Basic techniques for teaching storytelling to preschoolers. Consultation (senior group) on the topic: teaching children storytelling

About toys (objects).

1. Requirements for toys.

2. Conducting classes on writing descriptive stories in different age groups.

1. Requirements for toys.

1) Toys should be bright, imaginative, with a strong personality (the duckling is funny, clumsy).

In the older group, toys should be complex. For example: telephone, car with opening parts, refrigerator, gas stove.

2) Toys must be large enough for all children to see all parts (at least 10 cm high).

In the younger and middle groups, it is advisable to bring toys into the group in the morning so that the children can touch and examine the new toy again and not give the toy to the children during classes, because it distracts their attention.

In older groups, children usually take part in the selection of toys for classes.

3) Number of toys:

Junior group - 2-3 toys are described during the lesson;

Middle group – 1 → 2 → 4-5 toys;

Senior groups - 4-8 toys.

4) In younger groups, at the beginning of the year it is preferable to take toys of the same name, but

different in appearance.

5) The toys can be displayed all at once or one at a time, depending on the teacher’s plan.

6) Before the lesson on writing a descriptive story, toys should be examined either in class or in free time 2-3 days before class.

2. Methodology for conducting classes on writing a story about a toy (object).

A lesson on teaching children how to compose descriptive stories is carried out in all age groups.

2nd junior group.

Structure of classes.

1. Introductory part.

Very short. Children get acquainted with the toys that they will describe. The teacher immediately attracts the children’s attention to active participation in the lesson - he asks them to name familiar toys. (for example: - The truck brought toys; - “Wonderful box”: the teacher takes out the toys, the children name them; etc.).

1. Main part.

Stage 1. Looking at a toy. The main methodological technique is questions:

a) aimed at holistic perception ( Who is this? What is he like? What is it made of?);

b) highlighting parts and essential features ( What is? What eyes, ears, paws?);

c) questions aimed at actions with a toy, the purpose of the object ( What can he do?

do? How can you play with it?);

d) the child’s emotional response to the toy.

Stage 2 Sample 3-4 sentence descriptive story. At the beginning of the year the teacher

offers it to children. In the 2nd half of the year, the teacher uses the technique of joint

composing a story.

Stage 3. Children's stories (2-3 stories). The child chooses one toy and tells

about her). The main methodological technique is a hint:

· Direct hint (This is Katya doll);

· Guiding questions (Doll in a dress or pants);

· Hint - instructions (Tell me about her curvaceous blonde hair);

· Hint in game form (“You forgot to say about my voluminous hair,” “You didn’t say it was on my legs”).

Children compose a story according to a model, and not according to a plan.

1. The final part of the lesson.

The structure of such activities needs to be approached flexibly. In the main part, you can first look at all the toys, and then the teacher gives a sample description of one toy, then the children repeat the sample and talk about other toys. You can look at one toy, then the teacher gives an example of its description, the children repeat the story, and then do the same for the 2nd toy. This option is most acceptable at the 1st stage of training. You can bring in two toys and consider them based on the principle of comparison (I will talk about Masha, and you about Katya). Then the teacher gives a holistic description of one toy, after which the children tell their choice.

Middle group.

Complication. At the beginning of the year you should spend 2-3 preparatory classes. Goal: to help the child realize that the description is carried out according to a certain plan and to help him master this plan on an intuitive level. Next, 1-2 classes are held, during which they develop the ability to compose descriptive stories about one object with a pronounced individuality. In the next two lessons, we alternately examine and describe two objects. Then you can conduct classes in the form of Didactic/Games, story games, or independent storytelling based on any of the proposed 4-5 toys.

Structure.

1. Introductory part. Like in the 2nd younger group, + you can use the available riddles.

2. Main part.

Stage 1. Looking at a toy. The first 3-4 lessons are held in the form of games -

re-enactments. In the second half of the school year, the teacher can omit this stage

Stage 2. Sample description by the teacher (you can take up to 5-7 items per lesson by the end

a sample story after viewing is perceived by children as pleasant and

familiar, the ending of the story should involve emotional communication with

with a toy (move the toy, treat the bunny with a carrot).

Stage 3. Clarifying the outline of a descriptive story. The term “plan” is not given to children. IN

at the beginning of the year the plan is given by the teacher, in the 2nd half of the year it is clarified together with

“At first I said what kind of toy it was. Then she told me what she was like. She explained why the toy is beautiful. And at the end she said what a secret the nesting doll has.”

If necessary, after clarifying the plan, the teacher can give a sample again

descriptions. It’s good if one of the children repeats the pattern.

Stage 4. Children's stories (5-7 stories). Due to the fact that in the fifth year of life the child

cannot remember the sequence of the description, the teacher should help

for the child to make the story more complete and meaningful, using the following methodological techniques:

· Hint and reminder (see 2nd junior group);

· Grade;

· Additions ( What else do you want to say about the bunny, Petya?);

· Reminding the child of the plan.

After 3–4 stories, children often begin to only list what the toy has. In this case, the sample story should be repeated.

If during the story the child was asked 3-4 leading questions or at least three to four additions were made, then it is advisable to invite the child to repeat his story, and he, as a rule, becomes more coherent.

3. Final part. Conducted as in the 2nd junior group.

Senior group.

In the older group, such classes are held less frequently, because they require a lot of preliminary joint preparation.

The subject of the classes can be the following: “Toy Workshop”, “Garage”, “Khokhloma Toy”, “Dymkovo Toy”.

IN preliminary work The teacher prepares the children, teaches them how to ask questions about objects during the lesson, and teaches how to answer them.

Lesson structure.

1. Introductory part.

The goal is to give the name of the game and set the goal of the activity for the children in a playful way. (“Toy Store” - Attention! Attention! A toy store is opening! But toys are sold not for money, but for an interesting story).

2. Main part.

Stage 1. Sample story. Already from the second half of the senior group it can not be

use. At the beginning of the year, a story of 5-7 sentences, by the end of the year up to 10 or more

proposals.

Stage 2. Clarification of the plan. In the preparatory group you can miss it.

Stage 3. Children's stories (6-8).

3. Final part.

No less bright and emotional. It is aimed at possible playful actions and the development of a culture of communication.

You can use riddles or organize complex lesson(speech combined with drawing, design, etc.)

Complicating the description of the toy.

2nd junior group. “It's a ball. He is red, big and beautiful. He can jump. You can roll it to each other. I like it very much."

Storytelling through a picture is especially complex look speech activity for a child. The problem with organizing such an activity is that children must listen to stories based on one picture, first from the teacher (sample), and then from their friends. The content of the stories is almost the same. Only the number of proposals and their expansion vary. Children's stories suffer from scarcity (subject - predicate), the presence of repetition words, and 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, while the rest are passive listeners.

However, it is difficult to argue with the fact that a child should be able to tell a story based on a picture by school. Therefore, this type of work must be carried out and produce positive results.

The contradiction that arises can be resolved using gaming methods teaching storytelling from a picture, including the method of composing riddles by 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 ability to compose a creative story based on a picture against the backdrop of a preschool child’s sustained interest in this type of activity. There are two types of stories based on the picture.

1. Descriptive story.

Goal: development of coherent speech based on the display of what is seen.

Types of descriptive story:

Fixation of the objects depicted in the picture and their semantic relationships;

Description of the painting as a revelation given topic;

Detailed description of a specific object;

Verbal and expressive description of what is depicted using analogies (poetic images, metaphors, comparisons, etc.).

2. Creative storytelling based on the picture (fantasizing).

Goal: to teach children to compose coherent fantasy stories based on what is depicted.

Types of stories:

Fantastic content transformation;

A story on behalf of the depicted (represented) object with a given or independently selected characteristic.

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.

One of the ways to plan a coherent statement can be the technique of visual modeling.

Using visual modeling techniques makes it possible to:

· independent analysis of a situation or object;

· development of decentration (the ability to change the starting point);

· development of plans and ideas for a future product.

In the process of teaching coherent descriptive speech, modeling serves as a means of planning utterances. When using visual modeling techniques, children become familiar with a graphical way of presenting information - a model.

As placeholders for initial stage works are used geometric figures, their shape and color resembling the item being replaced. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account external signs object. In this case, they focus on the qualitative characteristics of the object (evil, kind, cowardly, etc.). As a model of a coherent statement, a strip of multi-colored circles can be presented - the “Logical Baby” manual. Elements of a story plan based on a landscape painting can be silhouetted images of its objects, both those clearly present in the painting and those that can be identified only by indirect signs.

A visual model of an utterance acts as a plan that ensures the coherence and sequence of the child’s stories.

A special kind coherent statements are descriptive stories based on a landscape painting. This type of story is especially difficult for children. If, when retelling and composing a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.

IN in this case Natural objects act as elements of the story model. Since they are usually static in nature, Special attention is devoted to describing the qualities of these objects. Work on such paintings is built in several stages:

· highlighting significant objects in the picture;

reviewing them and detailed description appearance and properties of each object;

· determining the relationship between individual objects in the picture;

· combining mini-stories into a single plot.

As a preparatory exercise in developing the skill of composing a story based on a landscape painting, we can recommend the work “Bring the Picture to Life.” This work is like a transitional stage from composing a story based on a plot painting to telling a story using a landscape painting. Children are offered a picture with a limited number of landscape objects (a swamp, hummocks, a cloud, reeds; or a house, a vegetable garden, a tree, etc.) and small images of living objects - “animations” that could appear in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by including descriptions and actions of living objects.

Gradually mastering all types of coherent utterances with the help of modeling, children learn to plan their speech.

In the second younger group, only the preparatory stage of learning to tell a story from a picture is carried out. Children of this age cannot yet independently compose a coherent description, 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.

It should be noted that in the practice of kindergartens, conducting classes on teaching storytelling from a picture causes significant difficulties. This is mainly caused by mistakes that teachers make in the methodology of conducting such classes. For example, due to the lack of an introductory conversation, children are unprepared to perceive the picture, and questions like “What is drawn in the picture?” or “What do you see in the picture?” They often encourage children to randomly list everything that comes into their field of vision. Follow-up questions: “What else do you see in the picture? And what else?” disrupt the holistic perception of the picture and lead to children pointing to the depicted objects without connecting one fact to another. In addition, it sometimes happens that, when starting to look at paintings that differ in theme, plot and genre, the teacher each time turns to the kids with the same words: “What is drawn in the picture?” This question becomes stereotyped, stereotyped, the children’s interest in the activity decreases, and their answers in such cases are in the nature of a simple enumeration.

Sometimes, when examining a picture, the teacher does not identify in it from the very beginning what is essential and at the same time emotionally attractive. For example, when analyzing the painting “Autumn,” the teacher draws the children’s attention to how Tanya is dressed. You need to talk about the hero’s clothes, but first you should arouse children’s interest in this character, his actions, and the desire to tell more about him.

It is especially necessary to dwell on the issue of the teacher’s speech: it should be clear, concise, expressive, since a work of painting, influencing children with visual and colorful images, requires that it be spoken about figuratively and emotionally.

Thus, the teacher must teach children to perceive the picture consistently and meaningfully, to highlight the main thing in it, to note bright details. This activates the child’s thoughts and feelings, enriches his knowledge, and develops speech activity.

In the middle group, in classes on speech development, paintings published as educational ones are widely used. visual aids for kindergartens. 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 self-description paintings that will develop and improve in the senior 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 must be borne in mind that relaxed, free statements allow children to more vividly express their impressions of what they see, therefore, when looking at pictures, you should eliminate everything that would entail constraint in children’s statements and reduce the emotional spontaneity of speech manifestations.

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 next object, while 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 classes, preschoolers practice constructing statements consisting of several sentences united by a single content. They also learn to listen intently to the teacher's stories about the 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. It is decided in class whole line tasks: to cultivate in children an interest in composing stories based on pictures, to teach them to correctly understand their content; develop the ability to coherently and consistently describe what is depicted; activate and expand your vocabulary; teach grammatically correct speech, etc.

In the process of teaching storytelling using the material of paintings, the teacher uses a variety of methodological techniques: a 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, a 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. The 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 more purposefully and more confidently, the teacher asks them questions that help convey the content of the picture in a logical and temporal sequence and reflect 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 the children have already developed, 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 joint action- he begins a 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; completeness and accuracy of conveying what was seen, lively, figurative speech; the ability to consistently, logically move from one part of the story to another, etc. 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 the pictures, and show greater activity and independence when composing stories. This makes it possible to combine two types of work in one lesson: looking at a new picture and writing stories based on it.

In the structure of a painting lesson, preparing children for storytelling is essential. Speech practice of preschoolers - storytelling - is given the main educational time. Assessment of task completion is organically included in the structure of the lesson.

In the pre-school group, pictures continue to be widely used when teaching storytelling. Throughout the course year goes by work to improve and consolidate speech skills and skills. When setting tasks, the children’s previously acquired experience and their level are taken into account. speech development. The requirements for children's stories are increasing 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; independently invent the events preceding and following those depicted in the picture. The ability to purposefully listen to the speeches of peers and express elementary value judgments about their stories is encouraged.

During the lessons, children develop joint skills educational activities: Look at pictures together and make up 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 about the children's winter activities. You will speak in turns: one begins the story, and the others continue and finish. First, we 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 this difficult task, since they were actively preparing 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 make the stories good and interesting?” The teacher focuses the children on detailed study paintings. This develops their observation skills. Children mostly look at the picture on their own 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 should be remembered in order to say something more accurately and 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 ready-made option, but focuses them on independent decision tasks, teaches to take initiative when selecting facts for a story, when thinking about the sequence of their arrangement.

One of the important tasks is to compose riddle stories from pictures. The child constructs his message in such a way that from the description, in which the object is not named, one can guess what exactly is drawn in the picture. If students find it difficult to solve this problem, the child, at the teacher’s suggestion, makes additions to the description. Such exercises develop in children the ability to identify the most characteristic features, properties and qualities, to distinguish the main thing from the secondary, accidental, and this contributes to the development of more meaningful, thoughtful, evidence-based speech.

3. Make a lesson summary on the topic

Topic: “Composing stories based on the painting “Cat with Kittens.”

Target: Practice solving riddles. Develop the ability to carefully examine a picture and reason about its content (with the help of questions from the teacher). Develop the ability to compose a detailed story based on a picture based on a plan. Practice selecting words that are similar in meaning; choose words that denote the actions of objects. Develop a sense of teamwork and healthy competition.

Material: sheets, pencils, ball, two easels, two Whatman paper, felt-tip pens.

Move: Today we will learn to write a story based on a picture about a pet. You will find out which animal you will be talking about when each of you guesses your riddle and quickly sketches the answer. I will tell riddles in your ear.

· Sharp claws, soft pillows;

· Fluffy fur, long mustache;

· Purrs, laps milk;

· Washes himself with his tongue, hides his nose when it’s cold;

· Sees well in the dark, sings songs;

· She has good hearing and walks silently;

· Able to arch his back and scratch himself.

What answer did you get? So, today we will write a story about a cat, or rather about a cat with kittens.

Look at the cat. Describe her appearance. What is she like? (big, fluffy). Look at the kittens. What can you say about them? What are they? (small, also fluffy). How are kittens different from each other? What's different about them? (one kitten is red, the second is black, the third is motley). That's right, they differ in coat color. How else are they different? Look at what each kitten is doing (one is playing with a ball, the second is sleeping, the third is lapping up milk). How are all kittens alike? (all small). Kittens are very different. Let's give nicknames to the cat and kittens so that you can guess from them what kind of character the kitten is.

Kitten: (says name) plays. How else can you say about him? (plays, jumps, rolls a ball). Kitten: (says its name) is sleeping. How else can you say? (dozing, eyes closed, resting). And a kitten named: laps milk. How can you say it differently? (drinks, licks, eats).

I invite you to stand in a circle. I will take turns throwing the ball to you, and you will select answers to the question: “What can cats do?”

Let's return to the picture. Listen to the outline to help you write the story.

· Who is shown in the picture? Where does the action take place?

· Who would leave a basket of balls? And what happened here?

· What can happen when the owner returns?

Try to use in the story the words and expressions that you used when looking at the picture.

Children take turns writing 4-6 stories. Others choose whose story turned out better and give reasons for their choice.

At the end of the lesson, the teacher suggests dividing into two teams. Each team has its own easel. Each team will need to draw as many kittens or cats as possible within a certain time. At the signal, team members take turns running to the easels.

Monologue speech is psychologically more complex than dialogic speech. It is more extensive, because it is necessary to introduce listeners to the circumstances of the events, to achieve their understanding of the story, etc. A monologue requires better memory, more intense attention to the content and form of speech. At the same time, monologue speech is based on thinking that is logically more consistent than in the process of dialogue or conversation.
Monologue speech is also more complex linguistically. In order for it to be understood by listeners, it must use complete, common sentences and the most accurate vocabulary.
The ability to narrate plays a big role in the communication process. For a child, this skill is also a means of cognition, a means of testing one’s knowledge, ideas, and assessments.
IN kindergarten given great importance developing storytelling skills. Children are taught coherent statements that are characterized by independence, completeness, and a logical connection between their parts. In preschool age, mastery of two types of oral monologue speech occurs: retelling and story (in elementary form).
Retelling is a coherent, expressive reproduction of what was heard. work of art. Retelling is a relatively easy speech activity. The child presents ready-made content and uses the ready-made speech form of the author and reader-educator (vocabulary, syntactic constructions, composition, expressiveness). Of course, in a child’s retelling there are elements of creativity - this is not transferring the text by heart, not mechanical memorization. It is important that the child comprehend the text, convey it freely, but preserving the author’s basic vocabulary, empathizing with the characters. In kindergarten, detailed retelling or retelling close to the text is mainly practiced, but such options as retelling with a change in the narrator’s face (not from the first, but from the third person and vice versa), retelling of fragments (in didactic games), retelling by analogy ( with replacement of the hero, season, etc.), staged retelling (with toys, silhouettes, children, “actors”).
A story is a self-composed detailed account of a fact or event. Writing a story (on assignment) is a more complex activity than retelling. The child must determine the content and choose the speech form of the narrative in accordance with the given topic. A serious task is to systematize the material, present it in the required sequence, according to the plan (the teacher’s or his own). It is necessary to show the child that his story is needed, to support the natural need to speak out, the desire to tell listeners something.
It is important that children feel joy and satisfaction from their stories and see their benefits. In form, stories can be descriptive or plot.
Description is a statement of the characteristic features of a separate object or phenomenon. Usually the description is of a business nature, it contains a lot precise definitions, circumstances, but it is desirable that there are elements of imagery that attracts children so much. In addition, the description should be concise. Here is the teacher’s description of a toy duckling (class in the middle group): “This is the Quack duckling. He is yellow and fluffy. Quack's eyes are like big black buttons. The duckling is funny. He is big and fat, but his wings are small. Quack put on his beret and, waddling importantly, went: “Quack-quack-quack” (according to V.V. Gerbova).
A descriptive story has its own structure and composition. At the beginning, the subject is named (or summary paintings), then, in accordance with the order of examination, the characteristic features, purpose and relationship of the parts are indicated, and in conclusion, the purpose of the object or actions with it are stated. Naturally, the description of any labor process is based on its sequence (how I make a boat, washing, etc.).
Varieties of descriptive stories are comparative and explanatory stories. In kindergarten, preschoolers are taught to write a description of two objects with contrasting features, based on a step-by-step comparison of their unambiguous features (for example, first by size, then by color, material, details, shape). Explanatory stories with elements of reasoning and evidence accompanied by demonstrations of the named actions are also useful. To explain something to another person means to lead him in a certain sequence to an understanding of the main connections and relationships characteristic of the phenomenon being described. For example, a child can explain to a friend how to use this or that object, toy, or how to play a game.
A plot (narrative) story is a transmission of events occurring in a certain time sequence with some hero. Children are given an idea of ​​the typical structure of such stories - at the beginning (exposition) the hero (or heroes) is named, sometimes a description of his appearance is given, then the first event (plot) is stated, and, if possible, when and where it happened is explained. Next, the action develops, a temporary or causal connection is established between two or three episodes, followed by an ending (denouement).
The child does not immediately master the ability to construct a plot story according to this scheme. The methodology developed propaedeutic (preliminary) teaching techniques: come up with only the end of the story, describe only the scene of action, come up with dialogue characters etc. The hero of a plot story can also be a child author, if he talks about a real event (“How my birthday went”) or composes, assumes (“How I will go to first grade”).
More higher value than the form of presentation, the content of the story has. To determine how accessible a task is for a child and to choose leading techniques that will help him complete this task, two factors should be taken into account: what the narrator should talk about and what mental process he will rely on. For example, a child is asked to describe a toy bear, the one he is currently holding in his hands (perceives), the one that is in the hall and is familiar to him from music classes (remembers), the one he would make for himself if he were a toy designer ( fantasizes). In this regard, three categories of stories can be distinguished for preschoolers: a story from perception (about what the child sees at the time of the story), a story from memory (about what he perceived before the moment of the story), a story from the imagination (invented, based on a fictional story). material, on the transformation of existing ideas). The first two categories are characterized by the fact that they have a factual basis, they involve actually existing objects and phenomena, and the child must present reliable, accurate facts. They are also built on the conditional basis of “visually presented content” (stories based on a picture, a toy, or from the child’s previous direct experience). The third category of stories is, in the full sense of the word, creative stories, which require the child to be able to modify his existing experience, to create from this material relatively new (for the child-storyteller) images and situations. Moreover, creative stories can also be based either on a visual basis (come up with events with the characters in the picture that go beyond what is depicted; come up with a fairy tale about a toy squirrel and a little bunny, which the child holds in his hands), or on a verbal basis (come up with a story on the topic suggested orally “How Seryozha helped Natasha").
In practice, a certain mixture of types of stories in one child’s statement is quite acceptable. For example, having described the toy that he sees in front of him, the child can tell how it was repaired (from memory), composing a description of the events depicted in the picture, he can give names to the characters, suggest their dialogue (i.e., dream up). It is especially useful when the teacher himself clearly delineates the task: first, tell only what you see, and then remember or compose.
Comparative complexity of children's stories different types taken into account when constructing a storytelling teaching program. In younger groups, this learning task is not allocated to a special section. On at this stage Only preparation for storytelling is carried out. Preschoolers are taught to reproduce the sequence of events in a story or fairy tale, based on the teacher’s questions, illustrations, and silhouettes. Children are encouraged to try to report their impressions and construct a statement from several words and sentences. Kids are actively involved in the teacher’s story: they finish words in unfinished sentences, follow the sequence of presentation.
In the fifth year of life, the ability for monologue speech appears. In the middle group, they learn to expressively retell stories and fairy tales, both well-known to children and those read for the first time in class, as well as describe objects, naming their most characteristic features (according to perception).
In the older group, it is necessary to consolidate and improve acquired skills, as well as teach more complex things - to describe objects in comparison, talk about events and facts from one’s experience (from memory), to compose descriptive and narrative stories from pictures based on perception (about what is drawn) , and with elements of creativity (according to the plot picture, III quarter). In this group, higher demands are placed on the quality of the story. What is important is the coherence and purposefulness of the story (not to deviate from the topic given by the teacher), its detail (indicate the place and time of action).
In the preparatory group for school, all monologue speech skills developed earlier are consolidated, the expressive side of retellings and creative stories, and their accuracy are improved. In the third quarter, they begin the most difficult section of the program - coming up with stories based on the plot proposed by the teacher (come up with a plot, course of events, denouement), as well as riddles.
It should be noted that in all groups, children are guided to compose and retell short stories, are taught to listen carefully and kindly to the answers of their comrades, and determine how well these answers correspond to the task. The teacher also needs to take care of the culture of behavior of the child-storyteller; E. I. Tikheeva reminded of this: “When telling stories, children should turn not to one teacher, but to all their comrades. At the same time, they need to be instilled with the appropriate cultural skills: how to get up, go out, turn to face their comrades, and watch their posture. Preparing for public speaking an adult should begin at an early age.”

Techniques for teaching storytelling

In teaching storytelling, specific techniques are used, the purpose of which is to obtain a coherent statement or monologue from the child (and not an answer with a word, gesture, or phrase). At the initial stage of the lesson, such techniques are used with the help of which children are shown the approximate result of the speech activity ahead of them (what is required of them) and the ways to achieve this result (how it is done).
Let's look at the basic techniques.
A sample story is a short, live description any object or event that is accessible to children for borrowing in content and form.
It is necessary to distinguish an educational story from a teacher, intended for children to listen to, to broaden their horizons, from a sample story - a didactic technique that is intended to be imitated.
A sample story, more than other techniques, facilitates the learning process, since the child is shown the result that he must achieve. In addition, the sample determines the approximate content of children’s future stories, their volume and sequence of presentation, and facilitates the selection of a dictionary.
The model is used at the first stages of training, as well as in cases where a new task is set, to help those who cannot tell.
The teacher's sample story can be repeated by 1-2 children who tell the story poorly, while direct imitation plays a positive role, causing speech activity. However, one should not strive for verbatim repetition of the sample; on the contrary, elements of independence should be encouraged.
As a direct teaching technique, a sample story is most often used at the beginning of a lesson.
A variation of this technique is the partial pattern. It is used in the process of consolidating the ability to tell a story if children have difficulty completing any task, for example, coming up with the beginning of a story.
The teacher can repeat the entire story or part of it as needed and during the lesson, include it in a detailed assessment of the answer (in the middle group this can be done in a playful way - on behalf of the toy being described: “As Natasha told exactly about my hair - white, soft , braided in thick braids").
As noted above, children need to be shown not only the result of the speech activity ahead of them, but also the means of achieving it. Therefore, as a rule, the sample is used in conjunction with other techniques that clarify it, do not allow mechanical copying and lead to independent creative work thoughts. So, you can offer children a second version of the story - a duplicate of the sample, when compared with the first one, the general patterns building a narrative. For example, a teacher sequentially describes two different toys and explains required elements these descriptions.
A meaningful selection of speech forms is facilitated by such a technique as analyzing a sample story, which leads to isolating the plan of the statement. It is widely described in methodological literature.
The story plan is 2-3 main questions (points) that determine the content and sequence of presentation. Usually, after one or two lessons with a sample story, the plan becomes an independent, leading teaching technique. (Sometimes the plan - in the form of free explanatory instructions - may precede the model, in which case children more consciously perceive the rules for constructing a statement.)
The teacher introduces the plan to the children after the message general theme stories, as well as their nature (say exactly what happened in life, or write “not according to the truth” - invent a story or fairy tale, etc.).
In order to diversify children's stories, the teacher needs to prepare additional, new points in the plan in advance. Changing questions during one lesson activates children's attention; in addition, it is a means of individualizing tasks.
For example, when children describe a group of their rooms preparatory to school, the following may be suggested: rough plan: 1. On what floor is the room? 2. What is she like? 3. What is in the room?
Seeing that children confidently cope with this content, you can offer new, additional questions (at the same session, after two or three answers): 1. Who keeps the room clean? 2. How do you help with cleaning?
Is it necessary to ensure strict adherence to the plan? In the middle group, during the first lessons, you can not interrupt the child’s speech in case of deviation from the plan. However, subsequently you need to gradually begin to point out to the children the incompleteness or inconsistency of the story, and to involve them in complementing each other’s answers.
At the same time, the teacher not only notes the narrator’s deviation from the topic or plan, but also involves the children in monitoring their friend’s story (What should we talk about now? What is better to tell first, so that everyone understands?).
In a school preparatory group, such an additional technique as reproducing a plan by children is useful (the teacher, without using the term “plan,” invites everyone to repeat silently what and how they will talk about now, and calls one or two children to answer out loud). The plan should be communicated clearly, separating one point from another with semantic pauses, emphasizing supporting words in phrases.
Here is an example of a plan for a creative story on the topic “Seryozha took his puppy for a walk”: “Listen to what needs to be said at the beginning of the story, in the middle and at the end. First, you need to tell in detail what kind of puppy Serezha had, then what interesting things happened on the walk when the boy was walking with his puppy, and at the end tell how Serezha’s walk ended.”
In the school preparatory group, along with ready-made plan, proposed by the teacher, you can lead children to independently think about and choose a plan for the future narrative.
A sample story is the easiest teaching method; a story plan is more difficult. This is a common and important technique and is used in most storytelling activities.
To make it easier for children to compose stories according to plan and to enrich the content of their statements in advance, collective analysis of the plan is used. This technique is used mostly in the first stages of teaching children to invent stories (inventing stories based on a picture or on a given topic).
What is the essence of this technique? Before starting the task, the teacher discusses with the children some issues of the plan, showing the possible diversity of the content of their future stories. To the same point in the plan, for example, “What kind of puppy did the boy find?”, the teacher invites several children to answer from their seats, encouraging each one to describe the puppy in his own way and remember what kind of dogs there are. This technique helps to revive children’s initiative and activate the necessary vocabulary in advance, i.e. it teaches preschoolers a complex process self-creation story.
When preparing for a lesson, the teacher must think through the plan of the story, select for collective analysis with the children those points that may be difficult, as well as those that are important from an educational point of view.
Collective composing of a story is a unique technique used mainly at the very first stages of learning creative storytelling. Consistently analyzing the story plan outlined in advance, the teacher and children listen to individual answers, discuss which of them are the most successful, and the teacher repeats them as the beginning of a future story. Then the best answers to subsequent questions are chosen, and the teacher combines the phrases into a whole narrative, including his own sentences. In conclusion, the teacher repeats the entire story, and then one of the children does it.
The advantage of this technique is that all children actively participate in the work. In progress joint activities They get a visual idea of ​​what it means to come up with a story, and their imagination is gradually formed. But this technique also has a drawback: the speech activity of preschoolers is limited only to composing phrases and selecting words; they do little practice in monologue speech. Therefore, the use of the above technique is limited.
In some classes, you can use composing a story in parts. This technique makes the task of storytellers easier, since the volume of tasks is reduced. Thanks to him, the lesson becomes more varied, interesting, and the content of the stories is fuller and deeper; besides, it is possible to ask large quantity children.
Paintings are described in parts, where it is easy to highlight some objects without destroying the overall plan, for example, “Chickens” (from the series “Domestic Animals.” Author S. A. Veretennikova), “May 1st Holiday in Kindergarten” (from series “Pictures for the development of speech and expansion of ideas of children of the second and third year of life” Authors E. I. Radina and V. A. Ezikeeva) and others.
It is advisable, based on the children’s experience, to divide the topic of the story into subtopics, and then offer children specific plans for each subtopic. For example, the teacher says: “We will talk about our hedgehog, but not about everything at once, but in order, so that we can remember everything in detail. First, remember what the hedgehog is covered with, what kind of face it has, how it moves.” After a description of the animal’s appearance has been compiled, its habits, food, and cage are described.
In the set of techniques, an essential place is occupied by instructions on how the story should be: tell in detail or briefly, think through the entire story from beginning to end, change your voice when different characters speak, etc. Instructions can be addressed to all children or one child.
When teaching certain types of storytelling, a technique such as children finishing a story started by the teacher (according to the proposed plan, and then without it) finds its place.
The development of imagination in children is facilitated by the suggestion of options (plot, circumstances of the action, etc.). The teacher resorts to this technique when encountering the monotony and poverty of children’s responses.
Questions play a secondary role in teaching storytelling. They are asked mainly after the story has been compiled, to clarify or supplement it. In the process of storytelling, in the event of any mistake by the child, it is better to use a hint of a word or sentence, correcting the mistake, which will less disrupt the coherence of the story than a question.
Assessment is also a teaching technique. It is used to ensure that children imitate what the teacher praised and avoid what he condemned. The assessment should influence not only the child whose story is being assessed, but also the subsequent stories of other children. Therefore, assessments given at the end of class are essentially useless; in addition, it is difficult for children to retain in their memory the advantages and disadvantages of all the stories they have heard; It should also be taken into account that by the end of the lesson they are tired and cannot perceive the instructions of the teacher.
It is not necessary to use a detailed assessment of each story as a teaching technique, but still, in some stories it is certainly necessary to highlight some merits. So, you can note something new or especially valuable in content, in form, in the manner of presentation (vocabulary, strength of voice, posture, etc.). Evaluation can also be indirect - in the form of comparing the child’s story with a model, with a good answer from a friend.
Sometimes children are involved in analyzing a friend’s story. This technique is used in preschool groups, since a six-year-old child is already able to note the completeness, expressiveness and other qualities of a story.
So, the methods of teaching storytelling are quite varied. The teacher-methodologist helps teachers choose a set of leading and additional techniques for a specific lesson, guided by the level of children’s skills, the novelty and difficulty of educational tasks.
During training certain species stories are used and other specific, additional techniques, which will be discussed in the relevant sections.

In teaching storytelling, specific techniques are used, the purpose of which is to obtain a coherent statement or monologue from the child (and not an answer with a word, gesture, or phrase).
At the initial stage of the lesson, such techniques are used with the help of which children are shown the approximate result of the speech activity ahead of them (what is required of them) and the ways to achieve this result (how it is done).
Let's look at the basic techniques. Sample story
- this is a short, lively description of an object or event, accessible to children for borrowing in content and form.
It is necessary to distinguish a teacher's educational story, intended for children to listen to, to broaden their horizons, from a sample story - a didactic technique that is intended for imitation.
A sample story, more than other techniques, facilitates the learning process, since the child is shown the result that he must achieve. In addition, the sample determines the approximate content of children’s future stories, their volume and sequence of presentation, and facilitates the selection of a dictionary.
The model is used at the first stages of training, as well as in cases where a new task is set, to help those who cannot tell.
The teacher's sample story can be repeated by 1-2 children who tell a bad story, while direct imitation plays a positive role, causing speech activity. However, one should not strive for verbatim repetition of the sample; on the contrary, elements of independence should be encouraged.
As a direct teaching technique, a sample story is most often used at the beginning of a lesson. A variation of this technique is the partial pattern.
It is used in the process of consolidating the ability to tell a story if children have difficulty completing any task, for example, coming up with the beginning of a story.
As noted above, children need to be shown not only the result of the speech activity ahead of them, but also the means of achieving it. Therefore, as a rule, the sample is used in conjunction with other techniques that clarify it, do not allow mechanical copying and lead to independent creative work of thought. So, you can offer children a second version of the story - a duplicate of the sample, when compared with the first, the general patterns of the construction of the story will be more clearly revealed. For example, a teacher sequentially describes two different toys and explains the required elements of these descriptions.
A meaningful selection of speech forms is facilitated by such a technique as analyzing a sample story, which leads to isolating the plan of the statement. It is widely described in the methodological literature.
Story plan- these are 2-3 main questions (points) that determine the content and sequence of presentation. Usually, after one or two lessons with a sample story, the plan becomes an independent, leading teaching technique. (Sometimes the plan - in the form of free explanatory instructions - may precede the model, in which case children more consciously perceive the rules for constructing a statement.)
The teacher introduces the plan to the children after communicating the general theme of the stories, as well as their nature (say exactly what happened in life, or write “not according to the truth” - invent a story or fairy tale, etc.).
In order to diversify children's stories, the teacher needs to prepare additional, new points in the plan in advance. Changing questions during one lesson activates children's attention; in addition, it is a means of individualizing tasks.
For example, when children are describing a group of their rooms in preparatory school, the following approximate plan may be proposed: 1. On what floor is the room? 2. What is she like? 3. What is in the room?
Seeing that children confidently cope with this content, you can offer new, additional questions (at the same session, after two or three answers): 1. Who keeps the room clean? 2. How do you help with cleaning?
Is it necessary to ensure strict adherence to the plan? In the middle group, during the first lessons, you can not interrupt the child’s speech in case of deviation from the plan. However, subsequently you need to gradually begin to point out to the children the incompleteness or inconsistency of the story, and to involve them in complementing each other’s answers.
At the same time, the teacher not only notes the narrator’s deviation from the topic or plan, but also involves the children in monitoring their friend’s story (What should we talk about now? What is better to tell first, so that everyone understands?).
In the school preparatory group, such an additional technique as reproduction of the plan by children(the teacher, without using the term “plan,” invites everyone to repeat silently what and how they will talk about now, and calls one or two children to answer out loud). The plan should be communicated clearly, separating one point from another with semantic pauses, emphasizing supporting words in phrases.
Here is an example of a plan for a creative story on the topic “Seryozha took his puppy for a walk”: “Listen to what needs to be said at the beginning of the story, in the middle and at the end. First, you need to tell in detail what kind of puppy Serezha had, then what interesting things happened on the walk when the boy was walking with his puppy, and at the end tell how Serezha’s walk ended.”
In a preparatory group for school, along with a ready-made plan proposed by the teacher, you can lead children to independently think and choose a plan for the future narrative.
Let's look at the basic techniques.- the easiest teaching method, the story plan is more difficult. This is a common and important technique and is used in most storytelling activities.
To make it easier for children to compose stories according to plan and to enrich the content of their statements in advance, collective analysis of the plan is used. This technique is used mostly in the first stages of teaching children to invent stories (inventing stories based on a picture or on a given topic).
What is the essence of this technique? Before starting the task, the teacher discusses with the children some issues of the plan, showing the possible diversity of the content of their future stories. To the same point in the plan, for example, “What kind of puppy did the boy find?”, the teacher invites several children to answer from their seats, encouraging each one to describe the puppy in his own way and remember what kind of dogs there are. This technique helps to revive children’s initiative, to activate the necessary vocabulary in advance, i.e., it teaches preschoolers the complex process of independently creating a story.
When preparing for a lesson, the teacher must think through the plan of the story, select for collective analysis with the children those points that may be difficult, as well as those that are important from an educational point of view.
Collective story writing- a peculiar technique used mainly at the very first stages of teaching creative storytelling. Consistently analyzing the story plan outlined in advance, the teacher and children listen to individual answers, discuss which of them are the most successful, and the teacher repeats them as the beginning of a future story. Then the best answers to subsequent questions are chosen, and the teacher combines the phrases into a whole narrative, including his own sentences. In conclusion, the teacher repeats the entire story, and then one of the children does it.
The advantage of this technique is that all children actively participate in the work. In the process of joint activity, they get a clear idea of ​​what it means to come up with a story, and their imagination is gradually formed. But this technique also has a drawback: the speech activity of preschoolers is limited only to composing phrases and selecting words; they do little practice in monologue speech. Therefore, the use of the above technique is limited.
In some classes, you can use composing a story in parts. This technique makes the task of storytellers easier, since the volume of tasks is reduced. Thanks to him, the lesson becomes more varied, interesting, and the content of the stories is fuller and deeper; In addition, it is possible to ask a larger number of children.
Paintings are described in parts, where it is easy to highlight some objects without destroying the overall plan, for example, “Chickens” (from the series “Domestic Animals.” Author S. A. Veretennikova), “May 1st Holiday in Kindergarten” (from series “Pictures for the development of speech and expansion of ideas of children of the second and third year of life” Authors E. I. Radina and V. A. Ezikeeva) and others.
It is advisable, based on the children’s experience, to divide the topic of the story into subtopics, and then offer children specific plans for each subtopic. For example, the teacher says: “We will talk about our hedgehog, but not about everything at once, but in order, so that we can remember everything in detail. First, remember what the hedgehog is covered with, what kind of face it has, how it moves.” After a description of the animal’s appearance has been compiled, its habits, food, and cage are described.
In the set of techniques, an essential place is occupied by instructions on how the story should be: tell in detail or briefly, think through the entire story from beginning to end, change your voice when different characters speak, etc. Instructions can be addressed to all children or one child.
When teaching certain types of storytelling, there is a place for such reception, as children finishing a story started by the teacher (according to the proposed plan, and then without it).
Helps develop children's imagination suggestion of options (plot, circumstances of the action, etc.). The teacher resorts to this technique when encountering the monotony and poverty of children’s responses.
Issues in teaching storytelling play a secondary role. They are asked mainly after the story has been compiled, to clarify or supplement it. In the process of storytelling, in the event of any mistake by the child, it is better to use a hint of a word or sentence, correcting the mistake, which will less disrupt the coherence of the story than a question.
Assessment is also a teaching technique. It is used to ensure that children imitate what the teacher praised and avoid what he condemned. The assessment should influence not only the child whose story is being assessed, but also the subsequent stories of other children. Therefore, assessments given at the end of class are essentially useless; in addition, it is difficult for children to retain in their memory the advantages and disadvantages of all the stories they have heard; It should also be taken into account that by the end of the lesson they are tired and cannot perceive the instructions of the teacher.
It is not necessary to use a detailed assessment of each story as a teaching technique, but still, in some stories it is certainly necessary to highlight some merits. So, you can note something new or especially valuable in content, in form, in the manner of presentation (vocabulary, strength of voice, posture, etc.). Evaluation can also be indirect - in the form of comparing the child’s story with a model, with a good answer from a friend.
Sometimes Children are involved in analyzing the friend’s story. This technique is used in preschool groups, since a six-year-old child is already able to note the completeness, expressiveness and other qualities of a story.
So, the methods of teaching storytelling are quite varied. The teacher-methodologist helps teachers choose a set of leading and additional techniques for a specific lesson, guided by the level of children’s skills, the novelty and difficulty of educational tasks.
When teaching certain types of stories, other specific, additional techniques are used, which will be discussed in the relevant sections.

Play therapy as an effective method for developing coherent speech in children

Literature:

A.M. Borodich Methods for developing children's speech. M.1981.

Plan

Introduction

1. Types, series of paintings. Basic requirements put forward by the technique for the painting and working with it

2. Methods of teaching storytelling from a picture. Lesson structure. Learning problems

3. Make a lesson summary on the topic

Conclusion

Bibliography

Introduction

To successfully master the school curriculum, a kindergarten graduate must develop the ability to coherently express his thoughts, build a dialogue and compose short story on a specific topic. But in order to teach this, it is necessary to develop other aspects of speech: expand vocabulary, educate sound culture speech and form grammatical structure.

The problem of developing children's coherent speech is well known to a wide range of pedagogical workers: educators, specialists, psychologists.

It has long been established that by older preschool age, significant differences in the level of speech of children appear. The main task The development of a child’s coherent speech at this age is the improvement of monologue speech. This problem is solved through different kinds speech activity: retelling literary works, compiling descriptive stories about objects, objects and natural phenomena, creating different types of creative stories, mastering forms of speech-reasoning (explanatory speech, speech-evidence, speech-planning), as well as composing stories based on a picture, and a series of plot pictures.

Target test work– consider theoretical and practical basics teaching children to tell stories from a picture.

1 . Types, series of paintings. Basic requirements put forward by the technique for the painting and working with it

When choosing story pictures for storytelling, it is necessary to take into account that their content is accessible to children and connected with the life of the kindergarten and with the surrounding reality.

For collective stories, paintings with sufficient volume of material are selected: multi-figure ones, which depict several scenes within one plot. In series published for kindergartens, such paintings include “Winter Fun”, “Summer in the Park”, etc.

When teaching storytelling, a variety of visual materials are used. Thus, in the classroom, paintings presented in series are used - depicting ongoing action. Paintings from the series “We Play” (by E. Baturina), “Our Tanya” (by O. I. Solovyova) and “Paintings for the development of speech and expanding the ideas of children of the second and third year of life” (by E. I. Radina) are widely used and V.A. Ezikeeva) and others.

Children, relying on sequentially demonstrated pictures, learn to construct logically complete parts of a story, which ultimately form a coherent narrative. Also used for exercise Handout, for example, object pictures that each child receives in class.

For greater systematization of knowledge and ideas, it is recommended to group pictures by image objects, for example: wild and domestic animals, vegetables, fruits, berries, dishes, furniture, clothing, etc.

General requirements to organizing work with the painting:

1. It is recommended to carry out work on teaching children creative storytelling based on a picture, starting from the 2nd junior group of kindergarten.

2. 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.

3. 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 field of view.

4. 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.

5. Each stage of work (series of games) should be considered as intermediate. The result of the stage: the child’s story using a specific mental technique.

Painting classes have important in the system of teaching storytelling.

In kindergarten, two types of such activities are conducted: looking at paintings with a conversation about them, and children composing stories based on the material of the paintings.

At the first stage, preschoolers master mainly dialogical speech: learn to listen to the teacher’s questions, answer them, ask; the latter contribute to the development of monologue speech: children acquire the skills of composing a story in which all parts are contextually related to each other, logically and syntactically combined.

In accordance with the “Kindergarten Education Program,” classes on viewing paintings are conducted in 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 main attention is paid to independent storytelling.

Looking at the picture Small child talks all the time. The teacher must support this children’s conversation, must speak to the children himself, and guide their attention and language through leading questions.”

Thus, looking at the picture encourages the child to engage in speech activity, determines the theme and content of the stories, and their moral orientation.

The degree of coherence, accuracy, and completeness of the stories largely depends on how correctly the child perceived, comprehended and experienced what was depicted, how clear and emotionally significant the plot and images of the picture became for him.

By conveying what is depicted in the picture in a story, the child, with the help of the teacher, learns to correlate the word with the visually perceived material. He begins to focus on the selection of words, learns in practice how important the exact word designation is, etc.

In teaching children to tell stories from a picture, it is customary to distinguish several stages. IN younger age a preparatory stage is carried out, which is aimed at enriching the vocabulary, activating the children’s speech, teaching them to look at the 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, and come up with the beginning and end of the plot of a picture.

2. Methods of teaching storytelling from a picture. Lesson structure. Learning problems

Storytelling from a picture is a particularly difficult type of speech activity for a child. The problem with organizing such an activity is that children must listen to stories based on one picture, first from the teacher (sample), and then from their friends. The content of the stories is almost the same. Only the number of proposals and their expansion vary. Children's stories suffer from scarcity (subject - predicate), the presence of repetition words, and 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, while the rest are passive listeners.

However, it is difficult to argue with the fact that a child should be able to tell a story based on a picture by school. Therefore, this type of work must be carried out and produce 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 by 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 ability to compose a creative story based on a picture against the backdrop of a preschool child’s sustained interest in this type of activity. There are two types of stories based on the picture.

1. Descriptive story.

Goal: development of coherent speech based on the display of what is seen.

Types of descriptive story:

Fixation of the objects depicted in the picture and their semantic relationships;

Description of the painting as a disclosure of a given topic;

Detailed description of a specific object;

Verbal and expressive description of what is depicted using analogies (poetic images, metaphors, comparisons, etc.).

2. Creative storytelling based on the picture (fantasizing).

Goal: to teach children to compose coherent fantasy stories based on what is depicted.

Types of stories:

Fantastic content transformation;

A story on behalf of the depicted (represented) object with a given or independently selected characteristic.

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.

One of the ways to plan a coherent statement can be the technique of visual modeling.

Using visual modeling techniques makes it possible to:

· independent analysis of a situation or object;

· development of decentration (the ability to change the starting point);

· development of plans and ideas for a future product.

In the process of teaching coherent descriptive speech, modeling serves as a means of planning utterances. When using visual modeling techniques, children become familiar with a graphical way of presenting information - a model.

At the initial stage of work, geometric shapes are used as substitute symbols, their shape and color resembling the object being replaced. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account the external features of the object. In this case, they focus on the qualitative characteristics of the object (evil, kind, cowardly, etc.). As a model of a coherent statement, a strip of multi-colored circles can be presented - the “Logical Kid” manual.
Elements of a story plan based on a landscape painting can be silhouetted images of its objects, both those clearly present in the painting and those that can be identified only by indirect signs.

A visual model of an utterance acts as a plan that ensures the coherence and sequence of the child’s stories.

A special type of coherent statement is descriptive stories based on a landscape painting. This type of story is especially difficult for children. If, when retelling and composing a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.

In this case, natural objects act as elements of the story model. Since they, as a rule, are static in nature, special attention is paid to describing the qualities of these objects. Work on such paintings is built in several stages:

· highlighting significant objects in the picture;

· examination of them and a detailed description of the appearance and properties of each object;

· determining the relationship between individual objects in the picture;

· combining mini-stories into a single plot.

As a preparatory exercise in developing the skill of composing a story based on a landscape painting, we can recommend the work “Bring the Picture to Life.” This work is like a transitional stage from composing a story based on a plot painting to telling a story using a landscape painting. Children are offered a picture with a limited number of landscape objects (a swamp, hummocks, a cloud, reeds; or a house, a vegetable garden, a tree, etc.) and small images of living objects - “animations” that could appear in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by including descriptions and actions of living objects.

Gradually mastering all types of coherent utterances with the help of modeling, children learn to plan their speech.

In the second younger group, only the preparatory stage of learning to tell a story from a picture is carried out. Children of this age cannot yet independently compose a coherent description, 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.

It should be noted that in the practice of kindergartens, conducting classes on teaching storytelling from a picture causes significant difficulties. This is mainly caused by mistakes that teachers make in the methodology of conducting such classes. For example, due to the lack of an introductory conversation, children are unprepared to perceive the picture, and questions like “What is drawn in the picture?” or “What do you see in the picture?” They often encourage children to randomly list everything that comes into their field of vision. Follow-up questions: “What else do you see in the picture? And what else?” disrupt the holistic perception of the picture and lead to children pointing to the depicted objects without connecting one fact to another. In addition, it sometimes happens that, when starting to look at paintings that differ in theme, plot and genre, the teacher each time turns to the kids with the same words: “What is drawn in the picture?” This question becomes stereotyped, stereotyped, the children’s interest in the activity decreases, and their answers in such cases are in the nature of a simple enumeration.

Sometimes, when examining a picture, the teacher does not identify in it from the very beginning what is essential and at the same time emotionally attractive. For example, when analyzing the painting “Autumn,” the teacher draws the children’s attention to how Tanya is dressed. You need to talk about the hero’s clothes, but first you should arouse children’s interest in this character, his actions, and the desire to tell more about him.

It is especially necessary to dwell on the issue of the teacher’s speech: it should be clear, concise, expressive, since a work of painting, influencing children with visual and colorful images, requires that it be spoken about figuratively and emotionally.

Thus, the teacher must teach children to consistently and meaningfully perceive the picture, highlight the main thing in it, and note bright details. This activates the child’s thoughts and feelings, enriches his knowledge, and develops speech activity.

In the middle group, in classes on speech development, paintings published as educational visual aids for kindergartens are widely used. 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 the skills to independently describe 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 must be borne in mind that relaxed, free statements allow children to more vividly express their impressions of what they see, therefore, when looking at pictures, you should eliminate everything that would entail constraint in children’s statements and reduce the emotional spontaneity of speech manifestations.

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 classes, preschoolers practice constructing statements consisting of several sentences united by a single content. They also learn to listen intently to the teacher's stories about the 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. During the classes, a number of tasks are solved: to cultivate in children an interest in composing stories based on pictures, to teach them to correctly understand their content; develop the ability to coherently and consistently describe what is depicted; activate and expand your vocabulary; teach grammatically correct speech, etc.

In the process of teaching storytelling using the material of paintings, the teacher uses a variety of methodological techniques: a 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, a 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. The 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 more purposefully and more confidently, the teacher asks them questions that help convey the content of the picture in a logical and temporal sequence and reflect 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 the children have already developed, 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; completeness and accuracy of conveying what was seen, lively, figurative speech; the ability to consistently, logically move from one part of the story to another, etc. 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 the pictures, and show greater activity and independence when composing stories. This makes it possible to combine two types of work in one lesson: looking at a new picture and writing stories based on it.

In the structure of a painting lesson, preparing children for storytelling is essential. Speech practice of preschoolers - storytelling - is given the main educational time. Assessment of task completion is organically included in the structure of the lesson.

In the pre-school group, pictures continue to be widely used when 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 are increasing 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; independently invent the events preceding and following those depicted in the picture. The ability to purposefully listen to the speeches of peers and express elementary value judgments about their stories is encouraged.

During classes, children develop skills in joint learning activities: look at pictures together and write 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 about the children's winter activities. You will speak in turns: one begins the story, and the others continue and finish. First, we 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 make the stories good and interesting?” The teacher focuses the children on a detailed study of the picture. This develops their observation skills. Children mostly look at the picture on their own 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 should be remembered in order to say something more accurately and 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.

One of the important tasks is to compose riddle stories from pictures. The child constructs his message in such a way that from the description, in which the object is not named, one can guess what exactly is drawn in the picture. If students find it difficult to solve this problem, the child, at the teacher’s suggestion, makes additions to the description. Such exercises develop in children the ability to identify the most characteristic signs, properties and qualities, to distinguish the main from the secondary, random, and this contributes to the development of more meaningful, thoughtful, evidence-based speech.

3. Make a lesson summary on the topic

Topic: “Composing stories based on the painting “Cat with Kittens”.

Purpose: Practice solving riddles. Develop the ability to carefully examine a picture and reason about its content (with the help of questions from the teacher). Develop the ability to compose a detailed story based on a picture based on a plan. Practice selecting words that are similar in meaning; choose words that denote the actions of objects. Develop a sense of teamwork and healthy competition.

Materials: sheets, pencils, ball, two easels, two Whatman paper, felt-tip pens.

Progress: Today we will learn to write a story based on a picture about a pet. You will find out which animal you will be talking about when each of you guesses your riddle and quickly sketches the answer. I will tell riddles in your ear.

· Sharp claws, soft pillows;

· Fluffy fur, long mustache;

· Purrs, laps milk;

· Washes himself with his tongue, hides his nose when it’s cold;

· Sees well in the dark, sings songs;

· She has good hearing and walks silently;

· Able to arch his back and scratch himself.

What answer did you get? So, today we will write a story about a cat, or rather about a cat with kittens.

Look at the cat. Describe her appearance. What is she like? (big, fluffy). Look at the kittens. What can you say about them? What are they? (small, also fluffy). How are kittens different from each other? What's different about them? (one kitten is red, the second is black, the third is motley). That's right, they differ in coat color. How else are they different? Look at what each kitten is doing (one is playing with a ball, the second is sleeping, the third is lapping up milk). How are all kittens alike? (all small). Kittens are very different. Let's give nicknames to the cat and kittens so that you can guess from them what kind of character the kitten is.

Kitten: (says name) plays. How else can you say about him? (plays, jumps, rolls a ball). Kitten: (says its name) is sleeping. How else can you say? (dozing, eyes closed, resting). And a kitten named: laps milk. How can you say it differently? (drinks, licks, eats).

I invite you to stand in a circle. I will take turns throwing the ball to you, and you will select answers to the question: “What can cats do?”

Let's return to the picture. Listen to the outline to help you write the story.

· Who is shown in the picture? Where does the action take place?

· Who would leave a basket of balls? And what happened here?

· What can happen when the owner returns?

Try to use in the story the words and expressions that you used when looking at the picture.

Children take turns writing 4-6 stories. Others choose whose story turned out better and give reasons for their choice.

At the end of the lesson, the teacher suggests dividing into two teams. Each team has its own easel. Each team will need to draw as many kittens or cats as possible within a certain time. At the signal, team members take turns running to the easels.

Summary of the lesson.

Conclusion

When developing speech skills in children, it is very important to develop children’s creative and thinking abilities, deepen knowledge about the world around them, and develop in children the desire to create, changing the world for the better. These tasks can be achieved through introducing children to art, fiction, which have a positive effect on the child’s feelings and mind, develop his receptivity and emotionality.

The problem of teaching preschoolers creative storytelling becomes truly solvable if the teacher, presenting a new picture to children, then purposefully works with them on mental operations to analyze the picture as an integral system and the individual objects depicted in it.

The main difficulty in organizing and carrying out work with a painting as a whole system with children 4-7 years old is that they have not yet developed classification and systemic skills for working with a specific object. Therefore, it is necessary to carry out parallel work in this direction with any (not necessarily all) objects depicted in the same picture.

Bibliography

1. Arushanova A.G. Speech and verbal communication of children: A book for kindergarten teachers. – M.: Mosaika-Sintez, 1999.

2. Gerbova V.V. Classes on speech development in the middle group of kindergarten. - M.: Education, 1983.

3. Gusarova N.N. Conversations on the picture: Seasons. – SPb.: DETSTVO-PRESS, 2001.

4. Elkina N.V. Formation of speech coherence in children of the fifth year of life: Author's abstract. diss....cand. ped. Sci. - M., 1999.

5. Korotkova E.P. Teaching children preschool age storytelling: A manual for teachers of children. garden – M.: Education, 1982.

6. Korotkova E.P. Teaching storytelling in kindergarten. - M., 1978.

7. Speech development for preschool children: A manual for kindergarten teachers. garden / Ed. F. Sokhina. - 2nd ed., rev. - M.: Education, 1979.

8. Tkachenko T.A. Teaching children creative storytelling using pictures: A manual for speech therapists. – M.: Vlados, 2006.

9. Petrova T.I., Petrova E.S. Games and activities for the development of speech in preschoolers. Book 1. Junior and group average. – M.: School Press, 2004.

10. Tikheyeva E.I. Speech development in children (Early and preschool age): A manual for kindergarten teachers. – M.: Education, 1981.

11. Tyshkevich I.S. Development of speech and creativity in older preschoolers//Innovation and Education. Collection of conference materials. Series “Symposium”, issue 29. St. Petersburg: St. Petersburg Philosophical Society, 2003.