We compose a story based on a series of plot paintings

Teaching preschoolers how to work with a series of pictures

At this stage, the training sequence is as follows:

laying out the picture in one line from left to right;
finding the main characters and common objects and phenomena in all pictures;
determining the location of action in each picture and establishing connections based on an analysis of the location of characters and objects;
determining the time of events in each picture (time of year, time of day);
highlighting cross-cutting characters, naming their actions and leading to thoughts about the goals of their actions (why does he do this?);
establishing a sequence of actions (what comes first, what comes next?);
compiling a coherent story based on the laid out series.

A story based on a series of plot paintings according to plan

Once upon a time... in such and such a place... such and such a character (name him)... did such and such in order to...
Then he did (look at story 2)….
Similarly, for each frame we encourage the child to talk about the character, his actions and goals.
Summing up, conclusions. In the end it turned out..., so we can say that he (name the character) is so-and-so.
Coming up with a title for the resulting story.

A series of pictures for storytelling. Theme "The Tale of the Hedgehog" based on the story by V. Suteev

(Image is clickable and opens in a new tab)

In the future, you can supplement the compiled story. It is important not to force the child to work according to plot pictures, but to include this activity in the game plot. You can invite your child to tell an interesting story to their favorite doll or bear. You can pre-select riddles or short poems that are consistent in theme with the plot of the series of paintings.

Another option for developing coherent speech is the use of paintings by famous artists. The page contains an album with a selection of paintings and descriptive texts.

E. A. Smirnova, O. S. Ushakova

USE OF A SERIES OF STORY PICTURES IN THE DEVELOPMENT OF CONNECTED SPEECH OF SENIOR PRESCHOOL CHILDREN*

The generally accepted role of using visual aids in the system for developing the speech of preschool children.

Jan Amos Komepski also said that familiarity with objects and their images develops “perception of feelings.”

K. D. Ushiisky wrote especially passionately about the role of visibility in the development of observation-body, thinking, and the gift of words; he did not limit the scope of visibility only to visual perception: “... a teacher who wants to firmly imprint something in a child’s memory must take care of so that as many sense organs as possible - the eye, the ear, the voice, the sense of muscular movements, and even possibly the sense of smell and taste - take part in the act of memorization.”

Modern psychologists associate the use of visualization with the formation of specific ideas and concepts, enriched by sensory experience, as well as with the solution of special pedagogical problems - the formation of the ability to reveal the patterns of a particular phenomenon and make scientific generalizations.

* The article was published in 1987 in the collection “Psychological and pedagogical issues of speech development in kindergarten.” M., 1987, on p. 40-50. Reprinted with minor abbreviations.

In addition, visual aids develop in a child the logic of thinking, the ability to search for the most accurate expressive language means (A. N. Leontyev, N. I. Zhiikin, V. V. Davydov, D. N. Bogoyavlensky, V. A. Artemov) .

The study of the role of visibility in the development of a preschool child is associated with

studying the characteristics of his perception.

Many researchers, psychologists and teachers emphasize the important role of perception in the development of creative visual activity, musical creativity, artistic and speech activity (L. S. Vygotsky, A. V. Zaporozhets, B. M. Teplov, E. A. Flerina, I. P. Sakulina, N.A. Vetlugina, etc.) (...)

E. I. Tikheyeva carefully developed a method for developing speech and, in part, using pictures as a factor in the mental development of preschool children. Oia o.

Developing the positions of E. I. Tikheyeva, many researchers consider storytelling from a picture as an important means of developing coherent speech (L. A. Penevskaya, R. I. Zhukovskaya, E. I. Radina, O. I. Solovyova, M. M. Konina , E. P. Korotkova, A. M. Bordich, Yu. S. Lyakhovskaya, etc.).

O.I. Solovyova recommended using the method of speech development by compiling stories based on a series of pictures, in which the plot is revealed gradually.

MM. Konina has developed guidelines for the use of different types of pictures and requirements for them. She emphasized that it is the plot picture that can and should be used for the development of coherent speech.

Pedagogical research on teaching storytelling from a picture helped develop the content, methods and techniques of working with pictures, noted their role in the development of logical thinking for a correct understanding of the relationship between content and form, and for the development of coherent speech.

In practice, kindergartens use a series of paintings developed by O. I. Solovyova, L. A. Peiyevskaya, E. I. Radina, V. A. Ezikeeva, E. G. Baturina, Yu. S. Lyakhovskaya, G. A. Tu-makova. The content of the paintings are social and natural phenomena, the everyday life of people and children. These paintings aim to familiarize themselves with the phenomena of life around us, develop vocabulary, perceive the sound culture of speech, and teach

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Literacy, development of coherent speech. However, there are clearly not enough series of plot car'tains for teaching storytelling.

It should be noted that this issue is much better developed in the methodology of elementary school. Teachers have sets of pictures for the development of coherent speech among students in grades I-IV. For preschoolers, these stories are complex and therefore cannot be used in kindergarten practice.

This study is devoted to studying the role of story pictures in the development of coherent speech in older preschool children.

Problems of research.

1: Develop the content and methodology of using a series of plot paintings for the development of speech in children of senior preschool age.

2. To identify the peculiarities of children’s perception of plot paintings, the dependence of the content and verbal format of the statement on the plot of the paintings.

3. Develop a series of paintings, the plots of which would give children an idea of the composition, structure of a statement, and would help them use paintings as a means of stimulating the formation of various syntactic structures, various types of connections between sentences, between parts of a statement.

When compiling a series of story-based paintings, we took into account the peculiarities of the perception of paintings by preschool children and strived to ensure that the content of the series was understandable to children, close to their life experience, and the characters were expressive; the plots clearly show logical consistency and completeness; the content of the picture is interesting to children not only because of its image, but also because of its moral meaning; The aesthetic design of paintings and the repetition of mental tasks were taken into account.

We attached particular importance to the development of a methodology with a series of plot pictures in order to use them to form ideas about the composition of the story (composition, climax, denouement), the ability to come up with a title for the story, logically move from one picture to another, and include various syntactic constructions. The options for presenting paintings were also varied.

Each series includes from 3 to 5 paintings:

Episode I. “The Girl and the Hedgehog” (the 1st picture shows a meeting of a girl and a hedgehog in a forest clearing, in the 2nd picture the hedgehog shows the girl a mushroom, in the 3rd picture the girl and the hedgehog cut a mushroom, in the 4th picture the girl says goodbye with a hedgehog).

. II series. “True Friend” (1—a boy with a sled on a mountain, a dog sitting nearby, 2—a boy fell into an ice hole, calls for assistance)

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Msyts, 3 - the dog pulls the boy out onto strong ice, 4 - the boy lies in bed with his throat tied).

III series. “Sick squirrel” (1—a girl with a basket and a boy with a net go into the forest, 2—children notice a wounded squirrel, blood is flowing from its paw, 3—children bandage its paw with a scarf, 4—children take the squirrel home to treat , cart is empty).

IV series. “Pine cone” (1—a hare and a squirrel jump over a rope in a clearing, a wolf peeks out from behind a bush, 2—a wolf rushes after the hare, a squirrel jumps onto a tree, 3—a squirrel throws a cone on the wolf’s head, the hare runs away, 4 - the wolf is holding his bandaged head, a pine cone is lying nearby).

V series. “Birthday” (1—mother bear and cub are standing by the open window, a festive table is laid in the room, a hare is visible from the window, a dog is lying in the kennel, 2—there are no bears in the room, the cat is dragging a box from the table with candy-my, the dog looks out the window, 3 - bears with guests (a squirrel, a hare came, there are no candies on the table, one ribbon on the floor. The bear is crying, his mother calms him down, 4 - the dog brings candy, everyone is happy, 5 - squirrel , a hare, a dog, a bear cub are sitting at the table, mama bear is pouring tea, the cat is not with everyone).

VI series. “Heavy rain (1 - clear weather, the tree is standing, the sun is shining, 2 - a cloud is approaching the sun, the tree branches are swaying from the wind, 3 - heavy rain, the tree is swaying, the grass is swaying, 4 - the wind subsides, the cloud is leaving, half of the sun is visible , 5 - the same as 1).

VII series. “Helped a veteran” (1 - a veteran with glasses is sitting on a bench, reading a book, 2 - a boy and a girl are standing at a bench on which glasses and a book lie, 3 - children take glasses and a book to the police, 4 - a policeman gives the veteran his lost item, he thanks the children for the find).

VIII series. “Cleaning up the garden” (1 - a little boy is playing in the sandbox, there are trucks next to him, 2 - the children go to the garden to harvest, 3 - they invite the boy to help them, they load some of the vegetables onto his truck).

IX series. “I’m helping grandma” (1—grandmother is sleeping in her room at home, her grandson is sitting at the table, 2—grandson cleans the room, sweeps the floor, 3—grandmother thanks her grandson for his help).

We used these series of paintings to develop coherent speech in the classroom and in individual work.

Along with traditional methods of developing coherent speech based on plot pictures (composing a story according to the teacher’s model, according to a plan proposed by the teacher with the children, inventing a story based on the teacher’s questions), we have developed

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various options for presenting paintings to compose a collective story.

I v a r i a n t.

Children are given a different series of paintings at each table (from already familiar series used in the practice of the kindergarten). It is proposed to arrange them in such a sequence as to make a story. Then the teacher puts another set of pictures on the board; their sequence is obviously broken. Children must find the mistake and correct it. Next, the children are given the task of coming up with a title for the story and content based on all the pictures.

This option reveals the ability of children to organize the contents of pictures in a logical sequence and the ability of preschoolers to construct a coherent story from pictures.

.Option.

The entire series of pictures is displayed on the board. The first picture is open, the second, third, fourth pictures are closed. Children are asked to compose a story using this arrangement. After composing the story, the second picture opens, and again the children come up with ideas based on this location. Then the third picture opens sequentially, then the last one. At the end, the children give the title of the story and choose the most successful one.

This option for presenting pictures helps develop children’s imagination, the ability to foresee the development of the plot, the actions of the characters! depicted in the first picture, teach children to come up with the most accurate name for the story.

III v a r i a n t.

During the lesson, each child lays out a consistent series of pictures. During the lesson, the teacher places the pictures obviously incorrectly and asks: “Are the pictures placed correctly? What needs to be done to make it right? Which of you laid out the pictures differently from how they stand now? Children discuss why it is necessary to arrange the pictures in one sequence and not another. Then the children make up a story for the entire series (one child is called for each picture, the children agree among themselves who will start the story, who will continue it and who will finish it). All stories are analyzed and a title is selected.

In this option, children develop awareness of the correctness of completing the task, this increases their responsibility for their statement. In addition, such a technique as the distribution of responsibilities and collective storytelling presupposes the ability of children to talk to each other, on the one hand, and on the other hand

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On the other hand, children independently distribute the story into parts, i.e., ideas about the composition of the story are being consolidated (beginning - middle - end). Thus, this version of storytelling performs several functions at once.

IV v a r i a n t.

First, the teacher lays out a series of pictures from which the children came up with a story in the last lesson. Next, the titles of the story that the children themselves gave are read out, the teacher includes his own, most appropriate title, the children choose the most successful one, and justify their choice.

Then the children are given the next series of pictures, which they must arrange in the correct sequence and compose a collective story. The teacher asks the children how they are distributed, which of them will start the story, who will tell the middle, who will finish. In this way, the idea of composition is consolidated, the ability to act together and help a friend in case of difficulty is formed. In such classes, both mental and moral problems are solved.

Uvariant.

A series of four pictures is displayed on the board: the first three are closed, the last is open. Children are asked the question: “What do you think could happen here? Try to write a story when you know how the events ended.” One child talks about this arrangement. Then the first picture opens. Now the children are familiar with all the characters in the story, and the story is being invented again. After this, the middle pictures are revealed, the children form a “team” and the four of them take turns telling the story. Each “team” gives its own name to the story, and the best name is chosen. At the end, the children are asked what the story is about, this reveals how they understand the essence of the story.

This option reinforces children’s ideas about composition (children know the end of the story, but they come up with the beginning and middle on their own, without knowing the characters), which develops imagination and the logic of building a plot.

VI in a r i a nt.

The teacher shows the children one picture, the children look at it, then one child comes up with a story based on one picture. The question is asked: “Can there be a continuation of this story? What could it be like? Then the entire series of five pictures is displayed on the board. They open through one: the 1st, 3rd and 5th are open, and the 2nd and 4th are closed. Children leave the story according to this arrangement. Then the second picture is opened, the story is made again, finally all the pictures are opened, and a group of five children make up a new story.

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". This option allows you to interview almost all the children in the group. Children first have to imagine what could happen to the heroes of this story, and then the entire content of this story is completely restored.

VIII option.

The teacher displays a series of four pictures, the first and fourth pictures open, the second and third are closed. Children come up with a story based on this arrangement and give it a name. Then all the pictures are opened and the story is composed again.

This option consolidates the idea of the composition (the beginning and end of the story are known, children guess what can be depicted in the middle).

During our research, interesting points were noted. When choosing “teams” by the children themselves, we noticed that children learn the abilities of their comrades: a child with average speech abilities. development selects a group of children who perform the task well, takes the easiest task for himself (finish the story where the picture is open); a child with high speech skills selects a group of his friends, then he performs a more difficult task: In some cases, children first distribute the task in one order, but then change their decision. We have seen that children are able to evaluate their own abilities and the abilities of their comrades.

The analysis of children's stories plays an important role. The goal of this study was not only to teach how to compose a coherent, concise, complete story, but also the ability to analyze and explain it. Children note an interestingly invented plot, its originality, and repeat their favorite words, expressions, and sentences. The teacher also helps in assessing the stories, noting what the children did not notice: the correspondence of the title to the content, an interesting transition from one picture to another, the successful construction of sentences (complex and complex). '

The correct construction of a story is facilitated by each child independently laying out a set of pictures and telling part of a closed series. This helps children feel the logic of presentation and develops imagination.

The title expresses the essence of the story and is one of the criteria for coherent speech, therefore children must be taught to find a semantic title.

At each lesson, children performed various exercises, •lexical, etc. grammatical, aimed at developing the ability to compose simple and complex sentences, select

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synonyms and autonyms for given words, connect parts of a statement with each other. This work was combined with the main content of the stories, with the characters depicted in the picture. (...)

A. N. Sorokina

QUESTIONS AS A MEANS OF EDUCATION OF ACTIVITY AND INDEPENDENT THINKING OF CHILDREN*

Fostering activity and independent thinking is a serious problem in teaching children at all age levels. One of the means of instilling activity and independence is questions asked of children and questions from children. Even K.D. Ushinsky pointed out that the ability to ask questions and gradually increase the complexity and difficulty of answers is one of the most important and necessary habits.

Questions as a means of developing thinking, as a teaching method, have been considered in the literature many times, but in practice they are not always used correctly and do not achieve the goal. Let's try to consider the meaning, nature and methodology of asking questions to children.