- Teaching preschoolers the ability to coherently and consistently, grammatically and phonetically correctly express their thoughts is one of the main tasks of speech therapy influencing children with OHP.
- Teaching storytelling from a picture or a series of plot pictures plays an important role in the development of coherent speech of preschoolers with OHP.
- The picture is one of the main attributes of the educational process at the stage of preschool childhood.
- Pictures for working with children are distinguished by format, subject matter, content, the nature of the image and the functional method of application.
- When choosing paintings, one should take into account gradualness (transition from more accessible to complex subjects). Their content should be related to the surrounding reality of the child.
- The picture in its various forms, with skillful use, allows you to stimulate all aspects of the child's speech activity.
One of the main tasks of speech therapy impact on children with OHP is to teach them to coherently and consistently, grammatically and phonetically correctly express their thoughts, talk about events from the life around them. This is important for schooling, communication with adults and children, and the formation of personal qualities.
Each child must learn to express his thoughts in a meaningful, grammatically correct, coherent and consistent way. At the same time, children's speech should be lively, direct, expressive.
The ability to tell helps the child to be sociable, overcome silence and shyness, develops self-confidence. Coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively. Teaching storytelling through a series of plot pictures plays an important role in the development of coherent speech in preschoolers. The famous teacher K.D. Ushinsky said: "Give a child a picture, and he will speak."
It is well known what enormous significance the experience and personal observation of a child have for the development of his thinking ability and speech. Pictures expand the field of direct observation. The images and ideas they evoke are, of course, less vivid than those given by real life, but, in any case, they are incomparably more vivid and definite than the images evoked by the bare word. There is no way to see life in all its manifestations with your own eyes. That is why paintings are so valuable and their significance is so great.
The picture is one of the main attributes of the educational process at the stage of preschool childhood. With its help, children develop observation, improve thinking, imagination, attention, memory, perception, replenish the stock of knowledge and information, develop speech, contribute to the formation of specific concepts, ideas (S.F. Russova), contribute to the development of mental processes, enrich sensory experience.
In the methodology for the development of speech of preschoolers, according to researchers O.I. Solovyova, F.A. Sokhina, E.I. Tiheeva, the use of paintings plays a leading role.
Classes with children according to plot pictures occupy a leading place in the methodology for developing the speech of children. The child willingly translates his experiences into speech. This need is an accomplice in the development of his language. Considering the plot picture, the child talks all the time. The teacher must support this children's conversation, he must speak with the children himself, by leading questions to guide their attention and language
Let us dwell in more detail on the types of paintings that are used in the educational process in a preschool institution.
Pictures for working with children are distinguished according to the following criteria:
- by format: demonstration and handouts;
- by subject: the natural or objective world, the world of relations and art;
- by content: artistic, didactic; subject, plot;
- by the nature of the image: real, symbolic, fantastic, problem-mysterious, humorous;
- according to the functional method of application: an attribute for a game, a subject of discussion in the process of communication, an illustration for a literary or musical work, didactic material in the process of learning or self-knowledge of the environment.
When choosing plot pictures in order to enrich ideas, concepts and develop the language, strict gradualness should be observed, moving from accessible, simple plots to more difficult and complex ones. Their content should be accessible to children, connected with the life of the kindergarten, with the surrounding reality of the child. For collective stories, paintings with sufficient material are selected: multi-figured, which depict several scenes within the same plot.
By examining sequentially displayed pictures, children learn to build logically complete parts of the story, which eventually form a coherent narrative. In the classroom, handouts are also used, for example, subject pictures that each child receives.
The kindergarten should strive to have a selection of pictures that can satisfy all the demands of the current work. In addition to the paintings assigned for hanging on the wall, there should be a selection of plot paintings, classified by topic, the purpose of which is to serve as material for conducting certain methodological classes. For these purposes, postcards, pictures cut out from worn-out books, magazines, even newspapers, and pasted on cardboard, mounted from parts of posters, can serve. Teachers who are graphic literate can draw simple, uncomplicated pictures themselves.
So, the picture in its various forms, with skillful use, allows you to stimulate all aspects of the child's speech activity.
Classes in a painting or a series of plot paintings are important in the system of teaching storytelling.
The picture is of great importance in the development of speech, primarily due to its concreteness and clarity.
The picture creates the basis for the conscious mastery of the word, reinforces and clarifies the word used by the children to express their thoughts.
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Painting as a means of developing the speech of preschoolers.
The picture is of great importance in the development of speech, primarily due to its concreteness and clarity.
The picture creates the basis for the conscious mastery of the word, reinforces and clarifies the word used by the children to express their thoughts.
Stories based on the picture contribute to the development of figurative thinking and figurative speech.
Children are faced with the task of inflecting nouns, conjugating verbs, and agreeing adjectives with nouns. According to Ushinsky, the picture puts in order a discordant phrase. The picture is one of the effective means of developing observation and attention.
When examining and discussing pictures, the teacher also solves educational problems.
To prepare children for life is not only to give them certain knowledge, develop skills, teach them to work, harden them physically and morally, but also instill a love for art. This is possible only when children learn to independently and correctly understand the pictorial canvas, will be able to determine their attitude to artistic images. In the classes on familiarization with the picture, the teacher develops an active attitude to life, teaches children to see and correctly understand beauty not only in art, nature, but also in public life, teaches them to create beauty themselves.
That is why the picture takes an increasing place in the educational process.
The picture quite deservedly won a strong place in preschool practice as a means of developing the speech of children.
An interesting picture affects the feelings of preschoolers, develops not only observation, but also imagination.
But any work with a picture will be useful only if it is carefully prepared for it.
The picture should be accessible to preschoolers in terms of content and so emotional as to cause a desire to speak out. The emotional perception of the picture by children is a stimulus for their creative activity.
For the description, the teacher must select pictures that are simple in composition with a limited number of people and objects depicted on it, mainly with a plot containing a conflict situation.
Children are more excited about the pictorial image that enlivens life situations in their imagination. That is why the works of artists dedicated to small children, close people, animals, nature are especially close to preschoolers, first of all.
A realistic landscape is always imbued with a living feeling, carries a peculiar and deep thought, and therefore excites various emotions. As practice shows, it is advisable to use such landscapes as "March Sun" by Yuon, "Early Spring" by Ostroukhov, "Golden Autumn" by Levitan. Organizing the work on the picture, the educator is based on children's impressions obtained as a result of observing nature.
The life experience of children is not only what they have seen and experienced, but also what they have learned and heard. One of the principles for selecting paintings is the closeness of the content of the painting and the literary work read to the children.
Work based on Vasnetsov's paintings "Bogatyrs", "The Knight at the Crossroads" is associated with listening to epics. Work on landscape paintings is associated with listening to poetic and musical works. Such work contributes to a deeper perception and understanding of works of art and painting.
Methods and techniques for working with a picture.
In working with a picture, the teacher adheres to approximately the following sequence.
1.Preparing children for the perception of the picture
2. Silent examination of the picture.
3. Free expression of children
4. Analysis of the painting.
5. Vocabulary and stylistic work.
6. Collective planning.
7. Oral story based on the picture.
Before showing the children a picture, it is necessary to prepare them for the active perception of the work of painting. The picture should not be posted immediately, because. children will consider it, get distracted and lose interest in the work proposed by the teacher. In the introductory conversation, it is useful to briefly introduce preschoolers to the author of the picture or to the history of its creation.
The forms of communication of information about the life and work of the artist are varied: a story, a disk, an excerpt from any art book. In order to better convey to children the content of the picture, especially the landscape, it is necessary to rely on the children's personal observations of nature.
When preparing children for compiling a descriptive story, you can take an excursion with children to a forest or park. The objects of observation of children can be: earth, air, sky, snow, trees, birds. Even before looking at the picture, the children will be mentally transported to an environment similar to that depicted in the picture.
During the conversation, the teacher helps to find vivid words, figurative expressions to convey everything that they saw during the excursion.
In the introductory conversation, the teacher often refers to literary works, the subject matter of which is close to the content of the analyzed picture. For example, consideration of Ostroukhov’s painting “Early Spring” is preceded by a conversation during which preschoolers recalled works about spring (Tyutchev “Spring Waters”, etc.).
Before moving on to examining Shishkin’s painting “Winter”, you can read to children how poets and writers describe the beauty of winter nature (Pushkin “Winter Evening”, “Winter Morning”, Nikitin “Meeting Winter”). You can also draw a piece of music, remember proverbs, sayings, riddles.
We take "March" Levitan. We note changes in nature, listen to Pushkin's "Driven by spring rays." And then we listen to Tchaikovsky's "The Seasons", "Snowdrop". Then a conversation.
What do you imagine when you listen?
How does the melody sound in Tchaikovsky's music? (timidly, tenderly)
Then, after the conversation, the picture "March" is offered. All this should set the guys up for a more complete and deep perception of the picture.
Analysis of the picture is the fourth stage of work. The problem of analyzing a painting is one of the main problems in solving the problems of educating thinking, the culture of oral and written speech, and the aesthetic taste of children. Skillful analysis of the picture, directed by the teacher, is one of the active means that helps to master the ability to think and speak figuratively. Analysis of the canvas is carried out in the process of conversation or story of the educator. The conversation helps children to see, feel and comprehend the work of art more subtle, deeper.
By asking questions, the teacher reveals the relationship between the objects depicted in the picture. In addition to questions related to the specific content of the picture, questions should be asked that encourage children to express their impressions. What impression does the picture make on you? What mood does the painting evoke for you? What impression does the landscape in the picture make on you? And then you need to find out why such a mood is created? The theme of the picture is revealed. It is not always possible for preschoolers to determine the theme of the picture on their own. This assignment can help. Title the picture, because The title expresses the idea for the most part. By the names that the children offer, we can conclude how they understood the main content of the picture, how they managed to generalize what they saw. It is useful to carry out such work twice: before and after analyzing the picture. Comparison of these two names will show how deeply and correctly preschoolers understood the content.
Sometimes you can do it differently: tell the children the name, and ask why the artist called the painting that way. Often the name speaks not only about the content of the picture, but also about the artist's intention, about what he considered the most important. One may ask why Shishkin I.I. called his painting “In the Wild North”, and not just “Pine”? It is necessary to remember the first line from Lermontov's poem “In the north, a lonely pine tree stands wild. This is the Lermontov pine, which dreams of a distant sunny land, is depicted on Shishkin's canvas. The title of the painting helps to understand the expressed feeling of melancholy and loneliness.
The picture has special figurative means, like any other art. Children should perceive it aesthetically. The teacher, working with the picture, should use the knowledge of children in fine arts. (-How is the picture built? What color prevails? Which colors are cold and which are warm? Where is the main character in the picture? Who is the main one? How did the artist show? Whom does he highlight?)
Questions should be feasible for preschoolers. The purpose of the questions is to help the mental development of children, to promote and strengthen their knowledge, to shape their grammatical thinking and improve their speech. This task obliges the teacher to bring his questions into the system in the classroom, but also to limit their number. The main thing is not quantity, but accuracy and consistency.
One of the effective methods of working with a picture is comparison, during which the children begin to develop their own attitude towards the work. Comparisons can be different: two or more paintings, a comparison of paintings and a work of art, paintings and music. Comparison can be carried out in order to identify differences or establish similarities in the paintings under consideration. Sometimes a comparison is used to make it easier to understand the ideological direction. The method of comparison is successful when working with Grabar's painting "February Blue", "March" by Levitan.
Initially, work is underway only on Grabar's painting. (Levitanovsky "March" is not displayed). The name of Grabar's painting is not reported. After listening to the first statements of preschoolers about the picture, the teacher asks questions:
What time of year did the artist depict?
What time of day?
How are birch trunks painted?
On what background did the artist depict them?
The title of the painting is given. The meaning of the word "azure" is clarified, cognate words (azure) and synonyms (blue, light blue) are selected. Here you can tell about the history of the creation of the picture.
Then comes the question:
Does the painting live up to its title?
Then a reproduction of the painting "March" is hung out.
What changes do you notice in this picture?
How can you tell if it's spring?
How did Levitan convey the awakening of nature?
What colors did you use?
It is necessary to compare the colors of Grabar and Levitan.
Analysis of the picture in the process of conversation is the most common, almost the only method of working on a picture. However, it is necessary to diversify the techniques and methods, and not to forget about the power of the spoken word. The teacher's lively story about the picture enriches perception, awakens preschoolers to active verbal action. The speech of the teacher serves as a model of the statement about the picture.
Familiarization with the story plan is the fifth stage of work.
An oral story based on a painting is the sixth stage of the work. It is necessary to involve as many children as possible in the oral story. At this stage, vocabulary work, work on constructing sentences is carried out. It is necessary to take into account the capabilities of weak children. They should take part in oral work with all the children, and then they should be given a facilitated individual task.
Analysis is the eighth stage of work.
Speech development of students is facilitated by exercises of various types.
I group of exercises - the formation of the ability to determine the topic.
- silent contemplation
- Looking to the music
- Mental reproduction of the previously considered picture (close your eyes and imagine)
- What sounds can be heard when looking.
- What would you like to do if you were in this picture?
- Definition of the topic (what do you see?)
Group II - the formation of the ability to compare, generalize.
- Comparison of the theme of a poem, a fairy tale, a story and a painting
- Comparison of the mood of a painting and a piece of music
- Comparison of the main idea of the picture with proverbs
- Comparison of paintings and different moods
- Comparison of images created by the same artist, but in different paintings
Group III - the formation of the ability to analyze the picture
- Name Explanation
- Inventing your own name, comparison with the author
- Multiple heading selection
- Definition by content title
- Color gamut analysis
- Identification of the character's character based on his appearance (poses, facial expressions, clothes)
Group IV - vocabulary enrichment exercises
- The game "Say the opposite" (selection of antonyms)
- Selection of synonyms for color definition
- Selection of words by microthemes
- Selection of adjectives or verbs to describe the object.
Drawing up a story based on a series of plot pictures.
A series of plot pictures intended for independent compilation of stories by children.
Balloon.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
Who and where lost the balloon?
Who found the ball on the field?
What was the mouse and what was his name?
What did the mouse do on the field?
What did the mouse do with the ball?
How did the ball game end?
2. Compose a story.
Sample story "Balloon".
The girls were tearing cornflowers in the field and lost the balloon. Little mouse Mitka ran across the field. He was looking for sweet grains of oats, but instead he found a balloon in the grass. Mitka began to inflate the balloon. He blew and blew, and the ball got bigger and bigger until it turned into a huge red ball. A breeze blew, picked up Mitka with the balloon and carried him over the field.
Caterpillar house.
1. Answer the questions:
Who are we going to write about?
Tell me, what was the caterpillar and what was its name?
What did the caterpillar do in the summer?
Where did the caterpillar once crawl? What did you see there?
What did the caterpillar do to the apple?
Why did the caterpillar decide to stay in the apple?
What did the caterpillar make in her new home?
2. Compose a story.
Sample story "House for the caterpillar."
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
Lived - lived a young, green caterpillar. Her name was Nastya. She lived well in the summer: she climbed trees, ate leaves, basked in the sun. But the caterpillar did not have a house and she dreamed of finding it. Once a caterpillar crawled up an apple tree. I saw a big red apple and started to nibble it. The apple was so tasty that the caterpillar did not notice how it gnawed right through it. The caterpillar Nastya decided to stay in the apple. She felt warm and comfortable there. Soon the caterpillar made a window and a door in its dwelling. Got a wonderful house
New Year's preparations.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
What holiday was coming up?
Who do you think bought the tree and put it in the room?
Tell me what the tree was like.
Who came to decorate the Christmas tree? Think of names for the children.
How did the children decorate the Christmas tree?
Why was the ladder brought into the room?
What did the girl eat on top of her head?
Where did the children put the toy Santa Claus?
2. Compose a story.
Sample story "New Year's preparations."
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
New Year's Eve was approaching. Dad bought a tall, fluffy, green Christmas tree and put it in the hall. Pavel and Lena decided to decorate the Christmas tree. Pavel took out a box with Christmas decorations. Children hung flags and colorful toys on the Christmas tree. Lena could not reach the top of the spruce and asked Pavel to bring a ladder. When Pavel installed a ladder near the spruce, Lena attached a golden star to the top of the spruce. While Lena was admiring the decorated Christmas tree, Pavel ran to the pantry and brought a box with a toy Santa Claus. The children put Santa Claus under the Christmas tree and ran away from the hall satisfied. Today, parents will take their children to the store to choose new costumes for the New Year's carnival.
Bad walk.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
Name who you see in the picture. Come up with a name for the boy and a nickname for the dog.
Where the boy walked with his dog
What did the dog see and where did it run?
Who flew out of a bright flower?
What was the little bee doing in the flower?
Why did the bee bite the dog?
What happened to the dog after the bee sting?
Tell me how the boy helped his dog?
2. Compose a story.
Sample story "Unsuccessful walk".
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
Stas and the dog Soyka were walking along the alley of the park. Jay saw a bright flower and ran to smell it. The dog touched the flower with its nose and it swayed. A small bee flew out of the flower. She collected sweet nectar. The bee got angry and bit the dog on the nose. The dog's nose was swollen, tears flowed from his eyes. Jay lowered her tail. Stas was worried. He took a band-aid out of his bag and stuck it over the dog's nose. The pain subsided. The dog licked Stas on the cheek and wagged its tail. Friends hurried home.
Like a mouse painting a fence.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
Come up with a nickname for the mouse that you will talk about in the story.
What did the little mouse decide to do on the day off?
What did the mouse buy in the store?
Tell me what color was the paint in the buckets
What paint did the mouse paint the fence with?
With what color paints did the mouse draw flowers and leaves on the fence?
Think of a sequel to this story.
2. Compose a story.
A sample of the story "How the mouse painted the fence."
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
On the day off, the little mouse Proshka decided to paint the fence near his house. In the morning Proshka went to the store and bought three buckets of paint from the store. I opened it and saw: in one bucket - red paint, in the other - orange, and in the third bucket - green paint. Mouse Prosha took a brush and began to paint the fence with orange paint. When the fence was painted, the mouse dipped a brush in red paint and painted flowers. Prosha painted leaves with green paint. When the work was done, friends came to visit the mouse to look at the new fence.
Duckling and chicken.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
Come up with nicknames for the duckling and the chicken.
What time of year is shown in the pictures?
Where do you think the duckling and the chicken went?
Tell how friends crossed the river:
Why didn't the chicken go into the water?
How did the duckling help the chick swim to the other side?
How did this story end?
2. Compose a story.
Sample story "Duckling and chicken."
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
On a summer day, the duckling Kuzya and the chicken Tsypa went to visit the turkey. The turkey lived with a turkey dad and a turkey mom on the other side of the river. Duckling Kuzya and chicken Tsypa came to the river. Kuzya plopped down into the water and swam. The chick did not go into the water. Chickens can't swim. Then the duckling Kuzya grabbed a green leaf of a water lily and put Chick on it. The chicken floated on a leaf, and the duckling pushed him from behind. Soon friends crossed to the other side and met with a turkey.
Successful fishing.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
Who went fishing one summer? Come up with nicknames for the cat and dog.
What did your friends take with them?
Where did the friends settle down to fish?
What do you think the cat started screaming when he saw that the float went under the water?
Where did the cat throw the fish it caught?
Why did the cat decide to steal the fish that the dog caught?
Tell me how the dog managed to catch the second fish.
Do you think the cat and the dog still go fishing together?
2. Compose a story.
Sample story "Successful fishing."
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
One summer, Timothy the Cat and Polkan the dog went fishing. The cat took a bucket, and the dog took a fishing rod. They sat down on the bank of the river and began to fish. The float went under the water. Timofey began to shout loudly: "Fish, fish, pull, pull." Polkan pulled out the fish, and the cat threw it into the bucket. The dog threw the bait into the water a second time, but this time he caught an old boot. Seeing the boot, Timothy decided not to share the fish with Polkan. The cat quickly picked up the bucket and ran home for dinner. And Polkan poured water out of his boot, and there was another fish. Since then, the dog and the cat have not gone fishing together.
Resourceful mouse.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
Come up with a name for the girl, nicknames for a cat, a mouse.
Tell me who lived in the girl's house.
What did the girl pour into the cat's bowl?
What did the cat do?
Where did the mouse run out and what did he see in the cat's bowl?
What did the little mouse do to drink milk?
What surprised the cat when she woke up?
Think of a continuation of this story.
2. Compose a story.
Sample story "Resourceful little mouse."
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
Natasha poured milk into a bowl for the cat Cherry. The cat drank a little milk, put her ears on the pillow and fell asleep. At this time, the little mouse Tishka ran out from behind the closet. He looked around and saw milk in the cat's bowl. The mouse wanted milk. He climbed onto a chair and pulled a long macaroni out of the box. The little mouse Tishka quietly crept up to the bowl, put the macaroni in milk and drank it. Cherry the cat heard a noise, jumped up and saw an empty bowl. The cat was surprised, and the mouse ran back behind the closet.
How a crow grew peas.
An adult asks the child to arrange the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.
1. Answer the questions:
What time of year do you think the cockerel walked across the field?
What did the cockerel bring home?
Who noticed the rooster?
What did the crow do to eat the peas?
Why didn't the crow eat all the peas?
How did the bird sow pea seeds in the ground?
What appeared from the earth after the rain?
When did pea pods appear on plants?
Why was the crow happy?
2. Compose a story.
A sample of the story "How a crow grew peas."
The story is not read to the child, but can be used as an aid in case of difficulties in compiling a children's, author's story.
In early spring, a cockerel walked across the field and carried a heavy sack of peas over his shoulders.
The cockerel noticed the raven. She jabbed her beak at the sack and tore off the patch. Peas fell out of the bag. The crow began to feast on sweet peas, and when she had eaten, she decided to grow her crop. With its paws, the bird trampled several peas into the ground. Rain is coming. Very soon, young shoots of peas appeared from the ground. In the middle of summer, tight pods with large peas inside appeared on the branches. The crow looked at her plants and rejoiced at the rich harvest of peas that she managed to grow.
Cospect of GCD on the development of speech "Storytelling based on the painting by I. Shishkin" Winter ".
Kiseleva Evdokia Ivanovna, teacher of MKDOU "Kindergarten No. 4", Liski, Voronezh region.Description: This summary allows you to teach children how to correctly compose a descriptive story based on a picture. It will be useful to educators, teachers of fine arts, teachers of additional education, parents. A conversation will help you talk with confidence about what you see and give confidence in your own abilities.
Target: the formation of the ability to compose a coherent, consistent story in the picture.
Tasks: continue to teach children to look at landscapes; help the emergence of an emotional mood in the process of their perception; lead to an understanding of the artistic image; to express their feelings caused by the picture; learn to select definitions, to answer the same question in different ways.
Lesson progress
Educator. Today we will talk about winter.
Guys, remember that it happens only in winter. Guess the riddle: "The white tablecloth covered the entire field." What is this?
(Children answer questions).
Educator. What is snow like?
Children. White, fluffy, clean, airy, heavy, sparkling.
Educator. What is a snowdrift? What are the snowdrifts? (Children answer)
What is the forest like in winter?
Children. Sleeping, fabulous, motionless, magical, mysterious, harsh, majestic.
Educator. What words can describe winter?
Children. Magical, fabulous, blizzard, frosty, sparkling, winter is a sorceress.
Children to the music of P.I. Tchaikovsky from the cycle "The Seasons" examine the picture. The teacher reads excerpts from poems, naming the authors.
F. Tyutchev
Enchanted winter
Bewitched, the forest stands -
And under the snowy fringe,
Motionless, dumb
He shines with a wonderful life.
S. Yesenin
Bewitched by the invisible
The forest slumbers under the fairy tale of the day.
Like a white scarf
The pine has tied up.
Bent over like an old lady
Leaned on a stick
And under the very crown
The woodpecker hammers at the bitch.
Educator. Here is a picture that was written by a Russian artist
I. Shishkin, he was very fond of his native nature. Think and say what is shown in the picture? (Answer children).
- How did the artist draw snow, sky, forest? (Answer children).
What title would you give the painting? Why? (Answer children).
- What is the mood of winter in the picture? (Answer children).
What feelings do they evoke in you? (Answer children).
Listen to my story about this painting.
“Great view of winter nature. Bushes and trees are covered with brilliant hoarfrost, on which the sun's rays glide, showering them with the cold brilliance of diamond lights. The air is soft. The forest is solemn, light and warm. The day seems to be slipping by. Bullfinches sit, ruffled, on trees covered with snow. The sky is very bright, almost white, it thickens towards the horizon and its color resembles lead ... Heavy snow clouds gather there. In the forest it becomes more and more gloomy, everything is quieter, now - thick snow will fall. The whole earth is covered with shining, soft white snow. Only deep traces turn blue. The air is frosty, it seems to tingle cheeks with prickly needles.
Winter is magical. She enchants nature, decorates it with fabulous outfits ... "
Educator. Well, now you try to tell your story. What will you start with? How do you end the story?
(Children tell, the teacher evaluates the stories of children, based on the criteria: whether the artistic image of the picture is conveyed, how coherent and figurative the speech is, the degree of creativity in the description of the picture).
Educator. Each of you, in your own way, with the help of words, painted a winter picture. And now we will sit down at the table and draw winter with pencils and paints.
The lesson is summed up.
One of the means of developing coherent speech is storytelling in a picture, many teachers and psychologists spoke about this: E. I. Tikheeva, E. A. Flerina, V. S. Mukhina, S. L. Rubinshtein, A. A. Lyublinskaya. The theme of storytelling based on a series of narrative paintings at different times was dealt with by such scientists as N. N. Poddyakov, V. V. Gerbova and others.
Relevance and significance At the heart of the storytelling in the picture is the perception of children around life. The picture not only expands and deepens children's ideas about social and natural phenomena, but also affects the emotions of children, arouses interest in storytelling, encourages even the silent and shy to speak.
Object: teaching preschoolers storytelling using pictures. Subject: the process of developing coherent speech of preschoolers in the classroom using pictures. Purpose: to study and analyze the impact of classes using pictures on the development of coherent speech in preschoolers. Methods: theoretical analysis of psychological and pedagogical literature, observation, conversation.
SERIES OF PICTURES USED IN KINDERGARTEN: subject paintings - they depict one or more objects without any plot interaction between them (furniture, clothes, dishes, animals; "Horse with a foal", "Cow with a calf" from the series "Home animals "- author S. A. Veretennikova, artist A. Komarov). plot pictures, where objects and characters are in plot interaction with each other.
Reproductions of paintings by masters of art: - landscape paintings: A. Savrasov "The Rooks Have Arrived"; I. Levitan "Golden Autumn", "March"; A. Kuindzhi "Birch Grove"; I. Shishkin "Morning in a pine forest"; V. Vasnetsov "Alyonushka"; V. Polenov "Golden Autumn" and others; - still life: I. Mashkov "Ryabinka", "Still life with watermelon"; K. Petrov-Vodkin "Bird cherry in a glass"; P. Konchalovsky "Poppies", "Lilac at the window".
Requirements for the selection of pictures - the content of the picture should be interesting, understandable, educating a positive attitude towards the environment; - the picture must be highly artistic: images of characters, animals and other objects must be realistic; - the picture should be accessible not only in terms of content, but also in terms of image. There should be no pictures with an excessive pile of details, otherwise the children are distracted from the main thing.
General requirements for the organization of work with a picture: 1. Work on teaching children to tell stories from a picture is recommended to be carried out starting from the 2nd junior group of kindergarten. 2. When choosing a plot, it is necessary to take into account the number of objects drawn: the younger the children, the fewer objects should be shown in the picture. 3. After the first game, the picture is left in the group for the entire time of studying with it (two to three weeks) and is constantly in the field of view of the children. 4. Games can be played with a subgroup or individually. At the same time, it is not necessary that all children go through every game with this picture. 5. Each stage of work (a series of games) should be considered as intermediate. The result of the stage: the child's story using a specific mental technique. 6. The final story can be considered a detailed story of a preschooler, built by him independently with the help of learned techniques.
Types of storytelling in the picture: 1. Description of subject pictures is a coherent sequential description of the objects or animals depicted in the picture, their qualities, properties, actions. 3. A story based on a sequential plot series of pictures: the child talks about the content of each plot picture from the series, linking them into one story. 2. Description of the plot picture is a description of the situation depicted in the picture, which does not go beyond the content of the picture.
4. A narrative story based on a plot picture: the child comes up with a beginning and an end to the episode depicted in the picture. He needs not only to comprehend the content of the picture, to convey it, but also to create previous and subsequent events with the help of imagination. 5. Description of the landscape painting and still life.
Teaching children to look at pictures The structure of the lesson Methodological techniques Jr., Wed. group St., prepared. group I part. Arouse interest and desire in children to look at the picture. Prepare them to receive it. II part. The examination of the picture consists of two parts. The goal of part 1 is to create a coherent view of the whole picture. Goal of Part 2: Establish connections and relationships. III part. Summarize in a coherent monologue the children's ideas about what they saw in the picture. Arouse the desire to tell yourself and listen to the stories of other children. Questions, riddles, didactic games before making a picture. Artistic word. Entering a picture. Questions from the introduced character. An example of a teacher's story. Introductory conversation, children's questions (the answer is found in the picture). Riddles, artistic word, etc. Questions about the content of the picture. Model of the educator, partial sample, story plan, literary model, collective storytelling.
Purpose: to exercise in guessing riddles, to form the ability to carefully examine the picture, reason about its content, compose a detailed story based on the picture, based on the plan; develop the ability to select words that are close in meaning, denoting the actions of objects; develop a sense of collectivism, healthy rivalry. Lesson (Appendix E) Topic: "Compilation of stories based on the painting "Cat with Kittens".
Activity (Appendix E) Topic: Compilation of stories based on a series of plot pictures “How the puppy found friends”. Purpose: To form the ability to compose a story based on a series of plot pictures (according to a given beginning). Exercise in the selection of adjectives for a noun; in the choice of words denoting action. Develop memory, attention.
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