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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 developing 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
Development of children's dialogical speech preschool age- important and complex topic in modern preschool pedagogy. It is in preschool age that speech actively develops, the prerequisites for further interpersonal communication of the child are formed, vocabulary is accumulated, activity in word creation is fostered, and at the same time the foundations for the correct pronunciation of words and spelling, the foundations of a culture of speech, are 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 dialogical 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 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 behavior 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 dialogic 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 deficit of dialogic communication leads to various kinds of distortions personal development, increasing 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, first of all, 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 premeditation.
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 clichés, 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 the methods of 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 dialogical speech with situational, and contextual 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, and 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 inferred 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. Children need to be taught 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. 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: saturation with 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.
For this purpose, conversations are held at the most various 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 is of great importance.
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 with speech on average every second (everyday, play) action. 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 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 the 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, express value judgments.
We can say that in the independent utterances of children aged 6-7 years, in comparison 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 grammatically complex and lexically perfect decreases 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 junior 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 certain 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 complex. 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 complicated. 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 multifaceted applications 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, and 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 of 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 talk about what “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, rich public 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, children’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.
Conversation organically related to everyday life child in kindergarten and in the family cannot turn into a well-worn 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 dialogical 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 dialogic speech skills. Speech exercises in the development of dialogical speech of middle-level students in English lessons.
The development of independent practical activity encourages the development of the intellectual practical function of speech (reasoning, explaining methods of action, making statements, thinking about a plan for upcoming activities, etc.).
So, from the sign (denoting, nominative) and communicative functions of communication to planning and regulating one’s actions - this is how the functions of the child’s speech activity develop. By the end of preschool age, the child masters the basic forms of oral speech characteristic of adults.
Conversation with children as a method of forming dialogical speech
Conversational speech is the simplest form of oral speech. It is supported by the interlocutors, situational and emotional, since the speakers use various expressive means: gestures, glances, facial expressions, intonations, etc. The interlocutors usually know the subject of discussion. This form of speech is also simpler in syntax: it consists of unfinished sentences, exclamations, interjections, questions and answers, replicas and short messages.
Psychology reveals the difference between ordinary (unprepared) dialogue and conversation. 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 messages.
Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot serve as a means of communication. Preschool children master spoken language under the guidance of adults. The development of dialogical speech depends on the development of thinking, memory, attention, grammatical structure, and enrichment of vocabulary.
A child of the second and third year of life is easily distracted from the content of the conversation. In the fourth and fifth years, he gradually moves from fragmentary statements to more consistent, detailed ones, and begins to ask many questions, including such characteristic ones as why? For what? etc. Children five years old are capable of purposeful conversation for quite a long time. Such a conversation contains questions, answers, listening to the interlocutors’ messages, etc. In the “Kindergarten Education Program” for middle group There was a special task: to teach children to participate in conversation.
Summary of a lesson-conversation on speech development in senior group on the topic “My favorite toy”
Type of lesson: Communicative.
Target: Teach children to write stories on a theme from personal experience. practice the formation of words - antonyms.
Tasks:
Educational:
* Continue teaching children how to write a descriptive story.
Educational:
* Improve the ability to write a story.
* Development of coherent speech.
* Development of a moderate speech rate.
Educational:
* Cultivate interest in the activity.
* Cultivate a positive response to the lesson.
Equipment:
Demo material:Cards with images of toys on the board. a toy made of hard material - a car, a toy made of soft material - Pinocchio.
PROGRESS OF THE CLASS:
ORGANIZATIONAL MOMENT - CIRCLE OF JOY.
Educator:
Guys, come to me and stand in a circle.
All of us in the group are like family,
Everyone is happy - both you and me.
We love being together very much
Speak kind words to everyone.
Educator:
Let's hold hands, look into each other's eyes, and give kind words and a smile. After all, it is with a smile that pleasant communication begins and your mood improves. (Children stand in a circle and join hands.) Now let's sit down on the chairs for our further conversation. Guys, now please look at the board. I have prepared pictures with images for you. Name these items (The teacher addresses each child).
Children answer the names of objects in the pictures (toys).
Educator:
Guys, how can you call all these items in one word?
Children's answers.
Educator:
That's right guys, well done. These are all toys. Today we will talk about toys. Do you like receiving toys as gifts? Guys, do you know in which store you can see a lot of toys? (Children's answers). Do you have any favorite toys at home? (Children's answers). Guys, who wants to talk about their favorite toy so that without seeing it, we can clearly imagine this toy (the child comes out and imagines his toy in the story).
After each story, the teacher asks if the children have a question for the storyteller, if they want to know anything else about the storyteller’s toy. If the children have no questions, then the teacher asks the questions himself. The teacher makes sure that the introductory phrases of the stories are not stereotypical.
Educator:
Well done boys. You talked very interestingly about your toys, and now let’s rest a little. Let's get up from our chairs and sit in any place convenient for you, but not far from me. The eyes look at me, the ears listen carefully, and we repeat the movements after me.
FISMUTKA:
The wind is blowing from above. (Raise our hands up).
Plants herbs and flowers. (Bends to the sides)
Right - left, left - right.
Now let's go together
Let's all jump on the spot. (Jumping).
Higher! Higher! Have fun!
Like this. Like this.
Let's move on one step at a time. (Walking in place).
So the game is over.
It's time for us to get busy. (Children sit on their chairs).
Educator:
Well, guys, have a rest. And now we will spend interesting exercise, which is called "Prompt the Word." What does this mean? I will tell you words, and you say a word that is opposite to mine in meaning.
FOR EXAMPLE: DARK - LIGHT; QUIET - NOISY.
Guys, does everyone understand the rules of the game? Well then let's get started.
* Close - Far
* Cheerful - Sad
* Sunny - Cloudy
* Much - Little
* Be silent - Speak
* Day Night
* Wide narrow
* Damp - Dry
* Rest - Work
Summarizing.
Educator:
Well done boys. You correctly understood the meaning of the word - opposite. So, what did we talk about today? (Children's answers). Right. Today they told us about their favorite toys (we list the children performing). Also, you and I learned what words that have opposite meanings are. Do you think we coped with the stories? (Children's answers). Well guys, I thank you for the wonderful stories. In the next lesson we will draw our favorite toys. This concludes our conversation with you.
ENCOURAGING CONVERSATION PARTICIPANTS.
Introduction
Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and a group of children on a specific topic. In kindergarten, reproducing and generalizing conversations are used. In both cases, these are final classes in which the children’s existing knowledge is systematized and previously accumulated facts are analyzed.
It is known that conversation is an active method of mental education. The question-and-answer nature of communication encourages the child to reproduce not random, but the most significant, essential facts, to compare, reason, and generalize. In unity with mental activity in conversation, speech is formed: coherent logical statements, value judgments, figurative expressions. Such program requirements are reinforced as the ability to answer briefly and broadly, accurately following the content of the question, listen carefully to others, supplement and correct the answers of comrades, and ask questions yourself.
Conversation is an effective method of activating the vocabulary, since the teacher encourages children to look for the most accurate, successful words to answer. However, a necessary condition for this is the correct ratio of speech activity between the teacher and children. It is desirable that the teacher’s speech reactions account for only 1/4-1/3 of all statements, and the rest falls on the children.
- Selecting topics and determining the content of conversations
This type of conversation develops dialogical speech, primarily due to the question-and-answer form of communication.
Generalizing conversation as a teaching method is practiced mainly in senior and preparatory groups (we can also recommend the experience of V.V. Gerbova, who substantiated the usefulness and accessibility of several generalizing lessons for children in the middle group - conversations about the seasons).
Topics of conversations are outlined in accordance with the program of familiarization with the surroundings.
The methodological literature widely covers conversations of an everyday or social nature, as well as natural history (“About our kindergarten”, “About the work of adults”, “About wintering birds”, etc.). It is important that children have enough impressions, living experience on the proposed topic, so that the accumulated material awakens positive emotional memories. Naturally, in the first months of the school year, topics are planned that require less special preliminary preparation of children (“About the family”, “What we do to be healthy”, “Our duties”).
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 to activate.
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 two months, children watched the construction of a house; the teacher introduced them to the activities and professions of those who built the house.
2. Structural components of generalizing conversations
In each conversation, such structural components as the beginning, the main part, and the end are quite clearly distinguished.
The beginning of the conversation should be figurative, emotional, restore in children images of those objects and phenomena that they saw, 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 teacher’s story, with looking at a toy or object. You can use a picture, a riddle, or 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 the city, showing a painting or photograph depicting its attractions 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 walking. When does this happen?
At the beginning of the conversation, it is also advisable to formulate the topic (goal) of the upcoming conversation, justify its importance, and explain to the children the reasons for its choice.
For example, a conversation “About your group” can start like this: “We have children who have been going to kindergarten for a long time, here is Seryozha, Natasha has been in kindergarten for three years. And some children have recently come to us; they do not yet know our rules. Now we’ll talk about what order we have in the group room, so that these children also know.” The teacher’s task is to arouse children’s interest in the upcoming conversation and the desire to take part in it.
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 amendments. The purpose of these techniques is to clarify the child’s thought, to more clearly emphasize the fact, and 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.
This part of the conversation can be divided into micro-topics or stages. Each stage corresponds to a significant, complete section of the topic, i.e., the topic is analyzed at key points. First, the most significant difficult material is identified. When preparing a conversation, the teacher needs to outline its stages, that is, highlight the essential components of the concept that will be analyzed with the children.
For example, the structure of the main part of the conversation “About health” in the senior group:
1. Fresh air(indoors, on walks).
2. Morning exercises, the need for a variety of exercises.
3. Cleanliness of hands, understanding the skill of washing hands.
4. Hardening (in kindergarten, at home).
During each stage, the teacher uses a set of various techniques, strives to summarize the children’s statements with a final phrase and make the transition to the next micro-topic. The names of the parts of the conversation are not given to children.
It is advisable to ensure that the emotional nature of the conversation is not only maintained throughout its entire duration, but also increases towards the end. This helps children focus on the topic of conversation and not be distracted from it.
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, teaching and teachers, school supplies, September 1 to school.
The end of the conversation is characterized by a certain finality. Most often it is associated with 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, the children or the teacher make a generalization (final story).
The conversation can be ended by setting the following 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 clear tasks for the children for subsequent observations, tasks related to work activity (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.
The end of the conversation is short in time, leading to a synthesis of the topic. This part of the conversation can be the most emotional, practically effective: looking at handouts, doing game exercises, reading a literary text, singing.
A good ending would be wishes to the children for their future observations.
As a rule, a whole range of teaching techniques is used in a conversation. This is explained by the variety of educational problems solved using this method. One group of specific techniques ensures the functioning of children’s thoughts and helps to build detailed judgments; the other makes it easier to find the exact word, remember it, etc. But, since conversation is a method of systematizing children's experience, the question is rightfully considered the leading technique. It is the question that poses a mental-speech task; it is addressed to existing knowledge.
3. Questions as the main method of conducting a conversation
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. Even 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; those. he must accurately name the object, its parts, highlight characteristic features (who? what? where? when? which?). These are reproductive issues.
For example, in a conversation about winter, they can be formulated as follows: what trees are there in winter? What is the weather like in winter? What month is it? Is this the beginning of winter or the end?
Another group of questions - search questions - is 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 incomprehensible words in the question (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, help answer complex questions that require conclusions, judgments, generalizations,
In the conversation “Who builds the house?” The teacher asks another question: “We forgot something else, without which it cannot be good home. What is this?" The children are silent. Then a leading question is asked: “What is needed to prevent rain from pouring into the rooms?” (Roof)
Prompting questions already contain an answer. Their use is justified in relation to insecure, underdeveloped children. Such questions not only do not hinder the child’s development, but sometimes even encourage them to make independent statements.
Continuing the conversation about building a house, the teacher asks: “Who covers the roof?” Children find it difficult to answer. Then a prompt question is asked: “Isn’t it the roofer who covers the roof?” - "Yes! Yes! - the children exclaim, - roofer!
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.
The teacher needs to remember the correct method of asking questions. A clear, specific question is pronounced slowly; With the help of logical stress, semantic accents are placed: how do people know where the tram stops? Why can a subway train go very fast? Children should be taught to accept the question the first time. In order for the child to “formulate his thought” and prepare for an answer, the teacher pauses. Sometimes he invites one of the children to reproduce the question (“Repeat which question you will answer now”). Possible instructions: “Answer briefly; answer in detail (but not with a complete answer)” or additions: “Who can answer shorter (more precisely, more beautifully) than your friend?”
To elicit a detailed answer, the teacher offers children a task consisting of two or three questions, or an answer plan. For example, during a conversation about health, the teacher says to the child: “Explain to Alyosha (the doll) how to wash your hands correctly. What should you do first, what should you do next, and why do they do this?”
4. Visual material, its role and place in the structure of the conversation
In a general conversation, visual material is used to enhance mental and speech activity. To give a visible image of an object, clarify children’s ideas, and maintain interest in the conversation, you can show a picture, toy, or object 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, dishes, clothing).
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. You shouldn’t turn everything into an independent activity.
It should be recalled correct use visual material. As already mentioned, it can be demonstrated in any structural part of the conversation and for different purposes: for better assimilation of new things, to clarify existing ideas, to revive attention, etc. But the demonstration of the object during the conversation is relatively short-lived, therefore, even before the lesson, the teacher should think about where to store this visual material, how you can quickly get it, demonstrate it and put it away again.
5. Speech activity of children in conversation
When leading the conversation, it is necessary to take into account the individual characteristics of children and varying degrees of activity. Some children are very 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 portion of children listen, but do not speak out for various reasons: because of shyness and isolation, because of increased self-esteem (they are afraid to speak out worse than others), because of speech deficiencies. 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. Shy guys should be helped by asking a simple question, supporting their statements. Shy children can be prepared for the conversation in advance. You should also find an approach to inattentive and playful children: maybe sit them closer, approach them with questions more often and listen to their opinions, approve. Children with speech impairments require special attention. You should not involve them in general conversation until your speech becomes more perfect. In this regard, the rest of the children in the group should develop a calm, friendly attitude towards their comrades.
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 communication and etiquette. 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 those who are having difficulty, observe standard speech, and teach children 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 language.
Let us give a textbook example of a child’s “complete” answer to the question “What time of year is it now?” - “It’s spring time of year now.” In this case, one word “spring” is enough for a complete answer.
It is important to cultivate a “sense of language” so that the child intuitively feels when he can answer a question with one word, and when with a whole phrase or several phrases. An example of an adult’s speech will help here.
However, to improve dialogical speech and develop its coherence, it is necessary to encourage children to make detailed, purposeful statements. This is facilitated by search questions that activate logical thinking, encourage comparison of facts, comparisons, and confront the child with the need to respond not with one sentence, but with a whole statement, developing and justifying his thought. In this regard, it is advisable to provide the most optimal ratio of reproductive and search questions, strengthening the role of the latter depending on the topic and content of the conversation, the volume and complexity of knowledge to be generalized.
The teacher's approval, confirmation of children's answers, and his instructions also stimulate children to speak out. Children's questions that arise in conversation, the exchange of opinions between children, and their disputes deserve special attention. It is necessary to teach children to ask questions, justify their opinions, and prove them. Effective techniques that challenge children to argue and discuss complex problematic issues are guessing riddles, solving speech logical problems. A speech logical task is a riddle story, the answer to which can be obtained by establishing connections and dependencies between phenomena, their analysis, comparison, and generalization. The content of logical problems can reflect social phenomena and the life of nature.
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.
Conclusion
Conversations also have educational value. The ideological and moral charge is carried by the correctly chosen content of the conversation (What is our city famous for? Why can’t we talk loudly on a bus or tram? How can we please our kids?).
The organizational form of the conversation also educates - children's interest in each other increases, curiosity and sociability develop, as well as qualities such as endurance, tact, etc. Many topics of conversation provide an opportunity to influence the behavior of children and their actions.
"Conversation about spring."
Summary of a general conversation in the senior group.
Goal: generalize and expand knowledge about spring.
Tasks:
1. Improve dialogic speech. Clarify and systematize knowledge about the characteristic signs of spring (days become longer, the sun warms stronger, snow melts, water bodies are freed from ice, grass grows, shrubs turn green, flowers bloom, insects appear, birds return).
2. Teach children to understand the connections between inanimate natural phenomena and seasonal types of labor. Introduce children to different springs: field, river, forest).
3. Evoke aesthetic experiences from the spring awakening of nature, show the beauty of spring. Instill interest in the artistic word.
Preliminary work: conversations about the seasons, matinee “Hello, spring!”
Equipment: didactic material: illustrations with the seasons.
Microthemes:
- Field spring
- The days have become longer
- Insects
- Birds
- Sowing work of people (river spring)
- Plants, trees (forest spring)
Progress of the lesson
- Guys, let's play with you.
- I will now read you a poem, and you will show a picture depicting the time of year that is mentioned in the poem.
(The teacher hands out pictures to the children that depict landscapes of spring, summer, autumn, winter - so that everyone can see all the seasons.)
The teacher reads:
Drops are ringing in the yard,
Streams run through the fields,
There are puddles on the roads,
The ants will come out soon
After the winter cold...
- Guys, what time of year is the poem talking about? Well, who will show the picture correctly?
- That's right guys, of course, it's spring.
- How did you guess that the poem talks about spring?
- Right. In spring, the snow begins to melt and streams run across the ground.
- Let's all look at the picture together. What's written on it?
- Right. Spring can be recognized by certain signs. We have already talked about spring. And we already know these signs.
- Guys, do you know that spring comes first to the fields, where, under the rays of the warm spring sun, snowdrifts begin to melt and the first thawed patches appear? This is spring - the field.
- And now Kolya will read us a poem about spring.
Kolya: Spring is coming to us
With quick steps,
And the snowdrifts are melting
Under her feet
Black thawed patches
Visible in the margins:
It's true that spring has very warm feet.
Olya: “Spring Waters” F.I. Tyutchev
The snow is still white in the fields,
And in the spring the waters are noisy -
They run and wake up the sleepy shore,
They run and shine and shout...
Kostya: They say all over the place:
“Spring is coming, spring is coming!
We are messengers of young spring,
She sent us ahead!”
Lena: Spring is coming, spring is coming!
And quiet, warm May days
Ruddy, bright round dance
The crowd cheerfully follows her.
Well done boys!
- Guys, what were the days like in spring?
- The days have become warm. But have they become longer or shorter?
- How does the sun shine?
- Right. The sun is shining brighter and warmer.
- Children, why did the snow melt and the ice on the rivers thaw?
- Because the sun warms the earth with its warm rays and melts the snow.
- Yes, the snow really melted from the spring warmth.
- Which of the spring months was the coldest and which was the warmest?
- That's right, the coldest of the spring months was April, and the warmest was May.
- What insects did you see first?
- Why did insects appear?
- Guys, what birds have arrived? Why did they come back to us?
- Right. Rooks, starlings, and swallows have flown to us from warm countries.
- You and I have already prepared for their meeting and hung birdhouses - birdhouses.
- Having returned, the birds began building and repairing nests. They laid eggs in the nests. And some sparrows and starlings have already hatched their chicks.
- How has the life of wild animals changed with the onset of spring?
- Right. They woke up and began to look for food.
- With the arrival of spring, the lives of animals also changed. The squirrel, hare, fox and other animals gave birth to cubs. All the animals changed their warm, fluffy winter fur to a thinner one, and some also changed their color. The hare's fur became gray, the squirrel's fur became red.
- Guys, what do people do in the fields and gardens in the spring?
- That's right, people plant vegetables. In the spring, work is in full swing in the fields and gardens to prepare the soil for planting vegetables and crops.
- Guys, the field spring has not yet ended, and the sun has already launched a new attack on the icy fortifications of winter: the snow began to melt more strongly, the streams ran faster. The ice on the river began to crack and break. The river breaks free. At this time of year, water floods the earth. River spring begins. The fields have already been completely cleared of snow, and spring field work begins on them, sowing grain.
- Children, what changes occurred in the plants in the spring?
- Right. Flowers bloomed in spring. Spring awakened the plants with its warmth.
Why did grass start to grow in spring?
Right. It became warm outside, the snow melted, and green grass appeared.
- Guys, why does everything grow well in the spring?
- The soil thawed, melt water ran in small streams, which watered the soil and plants appeared on the ground: green grass, flowers. Plants receive a lot of light, heat, and moisture. This promotes good plant growth.
- Guys, which flowers bloomed first? Where did you see them?
- Right. The snowdrops were the first to bloom. Coltsfoot and lilies of the valley also bloomed in the thawed patches.
- We woke up from sleep and the trees and bushes also began to turn green. Buds appeared on the trees. By
etc.................
Elena Lukyanova
Lesson-conversation “Development of dialogical speech” ( preparatory group)
Goals and objectives:
Continue to improve dialogical speech of children. Learn to maintain a conversation, correctly in form and content, answer questions, be able to reason when answering and prove. Form a comparative and generalized assessment of the heroes. To form in children ideas about moral forms of relationships with others - honesty and truthfulness. Clarify ideas about good and bad actions. Foster a culture of communication.
Guys, today you and I will have a very interesting journey, we will go on a journey along the route of good deeds, but these books and illustrations will help us travel. The route has a stop. So we will have a lot of stops. First stop - "Be Polite". Remember and tell me what work you and I read about politeness (children call V. Oseeva’s work “The Magic Word”) I ask questions: How can you evaluate Pavlik’s behavior? Who helped him become polite? How did the magic word help Pavlik? List What other polite words do you know? Is it possible to interrupt the conversation of adults? Now look at this book. What is it called and who wrote it (V. Mayakovsky “What is good and what is bad”) Tell me, what is this book about? Name good deeds in this book. Children recite two good deeds from the book by heart. Well done. Children, what good deeds do you do or can do? I listen to the children’s answers (help the kids make toys, glue books, feed the birds, take care of the cat, help mom make the bed or bring a bag, etc.). Guys, can you tell us about how one of you did a good deed, a good deed, helped your mother, grandmother, friend or baby, one of the animals. I listen to children's stories from personal experience. Okay, now you and I know how to behave with adults, politely and only do good things, do good deeds, but never bad ones.
And now our journey continues. We arrived at the "Kingdom of Fairy Tales". Look at this picture. You probably recognize this fairy tale, what is it called? ("Cinderella") I ask questions:Who is evil in your opinion in a fairy tale? Who is kind? Why? What kind of work did Cinderella do? Who helped Cinderella? What can you say about Fairy? What is she like? How did the fairy tale end? Good defeated evil. Why do you think so? Now I’ll read you an excerpt from a fairy tale, and you can guess how it is called: “The daughters only knew what to do to sit at the gate and look out into the street, and Tiny Khavroshechka worked for them, sheathed them, spun and wove for them, and she never heard a kind word.” Did you recognize this passage from which fairy tale? That’s right, from r. n. fairy tales "Khavroshechka". Questions for children:Who is evil in this fairy tale? Who is kind? How are Cinderella’s stepmother and Khavroshechka’s stepmother similar to each other? How are Khavroshechka and Cinderella similar to each other? How is their appearance described? How did good defeat evil? We have just talked to you about good and evil. You have to be kind and do good to people and then they will treat you kindly. What proverbs do you know about good and evil7 (It is bad for him who does no good to anyone).
And now the next stop is called she:"Friendship and camaraderie."Look at these pictures. Let's look at the first one picture:
1) The children saw the swing, everyone wanted to ride on it. Tanya sat down first, and Valya began to rock her. Vova came up and he also wants to go for a ride.
How should you play?
2) The boy is sitting on a swing, the girls are rocking him. Everyone is having fun.
Questions:How do children play? What is their facial expression? Why did you decide that the children play together?
3) One girl holds the swing with her hands, the other chases the boy away. He
He lowered his head, sad.
Questions: What do you think is happening here? Are the girls doing the right thing? What kind of faces do the girls have? 7 Is Vova pleased with this attitude? Why do you think he is offended?
Guys, what would you do in this situation? Show me this picture. That’s good, a true friend and comrade should do the same - share toys, play together, friends should help everyone, not leave everyone in trouble, play together and peacefully. Friendship must be protected, if you are friends, then you will go to school, you still need to not forget each other and help. What proverbs do you know about friendship and camaraderie? ("Look for a friend, but you will find one, appreciate it","A faithful friend is the greatest wealth")
This concludes our journey of doing good deeds. We will remind ourselves once again that we need to be polite, kind, do only good deeds, and also be friendly and attentive towards each other and towards adults.
Publications on the topic:
"Let's play!" - integrated final lesson (mathematics, literacy, speech development) - preparatory group TASKS: - Learn to analyze your work results (emoticons - symbols). - Contribute to the formation of interest in learning at school, how.
Conversation “Children of War” (preparatory group) Program objectives: To expand children’s knowledge about the Great Patriotic War 1941-1945 To instill in children a sense of pride in their people.
Conversation “Our dear Army” (preparatory group) Goal: to clarify children’s ideas about Russian Army, guarding the borders of our Motherland, explain the meaning of the expression “Native Army”. Progress of the conversation.
Conversation about bread (senior, preparatory group). Conversation about bread (senior, preparatory group). Program content: To consolidate knowledge that bread is the most valuable food product.
Game-conversation “Mysteries of the Forest” (preparatory group) Riddles: There is a pillar reaching to the sky, And on it is a tent - a canopy. The pillar is chiseled of red copper, and the canopy is see-through and green. (Pine) Dropped the curls into the river.
Integrated lesson for a preparatory group with elements of speech development Topic: “Summer” Integrated lesson visual activity with elements of speech development on the theme “Summer” (preparatory group) Program content:.
