Introduction

Speech development is becoming a pressing problem in modern society. Forming the speech of the younger generation is a huge responsibility of teachers involved in speech development.

In the Federal State Educational Standard for Preschool Education, among the areas of development and education of children, the educational area “Speech Development” is highlighted, which provides for children to master “... speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.”

Approval and implementation of the Federal State educational standard preschool education entails the need to find new approaches to planning and organizing speech work with children.

Organization of work and basic methods of developing children's speech preschool age determined by the educational program. Traditionally, existing preschool education programs distinguish two main forms of speech teaching: work on developing children’s speech in free communication with the teacher and peers, as well as special speech classes.

Free verbal communication of a child in kindergarten occurs in various types of activities - play, cognitive and research activities, work and everyday activities, etc.

Special speech classes are aimed at developing the child’s readiness to master speech in free communication, to master speech as a means of communication and cognition, and as a means of regulating his own behavior: the child learns to correlate his speech actions with the teacher’s model, gains new knowledge about the linguistic system of his native language, learns to evaluate the product of his own speech activity.

Organization of speech development of children in preschool educational institution in modern conditions involves searching effective technologies development of children's speech.

When choosing pedagogical technologies for the development of speech in preschool children, it is important that the technology is not only adequate to the age-related capabilities of the children, but also provides a guaranteed result in the development of speech in different forms work.

Theoretical aspects

IN modern methods The ultimate goal of speech development in preschool children is the formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and opportunities.

The focus of teachers involved in the development of children's speech is the task of developing coherent speech. This is explained by a number of circumstances:

In coherent speech, the main function of language and speech is realized - communicative (communication);

In coherent speech, the relationship between the child’s mental and speech development is most clearly visible;

Coherent speech reflects all other tasks of speech development: the formation of the lexical, phonetic and grammatical aspects of speech.

The main function of coherent speech is communicative; it is carried out in two main forms: dialogue and monologue.

Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of communication.

A number of studies note that although mastering elementary dialogic speech is primary in relation to monologue and prepares for it, the quality of dialogic speech in its mature form largely depends on mastery of monologue speech.

Work on the development of coherent dialogical speech is aimed at the formation of certain dialogical skills:

Speech skills themselves (enter into communication, maintain and complete communication, speak expressively at a normal pace, use the intonation of dialogue, etc.);

Speech etiquette skills;

Ability to communicate in pairs, in a group of 3-5 people, in a team;

The ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic;

Nonverbal skills.

Work on the development of coherent monologue speech is aimed at developing the following skills:

Understand and comprehend the topic, determine its boundaries;

Select the necessary material;

Arrange the material in the required sequence;

Use the means of language in accordance with literary norms and the objectives of the statement;

Construct speech deliberately and arbitrarily.

Thus, teaching elementary dialogic speech should lead to mastery of a coherent monologue utterance and so that the latter can be included in an expanded dialogue as early as possible and enrich the conversation, giving it a natural, coherent character.

Practical aspects

teaching preschool children conversational speech

The defining moment in successfully solving the problems of developing coherent speech in preschool children is right choice pedagogical technologies, which would not only be adequate to the age capabilities of children, but also provide the opportunity to easily solve speech problems in various forms of work with children.

Let's look at some of their technologies.

« The ABC of Communication"

The technology is aimed at developing a responsible attitude towards education in adults little man, the development of various forms of contacts of a person living in a civilized society, as well as with the surrounding world and people. IN in this context“The ABCs of Communication” is a versatile theoretical and practical psychological and pedagogical course for developing the skills of interpersonal interaction of children from 3 to 6 years old with peers and adults.

The technology is aimed at developing children's understanding of the art of human relationships. In this context, “The ABC of Communication” is a collection of specially designed games and exercises aimed at developing in children emotional and motivational attitudes towards themselves, others, peers and adults, at creating the experience of adequate behavior in society, promoting best development the child’s personality and preparation for life.

The program must convince children that only themselves, their own thoughts, feelings and actions, the ability to appreciate others, understand and express themselves through communication are the path to success in life, to the opportunity to win the hearts of people.

The central idea of ​​technology is to establish mutual understanding between parents, children and teachers. The motto of the “ABC of Communication” program is - Learn to love and understand people, and there will always be friends next to you!

The main method of implementing the technology is one of the leading methods of developmental education - the method of empathizing with the situation, which is designed to use the ability to analyze and feel everything that happens to the child. It helps to more accurately explain, and most importantly, predict the child’s behavior in a particular life situation.

The main position of an adult is to take the child’s place and analyze his own reaction:

Your feelings - as an emotional reaction to the situation;

Your thoughts are like ideas that arise in response to the information received;

Your behavior is like your own actions in accordance with feelings and thoughts in a specific situation.

The technology for developing communication skills is focused on solving the following problems:

Learning to understand yourself and the ability to be at peace with yourself;

Cultivating interest in other people, developing the need for communication;

Formation of skills and abilities to interact in various situations using a variety of means of human communication;

Development of skills to analyze one’s own speech behavior and the behavior of other people;

Development of self-control in communication, etc.

To solve these problems, it is recommended following forms educational activities:

Educational games (role-playing, theatrical);

Etudes, improvisations;

Observations, walks, excursions;

Modeling and analysis of communication situations;

Writing stories, etc.

"Development of dialogical communication"

A.G. Arushanova

The fundamental components of the problem of speech development in preschool children, according to A.G. Arushanova, are dialogue, creativity, knowledge, self-development.

The technology is aimed at developing communicative competence, which is based on the child’s ability to communicate with people around him using verbal and non-verbal means.

The most important components of communicative competence are dialogue and speech creation.

The core of the dialogue is made up of dialogical relationships, which are manifested in readiness to meet a partner, in accepting him as an individual, in an attitude towards the interlocutor’s answer, in anticipation of mutual understanding, agreement, acceptance. The content basis of dialogue in preschool childhood is verbal creativity, joint composition of an adult and a child, shared storytelling among peers.

The child receives examples of dialogue in communication with adults, during which he learns non-situational communication. But when communicating with adults, the child’s speech is more situational and condensed than when communicating with peers. It is communication with peers that provides the child with the development of genuine child speech independence.

A.G. Arushanova notes the importance of a holistic approach to the formation of dialogical speech in preschool children and “... the inadmissibility of reducing the tasks of teaching dialogue only to mastering the question-and-answer form. A full-fledged dialogue is unthinkable without establishing dialogical relations, without forming an initiative and active response position, partnerships... mastering dialogue is impossible without mastering language and means of non-verbal communication, without cultivating a culture of speech.”

The priority task of children's speech development in preschool years is the formation of dialogic communication. As the main forms of organizing dialogue, A.G. Arushanova offers scenarios for activating communication and verbal didactic games in pairs. The communication scenario may include a conversation between a teacher and children, didactic, folk games, dramatization and staging - all types of children's activities in which speech carries the main load in solving practical and cognitive problems.

Scenarios of activating communication solve development problems children's communication through stimulating each child’s own speech activity, “children’s linguistic and communicative initiative” (A.G. Arushanova).

The main difference between the scenarios of activating communication and the once traditional teaching sessions is the position of the adult - he is a communication partner - the teacher strives to establish an equal, personal relationship with the child, and encourages the child’s initiative speech.

In the technology of “activating communication”, the program content of training is the “unauthorized” speech activity of each child. Moreover, each scenario of activating communication provides for the possibility of solving various problems of speech development of preschool children - the development of the lexical side of speech, the formation of the grammatical structure of the language, the education of the sound culture of speech, etc.

Activating communication scenarios are based on classical studies of speech development methods (F.A. Sokhin, O.S. Ushakova), original language material, game tasks and problem situations are aimed at enhancing children’s communication with each other, stimulating children’s initiative involuntary speech.

In each scenario, the main thing is the “non-educational” motivation of children’s activity - children do not learn to retell a fairy tale, they play it, they do not learn to describe a toy, but come up with a riddle about it. The communicative and playful motivation of such forms of work, “non-disciplinary” methods of attracting and retaining children’s attention provide emotional comfort to every child.

This technology dialogical type, after-hours organization of teaching the native language provides not only emotional comfort and conditions for communication with peers, but also helps to solve various problems in the development of children's speech.

“Technology of activating speech training as a means of communication”

O.A. Belobrykina

The technology of activating speech training is aimed at developing the qualitative side of children’s speech activity in the process of communication. The main activities of a preschooler include play and communication; therefore, play communication is the necessary basis within which the formation and improvement of the child’s speech activity occurs.

Linguistic games are aimed at developing various types of speech activity, allowing each child to easily and freely show intellectual initiative, which is a specific continuation of not just mental work, but cognitive activity, not determined by either practical needs or external assessment.

"Name general signs"(strawberries and raspberries, birds and people, rain and showers, etc.).

“How are they similar?” (grass and frog, pepper and mustard, chalk and pencil, etc.).

“How are they different?” (autumn and spring, book and notebook, car and bicycle, etc.).

“How are they similar and how are they different?” (whale - cat; cat-mole; cat-tok, etc.).

“Name the object by its action” (pen - writing, bee - buzzer, curtain - darkening, etc.).

“Anti-action” (pencil - eraser, dirt - water, rain - umbrella, hunger - food, etc.).

“Who will be who?” (a boy is a man, an acorn is an oak, a seed is a sunflower, etc.).

“Who was who” (a horse is a foal, a table is a tree, etc.).

“Name all the parts” (bicycle - frame, handlebars, chain, pedal, trunk, bell, etc.).

“Who works where?” (cook - kitchen, singer - stage, etc.).

“What it was, what it became” (clay - pot, fabric - dress, etc.).

“It was like that before, but now?” (sickle - harvester, torch - electricity, cart - car, etc.).

“What can he do?” (scissors - cut, sweater - warm, etc.).

"Mnemonics"

Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information through the formation of additional associations. This system methods promotes the development of different types of memory (auditory, visual, motor, tactile), thinking, attention, imagination and speech development of preschoolers.

The use of mnemonics in the speech development of preschool children contributes to preschoolers’ creative knowledge of the phenomena of their native language, and is widely used in teaching children to retell works of fiction, construct independent coherent statements, enrich vocabulary, memorize poetry, etc.

Mnemonics uses the natural memory mechanisms of the brain and allows you to fully control the process of memorizing, storing and recalling information.

The technical arsenal of modern mnemonics consists of a set of unified memorization techniques that allow you to memorize different information in the same way. The most common mnemonic technique is the organization of an associative field around memorized concepts.

There are four main stages of mnemonics:

Coding into images;

Memorization (connecting two images);

Memorizing the sequence;

Consolidation in memory.

It should be remembered that mnemonics does not improve memory, it only facilitates memorization. In some cases, mnemonics can even cause direct harm, since it replaces meaningful (logical) memorization with mechanical memorization.

Mnemonics in preschool pedagogy are called differently:

Methods of using sensory-graphic schemes (V.K. Vorobyova);

Methods of using sensory-graphic schemes (T.A. Tkachenko);

Methods of using block squares (V.P. Glukhov);

Collage technology (T.V. Bolsheva), etc.

In general, mnemonics is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the surrounding reality.

Mnemonics are built according to the following algorithm: mnemonic square – mnemonic track – mnemonic table.

The content of a mnemonic table is a graphic or partially graphic representation of fairy tale characters, natural phenomena, and some actions by highlighting the main semantic links of the story’s plot.

The peculiarity of this technique is that diagrams containing certain information are used as didactic material when working with children.

The most in a complex manner didactic material in mnemonics are mnemonic tables. As a rule, they contain a graphic (partly graphic) image of fairy tale characters, natural phenomena, etc.

The use of mnemonics in work on the development of speech in preschool children is carried out in stages:

Familiarization with the tables (examination, discussion of what is shown);

Transcoding information (converting abstract symbols into images);

Storytelling (independently or with the help of a teacher, depending on the age of the children).

According to the authors, the use of mnemonics in the speech development of children is possible in all age groups kindergarten. At the same time, determining the content of mnemonic squares, mnemonic tracks and mnemonic tables depends on the age characteristics of children.

For example, for younger preschoolers, it is recommended to select colored mnemonic tables, which contributes to the formation of certain images in the children’s memory (green color - Christmas tree, frog; yellow color - sun, chicken, etc.).

A graphic (partially graphic) image is gradually introduced (a large brown circle is a bear, a small green circle is a frog, etc.).

A mandatory rule is to use the same graphic image throughout the entire age period. With the transition to another age level, the graphic object can be complicated or completely changed.

Mnemonic tables can be compiled for Russian folk tales, riddles, poems and counting rhymes.

Technologies for the development of children's speech, developed on the basis of TRIZ and RTV methods and techniques

Main feature TRIZ technologies lie in the clarity and simplicity of presenting material and formulating a complex situation. Fairy tales, playful and everyday situations are the environment through which a child will learn to apply “Triz” solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources that he draws from Triz games and exercises.

Brainstorm or collective problem solving

A group of children is presented with a problem, each expresses their opinion on how to solve it. The important thing is that there are no wrong decisions, all options are accepted.

Focal object method

(intersection of properties in one subject)

Any two objects are selected and their properties are described. These properties are subsequently used to characterize the created object. Then the subject is analyzed from the “good-bad” position.

Morphological analysis

Creation of new objects with unusual properties (random selection of properties).

System operator

Drawing up characteristics of the selected subject (past, present, future horizontally and subsystem, system and supersystem vertically).

Technology for teaching children how to make comparisons

Teaching preschool children how to make comparisons is carried out on the basis of modeling using the following algorithm:

Naming the object;

The designation is its sign;

Determining the value of this attribute;

Comparison given value with the attribute value in another object.

According to the authors, in early preschool age it is necessary to develop a model for making comparisons according to the following signs- color, shape, taste, sound, etc. At the same time, the teacher invites the child to compose phrases next type: The ball is as round as an apple...

For older preschool age, the following complication is recommended:

The type of phrase changes - the sign itself is not pronounced, but only its meaning (the chickens are yellow as the sun);

The characteristics of the second object are enhanced (the pillow is soft, the same as freshly fallen snow);

Children are given independence in choosing the value of a given attribute and making comparisons based on it.

Technology for teaching the composition of fairy-tale texts

Preschoolers have a great interest in writing fairy tales. To teach a child to compose a fairy tale without violating his individual abilities, it is advisable to use models on the basis of which the text is composed. The fairy tale model is a high level of abstraction. This is the foundation on which self-made content is built up.

It is necessary to understand how a fairy tale differs from any other literary text. Home distinctive feature fairy tales are metaphorical, that is, a reflection of people’s life experiences using symbolic analogy techniques. As a rule, a fairy tale is based on some life rule (or several rules). This determines the theme of the tale.

The unusualness and abstractness of such features as time and place influences the listener’s imagination and at the same time shows a certain universality of the life rule, which was, is and will be valid for quite a long time. Therefore, in fairy tales such words as “... in the thirtieth kingdom”, “... distant lands”, etc. are often found.

The traditions of the beginning and ending of a fairy tale, expressed in figurative phrases, are quite clearly defined. These are words that allow you to collapse time (long - short) or distance (not far - not close).

It is possible to teach children how to write fairy tales using models. As preparatory work How children learn models for composing fairy tales is their training in schematization.

Work on teaching preschoolers to compose texts with fairy tale content in a kindergarten should be organized in two directions:

1. These are games and creative tasks allowing the child to learn various options actions and interactions of the characters, see the unlimited possibilities of creating images and their characteristics, learn that a fairy tale can be unfolded anywhere and at any time. At this stage, children learn means of expression fairy tale text. Children learn to make fantastic transformations of real objects using standard fantasy techniques.

2. Creating pedagogical conditions for children to master certain models of composing fairy tales:

model of composing a fairy tale using the “Catalog” method;

a model for composing a fairy tale using the “Morphological Analysis” method;

a model for composing a fairy tale using the “System Operator” method;

a model for composing a fairy tale using typical fantasy techniques;

model of composing a fairy tale using the “Magic Triangle” method.

The “Catalog” method performs the function of preparing the child to master more complex models. It is recommended to first teach children using this method to compose a text reflecting the struggle between good and evil in a certain place and time, which has positive result, then move on to other models.

Based on morphological analysis a model for composing a fairy tale of a dynamic type is highlighted.

Based on the system operator - a model of a fairy tale of a descriptive type, with changes in the characteristics of objects over time.

A fairy tale of a moral and ethical type is created on the basis of typical fantasy techniques.

The conflict type of fairy tale is based on the “Magic Triangle” method.

Work with children on composing fairy tales should first be of a collective nature, then in a subgroup, then the children compose the text together or in threes. Next, the child himself composes a fairy tale according to a certain model.

Games and creative tasks to prepare children to compose fairy-tale texts

Game name and goal

Content

"Name the Hero"

Goal: to teach children to unite heroes by given characteristic

The teacher names an image, and the children must find specific characters from other fairy tales:
Name me girl heroes (Gerda from “ Snow Queen", Zhenya from "Tsvetik-Semitsvetik". Conclusion: the hero of a fairy tale can be a girl, but she must be special, with her own specific properties and actions).

"A Hero's Action"

Goal: teach children to list everything possible actions any fairy-tale hero; teach children to draw analogies in the actions of heroes of different fairy tales.

The teacher offers a hero from a fairy tale: A goat from the fairy tale “The Wolf and the Seven Little Goats.”

Asks the children to name all the actions of the goat.

Conditions: speak only in verbs (she lived, she walked, she punished, she sang, etc.).

Next, the teacher suggests remembering the heroes who would perform the same actions in other fairy tales.
If children have difficulty, the teacher uses the text, reading fragments of fairy tales.

"Wizard"

Goal: to teach children to assign fantastic properties to real objects

The teacher offers to play wizards using Lull rings (on the first ring there is an image of ordinary objects, on the second - wizards).

Children spin circles, highlight a sector and talk about the magic that the subject has learned. The story is supplemented by the practical significance of magic, and an assessment is given of who is good or bad from it.

"Somewhere, someone..."

Goal: to teach children to imagine an object in some place and compose a short story about it with fairy-tale content.

Work is carried out either on a morphotable or with Lull rings. The teacher lays out cards with images of heroes on one part, and on the second - with an image of the place where this can happen.

The intersection of object and place allows the child to imagine a fairy-tale situation and stimulates his creativity.

"Parade of Time Wizards"

Goal: to teach children to transform an object by changing the properties of time

The teacher shows a magic clock with different time wizards sitting on the numbers.

A picture depicting an object is placed on the clock hand.

The child spins the arrow and said Wizard transforms the object.

"Wizards Ear, Nose, Hand and Eye"

Goal: to teach children to imagine sensations that can be obtained using various analyzers.

The teacher one by one shows pictures depicting sensory organs and offers to use them to visit a fairy tale.

Children talk about smelling soot, wolf fur, and boiling water.

Further, the Wizard of the Eye is invited to the same plot (children see what is not described in the fairy tale), the Wizard of the Ear (imagining possible sounds, voicing thoughts), the Wizard of the Hand (describing the sensations that children would have if they touched with their handsto a hot boiler or wet nose piglets.

"Fairytale Words"

Goal: teach children to list different options words and phrases according to a given characteristic.

The teacher invites the children to remember and say all the spells that they know in fairy tales (Sim-sim, open the door, Sivka-burka, prophetic kaurka... etc.) then list all the words with which the fairy tale begins (Once upon a time in a certain kingdom , in ancient times...etc.).

“Which fairy tale?”

Goal: to teach children to find fairy-tale texts that would teach some kind of life rule

The teacher calls a proverb, a saying or some kind of life rule, the children must remember the fairy tales that teach this.

Compiling fairy tales using the “Catalogue” method

The method was developed by Berlin University professor E. Kunze in 1932. Its essence is applied to the synthesis of fairy tales: the construction of a related text of fairy-tale content is carried out using randomly selected media (heroes, objects, actions, etc.). The method was created to remove psychological inertia and stereotypes in inventing fairy-tale heroes, their actions and descriptions of the place of what is happening.

Goal: to teach the child to connect randomly selected objects into a single storyline, to develop the ability to compose a fairy-tale text according to a model in which there are two heroes (positive and negative) who have their own goals; their friends who help them achieve these goals; a certain place.

Algorithm for constructing a training

A small group of children is invited to compose a fairy tale (story) using a book.

The presenter asks the children a question, the answer to which the child “finds” by indicating the word on the open page of the selected text.

The answers “found” in the book are gradually collected into a single storyline.

When the fairy tale is compiled, the children come up with a name for it and retell it.

The teacher asks the children to remember what questions they answered using the book (deriving an algorithm of questions).

Productive activities of children based on an invented plot: drawing, modeling, appliqué, construction or schematization (recording the actions of a fairy tale using diagrams).

Ask the children to tell an invented fairy tale at home in the evening.

After some time, the teacher invites the children to teach one of the children to remember the questions on which the fairy tale text is compiled.

This method can already be used with three-year-old children. Objects can be hidden in the “Wonderful Bag” (toys or pictures). From the age of five, objects can be selected in books. Books should be unfamiliar to children.

An approximate chain of questions for 3-year-old children:

Once upon a time... Who? -Who was he friends with? - The evil one came... Who? - Who helped your friends escape?

Gradually the chain of questions increases, and six-year-old children are asked approximately the following questions:

Once upon a time... Who? What was he like? (What kind of good could he do?) - Went for a walk (travel, look...)... Where? - Did you meet anyone evil? What evil did this negative hero cause to everyone? - Our hero had a friend. Who? What was he like? How could he help the main character? What happened to the evil hero? -Where did our friends live? - What did you start doing?

Composing dynamic tales

Goal: to create pedagogical conditions for mastering the model of a fairy tale of a dynamic type. In such a fairy tale, one or more objects perform actions with a specific purpose, while interacting with different environments, which react differently to the actions of the heroes. The hero must draw conclusions, adjust his behavior, gain experience, as a result of which the goal is achieved and the attitude of others changes. If the heroes do not change and do not draw conclusions, then this ends disastrously for the heroes themselves.

Basic algorithm for composing a fairy tale

A cross-cutting hero(s) is selected.

Their properties, motives and goals are described.

Heroes take actions to achieve a goal and encounter other objects in the process.

Sequentially, for each interaction, changes in the main character are recorded, and the reactions of other objects when interacting with the hero are described.

The result is a change in the hero (heroes) and the conclusion of a life rule.

The name of the resulting fairy tale is invented and the rules for composing it are drawn up.

Compiling descriptive tales

In fairy tales created by mankind, one can distinguish a model of texts in which there is enough detailed description the life of the hero, his changes over time. The hero must have a childhood in which the foundations of his future life are laid. And in the hero’s adulthood, cases of his endurance and endurance are tested. From this we can conclude that such fairy tales show: nothing ever happens for nothing, everything has a fairly clear cause-and-effect relationship.

Model of a fairy tale-description in the best possible way is processed on the “wonderful screen” (system operator):

The place where the hero learned the trade

The place where the hero carries out his business

A place where there is an obstacle to the hero's actions

A hero in childhood who learns this business

Hero and his main business

A hero who confronts external circumstances that hinder him do your thing

Character Traits personality traits and the hero's skills in childhood

Character traits, personality traits and skills of the hero when performing the main task

Character traits, personality traits (changing them) and the hero’s skills when interacting with the environment

Goal: children to master the model of a descriptive fairy tale (the hero must learn something in childhood, improve his skills in adulthood, and at the same time resist external circumstances that interfere with his activities).

A descriptive fairy tale, constructed using this method, allows us to lay down the first ideas about the qualities and lifestyle of a creative personality. Basic algorithm:

Choosing a hero in childhood.

A description of his hobbies, the influence of his immediate environment, as a result of which the hero develops an interest in some kind of activity and a desire to do it.

A description of the development of an adult who does his job well.

Damage by someone to the hero's deeds.

Solving the hero's creative problems.

Continuation of the main story.

Conclusion of a life rule related to determination, perseverance, and overcoming difficulties.

The title of the tale and a reproduction of the steps in its creation.

Compilation of fairy tales of moral and ethical type

There is a group of fairy tales that has a pronounced ethical orientation: in the text of fairy tales, the life rule expressed in a proverb or saying is very clearly visible. There are fairy tales that are akin to fables, but only the text in them does not rhyme (“Axe Soup”, “Tops and Roots”, “The Fox and the Crane”). In order to teach preschoolers to compose such fairy tales, it is necessary to introduce them to the model of texts of this type.

Goal: children to master the model of composing fairy tales with a moral and ethical plan.

Basic Algorithm

The place where the events will unfold is determined, this place is designated by some word.

Inanimate objects typical for this place are listed (no more than 7 objects).

Objects are endowed with human properties or character traits.

There is a description of the life of these objects in this place. They all perform their functions, their only feature is that they know how to think and feel like people.

The Case is described (the description of the occurrence of the Case begins with the word “And then one day...”).

A text is compiled on behalf of each character (in the form of a monologue) in relation to the Case.

Life rules are derived and put into the mouth of a wise object.

From the derived rules, a general rule is drawn up that would be suitable for different heroes.

A fairy tale title is invented, which begins in one of the following ways: “A story overheard...”, “A story that happened there...”, “How someone learned wisdom.”

The preliminary work of the teacher comes down to discussing proverbs and sayings with children, identifying the character traits of various heroes,

When preparing to compose such texts, it is necessary to teach children to use interjections characteristic of any character trait (O-ho-ho, speaks of the hero’s sad mood or his fatigue, snorting - of the hero’s dissatisfaction, frequent giggling - of stupid gaiety). Children should be familiar with some theatrical techniques.

Composing tales of conflict type

Humanity has created many fairy tales in which the conflict between good and evil is clearly expressed. In this case, the mediator in the conflict is some kind of magic. This interaction may look like a triangle, the vertices of which are a positive hero, a negative hero and a magic object.

The basis for compiling a text based on this model is Su-field analysis (author G.S. Altshuller). This is the interaction of two objects in a certain field. Strengthening one of the components (a positive hero gains a friend) or weakening properties (a magical object is lost) leads to an escalation of the conflict in a fairy-tale plot.

The main rule of life, which is contained in the texts of fairy tales with clearly expressed conflict, is the need to creatively solve problems to ensure the balance of objects. If a conflict does occur, then it must be resolved in such a way that it is destroyed in the least possible way. the world around us.

Goal: to teach children to create fairy-tale texts based on a pronounced opposition between good and evil.

Good and evil always fight each other using additional properties, taken from assistants or magic items. Victory brings satisfaction only when balance is established and the opposite side suffers the least.

Basic Algorithm

A triangle is marked on the board and the place where the events will take place is selected:

A positive hero and a negative hero are selected.

The properties and actions of these heroes are indicated.

Magic is announced.

The interaction between a negative and a positive character for the possession of a magical object to realize their goals is described.

The conflict is resolved through the means of the heroes themselves.

The names of the fairy tale text are invented.

Conflict type Children begin to master fairy tales through analysis of situations described in familiar fairy tales. Children should discuss how conflicts were resolved in these fairy tales.

Encourage children to choose different options for Magic: Magic word, Magic object, etc.

When composing texts with fairy-tale content, it is important to use various motives that would allow the heroes to begin their actions. Both positive and negative characters can be guided by these motives. As recommendations, you can use the suggestions of A.A. Nesterenko.

Motives

Purpose of action

Secret

Find out, find what is hidden,

establish the truth

Communication

Restore justice

agree, prove,

explain, resolve a dispute

Help

Help, save,

protect, liberate, cure

Beauty and benefits

Put in order, build,

Self-affirmation

To reach, to get, to get somewhere,

win, overcome, free yourself,

have fun

Writing fairy tales based on familiar works

The most common technique for teaching creative storytelling is to invent a fairy tale based on the plot of a familiar work.

At the same time, it is important to motivate the child’s creative activity. In pedagogy, there are speech games, during which preschoolers master the initial skills of composing a creative story.

“Salad from fairy tales” - mixing plots, heroes of different fairy tales (Little Red Riding Hood went to her grandmother and met three little pigs who were walking in the meadow).

“Changing the character of the characters” is an old fairy tale in a new way (And Cinderella was a mischievous and disobedient girl, and her stepmother endured everything and loved and pitied her very much).

“Introduction of new attributes into the fairy tale” - magical objects, household appliances, etc.

“Introduction of new heroes” - both fairy-tale and modern.

“Teaching children creative storytelling from pictures”

The basis of T.A. Tkachenko’s technology is the use of plot pictures as a visual support when teaching creative storytelling. The classification of types of creative storytelling proposed by the author deserves attention:

1. Compiling a story with the addition of subsequent events.

2. Compiling a story with a replacement object.

3. Compiling a story with a replacement character.

4. Compiling a story with the addition of previous events.

5. Compiling a story with the addition of previous and subsequent events.

6. Compiling a story with the addition of an object.

7. Compiling a story with the addition of a character.

8. Compiling a story with the addition of objects and characters.

9. Compiling a story with a change in the result of the action.

10. Compiling a story with a change in the time of action.

Each of the proposed types of creative stories contains a direction for changing the plot. This technique also works well when developing creative storytelling skills based on familiar fairy tales. The type of creative story is the basis for transforming the plot of a fairy tale.

Literature:

Alekseeva M.M. Methods of speech development and teaching the native language of preschoolers Text / MM. Alekseeva, V.I. Yashina. - M.: Academy, 1997.

Alekseeva M.M. Speech development of preschool children Text / MM. Alekseeva, V.I. Yashina. – M.: Academy, 1998.

Altshuller G.S. Find an idea: an introduction to the theory of solving an inventive problem Text / G.S. Altshuller. - Petrozavodsk: Scandinavia, 2003. - p. 240.

Altshuller G.S. How to become a genius: a life strategy for a creative person Text / G.S.Altshuller, I.M.Vertkin. - Minsk, 1994.

Arushanova A.G. Origins of dialogue [Text]. /A.G.Arushanova, N.V.Durova, R.A.Ivankova, E.S.Rychagina - M.: Mozaika-Sintez, 2005.

Arushanova A.G. Speech and verbal communication of children: Development of dialogical communication [Text]: methodological manual. /A.G.Arushanova. – M.: Mozaika-Sintez, 2005.

Belobrykina O.A. Little wizards, or on the path to creativity Text / O.A. Belobrykina. – Novosibirsk, 1993.

Belobrykina, O.A. Speech and communication Text / O.A. Belobrykina. – Yaroslavl: Academy of Development, 1998.

Bolsheva T.V. We learn from a fairy tale. Developing the thinking of preschoolers using mnemonics Text /T.V.Bolsheva. – St. Petersburg: Childhood-Press, 2001.

Gutkovich I.Ya. RTV techniques in teaching preschoolers how to compose fairy tales Text /I.Ya.Gutkovich // Abstracts of reports of the Regional scientific and practical conference “Use of TRIZ elements in teaching preschoolers and primary schoolchildren.” - Chelyabinsk, 1998.

Davydov V.V. Problems of developmental education: experience of theoretical and experimental psychological research Text /V.V.Davydov. - M.: Pedagogy, 1986.

Korzun A.V. Fun didactics: Using TRIZ and RTV elements in working with preschoolers Text /A.V.Korzun. - Minsk, 2000. Murashkovskaya I.N. When will I become a wizard Electronic resource //

Nesterenko A.A. Is it possible to please everyone (a look at the problem of interest in elementary school) Electronic resource //

Sidorchuk T.A. Formation program creativity preschoolers: a manual for teachers of preschool institutions Text //T.A.Sidorchuk. - Obninsk: Rostok LLC, 1998.

Sidorchuk T.A. TRIZ in kindergarten and pedagogical college Electronic resource //

Sidorchuk T.A. Teaching preschoolers creative storytelling from a picture Text /T.A.Sidorchuk, A.B.Kuznetsova. - Ulyanovsk, 1997.

Sidorchuk T.A. Technology for composing creative texts based on a painting: a manual for teachers and students of pedagogical educational institutions Text /T.A.Sidorchuk, A.B.Kuznetsova. – Chelyabinsk, 2000.

Starodubova N.A. Theory and methods of speech development in preschool children Text : textbook allowance / N.A. Starodubova. – M.: Academy, 2006.

Ushakova O.S. Methods of speech development for preschool children Text : textbook allowance / O.S. Ushakova, E.M. Strunina. – M., 2003.

Khomenko N.N. Using the “Yes-No” game when teaching TRIZ Text / N.N. Khomenko. - Minsk, 1995.

Khomenko N.N. Fundamentals of the theory of strong thinking: materials for the TRIZ seminar Text / N.N. Khomenko. – Minsk, 1997.

Khomenko N.N. Solution theory inventive problems(TRIZ) and problems of education Text / N.N. Khomenko. - Chelyabinsk, 1999.

Khomenko N.N. TRIZ as General theory strong thinking: author's page Electronic resource //

Shipitsyna L.M. The ABCs of Communication: Development of a child’s personality, communication skills with adults and peers [Text]. /L.M.Shipitsyna, O.V.Zashchirinskaya, A.P.Voronova, T.A.Nilova. – St. Petersburg: Childhood-Press, 2008.

Generalization of the experience of a teacher on speech development in a secondary group.

Beautiful speech when it flows like a trickle
She runs cleanly and unhurriedly among the stones.
And you are ready to listen to its flow
And exclaim: Oh! How beautiful you are!
E. Shchukina

Formation of a child’s correct speech is one of the main tasks of preschool education. Rlanguage development of preschool children in accordance with the requirements of the Federal State Educational Standard, DO includes:
a) mastery of speech as a means of communication;
b) enrichment of the active vocabulary;
c) pcommunication development , grammatically correct monologue and dialogic speech;
G)development of speech creativity;
d)development sound and intonation culture of speech, phonemic hearing;
e) acquaintance with book culture, children's fiction, listening comprehension of texts, various genres of children's literature;
g) fformation sound analytical-synthetic activity as a prerequisite for learning to read and write.
When achieving these goals, we should not forget that we are educatingmodern children who easily remember what is interesting to them, and uninteresting, monotonouswork is simply ignored .
Speech is traditionally viewed in pedagogy and psychology as the center in which various aspects of the psyche converge.development : thinking, imagination, memory, emotions.
For several years now I have been working on the problem of children's speech development.
Speech is one of the most powerful factors and stimuli for the development of a child as a whole. General intellectual development depends on the level of speech development and lays the foundations for successful schooling.
The development of speech has a great influence on the formation of personality, volitional qualities, character, views, and beliefs. We can say that a person’s speech is his calling card.
Therefore, starting from the younger groups, I work on this problem, emphasizing the importance of speech development in preschool age.
And I believe that verbal communication is highest form cooperation between teacher, parent and child.
Therefore, when communicating with children, I adhere to “Not next to and not above, but together!”
I always try to take the position of a child:
- taking into account his point of view, seeing him, first of all, as a person, as a full partner in the process of joint activities and communication;
- I take into account age and individual characteristics children;
I treat my students with respect and kindness; every child is an individual.
Having studied theoretical sources, I set myselftarget :
- creation of a developing subject-spatial environment that promotes the development of speech in preschool children through didactic, speech games, theatrical, plot-role-playing games.
“A child will not speak in empty walls”... - E.I. noted at one time. Tikheyeva
Therefore, centers were created in the group: the center “Learning to speak correctly!”, “Plot-role-playing games”, “Theater corner”, etc.
I have accumulated and systematized a variety of practical material for organizing speech games and activities: manuals for conducting articulation exercises, sets of finger games, thematic albums, games for enriching vocabulary, developing grammatical structure, coherent speech, developing phonemic hearing and fine motor skills, role-playing games games, logorhythmic exercises.
What is the leading, accessible and understandable type of children's activity in preschool age? Well, of course it's a game. In play, the child develops, learns about the world around him, coordinates his interests and the interests of his play partners, that is, the child’s speech development occurs.
I use it in my work game situations on a walk, I organize dramatization games, reading fiction followed by acting out plot episodes during the day, drawing games on a free topic. All this is an impetus for creative thought, an idea that requires implementation.
In the evening, I watch how, after reading fairy tales, the characters and plots that excited the children are reflected in theatrical games, how they let the characters’ characters pass through them. And I see the result of my work. How children’s complexes gradually “dissolve” and children overcome their fears.
I use speech exercises in my practice. Exercises not only increase mental activity, but also improve speech skills and contribute to the development mental processes, increase emotional activity.
Every day we read fairy tales, memorize poems, tongue twisters and learn to answer questions related to the content. It is very important to correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question forces a child to think, reflect, come to the necessary conclusions and at the same time notice and feel art form works. By borrowing figurative expressions, apt words, figures of speech, proverbs and sayings from fairy tales, children enrich their speech, making it interesting and expressive.
After answering the questions, you can invite the children to “show” the fairy tale in a dramatization game.
Because while playing, children learn and pass all the images through their inner world. Looking at illustrations by different artists (V. Losin, Yu. Kazantseva, T. Sokolskaya, K. Shvets) helps children pay attention to the nature of the images of the characters (grandfather and woman are old, affectionate, kind), their external characteristics (the mouse has a long tail, the chicken speckled). When analyzing the content of the fairy tale, children repeat the words of the chicken and the actions of the grandfather and woman (beata-bila - did not break; the grandfather is crying, the woman is crying).
In hiswork I try to use as many didactic games as possible, since they include solving all speech problemsdevelopment . They consolidate and clarify vocabulary, changes and formation of words, practice composing statements,develop explanatory speech . Understanding the importance didactic game in the development of children’s speech and in order to increase interest in the game,I adhere to the following requirements.
1. A didactic game should provide exercises useful for mental development.
2. The task should be exciting, the solution of which requires mental effort and overcoming difficulties.
3. The game should maintain the emotional mood of children and their satisfaction.
In practice, I use three types of didactic games:
- games with objects (toys, natural materials).
- desktop-printed.
- word games.
I use didactic and speech games in classes, during the morning hours of reception of children, in the afternoon, in the free activities of children. A didactic game is a strong stimulator of children's mental and communicative activity. It allows preschoolers to consolidate their knowledge and skills, apply them in practice, and teach them to be independent in their work.
For example, such didactic games as: “Guess the description”, “Give me a word”, “What grew in the garden”, “What time of year”, “Wonderful bag”, etc. We learn to reason and talk.
When studying the sound culture of speech, I use the games “Ringing - Buzzing”,"Let's freeze your hand» ( Children bring their hand to their mouth at a distance of about 10 cm, say: “Foo-oo-oo” - blow on the hand.

Preschool age is the most favorable for the development of speech and the formation of a culture of verbal communication. Practice shows: this is a very labor-intensive and responsible work that requires a certain system and patience on the part of the teacher in selecting the most effective means and methods of teaching.
Methods of speech development that I use:
Visual: observations in nature, excursions, visual clarity, looking at pictures, toys and telling stories about them;
Verbal : reading and storytelling works of art, learning by heart, generalizing conversation, storytelling without visual support;
Practical: didactic games, dramatization games, performances, didactic exercises, round dance games.
The main principles of implementing a system of work on speech development with children are systematicity and consistency, integration of educational areas, which are carried out:
- in the process of organizing various types of children's activities: motor, play, productive, communicative, labor, cognitive-research, musical and artistic, reading fiction;
- during regime moments;
- in free independent activity;
- in interaction with families.
Regular moments are favorable for organizing proper verbal communication: dressing children for a walk, undressing after a walk and before bed, washing before each meal, observing natural phenomena, being on duty, excursions. All these moments are directly related to some real objects, about which I organize conversations with children. At the same time, a certain range of knowledge and ideas is formed, and children’s speech is activated.
Folk proverbs and sayings, refrains, and nursery rhymes enrich and enliven the Russian language. They are excellent examples of Russian speech, imitation of which allows a child to more successfully master his native language. They are short, clear, full of depth,wisdom developed over centuries .
In the process of verbal communication with children, I also use non-verbal means (facial expressions, pantomimic movements), which perform important functions:

They help to emotionally explain and remember the meaning of words. A well-aimed gesture helps to assimilate the meanings of words (round, big...) associated with specific visual representations;

They help clarify the meanings of words associated with emotional perception (cheerful, sad, angry, affectionate,...);

Promotes deepening emotional experiences, memorizing material (audible and visible);

Help bring the classroom environment closer to that of natural communication;
- are models of children’s behavior;
- perform a social, educational function.
I widely use word games in my work on speech development.
These games have great value for the development of a child's thinking.
For example: " Finish the sentence”, “Say a word”, “Winter-summer”, etc.
Children learn to express independent judgments, draw conclusions, draw conclusions, and notice logical errors.
These games are good because they cause cheerful laughter and develop a sense of humor.

"IN development of children's thinking and speech , a special place is given to hand movements. Hands give a person a head, then a wiser head teaches hands, and skillful hands contributespeech development " I.P. Pavlova

I devote a lot of time every day to finger games and logorhythmics, as in my free time. activities , and in all types of classes.
To form a dialogicalspeeches I use different types of theater. In the process of theatrical play, the child’s vocabulary is imperceptibly activated, and his sound culture is improved.speeches , its intonation structure. The role played, the lines spoken, confront the child with the need to express himself clearly, distinctly, and intelligibly. His monologue and dialogic speech and its grammatical structure improve.
We play a lot plot-role-playing games, as a role-playing gamedevelops not only coherent speech, but also accumulates knowledge, develops thinking and memory , cultivates the child’s creative imagination, helps enrich and activate children’s vocabulary.
Thus, in the processwork over the problem of speech development there is a significant increase indevelopment speech activity of children. Children master speech skills, learn to independently invent fairy tales and stories, use a variety of means of expression, argue, and prove their opinions. Many can replace the mistakes of their peers and correct them. Everyone was greatly enriched vocabulary, children accurately use generalizing words and concepts.
Speech became more literate and expressive.

I would like to note in my work the close relationship with parents. The inclusion of parents in the pedagogical process is also the most important condition full speech development of the child.
Parents' correct understanding of the tasks of upbringing and teaching, knowledge of some methodological techniques used in the development of children's speech, undoubtedly helped in organizing games at home. Parents received knowledge through conversations, consultations, parent meetings, practical seminars.
Consultations were held on the topics: “Speech environment in the family and its influence on the development of the child’s speech”, “The role of parents in the development of children’s speech”, “Acquaintance with the peculiarities of speech development of children of a certain age”, seminar-workshop “Playing with fingers”, together with parents they made games for speech development.

Provided that the pedagogical process is properly organized using gaming technologies, as well as with an organized developmental subject-spatial environment, the child’s speech development will be complete and effective.

Quite a lot modern tasks: mastery of speech as a means of communication and culture; development of speech creativity; acquaintance with book culture, listening comprehension of texts of various genres of children's literature, etc.
However, without a solution basic traditional speech tasks, the full speech development of the child is impossible.
Main tasks:
— development of sound culture of speech;
- formation of the grammatical structure of speech;
— formation of a dictionary;
- development of monologue speech.
In accordance with the main objectives of the educational field “Speech Development”, it is also envisaged certain activity teacher Let's look at this with specific examples.

Task No. 1
Develop sound culture of speech:
- prepare the articulatory apparatus to correctly pronounce the sounds of the native language;
— clarify and consolidate the pronunciation of all sounds of the language;
— develop phonemic hearing, speech breathing, volume, tempo, intonation expressiveness;
- to form an idea of ​​the meaning of the terms “word”, “sound”.
- develop fine motor skills of the hands

1. Organize targeted work with children on the prevention and correction of sound pronunciation.
2. Assist children in producing and correcting sounds.
3. B everyday life systematically engage in articulatory gymnastics, use games and play exercises to develop speech attention, phonemic hearing (determine by ear the presence of a particular sound in a word), speech breathing (through games of blowing and pronouncing phrases in one breath).
4. Carry out special play exercises with preschoolers that help eliminate and prevent violations in sound pronunciation.
5. Use special game exercises to stimulate phonemic hearing (difference between sounds), speech attention (ability to listen and hear), perform actions according to verbal instructions: “Listen to the sounds of the street”, “Who is screaming like that?”, “Game of rhymes” (selection words similar in sound: frog - parsley - cheesecake).
6. Create conditions for the development of fine motor skills of the hands, using special game exercises, classes in artistic work, visual and constructive activities.

Problem No. 2
Expand children's vocabulary:
— enrich and activate children’s vocabulary based on deepening their understanding of the surrounding reality;
- introduce words denoting qualities and properties of objects;
- develop an understanding of the meanings of generalizing words and the ability to use them in speech;
— to develop the ability to select actions for a subject or object.

Activities of the teacher in this area:
1. Tell and show children a lot, read fiction to them. Draw children's attention to what objects are made of and what properties they have.
2. In everyday life or play exercises, consolidate and expand the use of general concepts: vegetables, fruits, dishes, clothes, etc.
3. Expand and activate the vocabulary of preschoolers in the process of all types of children's activities.
4. Show and name various qualities and properties of objects.
5. Conduct game exercises to consolidate general words, verbal vocabulary, and meaningful use of antonyms.

Problem No. 3
To develop grammatical skills in oral speech:
- practice the correct use of prepositions expressing spatial relationships (on, in, behind, from, under, between, before, etc.);
— practice the formation of nouns in the plural, genitive case plural;
— teach the correct use of nouns and adjectives in all cases, singular and plural;
- develop the ability to use verbs in the imperative mood.

Activities of the teacher in this area:
1. Pay attention to the correct use of prepositions in everyday communication.
2. Solve the problem of using prepositions and verbs in games and game exercises, in everyday life, in the classroom.
3. Conduct speech games and game exercises.

Problem No. 4
Develop coherent speech in preschoolers:
- create conditions for;
— introduce preschoolers to simple narrative and interrogative sentences;
- practice the ability to intonationally reflect the purpose of the statement;
- create a cultural speech environment in the child’s environment and promote the activation of children’s speech.

Activities of the teacher in this area:
1. Introduce children to the rules of dialogue using.
2. In the process of various types of activities, encourage children to make statements of different types (dialogue and monologue).
3. Introduce a tradition of daily exchange of impressions about the day, where not only the adult asks questions to the child, but also the child to the adult.
4. Teach the child to be polite and tactful when participating in dialogue with adults and children.
5. Practice the intonation of narrative and interrogative sentences.
6. Act out examples of dialogue (at the table, at a party, when talking on the phone);
7. When looking at their work with children, encourage them to talk about the images they created or imagined; objects and phenomena of the surrounding reality.

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write in the comments. I'll definitely help.
Golovina Bela Gennadievna, site administrator.

The importance of speech development for children is difficult to overestimate. Speech is the main means of communication and cognition, a powerful factor in successful mental development. We invite you to a large “pedagogical council” on stimulating and improving the speech development of preschool children. To achieve these goals, a huge amount has been developed effective methods. The positive experiences of colleagues in their use are collected and systematized for you on these pages. Including special games, speech therapy classes and tips for developing speech breathing. A large selection of ready-made solutions, notes, scenarios, didactic syncwines and mnemonic tables.

Word by word: we help in the important task of speech development.

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All sections | Speech development. Speech development of preschool children

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Speech development. Speech development of preschool children - Consultation for teachers “Types of work on the development and improvement of coherent speech in preschool children”

Publication “Consultation for teachers “Types of work on development and...” Dialogue, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he addresses the problem of speech development of a preschooler. These are the foundations on which preschool education as a whole is built and which...

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Speech development. Speech development of preschool children - Summary of direct educational activities on speech development “Little literacy”

Topic: “Little Literacy” Age group: senior group (5-6 years old) Purpose. Formation of sound analytical-synthetic activity in preschoolers as a prerequisite for learning to read and write. Tasks. - Improve children’s ability to distinguish vowels, consonants (hard and soft) sounds,...

In the methodology, it is customary to highlight the following means of children’s speech development:

· communication between adults and children;

· cultural language environment, teacher’s speech;

· teaching native speech and language in the classroom;

· fiction;

· various types of art (fine, music, theater).

Let's briefly consider the role of each tool.

The most important means of speech development is communication. Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M. I. Lisina). Communication is a complex and multifaceted phenomenon of human life, which simultaneously acts as: a process of interaction between people; information process(exchange of information, activities, their results, experience); a means and condition for the transfer and assimilation of social experience; the attitude of people towards each other; the process of mutual influence of people on each other; empathy and mutual understanding of people (B.F. Parygin, V.N. Panferov, B.F. Bodalev, A.A. Leontyev, etc.).

In Russian psychology, communication is considered as a side of some other activity and as an independent communicative activity. The works of domestic psychologists convincingly show the role of communication with adults in general mental development and the development of the child’s verbal function.

Speech, being a means of communication, appears at a certain stage in the development of communication. The formation of speech activity is a complex process of interaction between a child and people around him, carried out with the help of material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development language ability child, to mastering new means of communication, forms of speech. This happens thanks to the cooperation of the child with the adult, which is built taking into account the age characteristics and capabilities of the child.

Isolation of an adult from the environment and attempts to “cooperate” with him begin very early in the child. The German psychologist, an authoritative researcher of children's speech, W. Stern, wrote back in the last century that “the beginning of speech is usually considered the moment when the child first utters sounds associated with the awareness of their meaning and the intention of the message. But this moment has a preliminary history that essentially begins from day one.” This hypothesis has been confirmed by research and experience in raising children. It turns out that a child can distinguish a human voice immediately after birth. He separates the adult's speech from the ticking of the clock and other sounds and reacts with movements in unison with it. This interest and attention to the adult is the initial component of the prehistory of communication.

Analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a communication situation and only at the request of an adult. Therefore, the technique recommends talking to children as much and as often as possible.

In preschool childhood, several forms of communication between children and adults consistently appear and change: situational-personal (direct-emotional), situational-business (subject-based), extra-situational-cognitive and extra-situational-personal (M. I. Lisina).

First, direct emotional communication, and then business cooperation, determine the child’s need for communication. Emerging in communication, speech first appears as an activity divided between an adult and a child. Later, as a result of the child’s mental development, it becomes a form of his behavior. The development of speech is associated with the qualitative side of communication.

In studies conducted under the leadership of M. I. Lisina, it was established that the nature of communication determines the content and level of speech development of children.

The characteristics of children's speech are associated with the form of communication they have achieved. The transition to more complex forms of communication is associated with: a) an increase in the proportion of extra-situational statements; b) with an increase in general speech activity; c) with an increase in the share of social statements. A study by A.E. Reinstein revealed that with a situational-business form of communication, 16.4% of all communicative acts are carried out using non-verbal means, and with a non-situational-cognitive form - only 3.8%. With the transition to non-situational forms of communication, the vocabulary of speech and its grammatical structure are enriched, and the “attachment” of speech to a specific situation decreases. The speech of children of different ages, but at the same level of communication, is approximately the same in complexity, grammatical form and sentence development. This indicates a connection between the development of speech and the development of communicative activity. It is important to conclude that for the development of speech it is not enough to offer the child a variety of speech material - it is necessary to set before him new communication tasks that require new means of communication. It is necessary that interaction with others enriches the content of the child’s need for communication (See Communication and speech, speech development in children in communication with adults / Ed. M. I. Lisina - M., 1985)

Therefore, the organization of meaningful, productive communication between teachers and children is of paramount importance.

Speech communication in preschool age is carried out in different types of activities: in play, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity to develop speech. First of all, speech development occurs in the context of leading activity. In relation to young children, the leading activity is objective activity. Consequently, the focus of teachers should be on organizing communication with children during activities with objects.

In preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types of play activities are used for speech development.

In a creative role-playing game, communicative in nature, differentiation occurs between the functions and forms of speech. Dialogue speech is improved in it, and the need for coherent monologue speech arises. Role-playing play contributes to the formation and development of the regulating and planning functions of speech. New needs for communication and leading gaming activities inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure, as a result of which speech becomes more coherent (D. B. Elkonin).

But not every game has a positive effect on children's speech. First of all, it must be a meaningful game. However, although role-playing game activates speech, it does not always contribute to mastering the meaning of a word and improving the grammatical form of speech. And in cases of relearning, it reinforces incorrect word usage and creates conditions for a return to old incorrect forms. This happens because the game reflects children’s familiar life situations, in which incorrect speech stereotypes previously developed. The behavior of children in play and the analysis of their statements allow us to draw important methodological conclusions: children’s speech improves only under the influence of an adult; in cases where “relearning” occurs, you must first develop a strong skill in using the correct designation and only then create conditions for including the word in children’s independent play.

The teacher’s participation in children’s games, discussion of the concept and course of the game, drawing their attention to the word, a sample of concise and precise speech, conversations about past and future games have a positive effect on children’s speech.

Outdoor games influence the enrichment of vocabulary and the development of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in the artistic word, expressiveness of speech, artistic speech activity.

Didactic and printed board games are used to solve all speech development problems. They consolidate and clarify vocabulary, the skills of quickly choosing the most suitable word, changing and forming words, practice composing coherent statements, and develop explanatory speech.

Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogical speech, and fosters a culture of speech behavior.

Communication in the process of labor (everyday, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.

Communication with peers has a great influence on children’s speech, especially from 4–5 years of age. When communicating with peers, children more actively use speech skills. The greater variety of communicative tasks that arise in children’s business contacts creates the need for more diverse speech means. In joint activities, children talk about their plan of action, offer and ask for help, involve each other in interaction, and then coordinate it.

Communication between children of different ages is useful. Association with older children puts children in favorable conditions for the perception of speech and its activation: they actively imitate actions and speech, learn new words, master role-playing speech in games, the simplest types of stories based on pictures, and about toys. The participation of older children in games with younger children, telling fairy tales to children, showing dramatizations, telling stories from their experiences, inventing stories, acting out scenes with the help of toys contribute to the development of content, coherence, expressiveness of their speech, and creative speech abilities. It should, however, be emphasized that the positive impact of such a union of children of different ages on speech development is achieved only under the guidance of an adult. As the observations of L.A. Penevskaya showed, if you leave it to chance, elders sometimes become too active, suppress the kids, begin to speak hastily, carelessly, and imitate their imperfect speech.

Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.

However, an analysis of practice shows that not all educators know how to organize and use communication in the interests of children’s speech development. An authoritarian style of communication is widespread, in which instructions and orders from the teacher predominate. Such communication is formal in nature and devoid of personal meaning. More than 50% of the teacher’s statements do not evoke a response from the children; there are not enough situations conducive to the development of explanatory speech, evidence-based speech, and reasoning. Mastering culture, a democratic style of communication, and the ability to provide so-called subject-subject communication, in which interlocutors interact as equal partners, is the professional responsibility of a kindergarten teacher.

The means of speech development in a broad sense is the cultural language environment. Imitating the speech of adults is one of the mechanisms of mastering the native language. Internal mechanisms of speech are formed in a child only under the influence of systematically organized speech of adults (N. I. Zhinkin). It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, slowness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words. The corresponding well-aimed gesture helps to assimilate the meanings of words (round, big) associated with specific visual representations. Facial expressions and phonation help clarify the meaning of words (cheerful, sad, angry, affectionate.) associated with emotional perception; contribute to deepening emotional experiences, memorizing material (audible and visible); help bring the learning environment in the classroom closer to that of natural communication; are role models for children; Along with linguistic means, they perform an important social, educational role (I. N. Gorelov).

One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities. The role of education in a child’s mastery of his native language was emphasized by K. D. Ushinsky, E. I. Tikheeva, A. P. Usova, E. A. Flerina and others. E. I. Tikheyeva, the first of K. D. Ushinsky’s followers, used the term “teaching their native language” in relation to preschool children. She believed that "systematic training and methodological development speech and language should form the basis of the entire system of education in kindergarten.”

From the very beginning of the formation of the methodology, teaching the native language is considered widely: as a pedagogical influence on children’s speech in everyday life and in the classroom (E. I. Tikheeva, E. A. Flerina, later O. I. Solovyova, A. P. Usova, L. . A. Penevskaya, M. M. Konina). As for everyday life, this refers to promoting the child’s speech development in the joint activities of the teacher with the children and in their independent activities.

The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.

The need for this form of training is determined by a number of circumstances.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group. The teacher purposefully selects the material that children have difficulty mastering and develops those skills and abilities that are difficult to develop in other types of activities. A.P. Usova believed that the learning process introduces qualities into the speech development of children that under normal conditions develop poorly. First of all, these are phonetic and lexico-grammatical generalizations, which form the core of a child’s linguistic abilities and play a primary role in language acquisition, sound and word pronunciation, construction of coherent statements, etc. Not all children spontaneously, without the targeted guidance of an adult, develop language generalizations, but this leads to a lag in their speech development. Some children master only elementary forms of spoken language, find it difficult to answer questions, and cannot tell a story. And on the contrary, in the learning process they acquire the ability to ask questions and tell stories. “Everything that previously belonged to the qualities of a “creative” personality, was attributed to special talent, during training becomes the property of all children” (A. P. Usova). Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence.

Classes help realize the possibilities of speech development in preschool childhood, favorable period for language acquisition.

During classes, the child’s attention is purposefully fixed on certain linguistic phenomena, which gradually become the subject of his awareness. In everyday life, speech correction does not give the desired result. Children who are carried away by some other activity do not pay attention to speech patterns and do not follow them,

In kindergarten, compared to the family, there is a deficit in verbal communication with each child, which can lead to delays in the speech development of children. Classes, when organized methodically, help to a certain extent compensate for this deficiency.

In the classroom, in addition to the teacher’s influence on the children’s speech, the children’s speech interacts with each other.

Team learning increases general level their development.

The uniqueness of classes in the native language. Classes on speech development and teaching the native language differ from others in that the main activity in them is speech. Speech activity is associated with mental activity, with mental activity. Children listen, think, answer questions, ask them themselves, compare, draw conclusions and generalizations. The child expresses his thoughts in words. The difficulty of the classes lies in the fact that children simultaneously study different types mental and speech activity: perception of speech and independent operation of speech. They think about the answer, select from their vocabulary the right word that is most suitable in a given situation, form it grammatically, and use it in a sentence and coherent statement.

The peculiarity of many classes in the native language is the internal activity of children: one child tells, the others listen, outwardly they are passive, internally active (they follow the sequence of the story, empathize with the hero, are ready to complement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.

The effectiveness of classes in the native language is determined by how fully all the program tasks set by the teacher are implemented and ensures that children acquire knowledge and develop speech skills and abilities.

Types of classes in the native language.

Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

· classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);

· classes on the formation of the grammatical structure of speech (didactic game “Guess what’s missing” - the formation of plural nouns of the gender case);

· classes on developing the sound culture of speech (teaching correct sound pronunciation);

· classes on teaching coherent speech (conversations, all types of storytelling),

· classes on developing the ability to analyze speech (preparation for learning to read and write),

· classes on familiarization with fiction.

Depending on the use of visual material:

· classes in which objects of real life are used, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions);

· classes using visual clarity: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games);

· activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, word games).

Depending on the stage of training, i.e. depending on whether a speech skill (skill) is being formed for the first time or is being consolidated and automated. The choice of teaching methods and techniques depends on this (at the initial stage of teaching storytelling, joint storytelling between the teacher and the children and a sample story are used, at later stages - a plan for the story, its discussion, etc.).

Close to this is the classification according to didactic purposes (based on the type of school lessons), proposed by A. M. Borodich:

· classes on communicating new material;

· classes to consolidate knowledge, skills and abilities;

· classes on generalization and systematization of knowledge;

· final, or accounting and verification, classes;

· combined classes (mixed, combined).

(FOOTNOTE: See: Borodin A. M. Methods of developing children's speech. - M., 1981. - P. 31).

Complex classes have become widespread. Integrated approach to solving speech problems, the organic combination of different tasks for the development of speech and thinking in one lesson is an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language. Research carried out under the guidance of F.A. Sokhin and O.S. Ushakova led to a rethinking of their essence and role. This does not mean a simple combination of individual tasks, but their interrelation, interaction, mutual penetration on a single content. The principle of uniform content is leading. “The importance of this principle is that children’s attention is not distracted by new characters and manuals, but grammatical, lexical, and phonetic exercises are carried out on already familiar words and concepts; hence the transition to constructing a coherent statement becomes natural and easy for the child” (Ushakova O. S. Development of coherent speech // Psychological and pedagogical issues of speech development in kindergarten / Edited by F. A. Sokhin and O. S. Ushakova. - M., 1987. P.23-24.)

Such types of work are integrated that are ultimately aimed at developing coherent monologue speech. The central place in the lesson is given to the development of monologue speech. Vocabulary, grammatical exercises, and work on developing the sound culture of speech are associated with completing tasks for constructing monologues of various types. Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

Example lesson in senior group: 1) coherent speech - inventing the fairy tale “The Adventure of the Hare” according to the plan proposed by the teacher; 2) vocabulary work and grammar - selection of definitions for the word hare, activation of adjectives and verbs, exercises for agreeing adjectives and nouns in gender; 3) sound culture of speech - practicing clear pronunciation of sounds and words, selecting words that are similar in sound and rhythm.

Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities. The child develops search activity in the field of language and speech, and develops a linguistic attitude towards speech. Education stimulates language games, self-development of language ability, manifested in the speech and verbal creativity of children (See: Arushanova A.G., Yurtaikina T.M. Forms of organized teaching of the native language and the development of speech of preschoolers//Problems of speech development of preschoolers and primary schoolchildren/ Edited by A. M. Shakhnarovich - M., 1993.)

Lessons devoted to solving one problem can also be built comprehensively, on the same content, but using different teaching methods.

For example, a lesson on teaching the correct pronunciation of the sound w may include: a) showing and explaining articulation, b) an exercise in pronunciation of an isolated sound, c) an exercise in coherent speech - retelling a text with a frequently occurring sound w, d) repeating a nursery rhyme - a practice exercise diction.

Integrative classes, built on the principle of combining several types of children's activities and different means of speech development, received a positive assessment in practice. As a rule, they use different types of art, the child’s independent speech activity, and integrate them according to a thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings.

Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones. The smaller the children, the more space should be given to individual and subgroup activities. Frontal classes with their obligatory nature, programming, and regulation are not adequate to the tasks of forming verbal communication as subject-subject interaction. At the initial stages of education, it is necessary to use other forms of work that provide conditions for involuntary motor and speech activity of children (See: Arushanova A.G., Yurtaikina T.M. Forms of organized teaching of the native language and the development of speech of preschoolers // Problems of speech development of preschoolers and junior schoolchildren / Edited by A. M. Shakhnarovich - M., 1993. - P. 27.)

Classes on speech development and teaching the native language must meet didactic requirements, justified in general didactics and applied to classes in other sections of the kindergarten program. Consider these requirements:

1. Thorough preliminary preparation for the lesson.

First of all, it is important to determine its objectives, content and place in the system of other classes, connections with other activities, teaching methods and techniques. You should also think over the structure and course of the lesson, and prepare appropriate visual and literary material.

Correspondence of the lesson material to the age-related capabilities of the mental and speech development of children. Children's educational speech activity should be organized at a sufficient level of difficulty. Training should be developmental in nature. Sometimes it can be difficult to determine children's perception of the intended material. The children's behavior tells the teacher how to change the pre-planned plan, taking into account their behavior and reactions.

Educational nature of the lesson (principle of educational training). During the classes, a complex of problems of mental, moral, and aesthetic education is solved.

The educational influence on children is ensured by the content of the material, the nature of the organization of training and the interaction of the teacher with children.

Emotional nature of activities. The ability to assimilate knowledge, master skills and abilities cannot be developed in young children through coercion.

Their interest in activities is of great importance, which is supported and developed through entertainment, games and gaming techniques, imagery and colorfulness of the material. The emotional mood in the lesson is also ensured by the trusting relationship between the teacher and the children, and the psychological comfort of children in kindergarten.

The structure of the lesson should be clear. It usually has three parts - introductory, main and final. In the introductory part, connections are established with past experience, the purpose of the lesson is communicated, and appropriate motives for upcoming activities are created, taking into account age. In the main part, the main objectives of the lesson are solved, various teaching techniques are used, and conditions are created for the active speech activity of children. The final part should be short and emotional. Its goal is to consolidate and generalize the knowledge gained in the lesson. Artistic expression, listening to music, singing songs, round dancing and outdoor games, etc. are used here.

A common mistake in practice is mandatory and not always appropriate, often formal assessments of children’s activities and behavior.

An optimal combination of the collective nature of learning with an individual approach to children. An individual approach is especially needed for children who have poorly developed speech, as well as those who are uncommunicative, silent or, conversely, overly active and unrestrained.

2. Proper organization of classes.

The organization of the lesson must meet all hygienic and aesthetic requirements for other classes (lighting, air purity, furniture according to height, location of demonstration and handout visual material; aesthetics of the room, aids). It is important to ensure silence so that children can correctly hear the teacher's speech patterns and each other's speech.

Relaxed forms of organizing children are recommended, contributing to the creation of a trusting atmosphere of communication, in which children see each other’s faces and are at a close distance from the teacher (psychology notes the importance of these factors for the effectiveness of verbal communication).

Taking into account the results of the lesson helps to monitor the progress of learning, children’s assimilation of the kindergarten program, provides feedback, and allows you to outline ways for further work with children both in subsequent classes and in other activities.

Connection of the lesson with subsequent work on speech development. To develop strong skills and abilities, it is necessary to consolidate and repeat the material in other classes, in games, work, and in everyday communication.

Classes for different age groups have their own characteristics.

In younger groups, children do not yet know how to study in a group; they do not relate to themselves the speech addressed to the whole group. They do not know how to listen to their comrades; A strong irritant that can attract children's attention is the teacher's speech. These groups require extensive use of visualization, emotional teaching techniques, mainly playful, surprise moments. The children are not given a learning task (no information is given - we will study, but the teacher offers to play, look at a picture, listen to a fairy tale). Classes are subgroup and individual. The structure of the classes is simple. At first, children are not required to give individual answers; the teacher’s questions are answered by those who want to, all together.

In the middle group, the nature of learning activities changes somewhat. Children begin to become aware of the features of their speech, for example, the features of sound pronunciation. The content of classes becomes more complicated. In the classroom, it becomes possible to set a learning task (“We will learn to correctly pronounce the sound “z”). The requirements for the culture of verbal communication are increasing (speaking in turns, one at a time, and not in chorus, if possible in phrases). New types of activities are appearing: excursions, teaching storytelling, memorizing poetry. The duration of classes increases to 20 minutes.

In senior and preparatory school groups, the role of compulsory frontal classes of a complex nature increases. The nature of activities is changing. More verbal classes are conducted: various types of storytelling, analysis of the sound structure of a word, the composition of sentences, special grammatical and lexical exercises, and word games. The use of visualization is taking on other forms: paintings are being used more and more - wall and tabletop, small, handouts. The role of the educator is also changing. He still leads the lesson, but promotes greater independence in children’s speech and uses speech patterns less often. Children's speech activity becomes more complex: collective stories, retellings with text restructuring, reading in faces, etc. are used. In the preparatory group for school, classes are closer to school-type lessons. The duration of classes is 30–35 minutes. At the same time, we should not forget that these are children of preschool age, so we must avoid dryness and didacticism.

Conducting classes in a mixed age group is more difficult, since different educational tasks are being solved at the same time. There are the following types of classes: a) classes that are conducted with each age subgroup separately and are characterized by content, methods and teaching techniques typical for a particular age; b) classes with partial participation of all children. In this case, younger students are invited to class later or leave earlier. For example, during a lesson with a picture, all children participate in looking at it and talking. The elders answer the most difficult questions. Then the kids leave the lesson, and the older ones talk about the picture; c) classes with the participation of all children in the group at the same time. Such classes are conducted on interesting, emotional material. This can be dramatization, reading and storytelling with visual material, filmstrips. In addition, classes are possible with the simultaneous participation of all students on the same content, but with different educational tasks based on taking into account the speech skills and abilities of the children. For example, in a lesson on a painting with a simple plot: the younger ones are active in looking, the middle ones write a description of the painting, the older ones come up with a story.

A teacher of a mixed-age group must have accurate data on the age composition of children, know well the level of their speech development in order to correctly identify subgroups and outline the tasks, content, methods and techniques of teaching for each (For examples of classes in different-age groups, see: Gerbova V.V. Classes on speech development with children 4–6 years old. – M., 1987; Gerbova V. V. Classes on speech development with children 2–4 years old – M., 1993.)

In the early 90s. a discussion ensued, during which classes as a form of organized education for preschoolers were sharply criticized. The following disadvantages of classes were noted: learning in class is the main object of attention of the teacher to the detriment of other types of activities; training sessions are not related to children’s independent activities; the regulation of classes leads to formal communication between the teacher and the children, a decrease and suppression of children’s activity; The teacher’s relationship with children is built on an educational and disciplinary basis; for the teacher, the child is an object of influence, and not an equal partner in communication; frontal classes do not ensure the activity of all children in the group; they use the school uniform of the organization; teaching the native language is little aimed at developing communicative activities; in many classes there is no motivation for speech; Reproductive teaching methods (based on imitation of a model) predominate.

Some authors believe that special classes on speech development should be abandoned, leaving them only in senior and preparatory school groups as classes in preparation for learning to read and write. The problems of speech development need to be solved in other classes, in the process of live communication between the teacher and the children (and the joint activities of the children themselves), the child telling stories to an interested listener, and not in special classes on retelling a given text, describing objects, etc. (Mikhailenko N. Ya., Korotkova N. A. Guidelines and requirements for updating the content of preschool education. - M., 1991.)

We cannot agree with this point of view; it contradicts scientific data about the role and nature of teaching native speech. Without detracting from the importance of the teacher’s communication with children, we once again emphasize that a number of speech skills and abilities that form the basis of language ability are formed only in the conditions of special education: development of the semantic side of the word, mastery of antonymic, synonymous and polysemic relationships between words, mastery of coherent skills monologue speech, etc. In addition, an analysis of the shortcomings in the organization and methodology of classes does not indicate their inexpediency, but the need to improve them and increase the level of professional training of the teacher. A kindergarten teacher must master a methodology for conducting classes that corresponds to general didactic and methodological principles, and the ability to interact with children, taking into account their characteristic form of communication.

Speech development is also carried out in classes in other sections of the kindergarten program. This is explained by the very nature of speech activity. The native language serves as a means of teaching natural history, mathematics, music, visual arts, and physical education.

Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech. The development of speech in the process of familiarization with fiction occupies a large place in common system working with children. On the other hand, the impact of fiction on a child is determined not only by the content and form of the work, but also by the level of his speech development.

Fine arts, music, theater are also used for the benefit of children's speech development. The emotional impact of works of art stimulates language acquisition and creates a desire to share impressions. Methodological studies show the possibilities of the influence of music and fine arts on the development of speech. The importance of verbal interpretation of works and verbal explanations to children for the development of imagery and expressiveness of children's speech is emphasized.

Thus, various means are used to develop speech. The effectiveness of influencing children's speech depends on the correct choice of means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.

To assimilate different material, a combination of different means is required. For example, when mastering lexical material that is close to children and associated with everyday life, direct communication between children and adults in everyday activities comes to the fore. During this communication, adults guide the process of children's vocabulary acquisition. The skills of correct use of words are refined and consolidated in a few classes that simultaneously perform the functions of verification and control.

When mastering material that is more distant from children or more complex, the leader is educational activities in the classroom, appropriately combined with other activities.