Summary of a lesson on speech development for children of the senior group. A story about summer from a picture
Lesson on speech development “A story from a picture about summer” for children of the senior group
Author: Likhovidova Sofya Mikhailovna, Position, place of work: music director, MBDOU “Vyoshensky Child Development Center - Kindergarten No. 2”, art. Veshenskaya. Description of the material: the lesson notes have been prepared for children in the older group. Direct educational activities are aimed at developing coherent speech; expanding children's vocabulary and consolidating existing knowledge (OO Speech Development). This summary may be of interest to both teachers of preschool educational organizations and students studying in the specialty “Preschool Education”. Group: senior. Goal: to strengthen children’s ability to write stories about summer based on pictures. Didactic tasks: improve children’s ability to compose stories from pictures; expand children's understanding of the variety of activities that can be done in the summer. Developmental tasks: to promote the development of attention, thinking, imagination, memory, coherent and consistent speech; contribute to the activation of children's vocabulary. Educational objectives: create conditions for fostering a respectful attitude towards one’s peers, developing the ability to listen and not interrupt others, and fostering friendly relations in the group. Equipment: painting “Summer” by M. Pishvanova, toy Dunno.
GCD move
Introductory and organizational part
Educator: Guys, Dunno came to visit us. Let's say hello to him. Children: Hello, Dunno (hello, guys). Educator: Guys, Dunno asks us to help him. He was talking to his friend on the phone and bragging about what an interesting painting he had found. But he cannot explain to his friend what is depicted on it (I show M. Pishvanova’s picture “Summer”)
.
Educator: Shall we help him? Children: Yes. Educator: Okay.
Main part
Educator: Let's take a close look at this picture. What do you see on it? Children: How children swim in the river, build a sand castle, play badminton, ball, fish, read books, sail a boat along the river. Educator: That's right. What season do you think is depicted? (I require a complete answer) Children: The painting depicts summer. Educator: How did you guess? Children: Children are swimming in the river, everyone is wearing a swimsuit, shorts, and T-shirts. Educator: That's right, well done! What time of day do you think it is? Children: Day. Educator: How did you guess? Children: The sun is shining brightly, the sky is blue. Educator: That's right!
Guys, Dunno says he stayed too long. Let's get up and warm up a little with our Dunno. Fizminutka
One two three four five!
Let's jump and jump! (Jumping in place)
The right side bent.
(Tilts the body left and right)
One, two, three.
Left side bent. One two Three. Now let’s raise our hands (Hands up)
and reach for the cloud.
Let's sit on the path, (Sit down on the floor)
Let's stretch our legs.
Let's bend our right leg, (Bend our legs at the knee)
One, two, three!
Let's bend the left leg, One, two, three. They raised their legs high (Raised their legs up)
and held them for a while.
They shook their heads (Head movements)
And everyone stood up together.
(Stand up) Teacher: Well done! Sit down on the chairs. Keep your backs straight. Guys, let's try to make up stories based on this picture. (I decide who will talk about which children) Educator: Where do we usually start stories? (Children's answers) Educator: How should you end stories? (Children's answers) Educator: Look carefully at the picture again, think about what you can tell about the children. Let's try to make a story about a boy and a girl playing badminton. (I listen to the children’s stories. I help in case of difficulty with leading questions, suggest words if necessary, give an idea for the beginning and end of the story)
Final part
Educator: Well, Dunno, I think now you know what you need to tell your friend about the picture. Dunno: Thank you very much, guys. Now I finally know how to tell my friend what is shown in the painting. I ran to call him! Goodbye! Children: Goodbye. Educator: Guys, let's remember what was depicted in the picture? (Children's answers) Educator: What time of year? Children: The picture depicted summer. Educator: what were the children doing in the picture? Children: Played ball, badminton, swam, read a book on the shore, made a sand castle, went fishing. Educator: That's right! What else can you do in the summer? (Children's answers) Educator: Well done, guys, you made up wonderful stories and helped Dunno. He left us cookies as a sign of gratitude. Let's wash our hands and drink juice with these cookies.
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The problem of my research is the level of coherent speech of children with general speech underdevelopment. This problem was dealt with by Filicheva T.B., Chirkina G.V., Yastrebova V.A., Tumanova T.V., Zhukova N.S., Mastyukova E.M. and many others.
The topic of the study is quite relevant, since speech therapy places emphasis on the development of coherent speech in children with ODD, i.e. their preparedness for school.
There is an obvious need to improve traditional techniques and methods, as well as to search for newer, more effective science-based ways to develop coherent speech in children with general speech underdevelopment. But this topic has not been fully studied in preschool speech therapy, requires additional study, and therefore I focused on it. Solving this problem is the goal of my research.
I conducted an experimental examination. The examination involved 20 children of 6 years of age with general speech underdevelopment (experimental group) of the MDOU "Combined Kindergarten No. 419" and 20 six-year-old children without speech disorders (comparative group) of the MDOU "Combined Kindergarten No. 419" of the city of Samara .
As a survey technique, I used the “Method of psycholinguistic research of oral speech disorders in children,” which includes compiling a story based on a series of 3, 4, 5 plot pictures.
Experimental tasks are aimed at identifying children’s productive speech abilities: the ability to construct an internal plan of utterance, the ability to independently create a semantic program for a coherent message based on visual supports; the ability to implement the found program into a coherent message.
Let's look at the survey results in more detail. The experiment included 3 tasks to compose a story based on a series of plot pictures without preliminary work. First, a series of 3 story pictures “Bird Feeders” was offered: The children made bird feeders. They hung it on trees. They poured food. We admired the birds.
A series of 4 plot pictures “True Friend”: 1-Children walked in the rain. We saw a puppy. 2-Took him home and fed him. 3-The dog has grown. He gave the children a paw. 4-The bandit wanted to attack the children, the dog protected them.
A series of 5 plot pictures “Fun Kindergarten”: 1-Children are building a railway. 2-Let's go get ready outside. 3-They went out and started playing in the snow and making a snowman. 4-Went into the group. We had lunch. 5-Go to bed.
Research procedure. A series of plot pictures are laid out in disarray in front of the child (for the “Bird Feeders” series - 3,2,1; for the “True Friend” series - 2,4,1,3; for the “Fun Kindergarten” series - 1,5, 3,2,4).
Instructions: “I laid out the pictures incorrectly, in the wrong order. Look carefully at the pictures and put them in the correct order.”
Instructions for incorrect arrangement of pictures: “You have arranged the pictures incorrectly. Look in what order they need to be laid out.” Next, the pictures are laid out in the correct sequence, after which the instruction is given: “Now look carefully at these pictures and compose a story that will be called ... (“A Faithful Friend”, “Bird Feeders”, “Fun Kindergarten”).
The story was assessed from 2 positions: laying out plot pictures (3, 4 and 5 pictures were offered) and composing the story (level of semantic integrity and level of linguistic design).
When completing tasks, first of all, it is assessed how the child laid out a series of plot pictures. Correct completion of a task for a series of 3 pictures is assessed as 2 points, for a series of 4 – 3 points, and for a series of 5 pictures – 4 points. Failure to complete the task correctly is scored 0 points.
Then the semantic component of the text (semantic integrity, internal programming) was assessed, in which 5 levels of formation are distinguished:
1 is the highest. The story fully corresponds to the situation depicted. The main semantic links are reproduced in the correct sequence. Partial omissions of details of the situation are allowed. Score – 4 points.
2-above average. The story generally corresponds to the situation depicted. There are basic semantic links. There are minor omissions of secondary semantic links. Semantic integrity suffers slightly. Score – 3 points.
3-medium. The story largely corresponds to the situation depicted. However, individual semantic links (1-2) are distorted, the sequence of individual events is disrupted, or individual semantic links (1-2) are missed. Score – 2 points.
4-below average. The story only partially corresponds to the situation depicted. A large number of semantic links are missing. There is no semantic integrity. Score – 1 point.
5-low. Lack of story. The child only briefly answers individual questions or reproduces 1-2 sentences. Score – 0 points.
When assessing the level of linguistic design of the text, we used the following criteria:
Level 1 – 4 points. The story is composed of grammatically correct sentences and is characterized by coherence and development.
So, after analyzing the stories compiled by the children, we got the following results. Level 2 -3 points. Level 3 – 2 points. Level 4 – 1 point. Level 5 – 0 points.
Thus, an analysis of the work of children with normal speech development showed that 18 out of 20 children arranged the pictures in the correct sequence, while only 11 of the children with SLD completed the task.
Analysis of the level of semantic integrity showed the following: 5 children with the norm have a high level of development. 8 children – above average level. 5 – average level. 2 children with below average level. No low level noted.
Children with OHP have the following picture - 1 child has a high level of development. 2 are above average. 7 – average level. 8 - below average level. 2 children have a low level.
Assessment of the level of language design. Normal children. 8 children with a high level. 10 – above average. 2 – average level. Levels below average and low are not noted.
Children with special needs: 7 children with an average level. 8-with a level below average. 5 – have a low level of formation.
In children with general underdevelopment, there is insufficient formation of all language structures; independent coherent contextual speech of children with SLD is imperfect; such children have an insufficiently developed ability to express their thoughts coherently and consistently; children with ODD experience significant difficulties in programming a coherent utterance, in synthesizing its individual elements into a structural whole, and in selecting material that corresponds to a particular purpose of the utterance; each author offers his own methodology for studying coherent speech in preschool children; Due to the fact that coherent speech suffers significantly with OHP, its development requires timely, comprehensive and regular correctional assistance.
Children have an excessive use of function and introductory words, as a result of the inability to correctly formulate a sentence.
As a result, we can conclude that the skill of composing coherent stories in children with general speech underdevelopment is at a significantly low level compared to children with normal speech development. Which requires the development of new methods for working on the development of coherent speech.
How can they be used?
One of them, already mentioned, is pictures for making a short story. On our website you will find story pictures for children. It is extremely important that the images are subordinated to a single theme, which means that the child, looking at them, will be able to compose a coherent message or play role-playing games for preschoolers. It is not for nothing that when teaching a foreign language, students are asked to describe a picture, come up with a dialogue according to the presented situation, and create role-playing games. This technique is also applicable when teaching the native language in a kindergarten or aesthetic center. You can download illustrations for writing a short story and print them for work.
The technique for developing speech based on pictures for composing a short story is simple. We advise parents to play role-playing games with their baby, lay out illustrations in front of him, and come up with a story together, a story in which the baby’s family or friends will be involved. Make sure that when describing, the child does not jump from one action or object to another, but expresses his thoughts consistently and logically. Having conducted such a lesson once, return to the worked picture after a while: ask the child if he remembers the story he compiled, what details he did not take into account, what he could add. A series of plot pictures for composing a short story are good for lessons on speech development in primary school, in native or foreign language lessons. Descriptions of illustrations, role-playing games, and a story based on them can be a good basis for creative work. Usually children respond with pleasure to such tasks, since children's imagination has not yet taken root, its flight is free and unhindered.
The method of working with pictures for children will require attention and regular practice from parents. It is the family that should be interested in the development of the baby. They should help him create a story, role-playing games for preschoolers, and then discuss them together.
A series of pictures for kindergarten or home use for children are focused on different topics. For example, you can compose a story on the topic “Family”, “Seasons”, “Forest”, “Home”, etc. The methodology for developing speech for children involves comprehensive coverage of topics on which a story can be compiled. The technique also involves the use of games for kindergarten, which will contain illustrations or a story on the chosen topic. As a result of a series of such activities, children begin to speak much more coherently, logically, and a single thread can be traced in their speech.
Methods of teaching preschoolers storytelling using a series of story pictures
Marina Vladimirovna Ilyushina
Methods of teaching preschoolers storytelling using a series of story pictures
Message for the seminar: “Development of coherent speech in preschool ”
Topic of the speech: “ Methods of teaching preschoolers storytelling
based on a series of plot pictures »
Slide 2
Researchers believe that the development of coherent speech must begin from early preschool age, from dialogue between an adult and a child to the monologue speech of the child himself. (O. S. Ushakova, N. G. Smolnikova, E. A. Smirnova, L. V. Voroshnina)
.
O. S. Ushakova suggests starting the development of coherent speech from the second junior group. The development of coherent speech, work on it should be carried out from planned and systematic work on the retelling of literary works to learning independent storytelling . A preparatory stage and a system of game exercises are necessary.
Slide-3
Stages of a teacher’s work:
1. Preliminary work, which examines the sequence of actions observed or experienced by the child in real life, and the sequence of events in familiar literary works.
2. A step-by-step system of game exercises for teaching children to work with a series of pictures . The presented methodology is general in nature. The teacher's task is to adapt each step to the specific age of the children with whom he works. In this case, the sequence of steps should not be disrupted.
3. Test tasks, during which children independently compose stories based on a series of pictures they have collected .
Slide-4
Organizing work with a series of pictures
Success in learning depends on compliance with the basic conditions for organizing the pedagogical process:
are offered 2-3 pictures to compose . By the age of four, the series increases to 4 - 5 pictures . Their plots should reflect the real experience of children (the process of washing, feeding, putting to bed, etc.)
.
At the age of 5 years, a series can contain up to 6 pictures based on typical events experienced by children at this age (buying something in stores, going to the zoo or the forest)
.
At the same age, you can use a series of pictures based on fairy-tale situations (a hedgehog collects apples in the forest, makes jam and treats them to forest animals)
.
At the age of 5-7 years, it is more advisable to use a series of pictures of 6-8 frames , connected by a variety of content (from the personal experience of children, from actions observed from the outside, fairy-tale situations from literary works unfamiliar to children).
Before giving the task to the children, the teacher himself must perform actions to establish the logic of events in the pictures
It is not recommended to use pictures related to the texts of literary works familiar to children. Work with such series is carried out in the preparatory stage.
It is advisable to organize work with subgroups of children or individually in the morning or evening, in a calm environment, without distractions. The time spent on training should not exceed 5-6 minutes for children under 4 years old, 10 minutes for children under 5 years old, and children of older preschool age can be maximally occupied with this activity for about 15 minutes.
It is very important for the teacher to motivate this activity.
Examples of motivation:
- for children 3 years old: enjoy the pictures stacked in the right sequence (stimulation of a positive emotional state - sing a song with pictures , recite a rhymed text or please someone with the result);
- for children 4 - 5 years old, the motive of helping some hero is used (Cheburashka wants to understand the pictures )
;
- children 5 - 7 years old - the motive of competition (working at speed without mistakes; preparing for school or playing "Sleuths")
.
Slide-5
Stage 1.
PRELIMINARY WORK
Working with real situations
To prepare children for learning to work with a series of pictures, it is necessary to teach them to analyze real situations from their lives. In the process of organizing various types of activities, the teacher draws children’s attention to the sequence of actions performed.
Example: during the washing process, the teacher asks:
- What are we doing now? - Let's wash our hands.
- What did you do before this? - Opened the water tap.
- What will you do after you wash your hands?
— We will wash off the soap under running water. Let's turn off the tap and dry our hands with a towel.
- Why did we do all this?
- Keep your hands clean before eating.
The purpose of such conversations is to teach children to pronounce a chain of interconnected actions, establish cause-and-effect relationships and see the result.
Working with literary works
Work with the analysis of cause and effect relationships in literary works can serve as preparation. After reading a literary work, the teacher, together with the children, makes a “storyboard” of the content of the text (based on illustrations)
.
Slide-6
For example: the fairy tale by C. Perrault “Little Red Riding Hood” is presented as follows:
Frame 1: mother and daughter talking; mom is holding a basket.
Frame 2: Little Red Riding Hood walks through the forest.
Frame 3: The Wolf talks to Little Red Riding Hood, etc.
The sequence of actions is discussed based on questions to children:
- Who is depicted?
- What is he doing?
-What is the purpose of this action?
— Did the hero achieve this goal?
For example:
Frame 1. The picture shows a mother and daughter. Mom asks her daughter to take the gift to her grandmother. Her goal is to persuade her daughter to do this. Little Red Riding Hood is depicted listening attentively to her mother and taking the basket from her hands. Little Red Riding Hood's goal is to fulfill her mother's request.
Frame 2. Here Little Red Riding Hood is depicted walking along a forest path and carrying a basket in her hands. Her goal is to deliver a gift to her grandmother.
Frame 3. The picture shows the Wolf , who asks Little Red Riding Hood about where she is going. His goal is to find out where his grandmother's house is. Here is Little Red Riding Hood telling the Wolf where she is going. Her goal is to fulfill the Wolf's request.
The main tasks of a teacher when preparing children to teach children to work with a series of pictures :
— exercise children in building cause and effect relationships established by the author of the text;
— to develop the ability to determine the hero’s goal by action, to record the result of fulfilling this goal.
Slide-7
Stage 2.
SYSTEM OF GAME EXERCISES FOR TRAINING
CHILDREN WORKING WITH A SERIES OF PICTURES
Teaching preschoolers to work with a series of pictures is carried out according to a certain algorithm. Each step of the algorithm has its own goal, a game action. The teacher moves on to the next step of the algorithm only if the child has mastered the previous task.
1. “Locomotive from pictures ”
Goal: to teach the child to lay out a series of pictures from left to right in one line.
2. “Find common characters in the pictures ”
Goal: to teach the child to find the main characters and common objects in all the pictures in the series .
3. “Find the place where the events take place.”
Goal: to teach the child to determine the location of action in each picture and establish relationships between them based on an analysis of the location of characters and objects.
4. “Determine the time of events”
Goal: to teach children to determine the time of events occurring in pictures .
Game action: invite children to determine the time of year, parts of the day in each picture .
5. “Name the actions of the heroes”
Goal: to teach children to identify cross-cutting characters in each picture , name their actions and draw conclusions about the purpose of their actions.
6. “What for what?”
Goal: to teach children to establish a sequence of actions in pictures .
7. “Make a story ”
Goal: to teach children to compose a coherent story based on a sequential series of pictures .
Come up with a title for the resulting story .
8. “Let’s remember how we played with pictures. ”
Goal: to teach the child to identify the sequence of actions necessary to compose a logically correct series of pictures .
Game action.
Invite the children to remember what games were played with pictures and what actions were performed.
Guidelines
Work is possible from 4.5-5 years of age.
The teacher can accept the story as a collective creativity of the children present at this lesson, or invite only one child to perform a complete “sounding out”
. Other children act as spectators.
Slide-8
Stage 3.
TEST TASKS
Game exercises
"Playing teacher"
Invite a child who has already completed training to teach someone (preferably an adult)
put
pictures .
The teacher’s task is to control the sequence of procedures. At first, the child can use a series of pictures . Then you should complicate the task by offering him an unknown series . In this case, no time is given for preliminary thinking about the sequence, that is, the child simultaneously establishes the logical sequence of a series of pictures and teaches someone this.
Assistants
Invite children to schematically draw the stages of work using a series of pictures . "Steps"
algorithms can be indicated by any symbols or letters.
The resulting diagrams should help children from the neighboring group learn to lay out pictures .
Recommendations: the teacher should not pay special attention to how exactly the child designated a specific step, the main thing is that he name it and explain what needs to be done.
Mysterious stories as gifts for friends
Invite children to make their own “storyboard”
any event - for example, the process of caring for a domestic plant or animal.
Invite children from the neighboring group, with the help of “helpers,”
to decipher
the story (correctly arrange
the pictures ) .
Results can be obtained already at the end of the middle group (by 5 years)
.
Slide-9
Methodology for teaching storytelling in a series
plot paintings in class.
When working on a series of plot pictures, it is necessary to form and consolidate an idea of the composition of the story (commencement, climax, denouement, the ability to come up with its exact name, logically move from one picture to another .
In telling stories based on a series of plot pictures, children compose the text collectively ( “in groups”
, at the same time, they themselves distribute the functions: who will
tell the story from the first picture (beginning), who will tell the story from the second and third (middle)
and who will complete
the story (end)
. This technique presupposes, on the one hand, the ability to negotiate among themselves and, on the other hand, consolidates the idea of the composition
of the story ... With this distribution, the entire group of children is included in
the story PICTURES AND ON THE BOARD : “Birthday” series
Only the first picture , the other three are closed, but four children tell the story (each child stands in front of his own picture , the beginning of the story is known , and the children come up with their own continuation and ending). After this, the second picture ( four people tell it , they already see the plot , but don’t know it completely yet, followed by a third one (like the previous time, “team” tells it
, and finally, the fourth (all
the pictures , the children see them and make up a new story (fairy tale)
. In the next
series , you can close the first three pictures , and the last picture is open (the children see how the plot , and then all the others are opened. There may be open the first and last pictures , then the children see how the action began, how it ends and come up with the middle part of the plot ... For each version of the stories, children
(both closed and open pictures )
Children are asked to give a name - laconic, precise, expressive.
Distributing children to tell stories according to the first , second... or last picture develops their understanding of the composition of the story . On the other hand, such activities develop in children the ability to negotiate with each other and give in to their peers.
Slide-10
Recommendations for writing stories based on a series of plot paintings :
- to compose stories based on a series of plot pictures, offer children bright, colorful, fairly large pictures of clear content without unnecessary details, placed at intervals;
- include in classes games, tasks, exercises to enrich and develop vocabulary, the formation of grammatically correct speech;
- use methods and techniques that create interest in children from the very first minutes and ensure its preservation until the end of the lesson;
- learn to think through previous and subsequent events;
- teach the ability to summarize the content of stories in a short title ;
- think over the children’s rest during the lesson, and, if possible, connect it with the topic of the lesson;
- use in the classroom knowledge about the motivational sphere of a child of a given preschool age , create and stimulate motivation for activity;
- instead of physical education minutes, use educational games , but give them an active character;
- after listening to stories , invite other children to choose the best essays and give reasons for their choice;
- offer children different options recommended by the methodology ;
- If possible, end the lesson with a game of a developmental nature.
Slide-11
Literature:
• O. S. Ushakova
“Development of coherent speech. 5-8 years"
,
Publishing house "Karapuz"
• S. LELYUKH, T. SIDORCHUK
«METHODOLOGY FOR TRAINING PRESCHOOL CHILDREN IN WORKING WITH A SERIES OF PICTURES»
Samara - Ulyanovsk, 2002
