home > Water purification > What skills do children develop in dialogue? The development of dialogical speech of preschoolers. Forms of work used to develop dialogue in children

What skills do children develop in dialogue? The development of dialogical speech of preschoolers. Forms of work used to develop dialogue in children

Grigorieva Natalia
Workshop for teachers "Speech development"

Target: Creation of a certain psychological mood for the disposition of the participants to the perception of information, activation of cognitive activity educators through problem motivation.

Overcome passivity educators through the use of new effective teaching methods

Game form to systematize knowledge educators on the problem of the formation of coherent speech of children.

Seminar progress

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as a person.

Judge the beginning development the personality of a preschool child without assessing his speech development is impossible... In the mental development the child's speech is of the utmost importance. WITH development speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, the definition of directions and conditions development speech in children are among the most important pedagogical tasks.

Problem development speech is one of the topical.

Low level reasons speech development:

Half of preschool children are characterized by an insufficiently formed skill of building a coherent statement.

According to the results of the analysis of observations in groups, the following can be noted limitations:

short coherent statements;

inconsistency in the transmission of the content of a familiar text;

the level of information content of the statement is very low, etc.

I would like to point out that a very important role in development preschool children speech playing and speech culture teacher asking children samples of correct literary speech.

(Offer educators split into 2 teams)

Exercise 1.

"Game test to determine the knowledge, skills and abilities of educators

Explain the concept of speech.

Answers educators

(Speech is a historically developed form of communication between people through language, which is a system of phonemic and semantic means and rules of communication.

Speech is a complex functional system based on the joint activity of special areas of the cerebral cortex.)

Task 2.

Questions to educators(for selected tickets)

1. Conversation of two or more on a topic related to any situation. (dialogue)

2. Speech of one interlocutor, addressed to the audience. (monologue)

3. What skills develop in dialogue? (listen to the interlocutor, ask a question, answer depending on the context)

4. What forms of work are used when teaching children to speak coherently? (retelling, description of toys and plot pictures, storytelling from experience, creative storytelling)

5. What is the structure of the story. (setting, climax, denouement)

6. The story of the plot, which unfolds in time. (story narration)

7. What is the name of the text in which there is a list of signs, properties, qualities, actions? (description)

8. With what age group does the work on teaching children monologue speech begin? (middle group)

9. What technique is used educator to relieve pauses and tension in a child when retelling? (reception of reflected speech - educator repeats the phrase said by the child and slightly supplements it)

10. Leading technique in the middle group used in drawing up a story based on a picture. (teacher sample)

11. Leading technique to activate speech and thinking. (questions teacher)

12. What should be the speech teacher? (competent, emotionally rich, imaginative, etc.)

Summarizing

Task 3.

Question to educators

Translate proverbs into Russian

The son of a leopard is also a leopard.

/The apple never falls far from the tree/

You can't hide a camel under a bridge.

/murder will out/

Be afraid of a quiet river, not a noisy one.

/Still waters run deep/

The silent mouth is a golden mouth.

/ Words are silver, and silence is gold /

He who asks will not get lost.

/ Language will bring to Kiev /

The scalded rooster runs away from the rain.

/ Burnt in milk, blowing on the water /

Summarizing

Task 4.

Verbal carousel.

Teams are given a card in which three words are written on one side for which three synonyms must be selected, and on the other side five words are written for which antonyms must be selected.

Synonyms:

Brave - fearless, brave, courageous.

Greedy - stingy, stingy, greedy.

Big - huge, colossal, huge.

Discussion - dispute, dispute, debate.

Sadness - melancholy, sadness, grief.

Brave - bold, fearless, brave.

Antonyms:

Small big.

Sweet is bitter.

Light heavy.

Narrow - wide.

High Low.

Dark is light.

Hard - soft.

Warm - cold.

Fast is slow.

Loud is quiet.

Summarizing

We have already spoken to you that speech teacher must be literate, emotionally rich and now I suggest you check your speech.

A humorous pause. Exercise "Shushanika Minichna"

The exercise is performed in a circle. each member of the group receives a card with a name and patronymic written on it. Then one of the participants asks his neighbor left: Please tell me what is your name? He reads the name on the card, for example "Shushanika Minichna". In response to this, the first participant must answer with any phrase. In this case, be sure to repeat the heard name of the interlocutor. For example, it is very pleasant for Shushanika Minichna to meet you or what is your unusual name, beautiful name. After that, Shushanika Minichna asks her neighbor on the left "please introduce yourself", etc., until the turn comes to the first participant.

Gloriosa Provna Ennafa Varsonofievna

Viviana Ionicna Markelina Ermilinichna

Feosenia Patrikeivna Genovefa Irkneevna

Beata Nifontovna Domitilla Yuvenalievna

Antigone Maevna Prepidigna Aristidovna

Vestita Evmenievna Ermioniya Pitirimovna

Nunehia Amfioh'evna Veveya Vukolovna

Gelasia Dorimedontovna Iovilla Ieronimovna

Agafoklia Narkisovna Ketevan Varnavichna

Hripsimia Flegontovna Thessaloniki Yakubovna

Summarizing

Task 5.

Question to educators

What "modeling"? What else can you call? (mnemonics)

(Modeling makes it possible to change the very approach to the issue of teaching and educating preschoolers.

Mnemonics in preschool pedagogy are called differently:

Vorobyova Valentina Konstantinovna calls this technique sensory-graphic schemes,

Tkachenko Tatiana Aleksandrovna - subject-schematic models,

Glukhov V.P. - in blocks-squares,

Bolsheva T.V. - collage,

Efimenkova L. N - the scheme for composing the story)

What are schematic mnemonic tables for?

Mnemonic tables-schemes serve as didactic material in the work on the development of coherent speech of children... They are used for:

Enrichment of vocabulary,

When teaching storytelling,

When retelling fiction,

When guessing and guessing riddles,

When memorizing poetry

In the sequence of dressing and undressing

On duty

When working in the center of cognitive and research activities

For moral education

Labor education

On physical. education

On a walk

Mnemonics are multifunctional. On the basis of them, you can create a variety of didactic games. Thinking over various models with children, you only need to adhere to the following requirements:

Task 6.

Draw any proverb or poem using a diagram.

Summarizing

Task 7.

It was found that between speech function and the general motor system there is a close connection. The totality of body movements and speech organs helps to relieve tension, monotony of speech, compliance speech pauses, the formation of correct pronunciation, and the connection to work of tactile sensations improves and accelerates the memorization of verses. Let's try to tell a poem by A. Barto "Animal charge" with the help of movements.

One - squatting down (show 1 index finger of the left hand, sit down, hands on the belt,

Two - jump (2 fingers show on the left hand and jump up) –

This is a rabbit exercise (hands dilute in front of you to the sides, then press your palms to your head, depict the ears of a hare).

And how the foxes wake up (with our hand we show a lush fox tail, then with three hands our eyes - we wake up,

They like to stretch for a long time (we stretch,

Be sure to yawn (yawn and cover your mouth with your palm,

Well, wag your tail (swing your hips from side to side).

And the cubs - bend the back (teeth grin and back arch)

And easy to jump (jumping).

Well, the bear is clubfoot (arms bent at the elbows, legs apart and slightly squat down,

Paws spread wide (shifting from foot to foot,

Now one, then both together (raise a leg and put it to the other,

Treading water for a long time (step from one foot to the other).

And who is not enough charging (we breed arms out to the sides in front of you) –

We start all over again (hands on the belt!

Summarizing

Task 8.

What role does the family play in shaping a child's speech?

(Answer options.)

With the help of speech, adults determine and direct the child's behavior, convey to him requests, orders, explain how he should behave. Through speech, children master the norms of social behavior. An adult's speech is the standard for a child.

(Drawing up a memo for parents)

Success factors speech development

(note for parents)

* Emotional communication with the child from the moment of birth.

* Create conditions for communication with other children.

* The speech of an adult is an example to follow.

*Develop fine motor skills of the hand, this leads to development of speech.

* Joint games of an adult and a child.

* Reading fiction, learning poetry.

* Satisfaction of the child's curiosity, answers to all of it "why".

* Joint trips to nature, excursions, visits to museums.

* Telling verses with your hands.

speech in preschool children

1.1 The originality of children's dialogue

1.2 Review of developmental pedagogical literature

dialogical speech in children

Chapter 2 Development of dialogical speech in children

2.1 Teaching dialogical speech in the process of everyday communication

2.2 Methodological techniques for teaching children dialogical speech

2.3 Development of dialogical communication between children and peers

Chapter 3 Experimental

Conclusion

Bibliography

Application

Speech fulfills a variety of functions in a child's life. The main and initial is the communicative function - the purpose of speech to be a means of communication. The purpose of communication can be like maintaining social contacts, sharing information. All these aspects of the communicative function of speech are presented in the behavior of a preschooler and are actively mastered by him. It is the formation of the functions of speech that prompts the child to master the language, its phonetics, vocabulary, grammatical structure, to master the dialogical speech. Dialogue speech acts as the main form of verbal communication, in the depths of which coherent speech arises. Dialogue can unfold as an elementary replication (repetition) in everyday conversation and can reach the heights of philosophical and worldview conversation.

There are two main areas of communication for a preschooler - with adults and with peers. At an early age, the child is involved in dialogue with an adult. Addressing the kid with questions, motives, judgments, he thereby actively responds to his statements and gestures, “repairs” the dialogue (E. I. Isenina), interpreting, “expanding”, spreading incomplete situational statements of his little interlocutor, completing them to full form. The child transfers the experience of verbal communication with an adult into his relationships with peers. A preschooler has a pronounced need for self-presentation, a need for the attention of a peer, a desire to convey to a partner the goals and content of their actions. But children have great communication difficulties. Children experience great difficulties in assimilating their native language - its sound system, grammatical structure, lexical composition. It is known that not knowing the native language, the child will not be able to master the skills of dialogical communication. Since dialogue, as a form of communication, presupposes knowledge of the language, the ability to use it when building a coherent statement and establishing verbal interaction with a partner. Observations of the development of dialogical speech showed that

age (3-5 years), especially sensitive, sensitive in the assimilation of dialogical speech by children. Observing his pupils, how their dialogical speech develops, the teacher can distinguish two lines: firstly, their understanding of the speech of adults is improved; secondly, whether one is developing one's own active speech.

Children of four to five years old have an urgent need to share their impressions on topics from personal experience, willingly respond to the invitation to talk about their encounters in nature, about four-legged friends, and favorite toys. They do not have the patience to listen to the interlocutor, everyone starts talking at the same time. In dialogue with a peer, children gain experience of equality in communication; learn to control each other and themselves; learn to speak more clearly, coherently, ask questions, answer, reason. Children desperately need the help of an adult in the process of mastering dialogical communication with peers. In order for children to be able to communicate meaningfully with each other, certain conditions are necessary for their joint activities, for interaction in games, in everyday life. First of all, material conditions are necessary for children to communicate, i.e. developing environment. Dialogue is a natural environment for personality development. The absence or deficiency of dialogical communication leads to various kinds of distortions of personal development, the growth of problems of interaction with people around, the emergence of serious difficulties in the ability to adapt to changing life situations. It is known that the problems of interpersonal (dialogical) communication for a child begin mainly in the family. Unwillingness to communicate (due to lack of time, fatigue of parents), inability to communicate (parents do not know what to talk about with the child, how to build dialogical communication with him) negatively affects the activity and state of mind of the baby. The development of a dialogue is a two-way process, when the interlocutors communicate on an equal footing, with mutual understanding and respect for each other, even if one of them is a child. Children do not know how to use available verbal and

non-verbal means, do not know how to build a dialogue, do not establish interactions with each other during the dialogue, i.e. they do not know how to hear, listen to each other, express themselves proactively.

Object is the process of studying and forming dialogical speech of preschool children.

Subject is the dialogical speech of children 5 years of age.

The purpose is the creation of a system for the study and formation of the dialogical speech of children.

Tasks

1. Study of literary sources on the problem

2. Conduct a theoretical analysis of the state of dialogical speech of children 5 years of age

3. Show the current state of the dialogic speech of preschoolers in theory and practice

4. Draw up a long-term plan for the formation of dialogical speech of preschoolers.

Hypothesis if the diagnostics of speech development of speech is included in a single educational process and the issues of the formation of dialogical speech are carried out in the process of everyday communication and in the form of prepared classes and at the same time take into account the individual characteristics of children, the solution of these issues will contribute to the study of the dialogical speech of preschoolers.

Problem In the context of the renewal of the entire educational and educational system, the topic of the formation of dialogical speech needs research, the need for a multidimensional substantiation of the content, teaching the dialogical speech of children 5 years of age.

Research methods

1. Study of pedagogical literature on the problem

2. Psycho - diagnostic methods (experiment, observation and conversation)

3. Methods of data processing and interpretation

Chapter 1 Theoretical foundations of the methodology for the development of dialogical speech in preschool children

The mastery of coherent dialogical speech is one of the main tasks of the speech development of preschoolers. Its successful solution depends on many conditions (speech environment, social environment, family well-being, individual personality traits, cognitive activity of the child, etc.), which must be taken into account in the process of targeted speech education.

In preschool childhood, the child masters primarily dialogical speech, which has its own characteristics, manifested in the use of linguistic means that are permissible in colloquial speech.

Dialogue speech is a particularly vivid manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication. The main feature of the dialogue is the alternation of the speaking of one interlocutor with listening and then speaking of the other. It is important that in a dialogue the interlocutors always know what is being discussed and do not need to develop thoughts and statements. Oral dialogical speech takes place in a specific situation and is accompanied by gestures, facial expressions, intonation. Hence the linguistic design of the dialogue. Speech in it can be incomplete, abbreviated, sometimes fragmentary. The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, lack of agreement, abruptness; simple and complex non-union sentences; short preliminary reflection. The coherence of the dialogue is provided by two interlocutors. Dialogue speech is characterized by involuntary, reactivity. It is very important to note that the use of templates and clichés, speech stereotypes, stable communication formulas, habitual, often used and, as it were, attached to certain everyday situations and topics of conversation, is typical for dialogue (L.P. Yakubinsky). Speech clichés make dialogue easier. Dialogue speech is simulated not only by internal, but also by external motives (the situation in which the dialogue takes place, the interlocutor's remarks). The development of dialogical speech is especially important to take into account in the methodology of teaching children their native language. In the course of teaching dialogical speech, the prerequisites are created for mastering the narrative, description. Coherent speech can be situational and contextual. Situational speech is associated with a specific visual situation and does not fully reflect the content of thought in speech forms. It is understandable only when taking into account the situation that is being described. The speaker makes extensive use of gestures, facial expressions, demonstrative pronouns. In contextual speech, in contrast to situational speech, its content is clear from the context itself. The complexity of contextual speech is that it requires the construction of an utterance without taking into account a specific situation, relying only on linguistic means.

In most cases, situational speech has the character of a conversation, and contextual speech has the character of a monologue. But, as D. B. Elkonin emphasizes, it is wrong to identify dialogical speech with situational, and contextual - with monologue.

Having set herself the task of studying the features of the development of forms of coherent speech, A. M. Leushina has collected significant material on children's utterances for various tasks and in various conditions of communication. Based on her materials, A.M. Leushina comes to the conclusion that dialogical speech is the primary form of a child's speech.

Municipal budgetary educational preschool institution "Kindergarten of the combined type No. 5 of the second category"

educator

The development of dialogical speech in preschool children

Introduction …………………………………………………………………………………… ..3

Chapter I. The theoretical foundations of the methodology for the development of dialogical speech in preschool children ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ..5 1.1. Dialogue as an object of research in modern science ………………………………… 5

1.2. Peculiarities of dialogical speech of preschool children ……………………… .6

1.3. Tasks and methods of teaching dialogical speech for preschool children ……… .8

Chapter II. Studying the features of the development of dialogic speech and the possibilities of special teaching dialogical skills of preschool children ...................... 14

2.1. Assessment of the peculiarities of the development of dialogical speech in preschool children ... 14

2.2. Techniques and methods for the development of dialogic skills and abilities of preschool children ………………………………………………………………………………………… 18

Conclusion ………………………………………………………………………………… .24

References …………………………………………………………………………… 26

Appendix ………………………………………………………………………………… .27

Introduction

Currently, the importance of education has increased, which is presented in the form of a social project to change the content, structures, methods and forms of education. Education reforms are caused by social needs and are of a state nature. The need for active, communicative individuals capable of self-expression, self-determination, self-management and circumstances, capable of self-realization. In the federal state requirements for the structure of the educational program, communication activities are distinguished along with play, work, cognitive and research. The portrait of a kindergarten graduate spells out the communicative competencies that a child should have, one of which sounds like - "owns dialogical speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation)"

In this regard, we consider it necessary to study this problem in the scientific and theoretical literature, as well as develop and implement methods and techniques that contribute to the development of dialogical speech in preschool children.

Dialogue is a form of verbal communication. In it, the interaction of partners is mediated by the signs of the language. Knowledge of the language, the ability to verbally express one's thoughts, convey feelings, establish “dialogical relations” with a partner in a variety of communicative situations are the terms necessary for conducting a dialogue.

The heart of the dialogue is dialogical relations, which are manifested in the readiness to meet with a partner, in accepting him as a person, in the attitude to the answer of the interlocutor, in anticipation of mutual understanding, agreement, sympathy, empathy, assistance.

This problem has been studied at different times by:, evoy, and others.

emphasizes the need for a holistic approach to the formation of dialogical speech and the inadmissibility of reducing the tasks of teaching dialogue only to mastering the question-answer form. A full-fledged dialogue is unthinkable without the establishment of dialogical relations; and such dialogical relationships should permeate both the communication of a child with an adult and interaction with peers as a sphere of genuine children's communication activities.

The dialogue of peers is of particular importance in the speech development of preschoolers. It is here that children truly feel equal, free, uninhibited. Here they learn self-organization, amateur performance, self-control.

Dialogue with peers is a fascinating new area of self-development pedagogy. ... Many experts came to the conclusion that dialogue needs to be taught (, etc.) However, as teaching and educational work with children and observations in preschool institutions show, conversations with children are not planned systematically, the development of dialogic skills is not provided, during the conversation the main speech load falls on the teacher, and the speech activity of children is minimal, in the classroom they do not teach children to formulate questions, exercises or game situations that develop communication skills are not used. As a result, kindergarten graduates do not know how to build a dialogue on their own, to conduct an unstimulated conversation, and are noted with insufficient speech activity.

Therefore, our research is relevant. The activities of the teacher should be aimed at developing the dialogical skills necessary for the child to communicate and the formation of coherent dialogical speech in preschool age.

The task of forming dialogical communication acts as a priority, determining the formulation of the tasks of language development.

Purpose of the study- to study the state of the problem of the development of dialogical speech in preschool children. To identify the features of the development of dialogical speech in preschool children and the possibility of teaching them dialogical skills using specially selected methods and techniques.

Object of study- coherent dialogical speech of preschool children.

Subject of study- the process of developing the skills of dialogical speech in preschool children.

Research hypothesis- the use of specially selected teaching methods and techniques contributes to the formation of dialogical speech of preschoolers.

Research objectives:

1. Based on the analysis of literary sources, consider the concept of dialogue, identify the features and methods of teaching dialogical speech in children of primary preschool age.

2. On the basis of diagnostics, identify the features of the development of dialogical speech in a specific contingent.

3. To organize special training aimed at the development of dialogical speech using specially selected methods and techniques, as well as to identify the pedagogical conditions that determine the success of the development of dialogical speech in preschoolers.

Chapter I

Theoretical foundations of the methodology for the development of dialogical speech in preschool children

1.1. Dialogue as an object of research in modern science.

Dialogue for a child is the first school of mastering speech, a school of communication, it accompanies and permeates his whole life, all relationships, he, in essence, is the basis of personality development.

The definition of dialogue was given by a famous Russian linguist: Dialogue is not only a form of speech, it is also "a kind of human behavior." As a form of speech interaction with other people, it requires special social and speech skills from the child, the development of which occurs gradually. " The dialogue is characterized by: “a relatively fast exchange of speech, when each component of the exchange is a replica and one replica is highly conditioned by the other. The exchange takes place outside of any prior thought; components do not have a special assignment; there is no deliberate coherence in the construction of replicas, and they are eminently concise. "

However, this definition is not entirely comprehensive. Essential characteristics of dialogical speech can be considered "... situational and reactive character - the interlocutor's answer in a large number of cases is a paraphrase, or even a repetition of a question or remark ..." ()

Dialogue speech is distinguished by the brevity of statements with a predominance of simple sentences, the wide use of non-speech means (gestures, facial expressions).

Characterizing dialogical speech, researchers point to its various features. So, a number of authors note that dialogical speech is situational (connected with the situation in which the conversation takes place, and the relations of the communicants), contextual (each next statement in it is largely due to the previous ones), minimized (much is implied in it, due to the generality of the situation for interlocutors and their awareness of it), reactive (a replica is a verbal response to speech and non-verbal stimuli), poorly organized (a replica is usually not arbitrary, not premeditated, unprogrammed). Finally, dialogical speech is characterized by the brevity of utterances and the simplicity of their syntactic construction.

It is very important to note that the use of templates and clichés, speech stereotypes, stable communication formulas, familiar, often used and, as it were, attached to certain everyday situations and topics of conversation, is typical for dialogue (L.P. I am Cuban). Speech clichés make dialogue easier.

In pedagogical literature, the special role of coherent monologue speech is often emphasized. But it is no less important to master the dialogical form of communication, since in a broad sense "dialogical relations ... all relations and manifestations of human life."

Dialogue as a type of communication presupposes knowledge of the language and the ability to use it when building a coherent statement and establishing speech interaction with a partner. Research has shown that many older preschoolers master only the simplest forms of dialogue with peers: they reason little, do not argue their statements, do not know how to maintain a conversation, and lack initiative.

Studies by psychologists and teachers prove that in children, dialogue precedes a monologue (, etc.)

Through dialogue, children learn the grammar of their native language, its vocabulary, phonetics; get useful information. As a form of verbal interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually. (5; 39)

So, we have highlighted the scientific understanding of dialogue that interests us, which is necessary for the development of a methodology for teaching preschoolers the skills of dialogical speech.

1.2 Features of dialogical speech of preschool children.

The features of the development of coherent speech have been studied by other scientists in the field of psychology.

In the formation of coherent speech, the close connection between the speech and mental development of children is clearly manifested, the development of thinking, perception, observation was noted. (12; 96) In mastering speech, he believes, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences.

identified two forms of coherent speech: contextual and situational. In his opinion, contextual speech is a speech that can be quite understandable on the basis of its own substantive content.

The author notes that the speech of a small child is at first marked by the opposite property: “It does not form such a coherent semantic whole - such a“ context ”that on the basis of it alone it would be possible to fully understand it; to understand it, it was necessary to take into account that specific, more or less visual situation in which the child is and to which his speech relates. The semantic content of speech becomes clear only when taken together with this situation: it is situational speech "

Studying the features of the development of coherent speech, she collected significant material on children's statements under various tasks and conditions of communication. The author notes the fact that the situational nature of speech is not a purely age-related feature, characteristic only for preschool children, and that even the smallest preschoolers, under certain conditions of communication, develop and manifest contextual speech. At the same time, the fact was revealed that during the preschool age manifestations of situationality are noticeably reduced and the features of contextual speech of children increase, even with tasks and conditions that stimulate situational forms of speech. On this basis, the author comes to the conclusion that dialogical speech is the primary form of a child's speech. “The main specific feature of situational speech,” notes, “is that it has the character of a conversation. As a means of direct communication of a child, with close people who understand him at a glance, it is grammatically less formalized. "

Consider the features of the dialogical speech of preschool children.

According to the opinion, dialogical speech undergoes significant changes during preschool age. So, in early childhood, a child's speech is directly related to his practical activity or a situation in which or about which communication takes place. The activity of a child of this age is carried out in most cases either in conjunction with adults, or with their help, therefore, his communication is situational, dialogical in nature. In this regard, the speech of a child of an early age, indicates, "represents either answers to questions of an adult", or questions to adults in connection with difficulties arising in the course of activities, or requirements to satisfy certain needs, or, finally, questions arising from acquaintance with objects and phenomena of the surrounding reality ”. The study is devoted to the peculiarities of communication between preschoolers and adults. She notes that children are not indifferent to the form in which an adult offers them communication. Preschoolers are more willing to accept the task of communication when an adult caresses children. The younger the child, the more his initiative in communicating with an adult is associated with the activity of the latter. investigated how the attitude towards conversation with adults in children from 2 to 7 years old changes. She notes that for children 2-3 years old, talking with an adult is more attractive than listening to a fairy tale. Children not only listen to the adult's questions and answer them, but on their own initiative, to the best of their ability, maintain a conversation with adults, willingly telling him about what happened recently. For children 3-4 years old, conversation is the most difficult situation. They start a conversation not without interest, but after 2-3 questions of the experimenter, prompting the child to communicate, they begin to turn away, fidget in the chair, etc. finally, they declare: "I do not know how, I do not want to play it."

Some features of the dialogue of children 2-3 years old were revealed in her research by T. Slama-Kazaku. She notes that after two years, dialogue takes a significant place in children's speech (80%). In the author's opinion, children's messages are of particular interest. In addition to a simple form of address - a call, the researcher names other forms available at this age: requests, complaints to adults, orders, prohibitions, "sentimental explanations", the name of what the speaker does. T. Slama - Kazaku notes the following features of the dialogue in children 2 - 3 years old:

the dialogue either takes the form of a simple or more complex conversation (consisting of a series of remarks) between two children, or a conversation between several children; dialogue between a child and an adult is more complex than dialogue between children of the same age, and the remarks follow with an emphasized sequence due to the fact that the adult gives a more precise direction to the conversation, not being satisfied with an inconsistent or unclear answer taken by the child - listener; the instability of the grouping, as well as the difficulty of maintaining a conversation between more than three to four partners; inconsistency in the content of the conversation, even with the same group.

Thus, preschool age is a preparatory stage in the development of dialogue. Studies of the features of children's dialogue existing in the literature, its correspondence to the generally accepted psycholinguistic characteristics of this type of coherent speech, were a significant contribution, the basis for the creation of a modern methodology for the development of children's dialogue.

1.3. Tasks and methods of teaching dialogical speech for preschool children.

Questions of the formation of coherent speech in children in pedagogical literature are considered in two directions: teaching dialogical and monologic speech.

Many researchers emphasize the importance of teaching children dialogical speech. believes that the most socially significant for preschoolers is the dialogical form of communication. Dialogue is a natural environment for personality development. The absence or deficiency of dialogical communication leads to various kinds of distortions of personal development, the growth of problems of interaction with people around, the emergence of serious difficulties in the ability to adapt to changing life situations ().

Work on the development of dialogical speech is aimed at developing the skills necessary for communication.

Dialogue is a complex form of social interaction. Participating in dialogue is sometimes more difficult than constructing a monologue. Thinking over your remarks, questions occurs simultaneously with the perception of someone else's speech. Participation in a dialogue requires complex skills: listening and correctly understanding the thought expressed by the interlocutor; formulate their own judgment in response, correctly express it by means of language; change the topic of speech interaction in the wake of the interlocutor's thoughts; maintain a certain emotional tone; listen to your speech in order to control its normativeness and, if necessary, make appropriate changes and amendments.

Several groups of dialogic skills can be distinguished.:

1. Speech skills proper:

§ enter into communication (be able and know when and how you can start a conversation with a friend or stranger, busy, talking to another);

§ maintain and complete communication (listen and hear the interlocutor); show initiative in communication, ask again; prove your point of view; express attitude to the subject of conversation - compare, express your opinion, give examples, evaluate, agree or object, ask, answer, speak coherently;

§ speak expressively, at a normal pace, use the intonation of the dialogue

2. Skills of speech etiquette.

Speech etiquette includes: address, acquaintance, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy, disapproval, congratulation, gratitude and others.

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

4. Ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic.

5. Non-verbal (non-verbal) skills - the appropriate use of facial expressions, gestures (1).

The child masters the above skills, firstly, through everyday communication with adults and peers, and secondly, in the course of special training in ways of conducting a dialogue.

Thus, the main goal of the development of dialogical speech in a preschooler is to teach them to use dialogue as a form of communication. For this, it is unacceptable to reduce the tasks of teaching dialogue only to mastering the question-answer form.

The tasks of teaching dialogical speech are determined by the program of the preschool institution.

At present, so-called variable programs are used in preschool institutions of various types. Among them, the most famous are "Rainbow" (ed.), "Childhood. Program for the development and education of children in kindergarten "(and others)," Program for the development of speech in preschool children in kindergarten "()," Program for education and training in kindergarten "(ed.)," Origins ".

In a programme "Rainbow » recommended by the Ministry of Education of Russia, modern requirements for speech development are taken into account, generally accepted sections of work on the development of speech are distinguished: sound culture of speech, vocabulary work, grammatical structure of speech, coherent speech. A great place is given to the development of dialogical speech through the communication of the educator with children, children with each other in all areas of joint activity and in special classes (13).

In a programme " Childhood "There are special sections dedicated to the tasks and content of the development of children's speech:" Developing the speech of children "and" The child and the book. " These sections contain, for each group, a characteristic of traditionally distinguished tasks: the development of coherent speech, vocabulary, and the grammatical structure of speech. It is especially important that it clearly identifies (in the form of separate chapters) and substantively defines speech skills in different types of activities.

The section "Developing children's speech" reveals the central tasks of a child's speech development. Preschool age - the development of colloquial speech. The main task involves the education of skills: to understand the addressed speech with support and without visualization, to come into contact with others, to express their thoughts, feelings, impressions using speech means.

"Program for the development of speech in preschool children garden "(ed.) developed on the basis of research carried out in the speech development laboratory of the Institute of Preschool Education and Family Education of the Russian Academy of Education.

The system is based on an integrated approach, a technique has been developed aimed at solving in one lesson different but interrelated tasks covering different aspects of speech development (phonemic, lexical, grammatical), and on their basis - to solve the main task - the development of coherent speech, verbal communication. In the 2nd junior group, purposeful training of coherent monologue speech is carried out. Children are encouraged, together with the teacher, to retell familiar fairy tales, to compose descriptive stories on a visual basis. During these classes, they teach how to answer questions, form the ability to construct sentences of different types (19).

In the program edited by for each age group, the level of speech development is determined.

The Origins program based on many years of psychological and pedagogical research of the team of authors, under the guidance of taking into account the most important achievements in the field of domestic and world pedagogy and psychology.

In the section "Speech and verbal communication", the development of children's ability to establish, with the help of speech, personal contacts, to establish mutual understanding and interaction with adults and peers, becomes dominant. Dialogue is seen as the main form of communication. The task of forming dialogical communication acts as a priority, determining the formulation of the tasks of language development, the selection of cognitive content, methods and forms of organizing the teaching of native speech, as well as the style of communication between the teacher and children.

Thus, in all programs, dialogue is considered as the main form of communication and it is emphasized that:

§ preschool age is an important period of mastering spoken language;

§ the tasks of teaching dialogical speech are not limited to mastering the question-answer form, but include the mastery by children of a number of skills necessary for communication, taking into account age;

Knowledge of the specifics of dialogical speech and the characteristics of its development in children allows you to determine the tasks and content of training. The main goal of the development of dialogical speech in preschoolers is to teach them to use dialogue as a form of communication.

During the training, you can use a variety of methods developed by Yova, and others.

The main method of forming dialogical speech in everyday life and in the classroom is the teacher's conversation with the children(unprepared dialogue).

In his opinion, the need to talk with other people, to share his thoughts, feelings and experiences with them is inherent in a person. It is inherent in a child even more. The teacher talks to children about any reason, at different times, collectively and individually. For group conversations, the best time is a walk. For individuals, morning and evening hours are better suited. Sometimes conversations arise at the initiative of the child, who comes up to the teacher with some question or message, but there is no need to wait for this. The teacher should be the initiator of interesting conversations himself. Conversations can be intentional or unintentional. Intentional conversations are planned in advance by the caregiver. Unintentional - the teacher does not plan, they arise at the initiative of children or himself during walks, games, regime processes.

For conversations with children, the teacher uses all the moments of kindergarten life. The topic and content of conversations are determined by the tasks of upbringing and depend on the age characteristics of the children.

For the formation of dialogical speech, it is used receiving verbal errands. You can give the child an assignment - ask the assistant educator for a cloth to wash the cubes, give something to the parents, etc. The teacher asks to repeat the assignment, which is necessary for the assimilation of information and its better memorization. After completing the assignment, you need to ask the child how he coped with it.

One of the methods of forming dialogical speech is reading literary works... Reading provides children with examples of dialogical interaction. Dialogues using questions and answers allow preschoolers to master not only the form of various statements, but also the rules of sequence, master various types of intonation, and help develop the logic of conversation.

Purposeful training of dialogical speech occurs in specially organized speech situations aimed at developing the skills of drawing up a dialogue on a speech situation. This is the development of the skills to negotiate during communication, to question the interlocutor, to enter into someone's conversation, to observe the rules of speech etiquette, to express sympathy, to convince, to prove one's point of view.

An effective method for the development of dialogical speech are various games(role-playing, didactic, outdoor games, dramatization games and dramatization games).

Role-playing games contribute to the formation and consolidation of dialogic skills. According to and, the richer and more diverse the dialogue in the game, the higher the level of children's play creativity. At the same time, the development in children of the ability to use different dialogical remarks, to observe the rules of behavior in the dialogue contributes to the development of the game itself. To activate children's dialogues in the game, appropriate attributes are required (toy phones, radio, TV, cash register, and others).

Didactic games reinforce the speech skills learned by the children, develop the speed of reaction to what they hear. A lot of didactic games (and others) have been developed in the methodology of speech development: “Facts”, “Agree, disagree”, “Shop”, “Talking on the phone”, “Visiting a doll”.

Useful to use outdoor games that contain dialogues ("Geese - geese", "Ordinary blind man's buff", "Kite", "Paints" and others). They reinforce the ability to address speech to the interlocutor, reflect on what the partners have said, express their point of view, and formulate the question correctly (1).

Games - dramatization and dramatization games unite children with familiar text and imagining a plot, a sequence of game actions. In these games, the child plays the role of a fairy-tale character, takes his position, and thereby overcomes the age-specific egocentrism. The same text can be staged in different ways: with the help of toys, dolls, pictures, through expressive movements and speech.

Games - dramatizations are already available for younger preschoolers, they prepare the basis for dramatization, in which children coordinate play actions with a partner and practice dialogues borrowed from literary works.

New forms of organizing a dialogue between children and peers include: working with subgroups, organizing a communication space, non-disciplinary forms of attracting and retaining attention, game and communicative motivation for the lesson.

Methods and techniques for the development of dialogue are group conversations, cooperative activities (joint drawing, application, construction, artistic work).

So, having studied the theoretical foundations of coherent dialogical speech of preschool children, we can make the following conclusions:

Dialogue for a child is the first school for mastering native speech, a school of communication, it, in essence, is the basis of a developing personality. Through dialogue, children learn the grammar of their native language, its vocabulary, phonetics, and get useful information. As a form of verbal interaction with other people, dialogue requires special social and speech skills from the child, the development of which occurs gradually.

The features of coherent dialogical speech have been studied by a number of researchers: T. Slama-Kazaku, who note that children master the main features of dialogue only in older preschool age, and the younger and middle are preparatory stages.

An analysis of preschool educational programs shows that dialogue is considered in them as the main form of communication and includes the acquisition of a whole range of skills by children, taking into account age. In the program "Origins" the task of teaching dialogical speech is a priority.

Thus, in pedagogical practice, a variety of methods and techniques for the development of dialogical speech have been developed, which make it possible to implement the program requirements for the formation of the skills necessary for communication in children.

Chapter II. Studying the features of the development of dialogical speech and the possibilities of special teaching dialogical skills of preschool children.

The purpose of our experimental work was to identify the features of the development of dialogic speech in preschool children and the possibility of teaching them dialogic skills using specially selected methods and techniques. The study involved a group of children in the amount of 10 people (see Appendix) of middle age group No. 3 "Fantasy". The research was carried out on the basis of the municipal budgetary preschool educational institution "Kindergarten of the combined type No. 5 of the second category"

2.1 Features of the development of dialogical speech in children of primary preschool age.

When developing the content of the experimental tasks, we were guided by the need to place the child in such conditions in which he could fully demonstrate the dialogic skills he has formed.

For the purpose of objectivity in evaluating the experimental data, the tasks were performed with each child individually.

For the initial diagnosis, we analyzed the content of the manual and selected the following tasks:

Task number 1 Individual conversations with children on the topic: "My favorite toy."

Purpose: to study the features of dialogical communication in specially organized conversations.

Description of the technique: establish contact with the child, trusting relationships and against this background create a conversation situation.

To determine the features of dialogical communication, the children were asked questions.

Questions for talking with children:

What toys do you have at home?

What is your favorite?

Tell me, what is she like?

What toys do you like in kindergarten?

As a result of the analysis of the data obtained, a characteristic of the communicative skills of children was compiled.

Task number 2 Speech situations

Purpose: to reveal the child's ability to enter into a dialogue himself, using the forms of speech etiquette (greeting, request).

Description of the technique:

Situation I: You came to kindergarten, met a teacher. How will you greet her?

Situation II: You want to take your favorite toy, it is high on the closet. How would you ask for help?

Task number 3

Purpose: to identify the child's ability to ask questions during a conversation.

Description of the method: the child is shown a plot picture, and questions are asked about its content:

“Look at the picture I have. Do you want me to tell you what is drawn here? Only you ask me questions, ask me. "

During the experiment, do not engage in conversation with the child, but only answer questions.

As a result of the analysis of conversations, a characteristic of the communication skills of children is compiled.

Indicators of communication skills:

1. Ability to enter into dialogue

2. Ability to maintain and complete the dialogue

3. The tone of communication

4. Communication style

5. Features of speech

When evaluating them, a point system was used.

After completing three tasks, the total score was calculated:

High level - 14 points;

Average level - 13-7 points;

Low level - 6 points and below.

Task number 4 Conducting a lesson with children "Examining toys"

Purpose: to study the features of the dialogical speech of children in a specially

Description of the methodology: observation of the lesson with subsequent analysis.

When analyzing the lesson, the following indicators were identified:

1. the ability to participate in a general conversation about visual material and the ability not to be distracted from the content;

2. the ability to listen to the teacher and comrades without interrupting;

3. the ability to ask questions;

4. features of speech.

When evaluating them, a point system was used:

B - 6 points;

С - 5-4 points;

H - 3 points.

High level of communication skills:

The child is active in communication, knows how to listen and understand speech, builds communication taking into account the situation, easily comes into contact with children and the teacher, clearly and consistently expresses his thoughts, knows how to use forms of speech etiquette;

Average level of communication skills:

The child knows how to listen and understand speech, participates in communication more often at the initiative of others; the ability to use forms of speech etiquette is unstable;

Low level of communication skills:

The child is inactive and not talkative in communicating with children and the teacher, is inattentive, rarely uses forms of speech etiquette, does not know how to consistently express his thoughts, accurately convey their content.

The results of observation and analysis are presented in tables.

Analysis of the communication skills of children to enter into a dialogue

Task number 1.

The children were asked questions about “My favorite toy”. During the conversation, we saw that out of 10 children, only 2 possess speech patterns to establish contact, and 6 people easily come into contact. During the conversation, we also saw that only 4 people know how to answer questions.

To the question: “What toys do you have at home?”, Katya answered - “Dolls, for example, and horses, a designer, a dog, for example. She's just red, like Barsik. "

To the question: "What is your favorite toy?" Olya. - "Doll" Question: "What is she?" The answer is "She is beautiful, with long hair."

To the question, "What toys do you like in kindergarten?" - - "Many toys" (points with a finger).

These data suggest that children are easy to make contact, but they do not know enough verbal patterns to establish contact and the ability to answer questions.

Table 1 shows that the tone of communication in most children is friendly and calm. Only 4 out of 10 people do not know how to restrain themselves in communication. These children have an unfriendly, loud tone. As for the communication style, many children are inattentive to the speech of the interlocutor, they may ask questions off-topic, because of inattention, ask the question again, do something at the time of the dialogue. 4 people often interrupt the interlocutor, do not allow to finish the phrase to the end, to express their opinions. 6 people know how to restrain themselves during a conversation in facial expressions, gestures, posture. 4 people swing their arms while talking, they do not know how to restrain emotions. 5 out of 10 people have verbal etiquette (they greet each other upon arrival, say goodbye to everyone when they leave, give thanks with help, etc.). The other 5 children know what to say and where, but they often forget about it.

After analyzing tables 1, 2, it is possible to distribute children according to the level of communication skills in specially organized conversations.

High level - 3 people.

The average level is 5 people.

Low level - 2 people.

These data are entered in table No. 3.

If you analyze table number 2, you can see that 8 out of 10 people are sufficiently able to participate in a general conversation about visual material and not be distracted from the content. 5 out of 10 showed the ability to listen to the teacher and comrades without interrupting, the remaining 5 people have shown that they do not possess these skills. During the dialogue, they interrupt the teacher and their comrades, they answer inappropriately, not according to the content. 2 out of 10 people showed the variety and accuracy of the vocabulary in the classroom. One person does not possess any of the listed skills at all. During a conversation, he strongly gesticulates, interrupts not only peers, but also educators, speaks in a raised voice.

When comparing the communication skills of children in the classroom and communication skills outside the classroom, you can see that:

1.be able to enter into dialogue

In the classroom - 7 people;

Outside classes - 5 people.

2) know how to maintain and complete the dialogue

In the classroom - 4

Out of class - 4

3) speech etiquette

In the classroom - 2

Out of class - 1

4) speech features

In the classroom - 8 people;

Outside classes - 6 people.

After analyzing these data, we can say that children in the classroom show higher skills.

2.2. Techniques and methods for the development of dialogic skills and abilities of preschool children.

Before starting directly to work with children in kindergarten to improve dialogic skills and abilities , you need to create the necessary pedagogical conditions:
- to organize a space for communication, where children would have the opportunity to come together in small subgroups for games and organized activities. Therefore, in addition to a spacious group room, a mini-theater, a mini-library are being created, a corner for free activity has been created. Play zones will be populated and updated with the necessary game material. Also, importantly, a friendly atmosphere is created in the group;

Long-term work plan

1. Classes for enhancing communication can be held 2 times a month:

Purpose: to encourage children to speak up on topics from personal experience. Activate words denoting details of objects (cabin, door, windows, wheels, roof, pipe). Correlate verbs with expressive movements (dance, clap, stomp, etc.). Develop speech attention and speech breathing.

"Bear cubs"

Purpose: to encourage children to enter into dialogue with an adult. Teach polite behavior with a partner (greeting, goodbye). Activate the words denoting parts of the body (eyes, nose, paws, gorges). Correlate verbs with expressive movements. To consolidate the imperative mood of the verbs (lie down, sing, dance). To develop the articulation apparatus and speech breathing of children.

Purpose: to encourage children to maintain a dialogue with an adult; speak up on topics from personal experience. Activate words denoting parts of objects (arrows, dial with numbers, case). Correlate verbs with expressive movements. Develop speech attention and speech breathing in children.

Purpose: to introduce children to the national traditions of communication (greeting, crawling, farewell). Fix the imperative forms of verbs. Develop speech attention and speech breathing in children; distinguish between the timbre and the strength of the character's voice.

"Laughing confusion"

Purpose: to encourage children to maintain a dialogue with an adult, to speak proactively. Learn to write a description of toys. Fix the words denoting the details of objects, generalizing the word "toys". To familiarize with the national traditions of communication (greeting, courting, forgiveness). Develop speech attention and articulation apparatus in children.

"Goat with kids"

Purpose: to educate children to be oriented towards a partner, to organize play interaction with peers. Work on speech material on the topic "Fruits". To develop phonemic hearing, speech attention and articulation apparatus of children.

"Snow, snow is spinning ..."

Objective: To encourage children to maintain a dialogue with an adult; enter into play interaction with peers. Work on speech material on the topic "Clothes and shoes". Develop phonemic hearing, speech understanding and speech breathing in children.

"A boat is sailing along the river"

Purpose: to encourage children to maintain a dialogue with an adult; reason; speak proactively; enter into play interaction with peers. Form the names of baby animals in the singular and plural. Form verbs from onomatopoeic words. Develop speech attention and speech breathing in children.

"Who is shouting how?"

Purpose: to encourage children to engage in dialogue with an adult; speak proactively, answer questions. Activate verbs formed from onomatopoeia (squeaks, crows, cackles, quacks). Fix the words denoting the names of baby animals (chickens, goslings, ducklings), antonyms (big - small, loud - quiet). Encourage children to engage in reading the poem. Develop speech attention and articulation apparatus in children.

"It happens - it does not happen"

Purpose: to encourage children to enter into a dialogue with an adult, to reason, to argue their opinion. Establish emotional - practical communication with peers. Encourage playing with sounds, rhymes and words. To develop speech attention, articulation apparatus of children.

"Guess a riddle"

Purpose: to encourage children to maintain a dialogue with an adult; enter into play interaction with peers. Teach children to compose small descriptions from pictures. To fix the verbs formed from onomatopoeia (crows, chirps, squeaks, cries, quacks); the words. Designating the name of the cubs (ducklings, goslings, etc.). encourage children to play with words, sounds, rhymes. To develop speech attention, phonemic hearing, speech breathing of children.

"Friendly guys"

Purpose: to encourage children to maintain a dialogue with an adult, to share impressions of personal experience (non-situational communication). Maintain playful interaction with peers. Introduce national traditions (greeting, crawling, farewell). To activate the verbs denoting the actions of people, to form verbs-antonyms. Develop speech attention and speech breathing in children.

2. Games and exercises that form speech etiquette.

“Dunno learns to say hello”, “Answer quickly”, “Dunno is giving out toys”, “We are going for a walk”, “Dunno learns to ask”, “Correct Dunno”.

3. Games in pairs

"Cut pictures" (items of clothing), "Yes or no", "Who screams how", "Who needs what?", "Edible - inedible", "Shop"

4. Role-playing games: "Mothers and Daughters", "Shop", "Hairdresser", "Clinic".

5. Didactic games: "Facts", "Agree - disagree", "Do not say" yes "and" no ".

6. Outdoor games: "Kite", "Geese - geese", "Paints".

7. Games - performances: Russian folk tale "Teremok", Russian folk tale "Turnip", Russian folk tale "The Wolf and the Kids".

8. The teacher's conversation with the children was held weekly. Topics of conversation: “How did you spend your day off”, “Your favorite book”, “Your favorite toy”, “Spring”, “Your favorite fairytale hero”, “How would you meet a new kid”.

It is also necessary to organize work on the development of dialogical speech in preschool children in the process of everyday communication. The work is carried out with children with a low and medium level of dialogic skills.

In order to improve speech etiquette, children can be offered exercises, for example:

Dunno boasts that the girl asked him to button his coat, and he replied: “Here's more! Fasten it yourself! " The teacher shames him and asks: “Children, who cannot button their own coat or jacket? Tie a hat, a scarf? Tie your shoelaces? Olya, whom will you ask to help you? Are you Vladik?

Now, when we go to get dressed, be attentive to each other. Do not forget to ask correctly or thank for help, and Dunno will listen and learn. ”Children agree on who will help whom, who will be helped by the teacher.

On a walk, Dunno is interested in:

Dunno: Olya, whom did you ask to help you?

Olya: I asked Nadezhda Nikolaevna to help me.

Dunno: How did you say?

Olya: Nadezhda Nikolaevna, please help me to button up my jacket.

Dunno: Vlad, who helped you dress?

Vladik: Nadezhda Nikolaevna helped me dress.

Dunno: How did you ask?

Vladik: Nadezhda Nikolaevna, please help me to tie my shoelaces.

Dunno: What did you say then?

Vladik: Thank you!

Also games are held with children in pairs, for example, such a game - "Who needs what?"

The teacher, together with the children, examines pictures depicting dishes and clothes, names them. Explains that dishes are kept in a cupboard and clothes are kept in a wardrobe.

Mika has a sideboard, Danila has a wardrobe. I will show pictures. Pictures with a picture of dishes should be called Mika, with a picture of clothes - Danila. If you made a mistake, put the card aside. At the end of the game, we will calculate who has the most pictures.

The pictures Mika chose are a cup, a saucer, a plate, a teapot, a sugar bowl, a coffee pot, a milk jug.

Mika, why did you choose these pictures?

Mika: Because this is a dish and is kept in the kitchen cupboard.

Pictures that Danila chose - dress, trousers, skirt, shirt, coat, sweater, jacket.

Danila, why did you choose such pictures?

Danila: I chose them because they are clothes, people wear them, and they are kept in the closet.

You can also have a number of individual conversations with children on the topic "My favorite book", "How I spent the day off", "Favorite toy"

To automate speech stamps, speech exercises are used that introduce children to various situations that are close to real ones.

For example:

Guests have come to you in the evening, how will you greet them?

Christina's bow was untied. She went up to the teacher. What should she say?

Imagine breaking a plate and Mom will be upset. What would you tell her?

After the children have mastered the speech material on this topic well, the ability to apply it in appropriate situations has been formed, a thematic group conversation is held with four to six children, lasting 10-15 minutes, including 7-10 questions.

For example:

Do you know how to get acquainted?

Have you met anyone? With whom? Where? How did you do this? What did you say? What did you answer?

What do you say when you want to meet?

How to meet an adult?

Who would you like to meet (from fairytale heroes) What would you like to know from him? What to play?

During the conversation, the teacher asks several children with the same question. Thus, children are involved in a general conversation, learn to perceive information and express themselves.

It should be noted that children prefer exercises based on play and fairy-tale situations, as well as exercises using visualization (toys).

At the beginning of work, you need to constantly guide the children, help organize this or that game. But later, the children themselves organize and play games, and also independently enter into dialogue with each other and the teacher.

Thus, correctly selected methods and exercises can help and significantly increase the result of children with low and medium levels of dialogic skills.

So, based on observations and experimental work, it can be concluded that preschool children already have some skills and abilities of dialogical speech, listen and understand speech, although they participate in communication more often at the initiative of others. The work carried out showed that 8 out of 10 people are sufficiently able to participate in a general conversation about visual material and not be distracted from the content. 5 out of 10 showed the ability to listen to the teacher and comrades without interrupting, the remaining 5 people showed that they do not own these skills. During the dialogue, they interrupt the teacher and their comrades, they answer inappropriately, not according to the content. 2 out of 10 people showed the variety and accuracy of the vocabulary in the classroom. One person does not possess any of the listed skills at all.

Conclusion

Preschool childhood is a unique period for mastering the native language and developing a child. The full speech development of children is a condition for their upbringing and training.

To date, a sufficient theoretical basis has been developed for understanding the place and role of language and speech in human life, for understanding the features of the development of speech in ontogenesis. On the basis of studies of the works of a whole galaxy of Russian psychologists, teachers, psycholinguists (and many others), the laws of the development of children's speech and teaching their native language have been formulated.

Speech development includes the process of forming linguistic generalizations in children and their elementary awareness of linguistic phenomena. We can say that the development of speech is a process of deep mastering of linguistic functions, the meanings of linguistic signs, rules and methods of their combination and use. The orientation of children in linguistic phenomena creates conditions for independent observation of the language, for experimenting with the language, for speech self-development.

The new generation of preschool education programs has made changes in the process of determining the content of work on the development of dialogical speech in children. From the analysis of modern scientific and methodological sources on the problems of the development of dialogical speech in preschoolers, changes in the use of means and techniques are revealed. If, until recently, the communication of the teacher with the children, carried out through conversations and conversations, was considered as the main means of developing a dialogue, now there are attempts to use play activities and play teaching methods.

Based on theoretical analysis and practical work, we can conclude that mastery of speech is the most important aspect of the development of a preschooler, associated with all the lines of his mental development. The school of assimilation of all aspects of speech for children is dialogical speech. The importance of the problem of developing the dialogical speech of preschoolers is emphasized by many teachers and psychologists. However, the issues of the development of dialogical speech have not received proper study. The development of the dialogic skills of children is supposed to be carried out in the conversations and conversations of the teacher with the children. The use of game techniques for the development of dialogical speech is still only outlined, and there are no detailed recommendations for their use. When selecting the content of the work, linguistic and psychological provisions on the specifics of dialogue and the assimilation of dialogic skills by preschool children are poorly taken into account.

In the course of our work, the state of the problem of the development of dialogical speech in preschool children was studied, and the features of the development of dialogical speech in preschool children were identified. Based on observations and experimental work, it can be concluded that preschool children already have some skills and abilities of dialogical speech, listen and understand speech, although they participate in communication more often at the initiative of others, they use forms of speech etiquette unstably. According to the results of our experimental work, it can be seen that children easily make contact, but they do not possess enough speech patterns to establish contact and the ability to answer questions. This once again emphasizes the need for a holistic approach to the formation of dialogical speech and the inadmissibility of reducing the tasks of teaching dialogue only to mastering the question-answer form. A full-fledged dialogue is unthinkable without the establishment of dialogical relations; and such dialogical relationships should permeate both the communication of a child with an adult and interaction with peers as a sphere of genuine children's communication activities.

Bibliography:

1. Bogush, correct speech in kindergarten [Text]: monograph /. - Kiev: Glad. shk., 1990 .-- S. 47-49.

2. Vygotsky, and speech [Text] / // Reader in general psychology. - M .: Educational-methodical center "Psychology", 2001. - S. 65-82.

4. Zaporozhets, preschool children. The development of cognitive processes [Text] /. - M .: Education, 1964 .-- 352 p.

5. Winter, listening and speaking [Text]: author. dis. ... Dr. psychol. sciences /. - M .: [b. and.], 1973. - 32 p.

6. Comenius, school [Text] / // History of foreign preschool pedagogy: a reader / ed. ... - M .: Academy, 2000 .-- S. 43-69.

7. Leontiev, development of the psyche [Text] /; Moscow State University. - M., 1989 .-- 300 p.

8. Luria, and consciousness [Text] /; Moscow State University. - M., 1979 .-- S. 203-207.

9. Pestalozzi, Gertrude teaches her children [Text] / // History of foreign preschool pedagogy: a reader / ed. ... - M .: Academy, 2000 .-- S. 197-218.

10. Piaget, J. Comments on critical remarks on the books "Speech and thinking of a child" and "Judgment and reasoning of a child" [Text] / J. Piaget // Reader in general psychology. Psychology of thinking. - SPb .: Soyuz, 1997 .-- 282 p.

11. The program "Origins": The basis for the development of a preschooler child [Text] / [and others]: scientific. ed. and others - M .: Education, 2003 .-- 335 p.

12. Kindergarten education program [Text] / ed. ... - M .: Education, 1962 .-- 174 p.

13. The program of education and training in kindergarten [Text] / ed. ... - M .: Education 1985 .-- 192 p.

14. Radina, conversations in upbringing and educational work with children of the senior group of kindergarten [Text] / // Reader. 20s.

Speech performs many functions in a person's life, the main of which is communicative, that is, with the help of speech, a person communicates, this is a tool and means for communication in society. The goals of communication are different - they are maintaining contacts and exchanging information. The functions of speech are actively mastered from an early age. It is its formation that stimulates the child to master his native language.

Dialogue speech in children acts as an important, in its depths, a coherent form of expression of thoughts arises. Moreover, the dialogue can act as an elementary everyday conversation, or it can develop into an ideological and philosophical conversation.

Teaching dialogical speech is one of the main tasks of the development of speech in preschoolers.

The concept of speech activity

The very concept of "dialogical speech" includes two terms, each of which must be considered separately.

Speech is a mental process, communication between people using linguistic means. That is, human speech is used to interact with others.

The activity of verbal communication is an important function of human consciousness. People must self-develop, self-organize, shape their personality and character. They are constantly changing, changing their inner world, and all this happens as a result of communication.

The main task of speech is to establish communication between people. First of all, it is necessary for communication: it allows you to express your thoughts and understand the thoughts of your interlocutor.

The value of dialogue in communication

From the Greek language, the word "dialogue" is translated as "conversation". That is, this is a form of communication that provides for the exchange of remarks. They have a certain linguistic composition, which is formed against the background of the perception of someone else's speech.

Some scholars believe that dialogue is not just a form of speech, but one of the types of human behavior. In order to use it to communicate and interact with people, the child should master a whole set of speech and social skills that he learns gradually.

During the dialogue, people usually exchange opinions and thoughts, each subsequent remark depends on the previous statements of the interlocutors. It should be noted that this process takes place without prior deliberation and the formation of a conscious statement.

Usually all dialogues are short.

Speech reaction

Psychologists believe that dialogue should be viewed as reactions that arise between people. it spontaneous reactions, and they are based on a specific situation and the interlocutor's remarks. In other words, a dialogue is a sequence of remarks that depend on each other.

Dialogue speech is a form and method of communication. It consists of statements, sometimes takes the form of questions and answers, explanations and objections. During the dialogue, intonation, gestures, facial expressions, tonality play an important role. All these instruments of speech put their meaning in the spoken utterances, and sometimes even change their meaning.

If several people communicate, then in the scientific environment some scientists call this dialogue a polylogue.

The concept of dialogical speech

Scientists associate dialogue with the natural need to communicate.

Usually, dialogical speech is accompanied by such methods of exchange of opinions and thoughts: tone, facial expressions, gestures. Despite the fact that the dialogue is short, the interlocutors perfectly understand what is at stake.

During a dialogue, people usually use a conversational style, they express their opinion briefly, sometimes abruptly, often not saying phrases. Most often, simple, non-union sentences are used. Coherent dialogical speech is obtained through the participation of two or more interlocutors in the process.

Templates

Usually dialogical speech is involuntary. A person uses all kinds of templates in it, that is, stable stereotypes. He uses his own communication formulas in a conversation, which he uses in a specific situation and in relation to a specific topic of conversation. Speech formulas make communication easier.

Usually, people do not use complex sentences in dialogue. Most often these are abbreviations, incorrect colloquial word formations, slang forms.

Dialogue speech in children

Communication with peers is an important component for the development of a child, his social formation. Children communicate constantly, they practice speech development, learn communication through dialogues. Teaching dialogical speech contributes to the development of independence.

Speech is a creative function of a child, a sphere of manifestation of the ability to cognize, self-development, building one's character and personality through communication (dialogue) with other children and adults, other cultures and worlds.

Speech is a means of communication, understanding and expression. Communication with others is carried out using coherent speech (a set of logically combined sentences). It traces the close relationship of mental, psychological and speech development. It solves the following tasks: the formation of vocabulary, grammatical and phonetic structure. In coherent speech, all the child's achievements in language acquisition are visible.

That is why the main task in teaching a baby is to develop coherent speech in him.

For a long time, scientists have been discussing the question of whether a child should be taught dialogical speech, or whether he will master this skill spontaneously as a result of communication with people. Practice shows that a child needs to be taught to conduct a dialogue correctly, to develop his skills to listen and understand what is being said to him, to teach him to enter into a conversation, support him, ask questions and answer them, explain, argue, object. The child must learn all these skills, since the most common form of communication between children is dialogical speech.

Teaching dialogical speech in kindergarten

The kindergarten program provides for teaching this skill. Speech development work is aimed at developing the skills necessary for communication.

Methodological techniques for the development of speech are divided into three groups:

visual;
verbal;
gaming.

The verbal method of developing speech is conversation. It is used when the child already has experience and some knowledge about objects, phenomena, processes. It is generally more effective with children aged 5-6 years.

Mastering the native language, the development of dialogical speech are important acquisitions of a child at preschool age.

The main task of kindergartens is the development and formation of independent coherent speech in children, that is, the ability to logically, clearly, consistently talk about

Features of the dialogue

The features of dialogical speech are the following points:

Participants in this form of communication always know what is at stake.
Dialogue always takes place in a specific situation and is accompanied by intonation, gestures, facial expressions.
Speech in it can be abbreviated, incomplete, fragmentary.
In this form of communication, narrative, motivating, interrogative sentences are presented.
Speech is presented in the form of simple sentences that use interjections and particles.
Speech is situational, depending on the situation and the relationship between the interlocutors.
Each subsequent replica depends on the previous one.
The speech is short, since the interlocutors perfectly understand each other, much is not said, but implied.

The role of dialogue in child development

Dialogue speech is very important in the development of a child. This allows him to better master the basics of his native language, learn to use linguistic means to express his thoughts.

Children master speech through dialogue - this is the practice of communicating with other people and children. Speech permeates the entire life of a child, which is why it is the main factor that affects the formation of a young person's personality.

But unfortunately, many modern preschoolers are able to conduct only simple forms of dialogue. Children speak briefly, cannot maintain a conversation for a long time, rarely start it themselves. They are incapable of reasoning, arguing, proving. But if the child does not master the skills to conduct a dialogue, he will not be able to develop a monologue speech in himself.

Teaching dialogical speech is possible only with frequent exercises, only in this way children master the basics of phonetics, replenish vocabulary, study the grammatical structure of speech, broaden their horizons. Dialogue allows the child to develop.

The main components of the dialogue:

coherent speech;
communication etiquette;
non-verbal communication;
the ability to maintain a conversation;
the ability to communicate while performing joint actions.

Speech development classes with children

Classes with children are held in kindergartens in such a way as to develop the ability to both dialogues and monologues. This helps the child to communicate freely.

Dialogue speech in preschool children differs depending on the age of the child. Young children are just developing the ability to understand the world around them. At this time, the foundations are laid for the formation of the baby's speech. Children talk a lot, they learn to correctly formulate thoughts, express their desires, answer questions, ask them. They take the initiative, they themselves start conversations on a variety of occasions.

It is important in this age period to teach the child to share impressions. Let him tell how and what he played, what he saw, whom he met, let him study ways to say goodbye and say hello. He should be encouraged to dialogue.

At the age of 4-5, children continue to take the initiative to start a dialogue. They continue to learn to ask questions, talk about their impressions, experiences, emotions.

It is necessary to teach the child to answer questions briefly and in detail, collective communication. At this time, the foundations of cultural communication are laid. They learn to greet and say goodbye, answer a phone call correctly, not interrupt adults, and so on. These are all components of the dialogue that continue to develop, and at the age of about 6 years, the child develops monologue skills.

The development and maintenance of dialogue is possible only with the ability to listen to the interlocutor and understand what he is saying, the ability to ask questions and answer them. In dialogue, the skills necessary for a monologue are developed, which arises in dialogical speech.

The purpose of the pedagogical council:

Activation of the forms of advanced training of teachers of preschool educational institutions.
In a playful way, systematize the knowledge of teachers on the problem of the formation of coherent speech of children.

Pedagogical council plan

Theoretical part:
1. Speech by the head of the preschool educational institution
2. "Relevance of the problem of speech development in preschool children". (Annex 1)
3. Analytical report on the results of the thematic test "Formation of coherent speech among preschoolers" - senior educator
4. Consultation for teachers "Modeling as a means of developing coherent speech of preschoolers".
Practical part:
1. Business game for teachers.
Development of pedagogical council solutions.

Pedagogical council progress

Exercise for teachers "Gift"

Now we will make gifts to each other. Starting with the presenter, each in turn depicts an object by means of pantomime and passes it on to his neighbor on the right (ice cream, hedgehog, kettlebell, flower, etc.).

Theoretical part.

1. Speech by the head. DOI "Relevance of the problem of speech development in preschool children".

2. Speech by Art. educator "Analytical information on the thematic test" Formation of coherent speech among preschoolers "

3. Speech by the teacher "Modeling as a means of developing coherent speech among preschoolers"

The practical part. Business game for teachers.

Separation of teachers into two teams.

Task 1. "Game test to determine the knowledge, skills and abilities of educators

Questions to 1 team:

What are the forms of speech? ( dialogical and monologic)
What skills are developed in dialogue? ( listen to the interlocutor, ask a question, answer depending on the context)
What forms of work are used when teaching children coherent speech? (retelling, description of toys and plot pictures, storytelling from experience, creative storytelling)
What is the structure of the narrative? ( connection, climax, denouement)
A conversation between two or more people on a topic related to a situation. ( dialogue)
Speech of one interlocutor, addressed to the audience. ( monologue)

Questions to the second team.

The story is a plot that unfolds in time. ( story narration)
What is the name of the text in which there is a listing of signs, properties, qualities, actions? ( description)
What age group does the work on teaching children of monologue speech begin with? ( middle group)
What technique does the teacher use to relieve pauses and tension in a child when retelling? ( reflected speech reception- the teacher repeats the phrase said by the child and slightly supplements it)
The leading technique in the middle group used in drawing up a story based on a picture. ( teacher sample)
Leading technique for enhancing speech and thinking. ( teacher's questions)

Task 2. Draw a proverb using a diagram

Teams come up with a proverb, depict it using a scheme, the opposing team must guess the proverb according to the scheme.

Task 3. Translate proverbs into Russian

Proverbs for the first team

The son of a leopard is also a leopard (Africa).
/The apple never falls far from the tree/

You can't hide a camel under a bridge (Afghanistan)
/murder will out/

Be afraid of a quiet river, not a noisy one. (Greece)
/Still waters run deep/

Proverbs for the second team

Silent Mouth - Golden Mouth (Germany)
/ Words are silver, and silence is gold /

He who asks will not get lost. (Finland)
/ Language will bring to Kiev /

The scalded rooster runs away from the rain. (France)
/ Burnt in milk, blowing on the water /

A humorous pause. Exercise "Shushanika Minichna"

Content. The exercise is performed in a circle. each member of the group receives a card with a name and patronymic written on it. Then one of the participants asks his neighbor on the left: Tell me please, what is your name? He reads the name on the card, for example "Shushanika Minichna". In response to this, the first participant must answer with any phrase. In this case, be sure to repeat the heard name of the interlocutor. For example, it is very pleasant for Shushanika Minichna to meet you or what is your unusual name, beautiful name. After that, Shushanika Minichna asks her neighbor on the left "please introduce yourself", etc., until the turn comes to the first participant.

Gloriosa Provna	Ennafa Varsonofievna
Viviana Ionian	Markelina Ermilinichna
Feosenia Patrikeivna	Genovefa Irkneevna
Beata Nifontovna	Domitilla Yuvenalievna
Antigone Maevna	Prepidigna Aristidovna
Vestita Evmenievna	Ermioniya Pitirimovna
Nunehia Amfiokhievna	Veveya Vukolovna
Gelasia Dorimedontovna	Iovilla Ieronimovna
Agafoklia Narkisovna	Ketevan Varnavichna
Hripsimia Flegontovna	Thessaloniki Yakubovna

Task 4. "Adjective associations"

The choice of word associations is limited: in response to a word uttered by the experimenter, it is necessary to use only adjectives as a word association. For example: the table is round; the pond is big.

Task for 1 team.

List -	Criticism -
Star -	Book -
Outlook -	Law -
Lecture -	Happiness
House -	Food -
Invocation -	Deficiency -
Action	Font -

Task for team 2.

Task 5. "Selection of antonyms, synonyms"

From the proposed words, make up antonymic groups, including words that are opposite in meaning.

For 1 team - the selection of antonyms.

1. Truthful. 2. Export. 3. Micro. 4. Vanguard. 5. Negligent. 6. Eccentric. 7. Import. 8. Loose. 9. Swift. 10. Skinny. 11. Sloppy. 12. Objective. 13. Macro. 14. Diligent. 15. Dense. 16. Transparent. 17. Rearguard. 18. Well fed. 19. Neat. 20. Subjective. 21. Slow. 22. Deceitful. 23. Concentric. 24. Muddy.

For team 2 - selection of synonyms

From these words, make synonymous groups, including words that are close in meaning.

1. Sovereign. 2. Fast. 3. Mainland. 4. Will. 5. Curtain. 6. Lord. 7. True. 8. Freedom. 9. Continent. 10. Sovereign. 11. Ready. 12. Genuine. 13. Independence. 14. Curtain. 15. Overlord. 16. Curtain. 17. Swift. 18. On the lookout. 19. Present. 20. Curtain. 21. Mr. 22. Valid. 23. Be alert. 24. Fast.

For 1 team. "Memo for teachers" (Appendix 2)

For team 2. "Memo for parents" (Appendix 3)

Summing up and awarding the winners

Approximate decision of the teachers' council.

Continue to create conditions for the development of children's speech at the preschool educational institution:

Replenish the groups with didactic games for the development of speech (responsible group educators, the term is within the academic year)

To design stands for parents "Development of coherent speech of a preschooler", responsible teachers of groups (term of March month).

Reflect individual work on the development of coherent speech of children in the calendar plans. (responsible senior educator, monthly analysis of calendar plans)
To increase the level of development of coherent speech, use effective forms of work. (responsible head of the d / s, senior educator, attending classes in groups)
Conduct parent-teacher meetings in groups on the topic "Development of a preschooler's speech"

Literature.

Golitsina N.S. "System of methodical work with personnel in preschool educational institutions" - Ed. Scriptorium: Moscow 2006
Elzhova N.V. "Pedagogical councils, seminars, methodological associations in preschool educational institutions" - Ed. 2nd - Rostov n / a: Phoenix, 2008
A child in kindergarten No. 3 2010
Child in kindergarten No. 5 2004

Articles on topic:

Lists of frequency words of the Russian language The most popular English words with translation Basic English (basic English) is already worth falling in love with, if only for the fact that it is enough to learn only 850 words to learn it. Oddly enough, this amount is quite enough to communicate easily and naturally with a resident of any English-speaking country. Of course	Lists of frequency words of the Russian language Most frequently used English words keeper of fine literature Clever words borrowed from other languages are designed to strike those around them with the intellect of the speaker or writer. And after all, many want to know abstruse words for communication and their meaning, but are too lazy to just look for them on the Internet and
Pre-Intermediate level - who is suitable, the program, the duration of study What should be known at the pre intermediate level So, what are the levels, what level of language proficiency do you personally need (depending on your goals), and how much time will it take to reach this level? For convenience, we will focus on English, as the most popular language,	Learn colors in English with translation and pronunciation Hello dear user! In this article we will expand our vocabulary of English words with such a frequently used topic as "". It is clear that the description of any objects or phenomena without bright colors is boring and unimpressive. That's why we

Popular

2021-11-12 12:10:25	The use of "to": not a luxury, but a means of transportation
2021-11-12 12:10:25	Plural form of nouns in English - education rules
2021-11-12 12:10:25	Name all the United States of America
2021-11-12 12:10:25	What is the desire to make a loser girl in an argument?
2021-11-12 12:10:25	"The literal and figurative meaning of words in the work F
2021-11-12 12:10:25	How Poles lived in the Russian Empire & nbsp The entry of Warsaw into the Russian Empire
2021-11-12 12:10:25	How to write an essay correctly loyalty and betrayal How do I understand loyalty and betrayal of the motherland
2021-11-12 12:10:25	What you need to know about the All-Russian verification works (VPR)
2021-11-12 12:10:25	Shoulder straps in the Russian army
2021-11-12 12:10:25	Travel encyclopedia

New

2021-11-12 12:10:25	Knowledge Lesson in first grade
2021-11-12 12:10:25	Vagankovskoe cemetery yesenin how to find
2021-11-12 12:10:25	Unified State Exam - Physics for Everyone. Easy and affordable. Learning Together The Unified State Exam in Physics
2021-11-12 12:10:25	"This, Semyon, is not your mustache, but a folk mustache"
2021-11-12 12:10:25	Tarutinsky maneuver - a march of great importance for Russia Tarutinsky battle of 1812
2021-11-07 08:57:26	Elena Lapushkina became the seventh mayor of Samara: what do we know about the new head of the city
07.11.2021	Stuttering correction techniques Speech impairment and their correction during stuttering
07.11.2021	Presentation on the topic "speech development of preschoolers in games and exercises" Speech development interactive presentations
07.11.2021	Individual lesson with a child suffering from stuttering
07.11.2021	Alina Kabaeva appeared at the rehearsal in fashionable ripped jeans Kabaeva in new jeans
07.11.2021	Housekeeper Volochkova commented on the theft allegations for the first time
07.11.2021	Ancestral curse of the princely family of monaco