Methods of teaching children to tell stories from a picture
Anna Dudka
Methods of teaching children to tell stories from a picture
The famous teacher K. D. Ushinsky said: “Give a child a picture and he will talk.”
.
Raising highly educated people includes mastering all the riches of their native language. Therefore, one of the main tasks of kindergarten is the formation of correct oral speech of children based on their mastery of the literary language of their people.
Missed opportunities for speech development in preschool age are almost never made up for during school years.
This is of particular relevance now, when the development of speech is becoming an increasingly pressing problem in our society, where there is a general decline in the level of everyday culture, low-quality tabloid literature has become widespread, and illiterate aggressive-primitive speech is heard from television screens, implanted by advertising, modern action films and cartoons. .
Therefore, it is very important to organize the developing potential of the speech environment in a timely manner.
In the methodology of speech development for preschoolers, according to researchers O.I. Solovyova, F.A. Sokhin, E.I. Tikheeva and others, the use of pictures plays a leading role. A picture in its various forms (subject, subject, photograph, illustration, reproduction, filmstrip, drawing, and the subject in particular, when used skillfully, allows you to stimulate all aspects of the child’s speech activity.
types of work based on paintings . One and the same picture can serve as material for a number of diverse types of activities. Not to bore you with the same impressions and samples is one of the pedagogical rules.
The kindergarten must ensure that it has a selection of paintings that can satisfy all the demands of the current work. For the sake of ease of use of paintings , it is necessary to thoroughly think through the technique of storing them. Each topic should have its own place: an envelope, a box, a place in the closet, etc. Only in this case will the teacher be able to find the right painting . The content of the paintings presented to children must be determined by the demands of current pedagogical work, the requirements and conditions of the moment, and therefore they must change accordingly.
Children love to look at paintings individually , guided by their own interests and choices, and therefore there should be paintings for the free use of children . Their content should be as varied as possible and understandable to children . Pictures for the free use of children are laid out in rotating order for a certain period of time in places where children take them at their own discretion: in boxes, etc. Great attention should be paid to ensuring that these pictures are sorted and stored so that their use did not cause any difficulties for the children . Pictures play a huge role in the development of children's , so it is necessary to use them as widely as possible in practice.
Types, series of paintings . The basic requirements put forward by the technique for the painting and working with it .
When selecting pictures for storytelling , it is necessary to take into account that their content is accessible to children and is connected with the life of the kindergarten and with the surrounding reality.
For collective stories, paintings with sufficient volume of material are selected: multi-figured, which depict several scenes within one plot or a series of paintings . In series published for kindergartens, such paintings include “Winter Fun”
,
“Summer in the Park”
, etc.
When selecting a plot, it is necessary to take into account the number of objects drawn: the younger the children, the fewer objects should be depicted in the picture .
After the first game, the picture is left in the group for the entire duration of classes with it (two to three weeks)
and is constantly in the
children's .
Games can be played with a subgroup or individually. However, it is not necessary that all children go through every game with a given picture .
Each stage of work (series of games)
should
be considered as intermediate . The result of the stage: story using a specific mental technique.
The final story can be considered a preschooler’s detailed story , constructed by him independently with the help of learned techniques.
In accordance with the “Kindergarten Education Program”
Painting viewing classes are held for all age groups. But if children of younger and middle age learn to describe pictures based on the teacher’s questions, then in the senior and preparatory groups for school the focus is on independent storytelling .
In teaching children to tell stories from a picture, it is customary to distinguish several stages. At a young age, a preparatory stage is carried out, which is aimed at enriching the vocabulary, activating children’s , teaching them to look at a picture and answer the teacher’s questions.
In middle preschool age, children are taught to compose descriptive stories based on subject and plot pictures , first based on questions from the teacher, and then on their own.
Senior preschool age is characterized by increased speech and mental activity of children . Therefore, a child can independently or with a little help from a teacher compose not only descriptive, but also narrative stories , come up with the beginning and end of the plot of a picture .
Types of activities for teaching children to tell stories from a picture
in order of difficulty
• Compiling a descriptive story based on the subject picture .
• Compiling a descriptive story based on the plot picture .
• Coming up with a narrative story based on a plot picture .
• Compiling a story based on a sequential plot series of paintings .
• Compiling a descriptive story based on a landscape painting and still life .
• Creative storytelling based on a plot picture .
Methods of teaching storytelling from a picture . Lesson structure
Storytelling from a picture is a particularly difficult type of speech activity for a child. The problem of organizing such a lesson is that children must listen to stories based on one picture, first from the teacher (a model, and then from their comrades. The content of the stories is almost the same . Only the number of sentences and their development vary. Children's stories suffer from scarcity (subject - predicate, the presence of words - repetitions, long pauses between sentences. But the main negative is that the child does not construct his own story , but repeats the previous one with very little interpretation. During one lesson, the teacher manages to interview only 4-6 children , the rest are passive listeners. However, However, it is difficult to argue with the fact that a child should be able to tell a story by a picture . Therefore, this type of work should be carried out and give positive results. The contradiction that has arisen can be resolved using game methods of teaching storytelling from a picture , including the method of composing riddles A. A. Nesterenko, as well as adapted methods for developing imagination and elements of the theory of solving inventive problems (TRIZ)
.
With this approach, the result is quite guaranteed.
The most justified form of teaching preschoolers storytelling is a didactic game, which has a certain structure: a didactic task, game rules and game actions.
In the second younger group, only the preparatory stage of learning to tell a story from a picture . Children of this age cannot yet compose a coherent description on their own, so the teacher teaches them, using questions, to name what is drawn in the picture . We can say that the completeness and consistency of the child’s transmission of the content of the picture is entirely determined by the questions asked to him. The teacher's questions are the main methodological technique ; they help children most accurately determine the properties and qualities of objects .
In the middle group, the goal of teaching remains the same - to teach children to describe what is depicted in the picture . However, by the age of four to five years, the child’s mental and speech activity increases, speech skills improve, and in connection with this, the volume of coherent statements somewhat expands, and independence in constructing messages increases. All this makes it possible to prepare children to compose small, coherent narratives. In the middle group, children develop skills for independently describing a picture , which will develop and improve in the older group.
As before, one of the main methodological techniques is asking questions from the teacher. Questions should be formulated in such a way that, when answering them, the child learns to construct detailed, coherent statements, and not limit himself to one or two words. (An extended answer may consist of several sentences.)
Excessively detailed questions teach
children to give one-word answers. Questions that are not clearly stated also hinder the development of children's speech skills .
It is very important to purposefully train your child in the ability to compose statements from several sentences of simple construction. For this purpose, in the process of viewing a plot picture, it is recommended to highlight certain objects for a detailed description of them, without at the same time violating the integrity of perception. First, the teacher gives an example of a harmonious, concise, precise and expressive statement. Children, with the help of questions and instructions from the teacher, try to cope with the description of the next object, relying on a speech sample. A statement relating to a particular object will organically enter into a conversation about the picture as a whole .
Thus, during painting , preschoolers practice constructing statements consisting of several sentences united by a single content. They also learn to listen intently to the teacher's stories based on pictures , so that their experience of perceiving descriptive stories is gradually enriched. All this, undoubtedly, prepares children for independent composing of stories at the upcoming stages of education - in the senior and preparatory groups.
In older preschool age, when the child’s activity increases and speech improves, opportunities arise for independently composing stories based on pictures . A number of tasks are solved in classes: to cultivate children’s interest in composing stories based on pictures , to teach correctly, to understand their content, to develop the ability to communicate coherently , consistently describe what is depicted, activate and expand your vocabulary, teach grammatically correct speech, etc.
In the process of teaching storytelling based on paintings, the teacher uses a variety of methodological techniques : conversation regarding the key points of the depicted plot; reception of joint speech actions; collective story ; speech sample, etc.
In the older group, children, perceiving a speech model, learn to imitate it in a general way. The teacher's description reveals mainly the most difficult or less noticeable part of the picture . The children express themselves about the rest. Children of this age compose stories based on well-known pictures (in most cases, the pictures were examined in classes in the middle group). In order for the storytelling session to be successful painting viewing session is organized two to three days before the session . This combination of activities takes place mainly in the first half of the year, when children gain initial experience in independently composing stories based on pictures . This revives the impressions they received earlier and activates speech. storytelling session begins with a second viewing of the painting . The teacher conducts a short conversation in which he touches on the main points of the plot.
In order for children to begin stories , the teacher asks them questions that help convey the content of the picture , reflecting the most essential. For example: “Who walked with the ball? What could have caused the ball to fly away? Who helped the girl get the ball?” (Based on the painting “The Ball Flew Away”
.
From the series “
Paintings for kindergartens ” ).
At the end of a short conversation, the teacher explains the speech task specifically and in an accessible form (for example, it is interesting to talk about a girl whose ball flew away). During the lesson, the teacher uses various methodological techniques , taking into account what speech skills have already been developed in children , i.e. at what stage of teaching storytelling the lesson is held (at the beginning, middle or end of the school year)
.
If, for example, a lesson is held at the beginning of the school year, the teacher can use the technique of joint actions - he begins the story based on the picture , and the children continue and finish. The teacher can involve preschoolers in a collective story , which is composed in parts by several children .
When evaluating stories, the teacher notes their compliance with the content of the picture , the completeness and accuracy of the transfer of what he saw, lively, figurative speech, the ability to consistently and logically move from one part , etc. d. He also encourages children who listen carefully to the speeches of their comrades. With each lesson, children learn to delve deeper into the content of paintings , and show increasing activity and independence when composing stories . This makes it possible to combine two types of work in one lesson: looking at a new painting and composing stories based on it . In the structure of a painting children for storytelling is essential . In the speech practice of preschoolers, storytelling is the main teaching time. Assessment of task completion is organically included in the structure of the lesson.
In the school preparatory group, pictures continue to be widely used teaching storytelling . Throughout the academic year, work is underway to improve and consolidate speech skills. When setting tasks, the children’s previously acquired experience and the level of their speech development are taken into account. The requirements for children's stories in terms of content, logical sequence of presentation, accuracy of description, expressiveness of speech, etc. Children learn to describe events, indicating the place and time of action; They independently come up with events that preceded and followed those depicted in the picture . The ability to purposefully listen to the speeches of peers and express elementary value judgments about their stories .
During classes, children develop skills in joint learning activities: look at pictures and compose collective stories . The transition from looking at a picture to composing stories is an important part of the lesson, during which the teacher gives instructions about the collective nature of performing a speech task and outlines a plan for the story : “Let's start composing a story based on the picture children's winter activities . speak in turns : one begins the story , and the others continue and finish. First, you need to talk about what kind of day it was when the guys went for a walk, then talk about the children who sledded down the hill, made a snowman, skated and skied.” At the request of the teacher, one of the children once again reproduces the sequence of presentation of the material. Then preschoolers begin to collectively compose a story . Children cope well with such a difficult task, since they actively prepared for this and, in addition, they feel the constant support and help of the teacher (he corrects the narrator , suggests the right word, encourages, etc.). Thus, the quality of children's performances is directly reflected in preparation for storytelling .
As preschoolers gain experience in perceiving visual material and composing stories , it becomes possible to increase their activity and independence in classes of this type.
Already in the second half of the academic year, the structure of classes changes somewhat. After clarifying the theme and content of the picture, you can immediately proceed to compiling stories . The question “What needs to be done to the stories good and interesting?” The teacher focuses the children on a detailed study of the picture . This develops their observation skills. Children mainly look at the picture in order to prepare stories . At the same time, the teacher, with his questions and instructions (“What should be said first? What should be said in particular detail? How to end the story ? What words need to be remembered in order to speak about this or that more accurately and more interestingly?”) helps them to identify in the picture the material is important , essential, outline the sequence of presentation, think about the choice of words. The teacher himself first outlines a plan for constructing the story and selects verbal material, but he is in no hurry to tell the children the finished version, but guides them towards solving the problem independently, teaches them to take the initiative when selecting facts for the story , when thinking about the sequence of their arrangement.
Here we will dwell in more detail on creative storytelling as the most complex form of a preschooler’s monologue.
A creative story is a productive type of activity; its end result should be a coherent, logically consistent story . One of the conditions is the ability of children to tell a coherent story , master the structure of a coherent statement, and know the composition of the narrative and description.
learn these skills at previous age stages by reproducing literary texts, writing descriptions of toys and paintings stories based on them . Especially close to verbal creativity are stories about one toy , inventing the end and beginning of the episode depicted in the picture .
Another condition is the children’s correct understanding of the “invent”
, i.e., create something new,
talk about something that didn’t actually happen, or the child didn’t see it himself, but “invented it” (although a similar fact could have been in the experience of others)
.
Creative storytelling :
1. coming up with a sentence and completing a story (the teacher reports the beginning of the story , its plot, events and characters are invented by the children) realistic or fairy-tale;
2. coming up with a story or fairy tale according to the teacher’s plan (greater independence in the development of content, L. A. Penevskaya suggests drawing up a plan in a natural conversational form;
3. coming up with a story on a topic proposed by the teacher (without a plan)
.
The child acts as the author, chooses the content and form, the topic should be emotionally motivating, some stories can be combined into a series based on themes.
In the methodology of speech development, there is no strict classification of creative stories , but the following types can be roughly distinguished: stories of a realistic nature; fairy tales; descriptions of nature.
to start learning creative storytelling by inventing stories of a realistic nature.
Stages of Teaching Creative Storytelling
Stage 1: “Determining the composition of the picture ”
To encourage children to identify and name objects in , the “spyglass” technique is used.
.Rule: point the telescope eye at one object and name it.
To determine the details of one object, “Auction”
,
“Hunt for Details”
,
“Who is the Most Attentive”,
etc. These games are aimed at activating
children’s .
When teaching classification skills, the technique of grouping is used according to a given characteristic: man-made, natural, functional, the presence of a certain color, shape, etc. The classification group is denoted by a generalizing word.
Children model identified objects using diagrams, letters, pictures , colors and other means of designation. To do this, use a board or sheet of paper on which the models are arranged similar to the composition of a painting .
Stage 2: “Establishing relationships between objects in the picture ”
The following creative tasks are offered:
the wizard “Unite”
and combined two objects
(the teacher points to two objects)
.
The wizard asks to explain why he did this. Example: games with the picture “Cat with Kittens”
.
"Looking for friends"
- find objects that are related to each other by mutual location. Example: “The kittens are friends with each other because they are the children of the same mother - cats and love to play together.”
"Looking for enemies"
- find objects that are
“not friends”
. Example: “The balls are not friends with the basket because they rolled out of it and don’t want to be there.” Note: assessing the relationships between objects is subjective.
Stage 3: “Description based on the possible perception of objects in the picture by different senses”
The technique of “entering the picture ”
: the teacher encourages
children to describe possible sensations and invites them to listen more carefully, inhale smells, taste, touch with their hands, etc. Creative tasks are given.
Stage 4: “Making riddles and metaphors based on the picture ”
Teaching children how to write riddles starts from the semi-active stage (the teacher and the children create a common riddle)
to active
(the child himself chooses the object and model of the riddle)
. In this case, the child can use a mixed model.
The teacher himself makes up the metaphors and invites them to guess them. The children are asked: “Who or what am I talking about in the picture ?”
Stage 5: “Transformation of objects in time”
To teach children to compose fantasy stories with the transformation of objects in time, the technique of moving through time is used ( “Time Machine”
).
A specific object of the picture and its present is described. Next, it is suggested to think about who or what he was in the past and what will happen to him in the future (distant or near)
.
Stage 6: “Description of the location of objects in the picture ”
To teach children spatial orientation in a picture, games are used : “Yes-No”
,
" A painting "
.
Game "Yes-No"
is organized as follows: the leader makes a guess about an object in
the picture , and the children use questions to establish its location. The found object “comes to life”
and finds a place on the stage
(three-dimensional space)
.
The child’s task is to describe the object by location in the picture and then on the stage.
of the painting on stage is gradually being built .
Stage 7: “Composing stories on behalf of different objects”
Before teaching a child to compose creative stories in the first person, it is necessary to carry out creative tasks that have the following content:
“I’ll tell you a character trait, and you tell me the opposite”
.
“Show through action and facial expressions the change in your feelings”
.
“Turn into someone or something. Describe your feelings"
.
To learn how to compose creative stories on behalf of any object in a picture with a predetermined characteristic, the technique of empathy is used. It consists in the fact that the child imagines himself as an object and “enters”
into his emotional state, conveys his character traits.
There is a detailed description of his condition, relationships with the outside world and the problems that have arisen. The teacher should encourage children to solve the problems of the characters in the picture .
Methodology “Make a story from a picture” methodological development on the topic
KOU "Nefteyugansk boarding school for students with disabilities"
Author: Zvereva I.V.
Teacher
Nefteyugansk
Methodology “Make a story from a picture” |
Goal: Studying the ability to understand the connection of events and build consistent conclusions, establish cause-and-effect relationships.
Preparation of the study. Select a series of plot pictures (from 3 to 6), which depict the stages of an event. Pictures should be colorful, bright, large, clearly drawn, and appropriate in content to the age of the children. You can use “Drawings in Pictures” by Radlov or “Funny Stories” by Suteev.
Conducting research. The experiment is carried out individually with children 4–7 years old. The child is shown randomly mixed cards and told: “Here, all the pictures depict the same event. We need to figure out where it all started, what happened next and how it ended. Here (indicate the place) put the first picture on which the beginning is drawn, here - the second, here - the third, here - the last.”
After the child has laid out all the pictures, the order of the pictures is recorded in the protocol, and then they are asked to tell in order what happened. If the child has decomposed incorrectly, he is asked questions, the purpose of which is to establish a contradiction in reasoning and to identify mistakes made. The experimenter's questions and the subject's answers are recorded in detail in the protocol. If the questions do not help to understand the events depicted, then the experimenter simply shows the child the first picture and offers to arrange the rest again. Thus, a second attempt is made to complete the task. If it is unsuccessful, then the sequence of events is told and shown to the child. Then, having mixed all the cards again, they invite the child to lay them out.
If a preschooler establishes the correct sequence only for the third time, he is offered another series of pictures of the same complexity to find out whether it is possible to “transfer” the established method of reasoning to a new situation.
If the child completed the task the first time or after the experimenter’s questions, then he is offered a new, more complex series of pictures.
Data processing. They analyze whether the child is able to establish cause-and-effect relationships and understand the sequence of events clearly presented in a series of pictures. This ability should be well developed by the end of preschool age, and its presence indicates readiness (at the level of thinking) for school learning. Particular attention is paid to the child’s explanations and reasoning: whether he correctly identifies the main characters in the pictures, establishes the relationship between them, whether he correctly understands the situation surrounding the characters; how much of a sequence of events he understands, whether he can keep 5–6 pictures in his field of vision or only 3, and also what level of difficulty he can cope with; whether he allows an erroneous version when re-reading or makes corrections; how he reacts to the help, questions, and critical remarks of the experimenter - does he take them into account, does he change his actions, corrects mistakes, does he “pick up” the help or does not understand it. The child’s oral speech is especially analyzed when explaining the sequence of events: the coherence of speech, its grammatical correctness, vocabulary, expansiveness or poverty, monosyllabicity or verbosity, laconicism or a tendency to excessive detail, emotionality, the influence of past experience.
