Performed by teacher of the 1st category of MBDOU d/s No. 36 of Taganrog Teslenko E.N.
Tasks:
- To promote the formation of the ability to independently construct a coherent and expressive speech statement using a diagram.
- Improve the grammatical structure of speech (agreement of adjectives with nouns in gender, number, case).
- Practice selecting definitions for nouns, keeping children active and encouraging the formation of definitions from two words (long ears - long-eared, long legs - long-legged, short tail - short-tailed, eats grass - herbivore, slanted eyes - cross-eyed), develop grammatically correct speech based on answers to questions.
- Develop imagination, logical thinking, attention.
- Promote the formation of correct posture.
- Activate vocabulary: herbivore, carnivore, omnivore, scanty.
- To promote the formation of interest in the nature of the native land.
Materials and equipment for the lesson:
Images of wild animals, birds, models of forest trees, reproductions of forest paintings, a reference diagram for writing a story about forest animals, a ball, a cassette with the voices of forest birds, a tape recorder, a magnetic board, a Dunno doll, didactic game "Guess whose" .
Preliminary work:
Looking at illustrations of wild animals and talking about them.
Stories: L.N. Tolstoy "Lambs and the Wolf" , V. Bianchi "Bathing bear cubs" , A.K. Tolstoy "Lisa Patrikeevna" , E. Charushin "Wolf" , "Bear and cubs" , N. Sladkov "The Fox and the Hedgehog" , "The Fox and the Hare" , G. Snegirev "Little Bear" .
Didactic games: “When does this happen?” , “Whose house is this?” , “Who eats what?” , "Who's lost?" , “Guess who it is?” , "Guess whose" .
Games - dramatization: B. Zakhoder "Hedgehog" , S. Marshak "The Hedgehog and the Fox" .
Methodical techniques:
- clearly - effective (demonstration, illustration)
- verbal (explanation, clarification, telling)
Practical (game).
Progress of the lesson.
Educator: - Guys, do you like to travel? (Children's answers).
Listen to the riddle and guess where we will go:
The hero stands rich,
Treats all the guys:
Vanya - strawberries,
Tanya - bones,
Mashenka is like a nut,
Petya - russula,
Katya - raspberries,
Vanya - a twig!
(Forest)
(Children's answers).
Educator: - That's right. Let's close our eyes and hear the magical sounds of the forest. (Recording sounds "sounds of the forest" ) . Guys, we can not only enjoy the sounds of the forest, but also admire its beauty.
While you are admiring the pictures, let's listen to a poem about the forest. (Child reads).
“Walk!” - beckoned
Forest path.
And so he walked
Along the path Alyoshka!
After all, in the summer in the forest
Interesting, like in a fairy tale:
Bushes and trees
Flowers and frogs,
And the grass is green
Softer than a pillow!
Dunno: - Hello, guys! You know, I saw a red wolf in the forest, he was sitting under a bush and trembling, and he also had long ears. (children laugh)
Educator: - Does a wolf have long ears, is it red? Dunno, you probably got something wrong. We will now tell you about the forest inhabitants.
(children's stories according to the scheme: who, appearance where he lives, what he eats, what he fears
Educator: -Tell me, if a hare has long ears, how can you say it in one word? (long-eared)
Can you say about the hare – long-tailed? (reasoned answers from children) So what is he like? short-tailed or they say stubby (ask the guys to repeat the word "short" and give him an explanation)
Well, Dunno, do you remember the forest animals?
Dunno: - Yes, thank you guys!
Educator: - I suggest you get up and walk through the forest.
Let's walk through the forest together (physical minute).
We walk through the forest together,
We are not in a hurry, we are not lagging behind.
Here we go out into the meadow. (Walk in place.)
A thousand flowers around! (stretching arms to the sides.)
Here is a chamomile, a cornflower,
Lungwort, porridge, clover.
The carpet is being laid out
Both right and left. (Bend over and touch your left foot right hand, then vice versa.)
Hands stretched to the sky,
The spine was stretched. (Stretching - arms up.)
We all had time to rest
And they sat down again. (Children sit down.)
Dunno: -Even though I’m confused with animals, I know a riddle about them that you’ll never guess.
-Whether you believe it or not:
An animal ran through the forest.
He carried it on his forehead for a reason
Two spreading bushes. (deer)
That's right, how smart you are!
Dunno: -I want to invite you to play another game, it’s called “Whose tail, whose head?” "
(When presenting pictures to children, Dunno “accidentally scatters them”). -Oh! Guys! What should I do. Please help me collect them. (Pictures depicting tails and the animals whose tails these are)
Whose tail does the bear have? -bearish
whose paw? - bearish
Whose ear? - bearish
Whose paws does the hare have? - hare
Whose tail does the fox have? - fox
Whose needles does the hedgehog have? - hedgehogs
Whose head does the wolf have? - wolf
Whose ear? - wolf
Whose back? - wolf
Whose antlers does the deer have? - deer
Children attach tails and heads according to their purpose, explaining why they did so.
Educator: - It’s good in the forest, take care of its beauty. What proverbs and sayings do you guys know?
Living near the forest means you won't be hungry.
To be afraid of wolves, do not go into the forest.
The forest waters, feeds, clothes, shelters, warms.
Those who love and know the forest, it helps.
Forests protect from the wind and help the harvest.
Educator: -Guys, do you think you know everything? Where else can you learn even more about the forest and its inhabitants? (children's answers).
Dunno: - How much do you know! How interesting it is with you! I learned so many interesting things, but unfortunately it’s time for me to go, goodbye!
LITERATURE:
- Nikolaeva S.N. Environmental education program for preschoolers M. New school 1993
- I.A. Ryzhova “Our home is nature” .
- Bidyukova G.F. – Blagoslonov K.N. Programs for out-of-school institutions. M. Education 1995
- Podyakova N.N. Intellectual education of preschool children.
- Zebzeeva V.O. About the forms and methods of environmental education for preschool children // Preschool education, 1998, No. 7, p. 45-49.
- Nikolaeva S.N. Communication with nature begins from childhood. Perm 1992
- Vinogradova N.F. Nature and the world around us. M. 1992
- Development of speech in preschool children /Ed. F. Sokhina – M.: Education, 1984.
In the remaining time, the teacher invites the children to play. They must quickly answer the questions “What is this?”, “Who is this?” (use of generalizing words and words related to a specific group of objects). For example: “Carp. Who is this? (Fish.) Oak. What is this? (Tree.) Tulip? (Flower.) Headdress? (Hat, beret, hat...) Kitchen appliance? (Meat grinder, blender, juicer...) Bedding? (Sheet, duvet cover, pillowcase.) Part of an airplane? (Wings…) And so on.
February
Lesson 1. Conversation on the topic “About friends and friendship”
Target. Continue to help children learn norms of behavior and teach kindness.
Progress of the lesson
The teacher asks if the children have friends, and why they are friends with these particular guys.
Listens to the answers. Their essence most often comes down to the fact that a friend is someone with whom it is interesting, who does not fight, and is not greedy.
"And you - Good friends? - the teacher is interested and explains: - Making friends is not an easy matter, you have to learn to be a friend. There are many cases in life when, without understanding something, getting excited and angry, you can offend a friend.
Listen to what happened to my favorite bear cub Ushastik.
Ushastik brought a wonderful wooden car to the toy kindergarten.
“How beautiful!” the little animals admired. “Can I take him for a ride?”
“Of course, of course, play,” Ushastik allowed.
At first, goods were transported by car to a construction site. Then a hedgehog got into it and wanted to go for a ride. Following the hedgehog, a hare and a duckling climbed in. They were so happy and having fun driving around in the car that Ushastik also wanted to go for a ride with his friends. He got into the back and the car fell apart. And Ushastik... What do you think happened next?”
The teacher listens to the children's answers. Then he says: “You see how differently you can act in such a case. Imagine that Ushastik, seeing the mutilated car, got angry and shouted: “Why did you get into the car! You deliberately wanted to crush her because you didn’t have such a beautiful car!”
And the hedgehog objected to him: “But you also got into the car! And there was no more room there - you saw it!”
“This is my car!” Ushastik shouted again. “I wanted to and got into it. And I don’t want to hang out with you anymore. Get out of here!”
Of course, another bear cub might have acted as I told him. But Ushastik behaved differently.
Seeing the broken car, Ushastik really almost cried and shouted at his friends, but he remembered: “They didn’t do it on purpose. And I myself also climbed into their back – they were having a lot of fun playing!”
Ushastik looked at his friends. They stood confused, upset and did not know what to do.
“It’s a pity for the car,” the little bear said quietly, “but maybe we can still fix it?”
Everyone sighed with relief and hugged the bear.
Sasha and Andreika got so wild and ran away that they badly crushed the flowers in the flowerbed.
– It’s Andreika’s fault! – Sasha immediately shouted when he saw the teacher.
- Andrey, is it your fault? – the teacher asked the boy sternly.
“I am,” Andreika answered and turned away from Sasha.
“Although only Andrei is to blame, I will punish both of you,” said Olga Ivanovna.
- Why me?! - Sasha whined.
Olga Ivanovna looked at him carefully, sighed and turned away. And Andrei moved away and stood with his back to Sasha.
“He’s also called my friend,” Sasha muttered, but Andreika did not react to his grumbling. And he did the right thing. Do you agree with me?"
The teacher invites the children to listen to another story: “It was Yura’s birthday. The children came and brought gifts. And Olya, Yura’s best friend, forgot the gift at home. She told the boy about this,” having reached these words, the teacher stops and asks the children to think about what Yura answered to the girl.
After letting the children speak, he continues: “Yura smiled and said: “Is a forgotten gift a reason for grief? I was expecting you as a visit, not a gift!”
Do you think Yura did the right thing? Can he be considered a true friend? Repeat the words with which Yura consoled Olechka."
Lesson 2. Storytelling on the topic “My favorite toy.” Didactic exercise "Prompt the word"
Target. Teach children to write stories on topics from personal experience. Practice forming antonym words.
Preliminary work. The teacher invites the children to talk about their favorite toys. He asks them to carefully examine their favorite toy at home, so that he can then talk about it in detail and interestingly, without repetition.
Progress of the lesson
The teacher reminds the children about homework. He asks who wants to talk about which toy. ("And tell it in such a way that, without seeing the toy, we can imagine it well.")
“And I will listen and make some notes in my notebook. They will allow me to note the merits of the story,” says the teacher and calls the child. If it's a boy, he'll most likely talk about the car.
After listening to the story, the teacher asks if the children have any questions for the storyteller, if they want to know anything else about the toy. The teacher himself asks the question so that the children gradually become accustomed to the form of joint conversation, for example: “Please tell me, how often do you have to change the battery in the car?”
The teacher invites another child to tell about his favorite car, provided that he has a completely different car than the previous storyteller.
The teacher makes sure that the introductory phrases of the stories are not stereotypical.
Then asks one of the children to tell about soft toy. And he also asks the children, if necessary, to ask clarifying questions. (“How long have you had this toy? Where did you get it from?” And so on.)
The teacher listens to one or two more storytellers.
Concluding the lesson, the teacher informs the children that he is going to find out if they can name words that are opposite in meaning to those that he will now name: “Dark, damp, sunny, cheerful, greedy, cowardly, tall, close, loud, fat... "
The teacher praises the children for understanding what words are - opposite in meaning. And he says that it will be very good if, during the walk, the guys remember and name words that have opposite meanings.
Note. The teacher reminds the children the story about the Ushastik bear cub and that the toys that they allow their peers to play with sometimes break (see February, lesson 1).
Lesson 3. Reading the Russian folk tale "The Frog Princess"
Target. Introduce children to a fairy tale"The Frog Princess" (arranged by M. Bulatov).
Progress of the lesson
The teacher, as a saying, reads to the children the excerpt “By the Lukomorye there is a green oak tree...” from A. Pushkin’s poem “Ruslan and Lyudmila”. (It is advisable to read this passage before reading each program fairy tale.)
The teacher lists Russians folk tales, with which children are already familiar. Then he reads a new fairy tale, “The Frog Princess.”
Summary of a lesson on speech development for children of senior preschool age (5-6 years old) “An interesting journey”
combined type"
Zheleznogorsk
Tasks:
Educational:
Teach children to give detailed statements and develop imagination.
Continue to expand children's knowledge about the animal world.
Provide children with the opportunity to participate in a general conversation, help them express their thoughts clearly.
Educational:
Strengthen the ability to classify animals by habitat.
Educational:
Cultivate a kind attitude towards animals and a desire to protect them.
To form a desire to communicate in the game with peers and with adults.
Vocabulary work: activate the words in children’s speech: animals, inhabitants (explain the meaning of the word “inhabitants, country road”).
Individual work: activate Artyom and Kristina in class.
Material for the lesson:
Demo: panel “Africa”, model of the house of three bears, panel “Forest”.
Dispensing: animal figurines.
Methods: verbal, game, practical.
Techniques: conversation, physical exercises, pure talk.
Progress of the lesson:
Organizing time: game "Fun Family".
Educator: Everyone sit down next to each other
Let's play nice.
Prepare your ears, eyes,
Let's begin our fairy tale.
I went to kindergarten today,
I found a ball for you.
Look, this ball is not simple, it has a letter. Let's read who it's from.
He opens the envelope and reads it.
“Dear guys, I’m an old forest worker, I’ve been living in the forest for a hundred years, and recently a misfortune happened to me. The animals of my forest are lost, help me find them.”
Guys, what animals do you think could have gotten lost from the forest of the old man - the forester?
Children's answers: fox, elk, bear, wolf, hare, squirrel.
How can you and I help the old forest man?
(find forest animals)
What type of transport is more convenient for us to travel?
(It’s inconvenient on an airplane, since there is no place to land in the forest, etc. The children express their assumptions, the teacher supports the idea of going by bus).
Let's go by bus. There can be many children on the bus and there is a country road in the forest.
Guys, it’s inconvenient to go to the forest to the old forester empty-handed. I have a box, put the animals’ favorite treats in it: a carrot for a bunny, a pine cone for a squirrel, a fish for a fox.
(Children name what treat for whom).
Well done! We picked up a box full of treats.
(Children put objects in the box, naming them).
Now get ready for the trip. Sit down more comfortably, hold on tight. Go!
To make the journey less boring, let’s talk some rhymes:
Sa - sa - sa - a fox is running in the forest,
Su - su - su - it was cold in the forest.
We've arrived, come out. Stop "Confusion".
(Children look at the panel “Africa”, where animals of hot countries live, but also animals of the taiga “live”).
What animals do you see?
What do you think, is everything correct here?
(No, because there are still animals of the taiga here).
These are probably the animals of the old man, the forester. Let's take them with us. But before we go any further, let's play.
Fizminutka:
On a hot day along a forest path
The animals went to water.
Who's behind the mother elephant? (baby elephant)
Who followed the mother lioness? (lion cub)
Who was following the mother tigress? (tiger cub)
Zha-zha-zha - the hedgehog has needles.
Zhi - zhi - zhi - hedgehogs live here.
(children pronounce pure sayings together with the teacher).
We've arrived! Stop "Fairy Tale". Does an old forester live here? (no) The stop where the old forester lives is called “Lesnaya”.
Near the forest on the edge,
Three of them live in a hut.
There are three chairs and three mugs,
Three beds and three pillows.
Guess without a hint
Who are the heroes of this fairy tale?
(children give the answer: three bears).
Look carefully and tell me who is the odd one out in this fairy tale? (fox, wolf, hare). Why?
Remember and tell me, in which fairy tales does the fox live? (“Teremok”, “Kolobok”).
Let's play with the wolf and the hare. The wolf is evil, and the hare... (children answer kind). The wolf is brave, and the hare... (cowardly), the wolf is gray, and the hare... (white in winter).
Guys, the animals from fairy tales know how to play, which means they live in a forest clearing with an old man - a forester, we take them with us on the journey. Go.
We've arrived. Stop "Lesnaya". Does an old forest worker live at this stop? (Yes).
Where is he?
Old man - woodsman: I'm here, waiting for my assistants. What will you please me with? (we brought you your forest animals).
Very good. Place them in my clearing (children distribute the animals in the clearing).
I'm so glad that my clearing has come to life, and I want to play with you. Tell me what my friends like to do?
What is the bear doing? (sleeping, sucking paw).
Where does the squirrel live? (in the hollow). And the bear? (in the den). Fox, wolf? (in the hole).
Well done, you know and can do everything. Thank you for your help.
Educator: Guys, do you think we coped with the request of the old man - the forester? (yes, we found his animals and settled them in a forest clearing).
Old man - woodsman: And from me I give you a treat. (Gives the children lollipops)
Educator: It's time for us to go back to kindergarten. Let's say "Goodbye" to the old forester.
We take our seats on the bus. Go.
And here is our group.
Let's stand up, children, stand in a circle.
I am your friend, you are my friend.
I thank you all
I give you all gifts.
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Smolensk budgetary state educational institution of secondary vocational education
SMOLENSK PEDAGOGICAL COLLEGE
Coursework on the topic:
Conversation as a means of development dialogical speech
3rd year students of 1st group
Evtikhova Olga Viktorovna
Introduction
1. Psychological and pedagogical foundations for the development of dialogical speech in preschoolers
1.1 Concept and structure of dialogic speech
1.2 Age-related features of the development of dialogic speech
2. Conversation in the development of dialogical speech of preschoolers
2.1 Conversation as a pedagogical method
2.2 Methodology for conducting a conversation
Conclusion
Bibliography
Introduction
The development of dialogical speech in preschool children is important and complex topic in modern preschool pedagogy. Exactly at preschool age Speech is actively developing, the prerequisites for further interpersonal communication of the child are being formed, vocabulary is accumulating, activity in word creation is being fostered, and at the same time the foundations of correct pronunciation of words and spelling, the foundations of speech culture are being laid. Therefore, preschool childhood is the most favorable time for the development of correct speech in a child, both written and oral. Full mastery of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children.
The relevance of the topic determined the purpose of this work.
The goal is to study conversation as a means of developing dialogical speech in preschoolers.
The object of the study is the educational process in preschool educational institutions.
The subject is the development of dialogical speech of preschoolers through conversation.
Research hypothesis: the process of development of dialogical speech of preschoolers will reach a higher level if:
Use conversation as a means of development;
In the process of developing dialogic speech of preschoolers, take into account psychological age and individual characteristics;
Research objectives:
1. Consider the features of the development of dialogical speech of children in modern preschool educational institution- define the concept of dialogical speech, age-related features of its development, the structure of dialogic speech.
2. Consider the importance of conversation in the development of dialogical speech of preschool children - determine the essence of conversation as a pedagogical method, study in detail the methodology of conducting a conversation for the development of dialogical speech of preschoolers.
The methodological basis of the work is the fundamental research in the field of psychology and pedagogy on speech development by L.S. Vygotsky, S.L. Rubinstein. D.B. Elkonina, A.V. Zaporozhets, A.A. Leontyev. L.V. Shcherba, A.A. Peshkovsky, A.N. Gvozdeva, V.V. Vinogradova, K.D. Ushinsky, E.I. Tikheyeva, E.A. Florina, F.A. Sokhina, A.M. Leushina, M.M. Konina and others, revealing the features of problem solving speech development preschoolers.
dialogic speech preschooler pedagogical
1. Ppsychological and pedagogical foundations for the development of dialogical speech of preschoolers
1.1 ConceptAndstructuredialogicalspeeches
Let us consider in detail the concept and structural features of dialogic speech.
T.G. Vinokur defines dialogue from the point of view of the specifics of language as “... a special, functional-stylistic form of speech communication, which is characterized by: the presence of two or more participants exchanging speech; a more or less fast pace of speech, when each component is a replica; comparative brevity of remarks; brevity and ellipticity of constructions within replicas.”
In the books of Ushakova O.S. “Development of Preschooler Speech” describes some techniques for developing children’s dialogical speech. The author believes that “...dialogical speech is more situational and contextual, therefore it is condensed and elliptical (much is implied in it due to the knowledge of the situation by both interlocutors). Dialogical speech is involuntary, reactive, and poorly organized. A huge role here is played by clichés and templates, familiar lines and familiar combinations of words. Thus, dialogical speech is more elementary than other types of speech."
Noting that the dialogical form of a child’s speech in early childhood inseparable in its essential links from the activities of an adult, D.B. Elkonin emphasized: “On the basis of dialogical speech, active mastery of the grammatical structure of the native language occurs.” Analyzing the stages of a child’s acquisition of the grammatical structure of his native language, he noted that “within the dialogic form, the child’s speech acquires a coherent character and allows him to express many relationships.”
IN textbook Borodich A.M. “Methods for the development of children’s speech” examines the main issues of the formation of conversational (dialogical) speech: children’s ability to listen and understand speech addressed to them, maintain a conversation, answer questions and ask. The level of coherent spoken speech depends on the state of the child’s vocabulary and on how much he has mastered the grammatical structure of the language. Conversational speech as a speech with an interlocutor also presupposes the ability to behave culturally during a conversation, to be tactful and restrained. The teacher influences the content of children's conversations and encourages the desire to learn something new from each other. The teacher should tell children that if you ask adults about their work, rest, etc., you can learn a lot of interesting things.
A.M. Leushina found that for the same children, their speech can be either more situational or more contextual, depending on the tasks and conditions of communication. This showed that situational speech is not a purely age-related feature characteristic of preschool children, and that even in the youngest preschoolers, under certain communication conditions, contextual speech arises and manifests itself. At the same time, it has been shown that throughout preschool age, indicators of situational awareness noticeably decrease and features of contextuality in children’s speech increase, even with tasks and in conditions that stimulate situational forms of speech. Based on his materials A.M. Leushina comes to the conclusion that dialogical speech is primary form child's speech.
Many experts believe that the ability to conduct a dialogue needs to be taught (V.I. Yashina, A.A. Pavlova, N.M. Yuryeva, etc.). In developed forms, dialogue is not just an everyday situational conversation; This is an arbitrary contextual speech rich in thoughts, a type of logical interaction, meaningful communication.
At an early age, the child is involved in dialogue by an adult. Addressing the baby with questions, motives, judgments, he thereby actively responds to his statements and gestures, “repairs” the dialogue (E.I. Isenina), interpreting, “expanding”, spreading the incomplete situational statements of his little interlocutor, completing them full form.
The dialogue is preceded by a “collective monologue” (J. Piaget) - verbal communication, when each partner actively speaks out in the presence of a peer, but does not respond to his remarks, not noticing his reaction to his own statements.
T.I. Grizik believes that the most socially significant form of communication for preschoolers is the dialogical form of communication. Dialogue is a natural environment for personal development. The absence or deficiency of dialogic communication leads to various kinds of distortions personal development, increased problems of interaction with other people, the emergence of serious difficulties in the ability to adapt to changing life situations.
Kolodyazhnaya T.P., Kolunova L.A. emphasize that in preschool childhood it is necessary to develop a dialogical form of speech. Throughout preschool age, it is necessary to develop in children the ability to build a dialogue (ask, answer, explain, object, make a remark). To do this, you should use conversations with children on a wide variety of topics related to the child’s life in the family, kindergarten, with his relationships with friends and adults, his interests and impressions. It is important to develop the ability to listen to your interlocutor, ask questions and answer depending on the context.
The literature also describes studies on the peculiarities of the development of dialogic speech by scientists such as L.S. Vygotsky, S.L. Rubinstein. They believe that in mastering speech, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences.
Mastering coherent dialogic speech is one of the main tasks of speech development in preschool children. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality characteristics, cognitive activity of the child, etc.), which must be taken into account in the process of targeted speech education.
In preschool childhood, the child masters primarily dialogical speech, which has its own characteristics, manifested in the use of linguistic means acceptable in colloquial speech.
Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication.
The main feature of the dialogue is the alternation of speaking by one interlocutor with listening and subsequent speaking by the other. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary.
The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief pre-meditation.
The coherence of the dialogue is ensured by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and cliches, speech stereotypes, stable communication formulas, habitual, often used and seemingly attached to certain everyday situations and topics of conversation (L.P. Yakubinsky). Speech clichés make dialogue easier. Dialogical speech is simulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor’s remarks). The development of dialogic speech is especially important to take into account in teaching children native language. In the course of teaching dialogical speech, the prerequisites are created for mastering narration and description. Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation being described. The speaker widely uses gestures, facial expressions, and demonstrative pronouns. In contextual speech, unlike situational speech, its content is clear from the context itself. The difficulty of contextual speech is that it requires constructing a statement without taking into account the specific situation, relying only on linguistic means.
In most cases, situational speech has the nature of a conversation, and contextual speech has the nature of a monologue. But, as D.B. emphasizes. Elkonin, it is wrong to identify dialogic speech with situational speech, and contextual speech with monologue.
The dialogical form of speech, which is the primary, natural form of linguistic communication, consists of the exchange of statements, which are characterized by questions, answers, additions, explanations, objections, and remarks. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. It is also important to take into account the conditions, forms and purposes of verbal communication.
Dialogue is characterized by a change in the statements of two or more speakers on the same topic related to any situation. The dialogue presents all types of narrative (message, statement), incentive (request, demand), interrogative (question) sentences with minimal syntactic complexity, particles and interjections are used, which are enhanced by gestures, facial expressions, and intonation.
In spontaneous dialogue, replicas are not characterized by complex sentences; they contain phonetic abbreviations, unexpected formations and unusual word formations, as well as violations syntactic norms. At the same time, it is in the process of dialogue that the child learns the arbitrariness of his statement, he develops the ability to follow the logic of his statement, that is, in the dialogue the emergence and development of monologue speech skills occurs.
Full mastery of the native language and the development of linguistic abilities are considered as the core of the full formation of the personality of a preschool child. It provides great opportunities for solving many problems of mental, aesthetic and moral education of children,
Especially clearly is the close connection between speech and intellectual development children acts in the formation of coherent speech, i.e. speech that is meaningful, logical, consistent, organized. In order to talk coherently about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main properties and qualities; establish different relationships (cause-and-effect, temporal) between objects and phenomena. In addition, it is necessary to be able to select the most suitable words to express a given thought; be able to construct simple and complex sentences and connect them in a variety of ways.
In the formation of coherent speech, the relationship between the speech and aesthetic aspects also clearly appears. A coherent statement shows how much the child speaks, the richness of his native language, its grammatical structure, and at the same time reflects the level of mental, aesthetic, and emotional development of the child.
Each individual replica of the dialogue participants does not have a complete meaning, but they are all perceived in “dialogical unity.” In dialogical coherent speech, incomplete sentences are often used, the missing members of which are guessed by speakers from the speech situation, and complete sentences of standard construction (stamps) of conversational style are very often used.
Thus, the development of dialogic speech plays a leading role in the process of the child’s speech development and occupies a central place in the overall system of work on speech development in kindergarten. Teaching dialogue can be considered both as a goal and as a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of dialogical speech, and at the same time, the development of dialogic speech contributes to independent use child of individual words and syntactic structures. Coherent speech absorbs all the child’s achievements in mastering his native language, its sound structure, vocabulary, and grammatical structure.
1.2 Agepeculiaritiesdevelopmentdialogicalspeeches
The development of dialogic speech has its own age-related characteristics.
The teacher is already in younger group must ensure that every child easily and freely enters into dialogue with adults and children. We need to teach children to express their requests in words and to answer adults’ questions with words. Those children who are more courageous and willing to communicate with others early age were brought up in a children's institution (nursery, kindergarten). This is facilitated by meetings and conversations between the teacher and the children before transferring them to the second junior group. However, in this case, the teacher should continue to develop and streamline the speech activity of children.
When working with children of middle preschool age, the teacher already pays more attention to the quality of children’s answers; he trains them to answer in both short and general form, without deviating from the content of the question. It is necessary to teach children to participate in class conversations in an organized manner: to answer only when the teacher asks, to listen to the statements of their comrades.
Children six or seven years old should be taught to answer questions more accurately; they must learn to combine the short answers of their comrades into a common answer.
Teaching children the ability to conduct a dialogue and participate in a conversation is always combined with the development of cultural behavior skills: listen carefully to the person who is speaking, do not get distracted, and do not interrupt the interlocutor.
However, adults (educators and parents) should remember that for a preschool child, mastering dialogic speech is of paramount importance - a necessary condition for the child’s full social development. Developed dialogue allows the child to easily come into contact with both adults and peers. Children achieve great success in the development of dialogical speech in conditions of social well-being, which implies that the adults around them (primarily the family) treat them with a feeling of love and respect, and also when adults consider the child, sensitively listening to his opinion and interests , needs, etc., when adults not only speak themselves, but also know how to listen to their child, taking the position of a tactful interlocutor.
If a five- to six-month-old baby sees an adult going about his business, he tries to attract his attention using the means available to him (humming, babbling). At two years old, a child’s speech becomes the main means of communication with close adults; for them he is a “pleasant conversationalist.”
At three years old, speech becomes a means of communication between peers. However, studying how a younger preschooler (2-4 years old) reacts to a stranger: does he strive to establish contact? waiting? not responding to communication? - revealed the following. If an unfamiliar adult does not address the child or expresses his affection only with facial expressions and a smile, then only 2% of children try to get into contact with him. True, every eighth child of this age already responds to active appeals.
The same can be said about the interaction of children. The period of his “take-off” (in the sense of the diversity of communication motives and linguistic means) is the fifth year of life. In older preschool age, a certain decline is observed: the monotony of motives for communication and the simplicity of their linguistic expression.
Psychologists believe that the sensitive (favorable in the sense of receptivity) period of speech development is the age of 2-5 years. And just before school, how do we help a child master his native language and speech functions (communication skills, the ability to clearly express what he feels, what he thinks about, what he has learned about)? How solid is what the children were taught in the classroom, e.g. what is the “quality” of their independent statements and the level of speech activity? These questions can be answered by comparing the speech of children of middle and senior preschool age.
Oral speech, both monologue and dialogical, is characterized by brevity and simplicity of sentence construction, non-union connections, emotional spontaneity, intonation and figurative expressiveness of presentation: richness in sayings and proverbs.
It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, request, make a remark, support); using a variety of linguistic means in accordance with the situation.
To do this, conversations are held on a variety of topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions. It is in dialogue that the ability to listen to the interlocutor, ask a question, and answer depending on the surrounding context develops. It is also important to develop the ability to use the norms and rules of speech etiquette, which is necessary to cultivate a culture of verbal communication. Most importantly, all the skills and abilities that developed in the process of dialogical speech are necessary for the child to develop monologue speech.
Kindergarten teachers direct their efforts to ensure that children’s speech is meaningful and understandable to others, and that verbal communication itself takes place in forms that meet the requirements for human behavior in society.
When achieving meaningfulness in children's speech, we should not forget that they love to play with words and sounds, but this is good in its place and at its time. The intelligibility of speech, as a result of clear thought, is achieved by the ability to speak with sufficient completeness and consistency. Working on the content and clarity of children's speech is at the same time working on shaping the child's thinking and expanding his horizons.
The requirements of the program in terms of teaching dialogic speech mainly come down to teaching children to use such necessary forms of oral speech as question, answer, short message, an extended story.
These requirements are implemented mainly in the classroom. At the same time, for the development of dialogical speech, along with classes, the verbal communication of children with each other and with the teacher in Everyday life.
Starting from the fifth year of life, one can observe a differentiated use of linguistic means, depending on the situation and topic of the statement. Thus, when speaking about natural phenomena, children use adjectives and adverbs 3-7 times more often than when describing phenomena of social life. In statements about familiar, understandable phenomena of social life, the use of verbs is activated 2-2.5 times. There are few of them in statements about nature (11-16%).
Children also use the grammatical structure of speech differently. Most favorable for inclusion in statements complex sentences a situation where you need to explain something to a play partner or an adult, convince him, prove it. A large number of complex sentences are found in children’s stories based on the plot picture (17-20%)
Increased activity and independence in activities in the fifth year makes it easier for children to master the functions of speech: communication with adults and with each other, the ability to clearly express a judgment, and accompany their actions with speech. Thanks to this, in the fifth year, as never before, speech activity is high. A child pronounces an average of 180-210 words during 30 minutes of play. Children have a great need to explain to each other what they see and know - 40% of total number reasons for the statements. In these situations, children pronounce so many complex sentences that you would not hear from them even in very cognitively intensive classes in their native language. The morphological structure of the statement (in the sense of the frequency of use of verbs, adjectives, adverbs) is no worse than in the classroom.
Until the age of four, children experience cases of inductive relationships between speech and play actions. The child easily comments on what he sees, talks about what he is going to do or has already done, but remains silent while performing his own actions. In the fifth year, the desire and ability to confirm one’s activities with speech intensifies. Thus, a child over 4.5 years old accompanies on average every second (everyday, play) action with speech. But in contrast to the situation, the explanations of children’s statements in these cases consist of 90% simple sentences. However, the reflection of actions in loud speech is important because this is one of the stages in the formation of mental actions.
Thus, children’s speech practice not only during classes, but also different types activities can be successfully used to consolidate speech skills and improve thinking.
In the process of verbal communication, children use verbs mainly in the form of the imperative mood and the infinitive. But by the middle of the year in the 2nd junior group, and especially in the middle one, sentences like “Sleep!”, “Play!” almost disappear in their speech. When addressing each other, children increasingly use the form of the imperative: “Let's play! Let's build a garage together!" The described forms contain a call for joint activity, elements of its motivation and planning. They are observed when a child turns to a friend about a game, characterizes feelings and states. Children talk about movements in the form of a short order: “Run!”, “Sit down!”.
Closer to the age of five, the number of verbs in statements denoting states and experiences increases, and among nouns those that characterize moral character (“clean,” “daredevil”).
The moral vocabulary is diversified precisely due to verbs and nouns. The adverbs and adjectives used are quite monotonous. They characterize the implementation of rules and evaluate behavior (right-wrong, bad-good). This confirms that the rules of activity and communication are learned in early preschool age, and at 4-5 years old they become a regulator of children’s behavior.
Adverbs and adjectives that serve to characterize actions and deeds (friendly, caring, without asking, cheerful, faithful, etc.) are rarely found both in stories and in children’s everyday communication. Therefore, already in the middle group, along with social behavior skills, children should develop an appropriate vocabulary.
For some students in senior and preparatory groups, the number of verbs in independent statements increases noticeably compared to the fifth year of life. Under certain conditions, for example, if children like to look at illustrations and pictures together with adults or peers, this can improve the use of speech. And the point is not only that around the verb, as an active part of speech, other parts of speech are easily grouped, which naturally complicates the grammatical structure. With the help of verbs, children often characterize actions and express their attitude towards people. (For example, from the story about the postman: “He does not forget who to bring which magazines and newspapers. He delivers them in any weather. Postmen must be protected and helped.”)
Children aged 5 - 7 years, who use a sufficient number of verbs in independent statements, can more easily figure out the plot, i.e. highlight hidden connections and express value judgments.
It can be said that in the independent utterances of children aged 6-7 years, compared with pupils of the middle groups, neither the morphological composition nor the level of formation of signs of coherent speech changes significantly. If children 5-7 years old try to talk about something on their own, the subordination of parts may be absent, the thought is interrupted by an insertion-listing. So, you can hear: “These are border guards standing on patrol with a dog.” Next, the child lists that pine trees, spruce trees, and border posts are drawn. The story unexpectedly ends with the words: “The border guards are happy that their brother gave them a dog.”
In the senior and preparatory groups, children's speech activity during games and other types of independent activities decreases significantly (2-3 times). Some authors tend to look for the reason for this in the transition of external speech into internal speech that occurs during this period. In itself, a decrease in speech activity may not be considered a negative phenomenon. But in the senior and preparatory groups, in comparison with the average, the cases of explaining something to a friend when the speech is most complex in grammatical terms and perfect in lexical terms decrease by 1.9 times (from 40 percent). Among the reasons for independent statements in games, orders and requests predominate. They, like the game actions themselves, are accompanied by statements that are simple in grammatical expression. The names of objects are too often replaced by pronouns, there are many particles and modal words. All this gives speech a situational character. Evaluation of actions and events is carried out using constantly used adverbs (“good-bad”) and adjectives “good” - “bad”
Children normally learn dialogic speech quite easily, since they hear it every day in everyday life.
In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized planned conversations can be individual (in the case of speech retardation, character traits and behavior) and collective. It should be noted the great importance of collective conversations in the younger and middle groups. They help bring children together and shape their behavior. The teacher asks, for example, where the children went today, what they did on the site or in a corner of nature. It is especially necessary to involve silent children in such a conversation by asking them prompt questions and encouragement.
To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.
For development initial forms during the interview, the teacher organizes a joint examination of pictures, children's drawings, and books. Short stories from the teacher can stimulate an interview on a specific topic. Such stories evoke similar memories in children's minds and activate their judgments and assessments.
A very effective technique - bringing children together different ages, organizing a visit to another group. Guests ask about the little owners’ toys, books, etc.
In older groups, the same techniques are used, but the topics of conversations and the content of instructions and stories become more complicated. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are asked to complement, correct a friend, ask again or question the interlocutor. These are the main ways in which children develop their spoken language in everyday life. It is important to create situations in which the child will have to explain something to the teacher or peers (a mistake in a friend’s story, a rule of the game), convince others of something, prove something to them.
It is necessary to teach children to understand questions and answer them correctly (“How would you do this?”, “How can I help?”, etc.). When answering questions, especially when discussing moral and everyday situations, children should give detailed answers. The teacher should evaluate not only the content of the answer, but also its verbal presentation.
Spoken speech is the most simple form oral speech: it is supported by the interlocutors; situational and emotional, the speakers perceive each other using various expressive means: gestures, glances, facial expressions, intonation, etc. The speakers usually know the subject of discussion. This form of speech is also simpler in syntax: unfinished sentences, exclamations, interjections are used; it consists of questions and answers, replicas and brief generalizations. In psychology, the difference between ordinary dialogue and conversation is revealed. A conversation is a kind of dialogue guided by a specific topic. The purpose of the conversation is to discuss and clarify some issue. To conduct a conversation, preliminary preparation of the persons involved is required; it contains more detailed appeals. Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot become a means of communication. Preschool children master spoken language under the guidance of adults. A child of 2 and 3 years is characterized by slight distractibility from the content of the conversation.
In addition to such short conversations caused by circumstances, the teacher provides for conversations that he plans as a pedagogical technique. Specially organized scheduled conversations can be individual. They help bring children together and shape their behavior. It is especially necessary to involve silent children in such a conversation by addressing them, asking a prompt question, or encouraging them. To develop speaking skills, verbal instructions are used. At the same time, the teacher gives the kids a sample verbal request, sometimes asking the child to repeat it, finding out whether he remembers the phrase. These instructions help to consolidate forms of polite speech.
In older groups, the same techniques are used, but the topics of conversations, the content of instructions and stories become more complex. More attention is paid to communication skills with adults and rules of speech behavior in public places. In collective conversations, children are invited to add, correct a friend, ask again, or question their interlocutor.
Thus, the speech skills of preschool children require targeted, systematic development, and it is necessary to take into account the age-related characteristics of the development of dialogic speech.
2. BEseda as a means of developing dialogical speech in preschoolers
2 . 1 ConversationHowpedagogicalmethod
Conversation and conversation are essentially two almost identical manifestations of the same process: verbal communication between people. But in pedagogy, conversation is identified as one of the most valuable methods for developing children’s speech, meaning organized, planned classes, the purpose of which is to deepen, clarify and systematize children’s ideas and knowledge through words
The conversation reveals how great the need for children to express their thoughts is, how their language develops, if the topic of the conversation matches their interests and level of development.
Conversation is a question-and-answer method of teaching; is used to activate the mental activity of students in the process of acquiring new knowledge or repeating and consolidating previously acquired knowledge.
Socratic conversation - using a system of specially selected questions, reducing to the point of absurdity the wrong answers of students in order to guide them to the correct path of reasoning.
Catechetical conversation - memorizing questions and answers to them (it is still used in Catholic schools in a modified form).
According to the nature of the organized cognitive activity, reproductive conversation is distinguished (familiar ways of operating with familiar educational material), heuristic (organization of students’ search activities, element-by-element training in creative search when solving problem problems).
Conversation is one of the effective pedagogical methods in working and teaching preschoolers.
The question of using a variety of active methods and forms in teaching preschoolers is one of the significant ones. Thus, verbal methods, when correctly combined with specific observations and activities, play a large role in educational work with children. An effective verbal method is conversation - a targeted discussion with children of any phenomena. It is advisable to use the conversation when working with children of middle and older preschool age. As practice shows, such an active method is used relatively little in kindergartens. This is mainly due to the fact that educators are hampered by a number of issues, namely:
Which program material must be given through conversation;
How to keep children’s attention until the end of the conversation, and not allow them to evade the issues being discussed;
How to involve all children in active participation.
In many cases, conversations are conducted sporadically, are formal in nature, and take place when children are insufficiently active.
Issues of conversation methodology have been repeatedly covered in pedagogical literature in different time and from different positions. The method of conversation, developed in ancient times by Socrates and Plato, was used in teaching rhetoric and logic to youth. Later this method was used in school teaching. Since the time of Y.A. Komensky and I.G. Pestalozzi raised the question of using conversation in preschool education.
Most often, in practice, conversations result in purely verbal communication of knowledge to children.
For a long time, the main thing in a conversation was its form; the content of educational material was subordinate to it. This approach also affected the structure of the conversation.
So, I.G. Pestalozzi, in his 10 exercises recommended for observing and talking with children about their bodies in the “Book for Mothers,” gave the following structure:
Showing and naming parts of your body;
The position of these parts;
Point out the connections between body parts;
Distinguish and name how many times each part is repeated in our body;
Identify the qualities of body parts;
Indicate the connection between parts;
What can you do with each part;
How to take care of your body;
Learn the multiple uses of the properties of body parts;
Be able to combine and describe everything.
On the one hand, I.G. Pestalozzi pointed out the path from analysis to gradual generalization and synthesis. On the other hand, the living image from which he proposed to build was subjected to such detailed dissection that it became dead and abstract. This is the path of abstract logical analysis. And although such an analysis is based on a specific image, it does not bring the child closer to the truth of life.
The conversation reveals how great the need for children to express their thoughts is, how their language develops, if the topic of the conversation corresponds to their interests and psyche.
E.I. attached great importance to the conversation. Tikheyeva is a Russian teacher, one of the creators of preschool pedagogy in Russia. She considered it one of the most valuable methods for developing children's speech, meaning by conversations organized, planned activities, the purpose of which is to deepen, clarify and systematize children's ideas and knowledge through words.
A conversation with preschool children is, first of all, a means of systematizing and clarifying the ideas received by the child in the process of his daily life, as a result of his observations, communication and activities. Conducting a conversation, the teacher helps the child to perceive reality more fully and deeply, draws his attention to the fact that he is not sufficiently aware; As a result, children’s knowledge becomes clearer and more meaningful.
In a conversation, an adult, with his questions, directing the children’s thoughts in a certain direction, pushes them towards memories, guesses, judgments, and conclusions.
The value of the conversation lies precisely in the fact that the adult in it teaches the child to think logically, reason, gradually raises the child’s consciousness from a specific way of thinking to a higher level of simple abstraction, which is extremely important for preparing the child for schooling. But this is the great difficulty of the conversation - both for the child and the teacher. After all, teaching children to think independently is much more difficult than imparting ready-made knowledge to them. This is why many educators would rather tell and read to children than talk to them. The development of thinking is closely related to the development of speech in a preschooler. In a conversation, the teacher teaches the child to clearly express his thoughts in words and develops the ability to listen to his interlocutor. It is important not only for imparting knowledge to children, but also for the development of coherent speech and the development of speaking skills in a group.
In a conversation, the teacher unites children around common interests, arouses their interest in each other, the experience of one child becomes common property. They develop the habit of listening to their interlocutors, sharing their thoughts with them, and speaking out in a group. Consequently, here the child’s activity develops, on the one hand, and the ability for restraint, on the other. Thus, conversations are a valuable method not only of mental education (communication and clarification of knowledge, development of thinking abilities and language), but also a means of social and moral education.
Teachers of the past considered it possible to draw the attention of children and, therefore, talk with them only about the things immediately surrounding the child.
In Russian pedagogy, the topic of conversations with young children was originally developed by V.F. Odoevsky. In his manual for parents and educators “Science before Science”, “The Book of Grandfather Irenaeus”, the first part consists of a “Questionnaire”, in which a number of conversations are developed in detail.
In the collection edited by L.K. Schleger and S.T. Shatsky presents extensive material for many conversations, relating exclusively to natural topics (plants, animals, seasonal phenomena). The authors also proceeded from the position that one can only say that “children saw, see, can see every moment,” “but it is impossible to talk about what they cannot see.”
The material for such exercises can be objects in the room, parts of the human body, food, clothing, everything that is in the field, in the garden, animals, plants, as they are familiar to children.
Undoubtedly, with a child it is necessary, first of all, to talk about what is familiar and close to him. The sensory experience of children and the adult’s explanatory word accompanying this experience form their concrete knowledge of reality. But we must not forget that modern children do not live in a closed family structure, but in an information-rich, computerized world. Television, radio, computer, children's educational literature, newspapers, magazines, a rich social life, which modern child observes directly on the streets - all this early expands the range of ideas and concepts of the current preschooler, awakens new interests in him.
In this regard, in our conditions, it becomes possible to talk with children of senior preschool age about content that he has not yet encountered directly in his immediate environment. Of course, the knowledge gained in these conversations will be very basic, but it will broaden the children’s horizons.
So, what smaller child, the more conversations should be connected with his direct observations. With children under 5 years of age, the topics of conversations should be very specific and relate to the phenomena and objects closest to them. When clarifying children's ideas about known material through conversations, one must at the same time remember that a simple statement of well-known facts does not give any impetus to the progressive development of the child's thoughts. But a conversation with older preschoolers, for example, about the chair and its components is doomed to failure in advance, since a child of 5-7 years old, in the process of life observations, has seen more than once a chair, its back, legs, seat, and a conversation that dismembers this chair into parts will not add anything to the child’s consciousness (except for nomenclatural accuracy) . One should not make the subject of discussion something that has already been mastered.
In a conversation, the child’s knowledge is not only clarified, in it the child receives new material or the teacher presents what is familiar to him in a new aspect. So, for example, in a conversation about wintering birds, children, in addition to the fact they know that some birds fly away and some remain, they learn about the reason for this phenomenon. It is important that the teacher, relying in conversation on the subjective experience of children and their previously acquired knowledge, is able to awaken the active work of thought, contribute to the development of independent judgments, and form in the child a holistic picture of the world around him and a conscious attitude to the phenomena under discussion.
Correctly determine the place of conversation in the educational process of kindergarten - serious problem, which requires its decision. Often in practice, conversation turns into the core around which all work with children is built.
At the same time, preliminary work is carried out with them, related to observations and excursions, examination of illustrations in order to provide food for conversation. After it, there is always a consolidation of the received impressions by drawing, modeling, making models, memorizing poems, songs, and reading stories. Even games follow a common theme that sometimes lasts several days or weeks. After all, many of our kindergartens paid tribute to complexity at one time and continue to do so by implementing a thematic approach to organizing the pedagogical process or working on “projects” and a “chain of targeted tasks.”
The thematic nature of all classes greatly narrows the possibilities of pedagogical work, obscures living reality, and leads to fragmentary impressions received by children. Having worked on a “topic,” educators rarely return to it again. The impressions received about a particular phenomenon are not consolidated and are not repeated in the future. While working on a particular topic, children’s attention in classes, games and other types of joint children’s activities is intensely fixed on a certain, limited range of phenomena and is torn away from other, sometimes very vivid and important impressions. Many issues are discussed with children from case to case, the teacher does not return to previously received ideas, does not reinforce them with frequent repetition. Such a “patchwork” of impressions does not ensure a solid assimilation of knowledge and skills, or open communication.
Cognitive material leaves a deep trace only when it is given systematically, when impressions seem to be layered on top of one another and are not separated from life. Thus, a conversation that plays the role of clarifying, deepening, and systematizing concepts can be successful only when it is based on other previously used methods of introducing children to the environment, as well as on their subjective experience, i.e. when they already have some knowledge that requires streamlining.
Conversations take place in the process of children’s accumulation of knowledge - during excursions and observations. However, these conversations are not typical. As practice has shown, before observations it is very difficult for children to express their judgments and such conversations come down mainly to the teacher giving explanations. During observations, preschoolers are absorbed in new impressions and express themselves laconically. For the most part, these are exclamations of surprise, delight, or questions addressed to the teacher. The teacher himself guides the observation process with his questions and comments.
The most successful conversations take place immediately after children have received new impressions during excursions, observations, or after the teacher has read stories.
A conversation that is organically connected with the daily life of a child in kindergarten and in the family cannot turn into a worked-out topic. The material given in it should leave a deep imprint on the child’s consciousness. For this to happen, you need to offer the child active position, when he is not only observing, listening, sometimes responding, but also acting, actively communicating.
Therefore, communication situations are an important form of speech work with preschool children.
Communication situations are specially designed by the teacher or spontaneously arising forms of communication aimed at developing communicative abilities.
It is fundamentally important to emphasize the need for a holistic approach to the formation of dialogic speech and the inadmissibility of reducing communication tasks only to mastering the question-answer form. A full-fledged dialogue is unthinkable without the establishment of dialogical relations, the formation of an active response position, and partnerships; and such dialogical relationships should permeate both the child’s communication with adults and interaction with peers.
Communication situations can arise naturally - it is important for the teacher to see them and, without disturbing the children’s activities, use them to solve teaching or educational problems. In every situation, children face one or another problem that requires a solution. The teacher guides the children in search of a solution (the principle of “intellectual hunger”), helps them gain new experience, activates independence, and maintains a positive emotional mood. Children should experience a “palette of intellectual emotions”: surprise when encountering objects, interest in identifying the causes of various events, doubt, guesswork, the joy of success and discovery.
Features of the communication situation as a form of working with children:
participation in a communication situation (mostly voluntary);
the position of an adult as a communication partner;
changing the style of relationship between the teacher and children: the adult respects the child’s right to initiative, his desire to talk about topics that interest him, and to avoid unpleasant situations;
planned and organized by the teacher at any time during the day, most often in the morning, evening or during a walk;
the duration of the communication situation is from 3-5 to 10 minutes, depending on the age of the children;
The participation of a small subgroup of children (from three to eight) is expected, depending on their desire and the characteristics of the content of the communication situation.
Communication situations can be practical and playful. The ratio of game and real-life situations in the learning process depends on the age of the children. When organizing situations, the teacher most often “comes from the children,” i.e. notices them in children's activities.
For example, in the younger group it is advisable to conduct communication situations that encourage the child to look for and eliminate the reason that is preventing him from acting and that lies on the surface (for example, something is preventing him from opening or closing the door). In older preschool age, specially planned communication situations can be quiz games: “What fairy tale are these things from,” “Shop of magic things.” The appendix provides examples of communication situations.
The communication situation as a non-traditional form of speech work presents some difficulties for the teacher, as it has its own specific features related to the assigned tasks and the content of the activity.
The communication situation is built on the continuous mobilization of children's attention, active participation, and open communication. The child needs to follow the progress of the conversation all the time, not deviate from its main content, and listen to his interlocutors.
While participating in a communication situation, a child undergoes a complex thought process of recall, judgment, inference, and generalization. The child is required to be constantly mentally active: he must listen carefully, think, and respond quickly enough. At the same time, the joint participation of peers in a situation is also associated with the ability to exercise a certain amount of restraint: to be able to listen carefully to others; refrain from speaking while others are speaking; to retain in memory what I wanted to say - all this is undoubtedly not easy for a preschool child.
For some children, participation in a collective discussion of a situation requires a certain volitional effort: to overcome timidity, shyness and speak out in the presence of others. Consequently, the skillful participation of an adult in a communication situation largely determines the success of the matter. To do this, the teacher needs to think carefully logical structure communication situations: sequentially arrange all the material presented to children; prepare appropriate questions and explanations, visual material that clarifies certain aspects of the situation and allows you to concentrate the children’s attention. In addition, the teacher needs to know the individual characteristics of children and differentially involve them in active participation in a communication situation.
The concept and approaches to the study of dialogic speech, its formation and the specifics of its formation in preschoolers. The essence of correctional work with children with general speech underdevelopment. A system of exercises for teaching and developing dialogic speech in kindergarten.
thesis, added 02/21/2012
Psychological and pedagogical characteristics of preschool children with general speech underdevelopment, features of the development of their dialogical speech. Development of dialogic speech in children of the sixth year of life with general underdevelopment of speech through dramatization games.
thesis, added 09/10/2010
The concept of dialogic speech and factors influencing its development. Psychological characteristics and characteristics of a junior schoolchild, criteria for assessing development. Joint activity in children and the significance of the level of development of dialogic speech on its formation.
course work, added 12/26/2014
Characteristics of coherent dialogical speech and its features, features of dialogic speech of children of primary school age in normal conditions and with hearing impairment. Experience in inclusive education and correctional work on the formation of dialogical speech in children.
thesis, added 10/24/2017
Psychological and pedagogical foundations of gaming activity. The essence and classification of games. The concept of dialogic speech. Exercises for preparing a role-playing game. Development of dialogic speech skills through the use of role playing games in German lessons.
course work, added 10/31/2011
Features of the development of children's dialogical speech. Formation of grammatical structure and morphological and syntactic aspects of speech in a child. Distinctive features role-playing game. Its place in the development of dialogical communication among older preschoolers.
course work, added 04/10/2015
Methods for developing dialogic speech in older preschoolers. Analysis of educational programs. Diagnosis of the characteristics of dialogic speech in children of senior preschool age. Identification of the level of development of dialogical communication skills.
thesis, added 02/18/2014
Communicative, psychological and linguistic characteristics of the features of dialogic speech. Goals and system for developing dialogical speech skills. Speech exercises in the development of dialogical speech of middle-level students in English lessons.
A conversation is a purposeful discussion of something, an organized, prepared dialogue on a pre-selected topic. Conversation is considered in preschool pedagogy as a method of developing coherent speech. E. I. Radina, in her research, revealed in detail the importance of conversation for the mental and moral education of children. In some conversations, ideas acquired by the child in the course of his daily life, as a result of observations and activities, are systematized and clarified. Through others, the teacher helps the child to perceive reality more fully and deeply, to pay attention to what he is not sufficiently aware of. As a result, the child’s knowledge becomes clearer and more meaningful.
The value of the conversation lies in the fact that an adult teaches a child to think logically, helps him think, and raises him from a specific way of thinking to a higher level of simple abstraction. In conversation, speech develops along with thinking. In a conversation, the child must remember, analyze, compare, express judgments and draw conclusions and conclusions. Dialogue forms of coherent speech, and above all conversational speech, are formed: the ability to listen and understand the interlocutor, give clear answers to questions posed, clearly express one’s thoughts in words, speak out in the presence of other children. Teaching children the ability to conduct a conversation, to participate in a conversation is always combined with the development of cultural behavior skills: the child must learn to listen carefully to the one who is speaking, not to be distracted, not to interrupt the interlocutor, to restrain his immediate desire to immediately answer a question without waiting for a call. In conversation, therefore, restraint, politeness and, in general, a culture of verbal communication are cultivated.
When speaking in a conversation, the child formulates his thoughts not in one, but in several sentences. The teacher's questions require more detailed description seen, experienced, encourage the expression of assessments, personal attitude to the topic under discussion. When giving a detailed answer, children use conjunctions (and, but, so that) and a variety of vocabulary to connect words. A child’s speech activity in a conversation differs from a conversation, primarily in internal programming, thinking about his statement, and greater arbitrariness. Children learn evidence-based speech, the ability to justify their point of view, and enter into a “discussion.” Children's vocabulary is activated, clarified and expanded.
E.I. Radina warned against a one-sided approach in understanding the conversation, when only the speech moment is strongly emphasized. She noted the importance of conversation for the formation of a positive attitude towards the surrounding reality, towards people, towards her home country and hometown, towards family and friends.
- - the life and work of people;
- - events of public life;
- - activities of children in kindergarten (games, work, mutual assistance, friends).
In the last century, when selecting the content of conversations, the principle of proximity and accessibility of the phenomena being discussed was important. It was considered possible to talk with children only about things immediately surrounding the child. The content of the conversations was thus limited by the child’s very specific sensory experience relating to the phenomena that became the subject of the conversation.
In our time, the problem of the content of conversations with preschoolers has been studied by many scientists (A.P. Usova, E.A. Flerina, E.I. Radina, E.I. Zalkind, E.P. Korotkova, N.M. Krylova).
Done the following conclusions: in relation to modern children, the content of “simple” and “complex”, “distant” and “close” has changed in the era of the development of technology and culture. Pictures, books, movies, children's TV shows, illustrations, albums, computer programs expand the range of children's ideas and concepts, awaken new interests in the child. You can talk to children about what was not in their sensory experience, but what is psychologically close and understandable to them. Modernity suggests a new theme. So, a conversation about astronauts can be combined with the illustration in question, a teacher’s story, or reading literature. Each conversation should convey something new: either provide some new knowledge, or show something familiar in a new aspect. The content of the conversation should be phenomena that are familiar to the child, but require additional explanations, raising the child’s consciousness to a higher level of knowledge.
The topics of the conversations are determined by the specific objectives of educational work with children, their age characteristics, the stock of knowledge acquired during excursions and observations, as well as their immediate environment. Here's a sample conversation topic:
- * Topics reflecting phenomena of social life (“Our kindergarten”, “Moscow is the capital of our Motherland”, about school, about native land, city, what they saw at the post office, etc.).
- * Topics of labor (the work of parents, kindergarten employees, the work of a postman, a builder); results of labor, labor processes (how clothes are sewn, fruits and vegetables are grown); housework (mothers, grandmothers).
- * Conversations reflecting the work of the children themselves (“We are on duty”, “How we help mom”, “What we grew in our garden”).
- * Conversations about the use of technology in household work (“What machines help do in kindergarten”, “How machines help build a house”, “What do people drive and transport goods” “What river transport have we seen on our river (sea)”) .
- * A series of conversations on everyday topics (about toys, dishes, clothes, school and washing supplies).
- * Conversations about nature (“Our park in spring”, “Wintering and migratory birds", "Seasons", "Fruits and Vegetables").
- * Conversations on moral and aesthetic topics (about the culture of behavior, “Respect the work of your elders,” “Be a good friend”).
An important question is the place of conversation among other methods of work. An incorrect understanding of the role of verbal methods in the 20s and the implementation of the principle of complexity (linking all activities with each other) led to an incorrect determination of the place of the conversation. As a result, it turned into the core around which all other work in the kindergarten was grouped. Meanwhile, conversation is only one of the means of teaching children. Its role can be fulfilled if it relies on other methods of getting to know the environment (excursions, observations, walks), if children have knowledge and experience that require streamlining.
Let us dwell on the classification of conversations.
E.A. Fleurina classified the conversations based on didactic tasks. She identified three types of conversations.
- 1. An introductory conversation that organizes children for one or another type of activity.
- 2. Conversation accompanying the activities and observations of children.
- 3. Final conversation, clarifying and expanding the children’s experience.
Each of these conversations is unique in terms of purpose and method. This classification is based on the interaction between childhood experience and its expression in speech.
MM. Konina identifies two types of conversations that complement the classification of E.A. Fleurina. They are based on the material (painting, book) in connection with which the conversation is held.
Thus, conversation, as the main type of dialogical speech, is divided into many types and is of great importance for the development of coherent speech in preschoolers.
In terms of content, we can roughly distinguish conversations of an educational nature (about school, about one’s hometown) and ethical ones (about the norms and rules of behavior of people in society and at home).
An introductory conversation, or a conversation that precedes the acquisition of new knowledge, is usually the connecting link between the experience children have and the one they will acquire. The role of the introductory conversation is limited. Its purpose is to identify disparate experiences and create interest in upcoming activities. In practice, there is often no preliminary work at all, or a conversation is held that goes beyond the scope of the upcoming observation, when what the children can see for themselves is verbally worked out. Subsequent observations turn into an illustration of the word. The child, according to E.A. Flerina, is deprived of the opportunity to “obtain” knowledge himself and receive joy from the novelty of perception.
Introductory conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, do not go beyond the child’s experience, and a number of questions remain unresolved (“We’ll see... we’ll see... we’ll check...”).
The conversation that accompanies the acquisition of new experience is transitional from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements. Its purpose is to stimulate and direct children’s attention to a richer and more expedient accumulation of experience. The teacher’s task is to provide the most complete perception, to help children gain clear, distinct ideas, and to supplement their knowledge.
The content of the conversation is determined by the observation process. What and in what order children will notice and what they will say cannot be predicted in advance. Children, observing, express their thoughts in the form of individual remarks and individual words. An exchange of views takes place. During the conversation, the teacher’s word plays an explanatory role, revealing the content of the material that children perceive. During the observation process, the teacher directs the children’s perception and maintains interest in observation.
What are the features of the methodology for conducting such conversations?
As a rule, the conversation is relaxed, children can move freely and move from one place to another. The teacher does not seek strict adherence to the rules of behavior and does not require additional answers from the children.
He gives children the opportunity to observe, guides them unnoticed by them, without taking away the initiative; helps to understand phenomena, connections between cause and effect, and leads to a conclusion.
This type of conversation is characterized by the participation of different analyzers: vision, hearing, awareness, muscular-motor sphere, motor activity. The second signal system (word) deepens the impressions that the child receives through the senses. The child is given the opportunity to observe and touch. Greater activity is provided for children, they can look at and act. They should not be pulled back, because they can get carried away. Flexibility, tact, and resourcefulness are needed. The conversation plan can be changed, because it is adjusted during the course of observation. During such a conversation, it is unacceptable to distract children from what is being observed; you should not go into details and talk about what they do not see. Since various activities take place during conversations, children do not get tired and feel light and free. Note that in the process of initial observations there is no opportunity for the development of a conversation and for the development of dialogical speech; it arises during repeated observations, based on existing ideas and knowledge.
The main conversation in kindergarten is the concluding conversation, which is usually called generalizing. The purpose of the general conversation is to systematize, clarify and expand the experience of children gained in the process of their activities, observations, and excursions. It should be noted that this type of conversation, to a greater extent than the previous two, contributes to the development of dialogic speech, primarily due to the question-and-answer form of communication.
In this regard, let us dwell in more detail on the methodology for conducting a generalizing conversation. Let's consider the most important issues for guiding the conversation: selection of content, determining the structure of the conversation and the nature of the questions, the use of visual material and an individual approach to children. When planning a conversation, the teacher outlines a topic and selects appropriate content. Taking into account the experience and ideas of children, cognitive (the amount of knowledge to consolidate and new material) and educational tasks are determined; volume of vocabulary for activation.
For example, in a conversation on the topic “Who builds a house” (preparatory group for school), knowledge about the work of builders, about their professions can be consolidated and new knowledge about the profession of an architect can be imparted. The program content must include the task of developing speaking skills, the ability to speak out in a team, prove one’s point of view, and provide for educational tasks: instilling respect for working people; nurturing a culture of verbal communication. Vocabulary: introduction of new words (plan, architect), consolidation and activation of words (bricklayer, carpenter, plasterer, painter, foundation, crane). Previous work: for 2 months, children observed the construction of a house; the teacher introduced them to the activities and professions of those who built the house.
It is possible to systematize knowledge in a conversation provided there is a clear, consistent arrangement of the material, i.e., with its correct structuring. E.I. Radina highlighted the following structural components of the conversation:
Evoking a living image in the minds of children at the beginning of a conversation based on memories of phenomena close to life experience;
- - analysis of these phenomena during the conversation, highlighting the most significant details leading to conclusions;
- - an elementary generalization that clarifies children’s ideas, contributes to the development of an appropriate attitude towards phenomena and stimulates children to engage in certain behavior in the future.
The beginning of the conversation should be figurative, emotional, restore in children images of those objects and phenomena that they saw, mobilize children, quickly gather their attention and arouse interest in the upcoming lesson, arouse a desire to participate in the conversation. You can start a conversation in different ways - with a memory, with a story from a teacher, with looking at a toy or object. As an emotional means, you can use a picture, a riddle, a poem that is directly related to the topic of the conversation. So, a conversation about autumn can be started with the question “Why is autumn called golden?”, a conversation “About the culture of behavior” - also with a question that contains an element of problematic: “What kind of person can be said to be cultured, polite?” For a conversation about Moscow, showing a painting or photograph depicting the Kremlin and Red Square can be a good start. You can start a conversation about winter with a riddle: “Snow on the fields, ice on the rivers, a blizzard is blowing. When does this happen?
In the main part of the conversation, during the analysis of phenomena, its content is revealed. To this end, children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms the children’s answers, generalizes them, makes additions and corrections. The purpose of these techniques is to clarify the child’s thought, to more clearly emphasize a fact, to arouse a new thought in the child, to more clearly emphasize a fact, to arouse a new thought. Children are given new information in order to clarify or deepen their knowledge about the essence of a phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poetry, riddles, visual material, the participation and activity of all children in the group.
The main part of the conversation may have several logically complete parts. This clarification was introduced into the structure of the generalizing conversation by V.I. Loginova. It identifies certain semantic logical parts, each part ends with a generalization by the teacher. In the conversation “About Mom,” for example, three semantic parts can be distinguished: the mother’s work in production, the mother’s housework, and the children’s help to the mother. In a conversation about school: school building and classroom, students and teachers, school supplies, September 1 to school.
The end of the conversation is characterized by a certain completeness. Most often this is due to generalizing conclusions throughout the conversation. The ending of the conversation may vary depending on its nature and content. If the conversation is educational in nature, children or an adult make a generalization (final story). An ethical conversation can be an attitude towards following the rule: “Polite people, when entering, are the first to greet everyone, bow their heads, and smile. Polite children will never forget to say hello first. Always remember this."
The conversation can be ended with a riddle, reading a poem, a proverb, or listening to a tape recording related to the topic of the conversation. Sometimes, at the end of the conversation, it is advisable to set tasks for children for subsequent observations, tasks related to labor activity(let's hang a feeder for wintering birds, draw a picture as a gift for mom). The conversation is based on the constant mobilization of children's attention, memory, and thinking. The child has to constantly follow the progress of the conversation, without deviating from the topic, listen to the interlocutors, formulate his own thoughts and express them.
Conversation is considered one of the most complex methods of speech development. The main technique in the methodology for conducting it is questions. The effectiveness of the conversation depends on the skillful selection and formulation of questions. K. D. Ushinsky noted that a correctly posed question includes half the answer. To pose a question means to put forward a mental task that should be feasible for a preschooler, but not very simple. Questions are aimed at conclusions, generalizations, classification, and establishment of cause-and-effect relationships. The technique of using questions in a conversation was developed by E.I. Radina. She also gave a classification of issues, which, with some additions, is still used today.
Depending on what kind of mental task the question contains, two groups of questions can be distinguished:
- - Questions that require a simple statement - naming or describing phenomena, objects, facts familiar to the child; i.e. he must accurately name the object, its parts, highlight characteristic features(Who? What? When? Which one?). These are reproductive issues. (For example, in a conversation about winter, they can be formulated like this: “What trees are there in winter? What is the weather like in winter? What month is it now? Is it the beginning of winter or the end?”)
- - Search questions - aimed at revealing connections between objects and phenomena accessible to the child. Such questions require some logical operations, activation of mental activity, the ability to compare, compare and evaluate; generalize, draw conclusions and conclusions; establish cause-and-effect, temporal and other connections and relationships (Why? Why? Why?). (In the same conversation about winter, they may sound like this: “Why do rivers and ponds freeze in winter? How do people escape the cold? Do you know what changed in nature in February? Why do you love winter?”
At the same time, it must be taken into account that the child is able to independently generalize, draw a conclusion, and express a judgment only if, even before the conversation, he has received a sufficient supply of specific ideas on this topic. Otherwise, the search questions will be overwhelming for him. Questions that require inferences, conclusions, and generalizations require careful, precise formulation.
Depending on the completeness and degree of independence in the disclosure of the topic, main and auxiliary questions can be distinguished. Basic questions are the core of the conversation. The most important requirement for them is a logical connection with each other and consistency in production. They can be reproductive, aimed at identifying ideas that children have, or exploratory, requiring the establishment of connections and conclusions.
If children cannot answer the main question on their own, they can be asked an auxiliary question - leading or prompting. The child does not grasp the meaning of the question, sometimes due to its insufficiently specific, general formulation (“What do you know about a cow?”), and sometimes due to the presence of unclear words(“What is the name of Aunt Katya’s position?”). Leading questions help the child not only understand the meaning of the question, but also find the correct answer. They activate thought and help answer complex questions that require conclusions, judgments, and generalizations. Prompting questions already contain an answer. Their use is justified in relation to insecure, underdeveloped children. Such questions not only hinder the child’s development, but sometimes even encourage them to make independent statements.
It should be emphasized that questions in a conversation, regardless of their type, should be simple and understandable for preschoolers. If the question is difficult, it is advisable for the teacher to answer it himself. In a conversation, in addition to questions, such techniques as instructions, explanation, story, generalization, and answers from the teacher himself are used. The instructions have great educational significance. First of all, they help to establish a clear external organization of conversation that disciplines children. Directions determine the order and rules of expression and draw children's attention to the content of the question (“Think carefully before you answer”). The instructions also apply to clarifying children's speech.
A significant role in clarifying and systematizing meanings is played by the generalizations made by the teacher and his story. During a conversation about winter, summarizing the children’s answers, the teacher says: “It’s winter now. It's cold in winter. There is a lot of snow outside, the trees are bare. In winter there are severe frosts and snowstorms.” In a general conversation in order to activate thinking and speech activity visual material is used. To give a visible image of an object, clarify children’s ideas, and maintain interest in the conversation, you can show a picture or a toy. The item is in kind. Illustrative material is used in different ways: some objects are distributed to each child (tree leaves, flower seeds, object pictures), others are shown to all children (a picture, an animal, utensils, clothes). The time for demonstrating visual material during a conversation depends on the purpose. So, at the very beginning of the conversation they show a bouquet of flowers, a photograph in order to create a mood, arouse interest, or remind of something; examination of the portfolio is organized in the middle of a conversation about school to clarify knowledge about school supplies. The use of visual material should be short-term. It should not be turned into an independent activity.
When leading the conversation, the teacher needs to take into account the individual characteristics of the children and different degrees of activity. Some children are active, quickly respond to any question, and always answer correctly. Others are silent and do not engage in conversation on their own initiative. A significant part of children listens, but does not speak out for various reasons: because of shyness and isolation, because increased self-esteem(they are afraid to speak worse than others), due to speech impediments. In addition, there are children in the group with unstable attention and limited horizons.
When conducting a conversation, the teacher’s task is to ensure that all children are active participants in the discussion of the issues posed to them. The question is asked to everyone; it is wrong to address only the active part of children. The individual characteristics of children force us to pose the same question in different ways: for some - in a formulation that requires inference, provoking thought; to someone - in a suggestive form.
Children's speech activity in a conversation is one of the indicators of its effectiveness. The teacher should strive to ensure that as many children as possible take part in the collective conversation. Children and adults must follow the rules of speech etiquette and communication. Children should answer one at a time, not interrupt the speaker, be silent, be restrained, not raise their voices, and use politeness formulas. The teacher must correctly formulate and ask the question, not interrupt the child answering unnecessarily, come to the aid of the child who is having difficulty, observe standard speech, and teach the ability to conduct a conversation.
Children's answers during the conversation are in the nature of short or extended remarks; One-word answers are also acceptable if the content of the question does not require more. If children answer reproductive questions, it is all the more impossible to ensure that every answer is complete. Such a requirement leads to a distortion of the language.
Methodologically important is the question of the relationship between the speech of adults and children in a conversation. As observations show, the teacher’s speech activity often prevails over the child’s. Sometimes educators, when posing a question, do not give children the opportunity to concentrate and think; they are in a hurry to answer themselves, starting to talk about what they observed, for example, on an excursion. Children have no choice but to listen passively. The other extreme is to “extract” the correct answers from children at the cost of considerable effort. The effectiveness of the conversation largely depends on the teacher’s ability to purposefully lead children, direct children’s thoughts and intensify speech activity.
The methodology determines in which age groups the classes and conversations are held. In relation to younger preschool age, conversation is used in the process of gaining experience. The conversation is accompanied by looking at toys and pictures. In middle preschool age, conversations are predominantly used that accompany the acquisition of new knowledge, accompany observations (what objects are made of, our clothes, washing supplies) and excursions (what the postman does). In older preschool age, all types of conversations are held.
