Abstract direct educational activities, Alfiya Mukhamadeevna Fathullina, teacher of the Municipal budget preschool educational institution kindergarten № 18 "Mishutka", city of Surgut.

speech development, communication. Senior preschool age 5-6 years.

Target:

Tasks:

1. Educational:

Expand and enrich children’s knowledge about the features of winter nature;

Learn to talk about the content of a plot picture;

Stimulate children's creative activity, develop the ability to develop the plot of the image in the picture.

2.Developing:

Continue to develop speech as a means of communication;

Activate words related to the topic “Winter” in children’s speech;

Enrich speech with adjectives;

Improve the dialogical form of speech.

3. Educational:

Form friendly relationships between children, joint interaction;

Bring up careful attitude to nature.

Improve and activate speech;

Develop free communication with adults and children.

Develop the ability to observe natural phenomena and notice their changes;

Cultivate interest in learning about the world around us;

Reinforce the signs of winter.

Foster friendly relationships between children;

Form the habit of listening to your interlocutor and not interrupting him unnecessarily;

Develop compliance with rules and norms of behavior.

Create simple compositions;

Build skills teamwork.

Activities: cognitive, communicative, motor, visual.

: subgroup.

Methods and techniques: reproductive and search issues, didactic game“Let’s build a slide”, conversation, making up a story based on the picture, diagram-mnemonic table, finger gymnastics, collective application - collage.

harsh, windy, snowy, blizzard.

: easel, mnemonic diagram “Winter”, painting “ Winter fun", whatman paper, blanks of human figures, Christmas trees, paper napkins, glue, glue brushes, oilcloth, wet wipes.

Preliminary work:

· reading poems about winter,

· looking at illustrations,

Conversations on this topic;

· monitoring the weather while walking;

· Apply blue gouache onto whatman paper.

· The child’s vocabulary is enriched;

· Ability to write a story plot picture.

Progress of the lesson

Children, together with the teacher, are included in the group.

Educator: Guys, let's say hello to the guests.

Children: Hello.

IN. Well done.

IN. Guess the riddle:

Snow on the fields

Ice on the waters

Blizzard is walking

When does this happen?

D. In winter.

IN. Right. Today we will talk about winter. What happens in nature in winter?

D. Getting cold. The sun is not warm enough. It's bitterly cold outside.

IN. Well done. What kind of trees are there?

D. White.

IN. What lies on the roofs of houses and on the street?

D. Snow.

IN. We answer with a full sentence.

IN. What do people wear in winter?

D. A hat, a fur coat, warm boots.

IN. How do animals and birds live in winter?

D. Difficult.

IN. Why? How can you help them?

D. Make feeders and give them food.

IN. Right. We must take care of wintering birds.

IN. What winter games do you know?

D. You can play snowballs, build a snowman, sled, ski, or slide.

IN. Right. Winter is a wonderful time of year for games. When I was little, I also loved sledding down the hill. And we made the slides out of snow. And you know, a slide can be built even from words. Want to try building a slide out of words?

D. Yes.

IN. We will invent, name words and build a slide. Let's see how high the slide you can make./Attach cotton wool snowballs to the board/.

IN. Begin:

What's winter like?

Cold

Frosty

Windy

What kind of snow?

Fluffy

Cold

Crumbly

IN. You guys are great, you named a lot different words Oh winter, you turned out to be a tall hill!

IN. We sit down on the chairs./ In front of the children is an easel, on which is the painting “Winter Fun”/. Guys, look carefully at the picture and tell me what time of year is captured? Why do you think so?

D. / name their answers/ It is winter in the picture because there is snow on the ground, trees and bushes.

IN. What was the weather like that winter day? One warm winter day the children went for a walk. Everyone found something to their liking. What were the children doing?

D. The children went for a walk, skiing, sledding.

IN. Well done, right./listens and evaluates the children’s answers/.

One child immediately ran up the slide..Arseny, continue what he was doing on the slide./The teacher passes the floor to the child/.

D. /child's story/.

IN. Well done, Arseny. Guys, look at the snowman. What are the girls doing?

D. The girl attaches a broom to him, and the boy puts a bucket on his head.

IN. Guys, what kind of snowman did you turn out to be?

D. Beautiful. In a bright scarf, a nose made of carrots.

IN. What does the child's mother do?

D. Mom is lucky small child sledging.

IN. And who is running next to you, squealing joyfully?

D. A dog is running nearby.

IN. Where are the older children going?

D. They were going skiing.

IN. Right. Look, what birds do you see in the picture?

D. With a red breast - bullfinches.

IN. Guys, now we need to write a story about the picture as a whole. Rasul will try to tell.

D. / tells/

IN. Well done, Rasul. Elvira wants to add something interesting to the story./The word is given to Elvira/...Well done, guys.

IN. What mood are the children in? Why do you think so?

D. The children are having fun, their faces are happy, they are smiling.

IN. Guys, whose story was more interesting?

IN. / If the children told a good story, do not give a sample/.

Guys, did you like the picture that the artist painted?

D. Yes.

IN. How else can you call the picture? Which title is best: “Winter Has Come”, “Winter Fun”?

D. / offer their answers/.

Physical education break:

Like snow on a hill, snow,

And under the hill there is snow, snow.

And there is snow on the tree, snow,

And under the tree there is snow, snow,

And a bear sleeps under the tree

Quiet, quiet, don't make noise.

IN.
/At the end of the work, the teacher offers to paste the cut out figures onto whatman paper./

IN. Well done boys! Beautiful picture we succeeded. What time of year did they depict? What can you call this picture? /children's answers/.

IN. Guys, let's remember what we did for class today?

D./children's answers/.

IN. We learned to write a story based on the painting “Winter Fun.” Yes, winter is a magical time of year, the snow outside is clean, fluffy, you can breathe easily, the frosty air infuses us with cheerfulness and we are happy about the pranks of Mother Winter.

Well done guys, smart guys! The lesson is over.

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Abstract

direct educational activities, Fathullina Alfiya Mukhamadeevna, teacher of the Municipal budgetary preschool educational institution, kindergarten No. 18 "Mishutka", the city of Surgut.

Topic: “Teaching storytelling based on the painting “Winter Fun”

Type of direct educational activity:speech development, communication. Senior preschool age 5-6 years.

Target: Teach children to purposefully examine a picture (target perception, sequential examination of individual independent episodes, evaluation of what is depicted); develop the ability to write a logical, emotional and meaningful story.

Tasks:

1. Educational:

Expand and enrich children’s knowledge about the features of winter nature;

Learn to talk about the content of a plot picture;

Stimulate children's creative activity, develop the ability to develop the plot of the image in the picture.

2.Developing:

Continue to develop speech as a means of communication;

Activate words related to the topic “Winter” in children’s speech;

Enrich speech with adjectives;

Improve the dialogical form of speech.

3. Educational:

Form friendly relationships between children, joint interaction;

Foster a caring attitude towards nature.

Integration of educational areas.

Educational field "Communication":

Improve and activate speech;

Develop free communication with adults and children.

Educational area "Cognition":

Develop the ability to observe natural phenomena and notice their changes;

Cultivate interest in learning about the world around us;

Reinforce the signs of winter.

Educational field "Socialization"

Foster friendly relationships between children;

Form the habit of listening to your interlocutor and not interrupting him unnecessarily;

Develop compliance with rules and norms of behavior.

Educational field "Artistic creativity":

Create simple compositions;

Develop teamwork skills.

Activities: cognitive, communicative, motor, visual.

Forms of organization joint activities : subgroup.

Methods and techniques: reproductive and search questions, didactic game “Let’s build a slide”, conversation, composing a story based on a picture, diagram-mnemonic table, finger gymnastics, collective application-collage.

Activation and enrichment of the dictionary:harsh, windy, snowy, blizzard.

Materials and equipment for GCD: easel, mnemonic chart “Winter”, painting “Winter Fun”, Whatman paper, blank figures of people, Christmas trees, paper napkins, glue, glue brushes, oilcloth, wet wipes.

Preliminary work:

• reading poems about winter,
• looking at illustrations,
• conversations on this topic;
• monitoring the weather while walking;
• Apply blue gouache onto whatman paper.

The final result for the child (planned results)

• The child’s vocabulary is enriched;
• Ability to compose a story based on a plot picture.

Progress of the lesson

Children, together with the teacher, are included in the group.

Educator: Guys, let's say hello to the guests.

Children: Hello.

V. Well done.

IN. Guess the riddle:

Snow on the fields

Ice on the waters

Blizzard is walking

When does this happen?

D. In winter.

IN. Right. Today we will talk about winter. What happens in nature in winter?

D. Getting cold. The sun is not warm enough. It's bitterly cold outside.

IN. Well done. What kind of trees are there?

D. White.

IN. What lies on the roofs of houses and on the street?

D. Snow.

IN. We answer with a full sentence.

IN. What do people wear in winter?

D. A hat, a fur coat, warm boots.

IN. How do animals and birds live in winter?

D. Difficult.

IN. Why? How can you help them?

D. Make feeders and give them food.

IN. Right. We must take care of wintering birds.

IN. What winter games do you know?

D. You can play snowballs, build a snowman, sled, ski, or slide.

IN. Right. Winter is a wonderful time of year for games. When I was little, I also loved sledding down the hill. And we made the slides out of snow. And you know, a slide can be built even from words. Want to try building a slide out of words?

D. Yes.

IN. We will invent, name words and build a slide. Let's see how high the slide you can make./Attach cotton wool snowballs to the board/.

B. Let's begin:

What's winter like?

Snezhnaya

Cold

Harsh

Frosty

Windy

Vyuzhnaya

What kind of snow?

White

Fluffy

Cold

Barbed

Hard

Crumbly

Soft.

IN. What a great fellow you are, you said a lot of different words about winter, you turned out to be a tall hill!

Conversation on the film “Winter Fun”.

IN. We sit down on the chairs./ In front of the children is an easel, on which is the painting “Winter Fun”/. Guys, look carefully at the picture and tell me what time of year is captured? Why do you think so?

D. / name their answers/ It is winter in the picture because there is snow on the ground, trees and bushes.

IN. What was the weather like that winter day? One warm winter day the children went for a walk. Everyone found something to their liking. What were the children doing?

D. The children went for a walk, skiing, sledding.

IN. Well done, right./listens and evaluates the children’s answers/.

One child immediately ran up the slide..Arseny, continue what he was doing on the slide./The teacher passes the floor to the child/.

D. /child's story/.

IN. Well done, Arseny. Guys, look at the snowman. What are the girls doing?

D. The girl attaches a broom to him, and the boy puts a bucket on his head.

IN. Guys, what kind of snowman did you turn out to be?

D. Beautiful. In a bright scarf, a nose made of carrots.

IN. What does the child's mother do?

D. A mother is carrying a small child on a sled.

IN. And who is running next to you, squealing joyfully?

D. A dog is running nearby.

IN. Where are the older children going?

D. They were going skiing.

IN. Right. Look, what birds do you see in the picture?

D. With a red breast - bullfinches.

IN. Guys, now we need to write a story about the picture as a whole. Rasul will try to tell.

D. /tells/

IN. Well done, Rasul. Elvira wants to add something interesting to the story./The word is given to Elvira/...Well done, guys.

IN. What mood are the children in? Why do you think so?

D. The children are having fun, their faces are happy, they are smiling.

IN. Guys, whose story was more interesting?

IN. / If the children told a good story, do not give a sample/.

Guys, did you like the picture that the artist painted?

D. Yes.

IN. How else can you call the picture? Which title is best: “Winter Has Come”, “Winter Fun”?

D. / offer their answers/.

Physical education break:

Like snow on a hill, snow,

And under the hill there is snow, snow.

And there is snow on the tree, snow,

And under the tree there is snow, snow,

And a bear sleeps under the tree

Quiet, quiet, don't make noise.

Clarification of the dictionary on the topic “Winter” using the mnemonic table, finger gymnastics:

IN. Well done boys! And now, we will be artists, we need to write “ Winter picture» on this empty Whatman paper/whatman paper is sprayed blue paint/. And we will write in an unusual way using collage. /Distributes tasks among the children: Arseny, Rahim, Elvira cut out snowman from blanks, Katya, Vova, Lera cut out figures of “children”, Ilyas, Sasha, Arthur cut out Christmas trees, Dasha, Rasul make from paper napkins snowballs. /During collective work, remember to have a conversation with the children, remember poems about winter/.
/At the end of the work, the teacher offers to paste the cut out figures onto whatman paper./

IN. Well done boys! We got a wonderful picture. What time of year did they depict? What can you call this picture? /children's answers/.

IN. Guys, let's remember what we did for class today?

D. /children’s answers/.

IN. We learned to write a story based on the painting “Winter Fun.” Yes, winter is a magical time of year, the snow outside is clean, fluffy, you can breathe easily, the frosty air infuses us with cheerfulness and we are happy about the pranks of Mother Winter.

Well done guys, smart guys! The lesson is over.

GCD summary for speech development on winter theme V preparatory group preschool educational institution

Progress of the lesson:

Plan

Introduction

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

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

3. Make a lesson summary on the topic

Conclusion

Bibliography

Introduction

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

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

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

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

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

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

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

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

Children, relying on sequentially demonstrated pictures, learn to construct logically complete parts of a story, which ultimately form a coherent narrative. For exercises, handouts are also used, for example, subject pictures, which each child receives in class.

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

General requirements to organizing work with the painting:

1. Work on teaching children creative storytelling It is recommended to use the painting starting from the 2nd junior group of kindergarten.

2. When selecting a plot, it is necessary to take into account the number of objects drawn: the younger the children, the fewer objects should be depicted in the picture.

3. After the first game, the picture is left in the group for the entire duration of classes with it (two to three weeks) and is constantly in the children’s field of view.

4. Games can be played with a subgroup or individually. However, it is not necessary that all children go through every game with a given picture.

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

Painting classes have important in the system of teaching storytelling.

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

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

In accordance with the “Education Program in Kindergarten”, classes on viewing paintings are held in all age groups. But if children of younger and middle age learn to describe pictures based on the teacher’s questions, then in the senior and preparatory groups for school the main attention is paid to independent storytelling.

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

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

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

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

In teaching children to tell stories from a picture, it is customary to distinguish several stages. IN younger age a preparatory stage is carried out, which is aimed at enriching the vocabulary, activating the children’s speech, teaching them to look at the picture and answer the teacher’s questions.

In middle preschool age, children are taught to write descriptive stories about subjects and story pictures, first on questions from the teacher, and then independently.

Senior preschool age is characterized by increased speech and mental activity of children. Therefore, a child can independently or with a little help from a teacher compose not only descriptive, but also narrative stories, and come up with the beginning and end of the plot of a picture.

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

Storytelling through a picture is especially complex look speech activity for the child. The problem with organizing such an activity is that children must listen to stories based on one picture, first from the teacher (sample), and then from their friends. The content of the stories is almost the same. Only the number of proposals and their expansion vary. Children's stories suffer from scarcity (subject - predicate), the presence of repetition words, and long pauses between sentences. But the main negative is that the child does not construct his own story, but repeats the previous one with very little interpretation. During one lesson, the teacher manages to interview only 4-6 children, while the rest are passive listeners.

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

The contradiction that arises can be resolved using gaming methods teaching storytelling from a picture, including the method of composing riddles by A.A. Nesterenko, as well as adapted methods for developing imagination and elements of the theory of solving inventive problems (TRIZ). With this approach, the result is quite guaranteed: the ability to compose a creative story based on a picture against the backdrop of a preschool child’s sustained interest in this type of activity. There are two types of stories based on the picture.

1. Descriptive story.

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

Types of descriptive story:

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

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

Detailed description of a specific object;

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

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

Goal: to teach children to make coherent fantasy stories based on what is shown.

Types of stories:

Fantastic content transformation;

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

The most justified form of teaching preschoolers storytelling is a didactic game, which has a certain structure: a didactic task, game rules and game actions.

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

Using visual modeling techniques makes it possible to:

· independent analysis situation or object;

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

· development of plans and ideas for a future product.

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

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

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

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

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

· highlighting significant objects in the picture;

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

· determining the relationship between individual objects in the picture;

· combining mini-stories into a single plot.

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

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

In the second younger group Only the preparatory stage of learning to tell a story from a picture is carried out. Children of this age cannot yet independently compose a coherent description, so the teacher teaches them, using questions, to name what is drawn in the picture. We can say that the completeness and consistency of the child’s transmission of the content of the picture is entirely determined by the questions asked to him. The teacher’s questions are the main methodological technique; they help children most accurately determine the properties and qualities of objects.

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

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

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

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

In the middle group, in classes on speech development, paintings published as educational visual aids for kindergartens are widely used. The goal of teaching remains the same - to teach children to describe what is depicted in the picture. However, by the age of four to five years, the child’s mental and speech activity increases, speech skills improve, and therefore the volume of coherent statements somewhat expands, and independence in constructing messages increases. All this makes it possible to prepare children to compose small, coherent narratives. In the middle group, children develop the skills to independently describe a picture, which will develop and improve in senior group.

As before, one of the main methodological techniques is asking questions from the teacher. Questions should be formulated in such a way that, when answering them, the child learns to construct detailed, coherent statements, and not limit himself to one or two words. (An extended answer may consist of several sentences.) Excessively detailed questions teach children to give one-word answers. Questions that are not clearly stated also hinder the development of children's speech skills. It must be borne in mind that relaxed, free statements allow children to more vividly express their impressions of what they see, therefore, when looking at pictures, you should eliminate everything that would entail constraint in children’s statements and reduce the emotional spontaneity of speech manifestations.

It is very important to purposefully train your child in the ability to compose statements from several sentences of simple construction. For this purpose, in the process of viewing a plot picture, it is recommended to highlight certain objects for a detailed description of them, without at the same time violating the integrity of perception. First, the teacher gives an example of a harmonious, concise, precise and expressive statement. Children, with the help of questions and instructions from the teacher, try to cope with the description of the next object, while relying on a speech sample. A statement relating to a particular object will organically enter into a conversation about the picture as a whole.

Thus, during painting classes, preschoolers practice constructing statements consisting of several sentences united by a single content. They also learn to listen intently to the teacher's stories based on the pictures, so that their experience of perceiving descriptive stories is gradually enriched. All this undoubtedly prepares children for independent composing of stories at the upcoming stages of education - in the senior and preparatory groups.

In older preschool age, when the child’s activity increases and speech improves, opportunities arise for independently composing stories based on pictures. During the classes, a number of tasks are solved: to cultivate in children an interest in composing stories based on pictures, to teach them to correctly understand their content; develop the ability to coherently and consistently describe what is depicted; activate and expand your vocabulary; teach grammatically correct speech, etc.

In the process of teaching storytelling based on paintings, the teacher uses a variety of methodological techniques: conversation regarding the key points of the depicted plot; reception of joint speech actions; collective story; speech sample, etc.

In the older group, children, perceiving a speech model, learn to imitate it in a general way. The teacher's description reveals mainly the most difficult or less noticeable part of the picture. The children express themselves about the rest. Children of this age compose stories based on well-known pictures (in most cases, the pictures were examined in classes in the middle group). In order for the storytelling session to be successful, a painting viewing session is organized two to three days before the session. This combination of activities takes place mainly in the first half of the year, when children gain initial experience in independently composing stories based on pictures. This revives the impressions they received earlier and activates speech. The storytelling session begins with a second viewing of the painting. The teacher conducts a short conversation in which he touches on the main points of the plot.

In order for children to begin stories more purposefully and more confidently, the teacher asks them questions that help convey the content of the picture in a logical and temporal sequence and reflect the most essential. For example: “Who walked with the ball? What could have caused the ball to fly away? Who helped the girl get the ball?” (Based on the painting “The Ball Flew Away.” From the series “Paintings for Kindergartens.”) At the end of a short conversation, the teacher explains the speech task specifically and in an accessible form (for example, it is interesting to talk about a girl whose ball flew away). During the lesson, the teacher uses various methodological techniques, taking into account what speech skills the children have already developed, i.e. at what stage of teaching storytelling the lesson is held (at the beginning, middle or end school year). If, for example, a lesson is held at the beginning of the school year, the teacher can use the technique of joint actions - he begins the story based on the picture, and the children continue and finish. The teacher can involve preschoolers in a collective story, which is composed in parts by several children.

When evaluating stories, the teacher notes their compliance with the content of the picture; completeness and accuracy of conveying what was seen, lively, figurative speech; the ability to consistently, logically move from one part of the story to another, etc. He also encourages children who listen carefully to the speeches of their comrades. With each lesson, children learn to delve deeper into the content of the pictures, and show greater activity and independence when composing stories. This makes it possible to combine two types of work in one lesson: looking at a new picture and writing stories based on it.

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

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

During classes, children develop skills in joint learning activities: look at pictures together and write collective stories. The transition from looking at a picture to composing stories is an important part of the lesson, during which the teacher gives instructions about the collective nature of performing a speech task and outlines a plan for the story: “Let's begin to compose a story based on the picture about the winter activities of children. You will speak in turns: one begins the story, and the others continue and finish. First, we need to talk about what kind of day it was when the guys went for a walk, then talk about the children who sledded down the hill, made a snowman, skated and skied.” At the request of the teacher, one of the children once again reproduces the sequence of presentation of the material. Then preschoolers begin to collectively compose a story. Children cope well with such a difficult task, since they actively prepared for this and, in addition, they feel the constant support and help of the teacher (he corrects the storyteller, suggests the right word, encourages, etc.). Thus, the quality of children's performances is directly reflected in preparation for storytelling.

As preschoolers gain experience in perceiving visual material and composing stories, it becomes possible to increase their activity and independence in classes of this type.

Already in the second half of the academic year, the structure of classes changes somewhat. After clarifying the theme and content of the picture, you can immediately proceed to compiling stories. The question “What needs to be done to make the stories good and interesting?” The teacher focuses the children on a detailed study of the picture. This develops their observation skills. Children mostly look at the picture on their own in order to prepare stories. At the same time, the teacher, with his questions and instructions (“What should be said first? What should be said in particular detail? How to end the story? What words should be remembered in order to say something more accurately and interestingly?”) helps them to identify in the picture the material is important, essential, outline the sequence of presentation, think about the choice of words. The teacher himself first outlines a plan for constructing the story and selects verbal material, but he is in no hurry to tell the children ready-made option, but orients them to independently solve a problem, teaches them to take initiative when selecting facts for a story, when thinking about the sequence of their arrangement.

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

3. Make a lesson summary on the topic

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

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

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

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

· Sharp claws, soft pillows;

· Fluffy fur, long mustache;

· Purrs, laps milk;

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

· Sees well in the dark, sings songs;

· She has good hearing, walks silently;

· Able to arch his back and scratch himself.

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

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

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

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

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

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

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

· What can happen when the owner returns?

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

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

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

Summary of the lesson.

Conclusion

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

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

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

Bibliography

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

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

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

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

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

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

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

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

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

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

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

Teplova Anna Germanovna
Job title: teacher
Educational institution: MBDOU " Kindergarten"Smile"
Locality: Dolinsk city, Sakhalin region
Name of material: Abstract of GCD
Subject:"Composing a story based on the painting Winter"
Publication date: 17.05.2017
Chapter: preschool education

Lesson notes for the senior group on speech development.

MBDOU "Smile" Dolinsk

Teplova A.G., teacher

Subject:“Compiling a story based on the painting “Winter Fun.” Differentiation of sounds [s-

Target: consolidate children's understanding of winter through various activities.

Tasks:

Educational: teach children to write a descriptive story based on a landscape painting

proposals,

observing

composition

story,

improve

monologue speech of children.

Developmental: develop observation skills, the ability to feel and convey in a story

the mood contained in the landscape; consolidate children's knowledge about the winter months; enrich

children's dictionary of poetic and visual terms.

Educating: to form in children an interest in the aesthetic side of the environment

reality

means

fine art

activities;

bring up

positive

attitude towards nature, desire to protect it; instill a friendly attitude

friend, creating teamwork.

Preliminary work:

phenomena

holidays,

plants,

animals and people in winter.

Consideration

didactic

"Winter entertainment"

Excursion to a winter park with parents to observe the diversity and beauty

winter landscape.

Priority educational field: "Speech development".

Integration

educational

areas:"Cognitive

development",

"social

communicative”, “Physical development”.

Kinds

children's

Activity: gaming,

educational and research

communicative, musical and artistic.

Equipment: pictures on this topic, pictures of animals, cotton wool, a house, a snowman.

Progress of the lesson.

I. Organizing time.

Music sounds, the teacher asks a riddle:

Guess who

White mistress?

Will shake the featherbed -

Above the world of fluff.

Children: Winter

Educator: Children, why did you decide that this riddle is about winter?

Children: white mistress it's winter.

Educator: Do you like winter?

Children: Yes

Educator: Why do you love winter?

Children: Snow in winter

Educator: What can you do in winter?

Children: Sledding, skiing, skating, playing snowballs.

Educator: Children you want to take a walk in the winter park.

Children: Yes

Educator:

Let's go there by bus, but for this we need to purchase

tickets. But purchasing them is not so easy.

Pictures

images of animals:

insects

If he completes the task correctly, he will receive a ticket. Pick up the pictures whose titles are

There is sound"sh".

Darina, who do you have? Say the word drawlingly, emphasizing sound"sh". Where are the words

costs sound"sh"? (Frog-sh-shka - sound"sh" is in the middle of the word).

Educator:- Now pick up the pictures for those whose animal names begin

with sound"With".

Educator:- Amen, who do you have? Highlight sound The "s" in the word "dog". Where are the words

costs sound"With"? (S-s-dog - sound"s" is at the beginning of the word).

Educator b: Well done guys. And now we are going to the winter park.

II. Main part.

1. Conversation on the picture.

Educator: Winter is a wonderful time of year, many writers and poets sang winter

beauty. Listen to what a beautiful poem about winter was written by the great Russian poet A.

S. Pushkin.

Hello, guest winter!

We ask for mercy

Sing songs of the north

Through forests and steppes.

We have freedom -

Walk anywhere;

Build bridges across rivers

And lay out the carpets.

We won't get used to it -

Let your frost crack:

Our Russian blood burns in the cold!

Educator: A very beautiful poem. Many artists painted pictures about winter.

Look,

brought a picture.

learn to compose

picture. How can you name the picture?

Children: Children's walk.

Educator:

came up with

Name,

Right

this painting

called " Winter fun" What time of year did the artist depict in this picture?

Children: Winter.

Educator: Why do you think it's winter?

Children: There is snow all around, children are sledding, skiing, and skating.

Educator: Who do you see in the picture? How are the children dressed?

Children: Guys, they are dressed in sports jackets and a ski suit.

Educator: Guys

Your hands may get cold while walking. I'll show you how it's possible

warm them up. Let's do gymnastics for our hands.

2.Finger gymnastics:

Snow fell on the threshold of the action.

The cat made himself a pie

In the meantime I sculpted and baked

The pie flowed away in a trickle

Bake your own pies

Not from snow - from flour.

3. Exercise “Come up with a story.”

Educator: Let's come up with a story based on this picture. I wrote a story and you

listen.

“On a sunny winter day, the children came to the river to go sledding down the hill.

Children have fun sliding down the slide. Seryozha and Alyosha are skiing. Far away on a frozen river,

children ice skating. Everyone had a lot of fun that day.”

Educator:

wants to tell

painting "Winter

Educator: Well done kids, you came up with an idea interesting stories according to the picture.

(Children tell compiled stories)

4. Physical exercise.

“Winter has finally come, (children spread their arms to the sides)

The houses have become white (they fold their hands over their heads)

It's snowing outside (move hands from top to bottom)

A janitor sweeps the street (imitate)

We are sledding (squat, arms extended forward)

We draw circles on the skating rink (put our hands behind our backs and spin slowly)

Skiing deftly (imitate)

And we all play snowballs. (They make and throw snowballs)"

Educator: Our journey has come to an end. We need to go back to kindergarten.

Let's get on our bus, fasten your seat belt, let's go.

III. Final part.

Educator: Children, what did we talk about today?

Children: About winter.

Educator: What did you learn to do?

Children: Make up stories based on the painting “Winter Fun.”

Corrective and developmental goals. Development of long, smooth exhalation, dialogical speech, visual attention, thinking, general motor skills, coordination of speech with movement.

Correctional and educational goals. Formation of goodwill, independence, responsibility.

Equipment. A typesetting canvas, a plot picture “Winter Fun”, plot pictures-fragments, a ball, a picture with the image of a blizzard, strips-diagrams of words (according to the number of children), colored pencils.

Progress of the lesson

1. Organizational moment (announcing the topic of the lesson, creating an emotionally positive background. Activating the dictionary on the topic “Winter”, improving the grammatical structure of speech)

Children go into the office and stand next to their chairs.

Consolidating ideas about winter and its objects. Clarification, expansion and activation of the dictionary on the topic “Winter and winter fun”. Activation of the verb dictionary, adjective dictionary. Improving the grammatical structure of speech (agreeing adjectives with nouns, composing simple sentences, using simple prepositions). Improving the skills of sound analysis of words (singling out a consonant against the background of a word).

Now the one who will select the words on the topic “Winter” will sit down.

The speech therapist pronounces adjectives, and the children select nouns for them.

Snowy (what?)....Frosty (what?)....Strong (what?)....

Snowy (what?)….Icy (what?)….

White (what?)…. Cold (what?)….

Speech therapist: Well done, you chose the right words.

2. Examination of the plot pictures - fragments for the plot picture “Winter Fun”, independent composing of sentences based on the pictures - fragments (expansion of the verbal dictionary, development of dialogic speech)

Pictures-fragments are displayed on the typesetting canvas. Children are given time to look freely, and then the speech therapist asks questions

Who is shown in the pictures?

What are the children doing?

What time of year can these games be played?

3. Ball game “Which one?” Which? Which?" (activation of the dictionary of adjectives)

The speech therapist invites the children to stand up and play ball.

Speech therapist: Now I will throw the ball to you and ask a question, and you will catch it and give an answer to this question.

What kind of snow? - white, cold, creaky.

The wind in winter is sharp, cold and strong.

What is the air like in winter? - fresh, frosty, cold.

What kind of hill? - Icy, slippery, high.

What kind of ice? - shiny, slippery, smooth.

The speech therapist invites the children to approach the typesetting canvas and places a picture of a southern winter day on it.

Speech therapist: This painting shows a blizzard. What is a blizzard and how can a blizzard be called differently (blizzard, blizzard, strong wind)?

Now we will play the game - Blizzard, you will sing the sound “u” either quietly or loudly, depending on whether I raise or lower my hand. The higher the hand, the louder you should sing, the lower the hand, the quieter you should sing.

5. Conversation on the plot picture “Winter Fun” and its fragments (development of coherent dialogical speech, visual attention)

The speech therapist places the picture “Winter Fun” and its fragments on a typesetting canvas, invites the children to compare the picture as a whole and the fragment pictures, together they come up with the name of the picture, and make up sentences.

6. Exercise “Snowman” (coordination of speech with movement, development of general speech skills).

The speech therapist invites the children to go onto the carpet and do the exercise.

7. Compiling a story based on the painting “Winter Fun” (development of coherent speech, visual attention)

Speech therapist: Let's make a story based on the picture, remember what time of year it depicts, who is depicted in it, what are the children doing in the picture, what winter activities are depicted in it?

Children make up sentences, and the speech therapist helps, if necessary, and asks leading questions.

8. Exercise “Determine the place of sound in a word” (improving the skill of sound analysis of words - highlighting a consonant against the background of a word)

The speech therapist invites the children to go to the table on which there are strips of word diagrams. On the typesetting canvas there are pictures with images: cat, sock, peach, mosquito, window, branch.

Speech therapist: Please look at the task. You will need to color the corresponding box, determining the place of the sound (to) the names of the pictures. The first cell is the sound at the beginning of the word, the second is in the middle of the word, the third is the sound at the end of the word.

Children complete tasks and comment on their actions.

9. End of the lesson (evaluation of children’s work)

Children are asked to remember all the tasks that were performed during the lesson and say what they liked doing most.