals and plants, children’s actions, books, cartoons, films, etc.


A conversation is a purposeful, pre-prepared conversation between a teacher and children on a specific topic. Conversation teaches children to think logically. Helps to gradually move from a concrete way of thinking to the simplest abstraction. During the conversation, preschoolers learn to perform mental operations (analysis, synthesis, comparison, generalization), express their thoughts, listen and understand the interlocutor, and give answers to questions posed that are understandable to others. The teacher talks with children, looking at pictures, book illustrations, objects, toys, observing natural phenomena and objects of living and inanimate nature, as well as about life and everyday situations that are close to the child. Remind children of the need to say “thank you”, “hello”, “goodbye”, “good night” (in the family, group). Help to communicate kindly with each other. Create a need to share your impressions with teachers and parents.


By sincerely and vividly talking about expected events, the teacher helps the child feel significant, confident, and sets him up for a positive tomorrow. The teacher's stories about himself in a fairy-tale form help children overcome various fears and understand the undesirability of certain actions. In my work, there are favorable conditions for joint viewing of pictures, preparing children for retelling and activating proactive speech: - the use of phrases in the beginning of the teacher’s story that contain the emotional attitude of the narrator to the depicted; - inclusion in an adult’s story of sentences containing questions, exclamations, direct speech; - building a plot in strict sequence, so that one statement complements and continues the other.


Reading provides children with examples of dialogic interaction. Dialogues using questions and answers allow preschoolers to master not only the form of various statements, but also the rules of turn, learn different types of intonation, and help develop the logic of conversation. The program can include Russian and foreign folklore: songs, nursery rhymes, fairy tales; original works containing dialogues. Such as the stories of V. Suteev “The Duckling and the Chicken”, “Who Said Meow?”, “The Ship”; Ya. Thai “Aha”, “Cube upon cube”, etc.


You can give your child instructions to put away books and toys, help a friend get dressed, show the new child toys, etc. The teacher asks you to repeat the instructions, which is necessary to assimilate the information and remember it better. After completing the assignment, you need to ask the child how he coped with it. To develop the ability to listen to someone else’s speech, games of instructions “Matryoshka go up and down”, “Ask the bear”, etc. are also useful. Orders should contain one, two or three actions.


They are aimed at transforming the content of the conversation into dialogue; to compose a dialogue based on a speech situation. For example, a teacher suggests a situation: “You came to kindergarten in the morning. What will you tell the kids and the teacher?”, “The phone rings, you answer the phone, what will you say? and etc.


Contribute to the formation and consolidation of dialogical skills. The richer and more varied the dialogue in the game, the higher the level of children's gaming creativity. At the same time, the development in children of the ability to use different types of dialogical cues and follow the rules of behavior contributes to the development of the game itself. To activate children's dialogues in the game, appropriate paraphernalia is needed: toy phones, radio, TV, cash register, etc. The games “Shop”, “Travel”, “Daughters - Mothers” and others are used.


They consolidate the speech skills acquired by children and develop the speed of reaction to what they hear. In the methodology of speech development, many didactic games have been developed (V.V. Gerbova, A.K. Bondarenko, O.S. Ushakova, etc.): “Agree - disagree”, “Add a word”, “One - many”, “Say otherwise”, “Continue the phrase”, “When does this happen?”, “Right - wrong”, “Who is shouting what”, “What has changed?”, various riddles, etc. Games are played with or without the use of visual aids .


Outdoor games containing dialogues (“Kite”, “Geese - geese”, “Paints”, “Crows and a dog”, “Such a leaf, run to me”, “There will be firewood for the winter”, etc.) help teach children to order of remarks, to attentively listening to the remarks of your partners. This is necessary to enter the game in time and escape in time. Finger games and word games also help to activate dialogic speech.


They bring together children who are familiar with the text and can imagine the plot and sequence of game actions. In these games, the child plays the role of a fairy-tale (literary) character, accepts his position, and thereby overcomes the egocentrism characteristic of age. The same text can be dramatized in different ways: with the help of toys, dolls, pictures, through expressive movements and speech. Dramatization games are already accessible to younger preschoolers; they prepare the basis for dramatizations, in which children coordinate play actions with partners and practice dialogues borrowed from literary works. All these methods and techniques are successfully used in working with children of the second youngest group.


All games, tasks and exercises used in the work are aimed at developing in children the following speech skills necessary in dialogue: - recognize, name, describe objects and phenomena (game “Guess the Taste”, “Wonderful Bag”) - ask questions and answer on them (examination of plot pictures, toys, objects; observations) - correlate different parts of speech with each other, using numbers, genders and cases of words correctly (game “One - Many”, “Add a Word”) - find errors in the description and narration and correct them (exercise “What did the snowman mess up”, game “So - right, so - wrong”) - develop acting skills, communicate freely with adults and peers (games - dramatizations, dramatizations) - be polite, friendly, be able to listen to your interlocutor



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MBDOU No. 2 "Kindergarten "Swallow"

The presentation was prepared by the teacher Mandzhieva G.Z.


Connected speech - a semantic, detailed statement (a series of logically combined sentences) that ensures communication and mutual understanding.

Connected speech performs the most important social functions - being a means of communication, it helps the child establish connections with people around him and, importantly, regulates the child’s behavior in society, which is a decisive condition for the development of his personality.


Teaching coherent speech also has an impact on aesthetic education: retellings of literary works and independent children's compositions develop imagery and expressiveness of speech, enriching the artistic and speech experience of children.

The main characteristic of coherent speech is its understandability for the interlocutor.

The main function of coherent speech is communicative, which is carried out in two main forms: monologue And dialogue.


Dialogue speech (dialogue) –

the process of direct verbal communication,

characterized by alternately replacing one

another by replicas of two or more persons.

  • Speech skills themselves
  • Speech etiquette skills .
  • Ability to communicate in pairs, in a group of 3-5 people, in a team
  • The ability to communicate in joint actions, achieving results and discussing them, discussing a specific topic .
  • Nonverbal (non-speech) skills .

Monologue speech (monologue) – process

direct communication, characterized

a speech by one person addressed to an audience

or to yourself

  • Logically consistent statement
  • Expresses one person's thought
  • Full formulation and expansion.
  • Literary vocabulary .
  • Long and preliminary deliberation.
  • Stimulated by internal motives

Description - this is a characteristic of an object in statics

Narration - is a coherent story about some events

Reasoning - this is a logical presentation of the material in the form of evidence

Retelling – meaningful reproduction of literary

sample in oral speech

Story – independent detailed presentation of certain content






« Kitty »

Katya had a kitten.

Kate

loved the kitten.

She gave the kitten water

milk.

The kitten loved to play

with Katya.

« Fishing »

Ilyusha is getting ready to go fishing.

He dug up worms and

went to the river. Ilyusha sat down on

shore and cast a fishing rod.

Soon he caught a bream,

and then - perch. Mother

cooked

Ilyusha has a delicious fish soup.



For example, in the didactic game “Put the doll to sleep,” the teacher teaches children the sequence of actions in the process of undressing the doll - carefully folding clothes on a standing chair, treating the doll with care, putting it to sleep, singing lullabies. According to the rules of the game, children must select from the lying objects only those that are needed for sleep.

Plot-didactic games

Games with objects

Drama games

Word games


Dramatization games help clarify ideas about various everyday situations, literary works “Journey to the Land of Fairy Tales,” and norms of behavior “What is good and what is bad?”

Playing with objects uses toys and real objects

In the plot-didactic game, children play certain roles: seller, buyer in games like “Shop”, bakers in games “Bakery”, etc.


Games with which

form the ability to highlight

essential characteristics of objects,

phenomena: “Guess it?”, “Yes - no”

Games with which

the ability to generalize develops

and classify

subjects for various

signs: “Who needs what?”,

“Name three objects?”

“Call it in one word”

Games used for

development of children's skills

compare, contrast,

do the right thing

conclusions: “It’s similar - it’s not similar”,

“Who will notice more fables?”

Development games

attention, intelligence,

quick thinking,

excerpts, sense of humor:

"Broken phone",

“Colors”, “Flies - does not fly”


Selection of pictures based on common characteristics .

In the game "What grows in the garden (forest, city)?" Children select pictures with corresponding images of plants, correlate them with their place of growth, and combine the pictures according to one feature. Or the game "What happened then?" children select illustrations for a fairy tale, taking into account the sequence of the plot.

Selection of pictures in pairs. - finding completely identical ones among different pictures: two hats, identical in color, style, etc. Then the task becomes more complicated: the child combines pictures not only by external features, but also by meaning: find two airplanes among all the pictures. The planes shown in the picture may be different in shape and color, but they are united by belonging to the same type of object, making them similar.




Remember the incident

Choose an event with your child that you recently participated in together. For example, how you walked along the embankment and watched the fireworks, met your grandmother at the station, celebrated a birthday... Take turns telling each other what you saw, what you did. Remember as many details as possible until you can no longer add anything to what was said.


Travel agency

Every day you and your child go along the usual route - to the store or kindergarten. What if you try to diversify your everyday life? Imagine that you are leaving on an exciting journey. Discuss with your child what type of transport you will use, what you need to take with you, what dangers you will encounter along the way, what sights you will see... While traveling, share your impressions.


My report

You and your child went on some trip just the two of you, without other family members. Invite him to write a report about his trip. Use photographs or videos as illustrations. Give your child the opportunity to choose what to talk about, without leading questions. And you observe what exactly was deposited in his memory, what turned out to be interesting and important for him. If he starts fantasizing, don't stop. The baby’s speech develops regardless of what events - real or fictitious - are reproduced to him.


Stories from pictures

It’s good if you can pick up several pictures related to a common plot. For example, from a children's magazine (like "Funny Pictures"). First, mix these pictures and invite your child to restore order so that they can make up a story. If your child has a hard time at first, ask a few questions. If you don’t have such a set of plot pictures at hand, just take a postcard. Ask your child what is depicted on it, what is happening now, what could have happened before, and what will happen later.


How did it end?

One way to develop coherent speech can be watching cartoons. Start watching an interesting cartoon with your child, and at the most exciting point, “remember” about the urgent matter that you must do right now, but ask the child to tell you later what will happen next in the cartoon and how it will end. Don't forget to thank your narrator!


Criteria for determining the level of development of coherent speech:

Correspondence of the statement to the topic. Disclosure of the topic.

The presence of a clear structure of the statement - beginning, middle, end.

Using a variety of means of communication between sentences and parts of a statement.

Use of means of expression: in descriptions - definitions, comparisons, metaphors; in narratives - dialogue between characters, elements of description, etc.

Individuality in the choice of language means (absence of speech cliches and templates).


Teacher speech rules:

The teacher must adhere to literary norms of pronunciation, eliminate various accents in his speech, the influence of local dialects, correctly place emphasis in words (port - ports, cake - cakes, cream - creams, engineer - engineers);

Remember about the content of your speech (what and how much is said, what is communicated to children);

Remember about the age-related pedagogical orientation of speech (can he speak with preschoolers, can he confidently and intelligibly present information on pedagogical issues to adults - parents, colleagues).

Of all the knowledge and skills, the most
important, most necessary
for life activities is,
of course, the skill is clear, understandable,
speak your language beautifully
IN AND. Chernyshev

Speech development is becoming an increasingly pressing problem in our society.
Coherent speech presupposes mastery of the rich vocabulary of a language, the assimilation of language laws and norms, the ability to fully, coherently, consistently and understandably convey the content of a finished text to others or independently compose a coherent text. slide 5
Coherent speech is a detailed, complete, compositionally and grammatically designed, semantic and emotional statement, consisting of a number of logically related sentences.
On the screen is an approximate scheme for assessing the level of completion of various types of tasks. We use this scheme to determine the level of speech of children entering 1st grade. slide 6

Monologue speech is the coherent speech of one person, the communicative purpose of which is to report any facts or phenomena of reality. Monologue speech is the most difficult type of speech activity for primary school students. A child’s monologue becomes understandable to listeners when all its parts are interconnected and interdependent.
The development of coherent speech is the first and most important condition for a child’s success in school.

Only with well-developed coherent speech can you give detailed answers to complex questions in the school curriculum, consistently and completely, cogently and logically express your own opinions, reproduce the content of texts from textbooks, works of literature and, finally, an indispensable condition for writing programmatic statements and essays.
The results of a survey of oral speech of children entering the first grades of Municipal Educational Institution Secondary School No. 9 (112 people) show that the quality of coherent oral speech in 46 people is low and below average, which is 41%. The main disadvantages of the development of monologue speech in children of primary school age are: distortion of the logic and sequence of utterances, fragmentation, distraction from the topic leading to the formation of side associations, rapid depletion of internal motivations for speech, poverty and stereotyped lexical and grammatical structure, the presence of features inherent in situational speech (an unreasonably large number of pronouns, jumping from one event to another, lexical repetitions). slide 6
Now on the screen you can see profiles of the state of oral speech of 1st grade students. The state of children's speech was analyzed according to the previous scheme; children were offered various types of tasks. According to the results of correctional training at the end of the year, positive dynamics were observed.


Mastering monologue speech and constructing detailed coherent statements becomes possible with the emergence of regulating, planning functions of speech and is possible only if there is a certain level of developed vocabulary and grammatical structure of speech. The proposed system of work on the development of monologue speech in speech therapy classes is based on an integrated approach aimed at solving different but interrelated tasks in one lesson, covering all aspects of speech development and the development of higher mental functions of schoolchildren with speech disorders. We pay attention to the development of monologue utterance in all speech therapy classes; this is a constant direction in the work on developing the speech of primary schoolchildren.

The leading principle of the system of speech development lessons is the relationship between speech, correctional and educational tasks. From class to class, the material of each task gradually becomes more complex, and the content of the exercises varies. The immediate objectives of oral speech development lessons are:

  • Expanding the range of ideas about the objects being studied and the phenomena of the surrounding reality.
  • Constantly increasing students' speech motivation.
  • Simultaneous development of all aspects of oral speech
  • Organization of coherent statements by schoolchildren.

The system of work on the development of monologue utterance is focused on the complex nature of the development of all aspects of speech, taking into account the capabilities of schoolchildren at each level of education and provides the following path. First, everyday vocabulary and incentive phrases of the simplest structure are practiced. This provides elementary forms of communication. The vocabulary necessary to express concepts of a more abstract nature is gradually introduced, and grammatical forms become more complex. On this basis, a transition is made from dialogical speech to descriptive-narrative, and then to the compilation of oral and written coherent texts, i.e. monologue speech. slide 7

Thus, in the 1st grade, the task is to form the need for communication, based on the development and correction of higher mental functions. The main attention is paid to working on words, expanding the range of lexical groups, and developing the ability to accurately select words. slide 8

In 2nd grade, priority is given to the development of skills and abilities of coherent oral utterance - descriptive and narrative texts with different connection options: lexical repetitions, synonymous replacement. Much attention is also given to the formation of the communicative function of speech: dialogue (all options) and monologue statements based on content components. slide 9

3-4th grade is the final stage, given that schoolchildren already have a certain level of formation of mental processes, they have accumulated life and language experience, the main attention is paid to the development of coherent dialogical and monologue speech. slide 9
The following table presents to your attention the stages that we use in correctional work on the development of coherent speech.
At each age level, certain combinations of speech tasks are solved, determined by the principle of continuity. The solution to each problem takes place taking into account the third stages: word, sentence, text.

Stage I - “Word”. slide 10

In dictionary work we pay special attention to the semantic aspect:
. selection of synonyms and antonyms for isolated words and phrases;
. replacing words in a phrase (transparent air - fresh, clean);
. selection of the most accurate word in meaning: (despite ... the weather, the children went for a walk;
. composing sentences with synonymous words (first aid, emergency, ambulance);
. composing phrases and sentences with words belonging to different parts of speech;
. finding polysemantic words (homonyms) in proverbs, sayings, riddles.
There are several ways to explain a new word. Experience shows that when working with primary schoolchildren with various speech impairments, the most productive is the use of various visual aids: showing relevant objects, their actions and signs. To do this, we provide students with various types of help: showing another, sharply different object when compared (squirrel , hare, crow); demonstration of an object, its image in a complete or fragmentary form (drawing of a tree, grass bush) - to form a general concept; recording the observation plan (color of watermelon, color of melon; shape of watermelon, shape of melon); specification of questions when comparing summer and winter clothes (what clothes are worn only in winter or only in summer. These problems are solved more easily using multimedia presentations, computer games, algorithms for composing a sequential story. slide 10

Stage II - “Proposal”. slide 11

Work on the proposal is being carried out in three directions. The first direction is to work out the content side of the sentence to ensure its semantic completeness and communicative expediency. The second is work on speech, which includes developing the skills of precise and complete selection of words to express thoughts, choosing the most successful syntactic structure, and developing intonation skills. The third direction is the formation of the grammatical plan of the sentence, i.e. practicing the skill of correctly connecting words and placing them correctly. In speech therapy classes, all these areas represent a single whole. Work on a proposal begins with its semantic plan, with the creation of visual supports and an explanation of the connections in which objects and phenomena of the surrounding world enter. Work is also underway to develop the ability to think about word combinations and correctly link words into sentences. Here are some examples of sentence structures.
Visual modeling method - a linear scheme for constructing sentences is presented in pictures. slide 12
Another option for working on a proposal is Make a Proposal. Here, using the words of the first column, you need to compose a whole sentence. slide 13
In speech therapy classes, we improve the ability to use simple common sentences in speech. In addition, we carry out practical work on advanced development of more complex syntactic structures. As a result, we create a speech basis for subsequent study in high school of some theoretical information about complex sentences. For example, by becoming familiar with various lexical topics on which we create basic presentations, 4th grade students can learn to construct a complex sentence with a cause clause. For this purpose, the speech therapist teacher gives a sample question and answer: Why does a goose have webbed feet? A goose has webbed feet because it is a waterfowl, using some of the words from the question in your answer. Based on the recorded sample, students answer a series of similar questions: Why do some birds fly south? Why does a sparrow stay for the winter? Why does the tit fly closer to people in winter? etc. slide 14
Next, I want to show the system of working on a proposal in graphic diagrams. In first grade, we form the concept of a sentence, writing words in a sentence. In the second grade, we reveal various connections between words in a sentence. In the third and fourth grades, parts of speech, main and secondary members of a sentence, and the differences between a phrase and a sentence are practiced. slide 15
The next slide shows diagrams of complex sentences used by children in 4th grade. These are sentences with pronouns, synonyms, homogeneous members of the sentence. Such schemes prevent lexical repetitions and help construct sentences with homogeneous members in a grammatically correct manner.

Stage III - “Text”. slide 16
Experience shows that working with text requires the use of additional techniques that ensure semantic integrity and linguistic coherence of the statement.
The authors include the following as the main methods of teaching children coherent monologue speech:

I - teaching retelling;
II - teaching storytelling by perception:
1. description of toys;
2. description of natural objects;
3. storytelling from a picture;

III - learning to tell by presentation (from personal experience);

IV - teaching storytelling from the imagination (creative stories).

After children have mastered the ability to consistently present the content of what they heard, we teach them to compose a retelling. This type of work requires the ability to highlight plot lines in a story. Retelling is an easier type of monologue speech, because he adheres to the author's position of the work, it uses a ready-made author's plot and ready-made speech forms and techniques. This is to some extent reflected speech with a certain degree of independence. The most difficult thing for students is a brief retelling, the purpose of which is to convey the content of what they heard briefly, choosing the most important thing. Any type of story must be preceded by vocabulary work, text analysis, and a clear goal setting. After this, we move on to writing independent stories.

Each exercise, each task included in the lesson is aimed at developing coherent oral speech, ensuring that students use words, phrases, sentences in a coherent text or statement. To eliminate monotony in the work of composing text, we use different types of plans, modifying them. This task is solved in the first lexical lesson, in the work on written coherent speech. Thus, the picture plan slide 17 can be presented in the form of individual subject pictures or a series of plot pictures. The symbolic plan can be completely executed graphically: several strips of different colors will tell the child what needs to be told about the color; drawn geometric figures - about the shape of an object; large and small stripes - about its size, etc.

In grades 3-4, along with the picture-symbolic plan, work on constructing a coherent statement is carried out based on the verbal plan in the form of interrogative or denominative sentences. The interrogative plan, as it is easier to compose an answer, is used when the description of an object or phenomenon presents a certain difficulty for students. Such a plan clearly limits the content of the statement.
In order to develop students' coherent speech, we use graphic diagrams and subject pictures, algorithms for composing a coherent statement. The diagram helps students purposefully perceive, then analyze and reproduce the story. Here is an example of a coherent statement algorithm.

We implement all these areas not only in oral speech, but also in working on independent written speech. Work on presentation and composition takes place in 3-4 lessons. The lexical task is solved in the first lesson, spelling work takes place in the second lesson. The third stage is the implementation of acquired skills and abilities, i.e. writing; error correction is on the fourth.

We are working on interphrase means of communication in two directions: selecting special words and word forms that ensure the connection of sentences in the text, and overcoming vocabulary and stylistic errors, developing students’ ability to more accurately express their thoughts. In the process of working on the text, we compose a synonymous series (hare, animal, he, white hare), using which students overcome a certain stereotyping in the use of words naming the same object; learn to correctly use aspectual and tense forms of the verb, taking into account the simultaneity or multi-temporality of the action (We were on an excursion. Fluffy snow was falling. All the trees stood in frost. etc.); replace less precise words with more precise ones (The swan's neck is long instead of large, etc.).

We work on the content and linguistic aspects of the text simultaneously. Each point of the plan is discussed collectively and stylistic errors in the design of the text are also collectively corrected. As individual sentences of the story are compiled (by one student or several), the rest of the children make stylistic and logical corrections. After practicing sentences for each picture, schoolchildren reproduce the entire story or description independently, focusing on a series of pictures or strips as a plan. slide 18.

In the process of working on a plan, children learn to determine the topic of a statement, separate the main from the secondary, and construct their own messages in a logical sequence. At the same time, much attention should be paid to the development of various methods of mental processing of the material: dividing the text according to its meaning into separate parts, highlighting semantic strong points, drawing up a plan for retelling, presentation. Experience shows that it is necessary to specifically teach children how to use the plan in their practical activities, in particular, how to answer according to the plan. The practice of teaching children with speech underdevelopment has shown that they master such a form of statements as reasoning especially slowly and with great difficulty - i.e. a coherent educational statement. Reasoning requires thoughtfulness, argumentation, expression of one’s attitude to what is being said, and defending one’s point of view.

To master reasoning, the student must learn to reveal cause-and-effect relationships between phenomena and facts of reality. This skill is formed gradually, in a certain sequence. At first, it is advisable to invite children to repeat, after the teacher or student, the wording of tasks, generalizing conclusions, rules, etc. as often as possible.

It is necessary to teach children to daily use acquired speech skills in independent coherent statements. For this purpose, a number of special tasks are used to attract their attention to the composition of the sentence and the connection of words in the sentence. slide 18

A pictogram is a sign that displays the most important recognizable features of an object, objects, or phenomena to which it points, most often in a schematic form. slide 19

Pictograms for stories and fairy tales are good for developing coherent speech in children. This contributes to the development of higher mental functions. When using different schemes, the nature of children’s activities changes: children not only hear their own speech or speech addressed to them, but also have the opportunity to “see” it. When composing stories using pictures and pictograms, children more easily remember new words not mechanically, but through active use.
Working with deformed text. At first these are simple tasks in which you just need to formulate a sentence correctly, and then sentences are presented and the children need to establish their order to make a text. Establish the correct order of sentences in a text or poem. slide 19

Thus, the main task of speech development is to bring students closer to the normal level of practical proficiency in their native language, that is, to teach them to use speech as a means of communication.