Presentation of unconventional drawing in the senior group. Presentation for the scientific project "non-traditional drawing techniques"

Any activity, including visual arts, has a beneficial effect on speech development. Especially for children with special needs, activities with paper, clay, paints, and scissors are not only sensory-motor exercises, they reflect and deepen children’s understanding of surrounding objects and promote the manifestation of mental and speech activity.

Visual activity acts as a specific figurative means of cognition of reality, therefore it has great importance for the mental development of children. In turn, the mental education of a child is closely related to the development of speech.

In visual arts classes, children can be introduced to new words, taught to understand, distinguish, and, finally, use words in active speech. The child can become familiar with the names of objects, actions that he performs with objects, distinguish and use words denoting external signs objects and signs of action.

The first step in developing an understanding of speech in visual arts is to master the nominative (naming) function of a word: everything that is around the child, everything he does and how he does it, gets a name.

All types of visual activities contribute to this. A variety of visual material, which changes periodically, helps clarify the understanding of the names of objects, actions, and signs. The child learns to listen attentively to a short phrase from an adult, to understand the meaning of gradually more complex statements and new words, and clarifies their lexical, phonetic, and grammatical nuances. The word will help the child in learning all aspects of visual activity and understanding the processes of depiction.

In productive activities, the development of perception and awareness of speech by children occurs much faster, since speech acquires a truly practical orientation and is of great importance for the implementation of one or another proposed activity. Various types of productive activities are beneficial for the development of speech in that when carried out, it is easy to create problematic situations that contribute to the emergence of speech activity.

Problem situations shape the communicative orientation of speech.

The material with which the classes are equipped is used in different stages correctional work with different speech purposes, and its application varies depending on speech development children of this group. It is also important that in productive activities a child relies simultaneously on several analyzers (vision, hearing, tactile perception), which also has a positive effect on speech development

Productive activity is beneficial for the development of speech, primarily because the child himself directly acts with objects.

In productive activity, conditions are created for the close connection of words with action, with signs of action.

understanding and following instructions

In groups with general underdevelopment of speech, it is necessary to specially cultivate in children the ability to perceive speech in the process of drawing, and then combine their activities with speech.

Visual activities also make it possible to solve correctional and educational tasks: to cultivate such positive qualities as independence and purposefulness in doing work, perseverance and perseverance, the ability to complete work, accuracy, i.e. all those qualities that are poorly expressed in children with general underdevelopment of speech.

The teacher encourages the activity of children who follow the established rules, thanks to which the children gradually develop conscious behavior, the ability to limit their activity, and develop self-control. This is especially important for disinhibited children who ignore the rules of behavior accepted in the group. When instilling in children the skills of correct behavior, one should resort to comments and reprimands as little as possible, since they extinguish interest in activities. On the contrary, a positive assessment, praise, and approval encourage further positive actions.

Thus, all of the listed positive aspects of productive activity have a great influence on the formation of various aspects of speech in the event of its abnormal development.

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More on the topic The importance of visual activity for speech development. Features of organizing classes in visual arts in speech therapy groups:

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4. 20. The importance of fine art in cultural and educational activities with children and adolescents. Specifics of organizing exhibitions.
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Veronika Vladimirovna Baranova, postgraduate student of the Department of Theory and Methodology of Preschool Education, State University “South Ukrainian National Pedagogical University named after K. D. Ushinsky”, Odessa [email protected]

Annotation. The article discusses methods for developing coherent speech in older children preschool age, plans for educational work of educators, programs for training and education of preschool children are analyzed, data from a formative experiment are presented. Key words: visual activity, speech development, training and education program, children of senior preschool age, principles and methods of developing coherent speech. Section: (01) pedagogy; history of pedagogy and education; theory and methods of teaching and education (by subject areas).

At all stages of the development of society in the process of educating the younger generation, significant attention was paid to the development of coherent speech in children. Today in Ukraine, the significance of this problem is emphasized by a number of government documents: the laws “About Osvita”, “About Preschool Osvita”, “Basic Component of Preschool Osvita”. The realities of the present time require from modern educators new approaches to implementation educational process in preschool institutions. This is predetermined by the reform of the preschool and primary education system; transition to a personality-oriented model of raising children; children entering school from the age of 6. All this contributes to the search for new ways of organizing the education and upbringing of preschool children, new means of developing children’s skills and competencies, subject competencies. A child who graduates from a preschool educational institution (preschool educational institution) is expected to have a fairly high level of development of coherent speech skills, since the future depends on this comfortable education of the child at school. The problem of coherent speech in modern theory and practice of preschool education has been studied by psychologists (S. Rubinstein, L. Vygotsky, M. Lisina), linguists (I. Galperin, L. Loseva), teachers (A. Bogush, E. Flerina, N. Lutsan, O .Ushakova). Scientists define the concept of “coherent speech” in different ways. So, for example, in the linguistic dictionary, coherent speech is defined as a segment of speech with its inherent significant length and division into more or less independent parts. L. Vygotsky defines coherent speech as speech that reflects in linguistic terms all the essential connections of its subject content. Scientists (N. Golovan, L. Varnatskaya) call the text, namely verbal structural integrity, the result (product) of coherent speech. The presented study is devoted to the development of coherent speech in children using visual arts. The research is based on the active approach and the principle of interaction. Let us consider the relationship between speech and visual activity. The activity approach is revealed in the works of such scientists as L. Vygotsky, A. Zaporozhets, D. Elkonin, A. N. Leontiev, A. Lyublinskaya, S. Rubinstein and others. According to A. N. Leontiev, some types of activity at a certain stage are leading for the subsequent development of the individual, others are less important. Some are playing main role in child development, others auxiliary. N. Lutsan reveals the interaction of various types of activities of preschool children. According to the scientist, based on functional characteristics, priority can be given to such types as cognitive, play, speech and communication activities, since they accompany any child’s activity. Visual activity of preschool children is impossible without speech accompaniment. In modern Ukrainian linguodidactics, such means of developing coherent speech as teaching children to tell stories are widely used. story paintings(A. Bogush, N. Gavrish, N. Glukhenka), Ukrainian folk toys (S. Lasunova), reproductions artistic paintings(L. Zdanevich, E. Sotskaya), development of coherent speech in communicative play (N. Lutsan) and productive creative activity(T. Postoyan). At the same time, the problem of developing coherent speech through children’s visual activities was not the subject of special research. The experiment was carried out in stages. At the search stage, the state of development of coherent speech was studied by means of visual activities of children of senior preschool age in the practice of preschool educational institutions. The current programs for the education and upbringing of preschool children were analyzed: “Basic component of preschool education”, “Malyatko”, “Dytyna”, “Dytyna at the preschool age”, “Vpevnennyy start”, “Movlennevy component of preschool education”. It turned out that the programs quite thoroughly presented the development of dialogical and monologue speech (composing stories according to the teacher’s plan, independently, according to a picture and a series of paintings, from personal experience, children’s writing of fairy tales, fables, etc.); formation of children's speech etiquette skills (use of polite words, addresses, speech statements in speech). Separate programs present tasks for the development of children's speech in the process of visual activity. For example, in the program ©Dytynaª in the section ©Native language, native wordª provision is made for children to compose stories based on their drawings, crafts, and illustrations for works of art; For the first time, the program “Dytyna at the preschool rocks” includes the task of teaching children to compose stories of various types based on the content of children’s drawings. The content of the section “Visual activities” provides for: introducing children to the visual arts; nurturing their aesthetic worldview; teaching children technical skills in visual arts. We note that in the current programs in Ukraine, there are unfortunately no tasks for the development of coherent speech in the section “Visual activities”. In the program “Malyatko” in the category © Subject drawingª the task is envisaged © to create plot compositions based on literary works and folkloreª, which, obviously, should be understood as a requirement for the development of children’s speech. In the program “Dytyna at preschool rocks” in the nomination “Creation of the “Can” Foundation” it is stated that “a child at an elementary level can analyze a work of fine art, describes the emotional characteristics of the picture” . Let us note that a child will not be able to complete such a complex task without a sufficient vocabulary, since not a single program in the “Visual Activities” section provides for vocabulary work. In the thematic program by A. Bogush “The language component of preschool education”, the basic characteristics of children’s speech development indicate, that “children are able to explain the future plot of a drawing, design, application or other product”; ©on their own initiative they draw based on the plot of familiar fairy tales, accompany their drawings with stories of episodes from fairy tales and works of art; compose stories based on the content of reproductions of artistic paintingsª. We conducted a survey of preschool teachers in order to study the state of work in the practice of preschool institutions on the development of children's speech through visual activities. 130 educators from Odessa and the region took part in the survey. According to the results of the survey, it turned out that reproductions of artistic paintings are used in classes by teachers only as visual material (56%); to get acquainted with types of art, drawing techniques and during thematic conversations (37%); 7% of respondents did not answer the question. To the question “What place do you assign to children’s speech in visual arts classes?” 13% of respondents could not answer; 23% develop children’s speech, but did not explain how; 18% of respondents believe that it is secondary: first place is taken Practical activities children; 46% noted that during visual activities they enrich children’s vocabulary and activate preschoolers’ speech (dialogical, descriptive). When answering the question©Do you use visual material in speech development classes? How?ª it turned out that 11% of educators do not use visual material in speech development classes; 32% use it when composing descriptive stories as an auxiliary means of activating children’s speech, when children compose fairy tales. As we can see, in the practice of preschool educational institutions, unfortunately, the visual activity of preschool children as an effective means of developing coherent speech is not sufficiently used. Consequently, in modern pedagogical practice there is a contradiction between the potential possibilities of visual activity as effective means development of children’s coherent speech and the lack of special methodological support for speech, educators are unfamiliar with the methodology of using visual activities as a means of developing coherent speech. At the ascertaining stage of the study, appropriate criteria and indicators for the development of children’s coherent speech by means of visual activities were developed. Cognitive enrichment criterion with indicators: children’s knowledge about different types art and genres of artistic paintings; children's knowledge of handouts for visual activities. Communicative and reproductive criterion with indicators: the ability to explain the process of performing future visual activities; the ability to compose a coherent descriptive story based on the content of a reproduction of an artistic painting, one’s drawing or product (description, story); ability to use in a coherent story figurative expressions, proverbs, comparisons. Creatively productive criterion with indicators: the ability to plan future visual activities according to one’s own plan; the ability to compose creative stories based on the content of your drawings (products), based on the plots of reproductions of art paintings; the ability to use familiar literary texts (poems) in creative stories according to their drawings (products), the content of reproductions of art paintings. Evaluative and reflexive criterion with indicators: the ability to analyze and evaluate the results of their activities (drawing, modeling, appliqué, stories); the ability to analyze and evaluate the work of peers (drawing, modeling, appliqué, stories); the ability to substantiate one’s judgment. The levels of development of children’s coherent speech in visual activities were determined: high, sufficient, satisfactory and low. Pedagogical conditions were determined and scientifically substantiated effective development coherent speech of children of senior preschool age: the relationship between speech and visual activity of children of senior preschool age; the presence of positive emotional stimuli for speech accompaniment of children’s visual activities; immersing children in active visual and speech activities. The theoretical positions of the study were the following methodological principles: interaction of speech and visual activities: the relationship between the development of speech skills, the ability to produce coherent statements, the presence of a specific vocabulary and the development of skills in visual activities (drawing, modeling, appliqué); communicative principle; principle of visibility; the principle of combining various forms, methods and techniques for organizing visual and speech activities; the principle of positive motivation and situations of success; the principle of combining individual and collective forms training. The experimental methodology provided for four successive stages of training: information-enrichment, reproductive activity, creative-speech, evaluative-reflexive. The goal of the first stage was to enrich children’s knowledge about different types of visual activities (drawing, modeling, appliqué) and reproductions of artistic paintings, their authors (artists), decorative items, sculptures. At the first stage, it was envisaged to enrich the children's active vocabulary with visual vocabulary in accordance with the thematic dictionaries we developed. During classes on fiction and speech development, children were introduced to works of art, fairy tales, memorized proverbs, riddles, sayings that children could use in art classes. At this stage, such a pedagogical condition was realized as ensuring the relationship between the speech and visual activities of children of senior preschool age. The leading principle of organizing experimental work at this stage was the principle of focusing experimental work on the integration of speech and visual activities of children. The goal of the second reproductive activity stage was to stimulate the active speech of children in visual arts classes and the use of visual arts in classes on speech development and fiction. Children were encouraged to produce coherent statements various types: explanation, reasoning, planning, commenting, summary, value judgment, etc. The leading pedagogical condition at the second stage was the presence of positive incentives for speech accompaniment of children’s visual activities, creating a situation of success. The third stage of creative speech involved the development of children’s creative speech manifestations in visual and speech activities, children’s compilation of creative stories, descriptive stories in the role of tour guides, verbal “drawings”, etc. At this stage, such a pedagogical condition as immersing children in active visual and speech activities was implemented. At the fourth stage, at the evaluative-reflexive stage, children were taught to make value judgments (self-assessments and mutual assessments) based on the results own work and the work of peers. Children were taught to adequately evaluate both the process and the result of an activity, to compare the implementation of work according to their plan with the plan, the nature and quality of execution. The children “sold” their works at the fair, selected them for the exhibition, first learned how to present them, summed up the results, and explained their choice and assessment. Children played the role of tour guides in museums, art galleries, worked in art studios; They compiled thematic albums of drawings and collections of creative stories to accompany their drawings. At this stage, all pedagogical conditions and principles of organizing experimental work were involved. Direct experimental training was preceded by propaedeutic work: preparation of materials, methodological support, preparation of teachers for experimental work with children. Thematic dictionaries were developed for each type of visual activity (drawing, modeling, appliqué); Reproductions of artistic paintings and illustrations for fairy tales were selected. The experimental preschool educational institutions were equipped with a kind of art museum, which collected reproductions of art paintings according to the thematic principle “Winter”, “Spring”. Note that the exhibition of paintings corresponded to the time of year. These were periodic exhibitions “Winter Motifs” and “Spring Landscapes”. Two were chosen for experimental work at the formative stage complex topics: ©Winter motives: winter's taleª and ©What does spring give us?ª, which were implemented in different types and types of classes (subject, integrated, combined, group, collective, individual group and individual), a system of methods and techniques was used (observation, excursions, excursions, inspections, conversations, reading and telling fairy tales, composing stories, memorizing poems, drawing, appliqué, modeling, making panels, carpets, manual labor, drawing up projects, etc.).Work on each topic was carried out according to the following algorithm: sensory experience → visual accompaniment → knowledge system → direct practical activity → verbal accompaniment → coherent creative story. In accordance with this algorithm, long-term plans work. For example, children acquired sensory experience in the process of observations and excursions to explore “nature corners” in a group, at a preschool site, on nearby streets, parks, etc. Children received a knowledge system in classes on fiction, familiarization with nature, environment, in music classes. The acquired knowledge was consolidated and refined in classes on examining and discussing reproductions of art paintings in classes on familiarization with nature and fiction. Direct practical activities of children were carried out in classes in visual arts (drawing, sculpting, appliqué) with appropriate verbal accompaniment ( poems, sayings, figurative expressions, explanation, composing stories). The final stage of the work was classes on the development of speech; drawing up creative stories by children about their drawings, modeling, appliqués, postcards, newspapers and developing a collective group project ©Winter motives: a winter taleª and ©What gives Is it spring for us?ª, holding a literary competition for children's stories ©My Winter's Taleª, ©What did spring give me?ª. Scenarios for the holidays “Visiting the Sorceress of Winter” and “Spring is Red” were developed with the invitation of parents and children of other groups. For the holidays, together with the children, they made costumes and prepared gifts. At the final stage of the experimental work, control sections were carried out in order to determine the effectiveness pedagogical conditions and methods for the development of coherent speech of children of senior preschool age by means of visual activities. Comparative data on the levels of development of coherent speech of children of senior preschool age by means of visual activities at the ascertaining and final stages of the experiment are presented in the table and in the figure.

Note: CEcontrol stage; ZE final stage, EG experimental group, CG control group.

Comparative data on the levels of development of coherent speech of children of senior preschool age by means of visual activities (%)

As the table shows, there were significant positive changes in the levels of development of coherent speech of children of senior preschool age in the experimental group by means of visual activities. A high level of development was achieved by 19% (was 3.25%) of children in the experimental and 9.7% (was 3.25%) of the control groups; a sufficient level of 43% (was 12%) of children in the experimental and 21% (was 12.05%) of the control groups. A satisfactory level was certified by 31% (was 44.8%) of children in the experimental and 39.5% (was 43%) of the control groups. At a low level of development of coherent speech of children of senior preschool age, 5.5% (was 38%) of children in the experimental and 32.5% (was 44%) of the control groups remained at a low level of development of coherent speech of children of senior preschool age by means of visual activities. As we can see, according to all indicators, the children of the experimental group experienced tangible positive changes.

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Veronica Baranova,

Ph.D. student at the chair of theory and methods of preschool education, “South Ukrainian National Pedagogical University named after K.D.Ushynsky, [email protected] and methods of development of coherent speech of children in fine arts activityAbstract.The author views the substance and methods of training the connected speech of children of the preschool age in artistic activity. The author deals with the methods of training connected speech of children of preschool age in artistic activity. The curriculums of preschool education are analyzed and the materials of the forming experiment are represented. Key words: artistic activity, training connective speech, children of preschool age, principles and methods of training, connected speech.References1.Zakon Ukraine osvіtu.Available at:http://zakon4.rada.gov.ua/laws/show/106012 (in Ukrainian).2.(2001)Zakon Ukraїni pro doshkіl"nu osvіtu,Redakcіja zhurnalu “Doshkіl"ne vihovannja”, Kiev, 33 p. (in ukranian) .3. OSVITI (Nova Redakcija) ”). Available at: http://mon.gov.ua/index.php/ua/diyalnist/osvita/doshkilnatazagalnaserednya/doshkilnaosvita/148diyalnist/osvita/doshkilnatazagalnaserednya/doshkilnaosvita/10023(in Ukrainian).4.Rubinshtejn, S.L. (2004) Osnovy obshhej psihologii, Piter, St. Petersburg, 713 p. (in Russian).5.Vygotskij, L.S. (1956) Izbrannye psihologicheskie issledovanija. Myshlenie i rech". Problemy psihologicheskogo razvitija rebenka, Izdvo Akkad. ped. nauk RSFSR, Moscow, 519 p. (in Russian). 6. Lisina, M. I. (1982) “Razvitie poznavatel" noj aktivnosti detej v hode obshhenija so vzroslymi i sverstnikami ”, Questions psihologii, No. 4, pp. 97101 (in Russian). 7. Gal "perin, I. R. (1987) Tekst kak ob#ekt lingvisticheskogo issledovanija, Kalinin, 138 p. (in Russian). 8. Loseva, L. M., Solganik, G. Ja. (ed .) (1980) Kak stroitsja tekst, Prosveshhenie, Moscow, 96 p. (in Russian). 9. Bogush, A. M. (2011) Movlennєvij komponent doshkіl "noї osvіti, Vidvo “Ranok”, Kharkіv, 176 p. (in Ukrainian).10.Flerina, E.A. (1982) Rasskazyvanie v doshkol "noj praktike, Prosveshhenie, Moscow, 145 p. (in Russian). 11. Lucan, N.V. (2005) Movlennєvoіgrova dіjal "nіst" dіtej doshkіl" nogo vіku: dis.. na zdobuttja nauk. stupenja ped. nauk: spec: 13.00.02 “Teorіja i metodika navchannja (ukraїns"ka mova)”, O., 425 p. (in Ukrainian). 12. Ushakova, T. N. (2011) Rozhdenie slova. Problemy psihologii rechi i psiholingvistiki, Izdvo “ Int psihologii RAN”, Moscow, 524 p. (in Russian). 13. Ahmanova, O. S. (1969) Slovar" lingvisticheskih terminov, Sovetskaja jenciklopedija, Moscow, 606 p. (in Russian).14.Golovan", N.A. (1972) Special monologіchnogo movlennja uchnіv 13 klasіv: Dis. ... kand. psihol. nauk, Kiev, 193 p. (in Ukrainian).15.Leont"ev, A.N. (1981) Problemy razvitija psihiki, Izdvo MGU, Moscow, 584 p. (in Russian).16.Ljublinska, G.O. (1974) Ditjacha psihologіja, Vishha shkola, Kiev, 355 p. (in Ukrainian).17.Lasunova, S.V. (2000) Rozvitok opisovogo movlennja starshih doshkіl "nikіv zasobami ukraїns" koї narodnoї іgrashki: Avtoref. dis... kand. ped. nauk: 13.00.02; Pivdennoukr. darzh. ped. unt im. K.D.Ushins"kogo, O., 20 p. (in Ukrainian). 18.Zdanevich, L.V. (2008) “Metodika vikoristannja tvorіv zhivopisu jak zasobu rozvitku zv‱jaznogo movlennjadіtej starshogo doshkіl"nogo vіku", Doshkіl"na osvіta, No. 3 (21), pp. 3141 (in Ukrainian).19.Soc"ka, O.P. (2008). (in Ukrainian).20.Postojan, T.G. (1998) Rozvitok zv‱jaznogo movlennja dіtej starshogo doshkіl "nogo viku v procesі produktivnotvorchoї dіjal"nostі: Avtoref. dis. ... kand. ped. nauk: 13.00.02; Pivdennoukr.derzh. ped. unt im. K.D. Ushins"kogo, O., 16 p. (in Ukrainian). 21. (1999) Programa vihovannja dіtej i navchannja dіtej doshkіl"nogo viku “Maljatko”, Kiev, 288 p. (in Ukrainian).22.(1999) Programa vihovannja dіtej i navchannja dіtej vіd 3 to 7 rokіv “Ditina”, “Bogdana”, Kiev, 327 p. (in Ukrainian).23.Krutij, K.L. (ed.) (2011) Kompleksna dodatkova osvіtnja programa “Ditina u doshkіl"nі roki”, Lips, Zaporіzhzhja, 188 p. (in Ukrainian).24.(2010) Vpevnenij start: programa rozvitku dіtej starshogo doshkіl"nogo vіku (Nakaz MON vіd 23.11.2010 No. 1111), Kiev.Available at: http://www.kharkivosvita.net.ua/document/1632(in Ukrainian).25.Bogush, A.M. (2011) Movlennєvij komponent doshkіl "noї osvіti, Vidvo “Ranok”, Kharkiv, 176 p. (in Ukrainian). 26. (1999) Programa vihovannja dіtej i navchannja dіtej vіd 3 to 7 rokіv “Ditina”, “Bogdana”, Kiev , p. 36 (in Ukrainian).27.(1999) Programa vihovannja dіtej i navchannja dіtej doshkіl"nogo viku “Maljatko”, Kiev, p.233 (in Ukrainian).28.Krutіj, K.L. (ed.) (2011) Kompleksna dodatkova osvitnja programa “Ditina u doshkіl"nі roki”, Lips, Zaporizhzhja, p. 258 (in Ukrainian).29.Bogush, A.M. (2011) Movlennєvij komponent doshkіl"noї osvіti,Vidvo “R anok ”, Kharkiv, p. 87 (in Ukrainian).30.Bogush, A.M. (2011) Movlennєvij komponent doshkіl"noї osvіti, Vidvo “Ranok”, Kharkіv, p. 123 (in Ukrainian).

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Introduction

1. Features of the development of coherent speech in children

2. Methods for developing coherent speech based on visual activity

Conclusion

List of sources used

Introduction

Currently, in the theory and practice of preschool pedagogy, the question of creating psychological and pedagogical conditions for the development of coherent speech in preschool children is being raised. This interest is far from accidental, since practical workers - educators, methodologists - have difficulties that are determined by insufficient knowledge of these conditions, and by the complexity of the subject itself - the ontogenesis of the language ability of a preschool child.

The main contribution to the study of this problem was made by teachers - researchers and preschool practitioners O.I. Solovyova, T.A. Markova, A. M. Borodich, V.V. Gerbova and others. In parallel, psychologists conducted research - L.S. Vygotsky, V.I. Yadeshko et al. The main result of their research is the identification of links in the mechanism of mastering coherent speech by a child. The presence of intelligence, i.e. the ability to cognize the outside world with the help of memory, imagination, imagination, thinking, as well as speech - these are the most important differences between humans and animals. Both intelligence and speech in a person appear at the stage of early childhood and are intensively improved in preschool, primary school and adolescence. But intelligence appears in a child not simply because his body grows, but only under the indispensable condition that this person masters speech. If the adults surrounding the child begin to teach him to speak correctly from infancy, then such a child develops normally: he acquires the ability to imagine, then think and imagine; With each age level this ability improves. Fine art activities are gaining great importance in this period of time. This is one of the main conditions for a child to master coherent speech, a condition for its development and improvement.

Based on this provision, in our work we pay special attention to visual activities in the development of coherent speech of older preschoolers as an important condition for their full speech and general mental development. This provision determined the topic of the work: “Development of coherent speech in children of senior preschool age in visual activities.”

Visual activities have great cognitive, educational and correctional significance due to the variety of visualizations.

Fine art is the artistic reflection of reality in visually perceived images. Averyanova A.V. Visual activities in kindergarten. / A. V. Averyanova M: 2011. p. 27

In kindergarten, visual activities include activities such as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying the child’s impressions of the world around him. Therefore, the general tasks facing visual activity are specified depending on the characteristics of each type, the uniqueness of the material and the methods of working with it.

Drawing is one of children's favorite activities, giving great scope for the manifestation of their creative activity.

If you use visual activities for the purpose of developing coherent speech, then speech material will be absorbed faster and more fully when using natural objects as a visual support. All objects created by children as a result of productive activity are, in turn, a visual support for speech exercises.

1. Features of the development of coherent speech in children

Children's speech development is one of the main components of their readiness for schooling. Studying the level of language acquisition allows us to obtain data not only about the speech abilities of children, but also about their holistic mental development. In order to understand the essence of speech readiness for school learning, we must clearly understand what is included in the content of oral speech abilities and which components are the most important for learning speech.

Speech development is considered as the development of skills to understand and use language: the development of phonemic hearing and sound analysis, vocabulary, awareness of the composition of words, the formation of grammatical categories, the development of communication skills, abilities and skills of coherent speech.

A special place in the formation of speech readiness of children of senior preschool age for school is occupied by the development of coherent speech. Coherent speech is understood as a semantically expanded statement (a series of logically combined sentences) that ensures communication and mutual understanding.

Psychologists emphasize that in coherent speech the close connection between the speech and mental education of children is clearly evident. A child learns to think by learning to speak, but he also improves speech by learning to think.

Coherent speech fulfills the most important social functions: helps the child establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.

The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.

In preschool age, speech is separated from direct practical experience. The main feature of this age is the emergence of the planning function of speech. In the role-playing game that guides the activities of preschoolers, new types of speech also arise: speech instructing the participants in the game, speech-message telling an adult about impressions received outside of contact with him. Speech of both types takes the form of a monologue, contextual.

As was shown in the study of A. M. Leushina, the main line of development of coherent speech is that from the exclusive dominance of situational speech the child moves to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. A change in the child’s lifestyle, the complication of cognitive activity, new relationships with adults, the emergence of new types of activities require more detailed speech, and the previous means of situational speech do not provide completeness and clarity of expression. Contextual speech arises.

The transition from situational to contextual speech occurs by 4-5 years. At the same time, elements of coherent monologue speech appear already at 2-3 years. The transition to contextual speech is closely connected with the development of the vocabulary and grammatical structure of the native language, with the development of the ability to voluntarily use the means of the native language. As the grammatical structure of speech becomes more complex, utterances become more detailed and coherent. Sokhin F.A. Preschoolers' language awareness and literacy preparation. / F.A. Sokhin M: Questions of psychology. No. 2. 2013. p. 45

At older preschool age, children are able to actively participate in a conversation, answer questions quite fully and simply, supplement and correct the answers of others, make appropriate remarks, and formulate questions. The nature of children's dialogue depends on the complexity of the tasks solved in joint activities.

Improved and monologue speech: children master different types of coherent statements (description, narration, partly reasoning) with and without support from visual material. The syntactic structure of children's stories is becoming more complex, and the number of complex and complex sentences is increasing. However, in a significant proportion of children these skills are unstable. Children find it difficult to select facts for their stories, to structure statements, and to formulate them in language.

Work on the visual means of language plays a major role in the development of children’s speech, in increasing its expressiveness and culture. Figurative means enliven speech, making it meaningful, emotional, and flexible.

At older preschool age, children begin to become aware of events that were not in their personal experience. They are able to sometimes grasp the context. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).

Studies note that in a 4-5 year old child the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6-7 years, the mechanism for understanding the content side of a coherent text, distinguished by its clarity, is already fully formed.

Preschoolers’ awareness of speech, the formation of ideas about a word, the assimilation of its semantics, isolation linguistic means expressiveness and figurativeness of speech contribute to the acquisition of the native language in kindergarten and thereby solve the problem of preparing a child for school in terms of his speech development.

By the time they enter school, children should have formed an attitude towards speech as a linguistic reality, an elementary awareness of the structure of speech, in particular an awareness of its verbal composition, and an initial understanding of the word as a linguistic unit. This is important both for preparing for literacy and for learning the native language in primary school.

2. Methods for the development of coherent speech based on visual activity

The use of visual activities for the purpose of speech development was extremely rare. Meanwhile, any activity, including visual activity, is beneficial for the development of speech. It reflects and deepens children’s ideas about surrounding objects, promotes the manifestation of mental and speech activity.

In visual arts classes, children can be introduced to new words, taught to understand, distinguish, and, finally, use words that denote the external signs of objects and signs of actions. Methods of teaching visual arts and design. Ed. N. P. Sakulina and T. S. Komarova. / M: reprint. 2013 pp. 116-117

In order for a word-name to become a word-concept, it is necessary to develop big number various conditioned connections, including motor ones. All types of visual activities contribute to this. A variety of visual material, which changes periodically, helps clarify the understanding of the names of objects, the actions of signs, the child learns to listen attentively to a short phrase of an adult, understand the meaning of gradually more complex statements, new words, clarifies their lexical, phonetic, grammatical nuances. The word helps the child in learning all aspects of visual activity and understanding the processes of depiction.

In productive activities, the development of perception and awareness of speech by children occurs much faster, since speech acquires a truly practical orientation and is of great importance for the implementation of one or another proposed activity. Various types of productive activities are beneficial for the development of speech in that when carried out it is easy to create problematic situations that contribute to the emergence of speech activity. Problem situations will shape the communicative orientation of speech.

A certain set of phrases and words pronounced by adults in all sorts of speech combinations makes the word mobile and mobile. Its structural appearance is being clarified. The word firmly enters first the passive and then the active vocabulary of the child in all the diversity of its forms. For this purpose, in classes it is necessary to use all visual material every day: to verbalize the actions being demonstrated, pieces of equipment, their characteristics and purpose. In order for children to better understand the name of the material, it is important to gradually create conditions throughout the year for them to independently carry out the instructions of the teacher and speech therapist, both before and after classes. Children seem to play with this material. Removing it from the table or laying it out, performing various actions.

In productive activity, conditions are created for the close connection of words with action, with signs of action. Providing a connection between a word and an object is much easier than connecting a word with an action: you can show the object itself, a toy or a dummy, and finally, you can use a picture. It is much more difficult to show through a picture the connection of a word with the movement or state of an object. In visual activities this happens naturally, since the child himself performs various actions. coherent contextual speech figurative

In visual arts classes you can successfully develop communication skills. The development of speech communication involves the gradual preparation of increasingly complex speech patterns for children to accumulate and use in active speech as they are mastered. The answer to a question with one word or combination is replaced by the construction of sentences of different constructions: a simple uncommon sentence, a common sentence; from complex ones - a complex sentence. It is envisaged to construct different constructions that correspond to the nature of communication: incentive, narrative, interrogative and exclamatory sentences.

As in the classroom, visual activities, in the process of construction, special correctional tasks for the development of children’s speech are solved, the vocabulary is enriched, spoken language is improved, the appearance of coherent speech is prepared, etc. Grigorieva G. G. Development of a preschooler in visual activities. / G. G. Grigorieva M: 2010. p. 84

In the process of construction, children practically receive concrete ideas about the various three-dimensional shapes and sizes of objects; learn to understand words denoting position in space: above, below, behind, left, right; learn to understand and correctly follow verbal instructions: put it down, put it down, put it away, take it apart, bring it.

In art and design classes, it is necessary to create an atmosphere of goodwill and mutual understanding. Such conditions contribute to the establishment of close contact between an adult and a child, and make the child want to communicate through speech.

Starting from the older group, children should be taught to analyze their own work and the work of their comrades.

It is necessary to challenge children to compare the drawing with what needs to be depicted and to evaluate how it was done. Children learn to understand that drawing is evaluated depending on the task. First you need to pay attention to positive sides, learn to note what was done well (chosen color, conveyed shape, size, etc.), then point out errors (for example, a flower the size of a tree, etc.). It is important that children notice the expressive aspects of their own drawings and the drawings of their peers, understand the intent of their peers’ works, and talk about their own.

Thus, visual activity acts as a specific figurative means of understanding reality, and therefore is of great importance for the mental development of children. In turn, the mental education of a child is closely related to the development of speech.

Conclusion

Many researchers note that speech development is carried out in different types of children’s activities: in classes to familiarize themselves with fiction, phenomena of the surrounding reality, learning to read and write, in all other classes, as well as outside of them - in play and artistic activities, in Everyday life. The development of children's speech based on the material of visual activities, accompanied by literary and musical works, increases the emotionality of perception and contributes to a deeper penetration into artistic image. So, in the process of visual activity, the word, or more precisely, speech, became an ally of drawing. It is closely related to the visual activity of children, and the drawing process is associated with the activity of the speech sections of the brain, and the drawing reflects the level of communication available to his thinking. River L. About classes on speech development. / L. River M: 2010. p. 42

Researchers note the use of non-traditional drawing techniques, which can help overcome motor awkwardness, as well as create a psychophysiological basis for the development of speech, and paintings and their own drawings serve excellent material for teaching different types of statements, since they suggest the content of speech.

Research results show that the importance of visual activity for the comprehensive development and education of a preschooler is great and multifaceted. Acting as a specific figurative means of understanding reality, it is of great importance for the mental education of a child, which in turn is closely related to the development of speech. Thus, certain positive aspects of productive activity have a great influence on the formation of various aspects of speech during its abnormal development.

Creativity activates the learning process: initiative, independence and activity that develop in the process of creativity encourage children to master knowledge, skills, abilities, and form their ability for self-learning and self-development.

List of sources used

1. Averyanova A.V. Visual activities in kindergarten. / A. V. Averyanova M: 2011. 156 p.

2. Borodich A.M. Methods for developing children's speech. / A.M. Borodich M: edition. 2012. 255 p.

3. Grigorieva G. G. Development of a preschooler in visual activities. / G. G. Grigorieva M: 2010. 123 p.

4. Methods of teaching visual arts and design. Ed. N. P. Sakulina and T. S. Komarova. / M: reprint. 2013 279 p.

5. Novotvortseva N.V. Children's speech development. / M: N.V. Novotvortseva 2011. 345 p.

6. River L. About classes on speech development. / L. River M: 2010. 123 p.

7. Sokhin F.A. Preschoolers' language awareness and literacy preparation. / F.A. Sokhin M: Questions of psychology. No. 2. 2013. 97 p.

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Turning speech into cognitive processes(perception, representation, imagination, etc.), without which visual activity cannot develop, has a positive impact on the development of the child’s personality.

Speech (of the teacher and the child) organizes and activates the student’s thinking, helps him establish semantic connections between parts of the perceived material and determine the order of necessary actions. In addition, speech acts as an additional incentive to activity. At the same time, it serves as a means of overcoming the tendency to form stereotypical, stereotyped, sedentary skills.

Speech contributes to the formation of graphic skills. In turn, good organized classes Drawing is a powerful means of developing students' speech.

The development of children's speech in the process of visual activity is carried out in several directions: firstly, the schoolchildren's vocabulary is enriched with terms that they initially use, as a rule, in drawing lessons, and then gradually enter their active vocabulary; secondly, the formation and development of speech as a means of communication is carried out; thirdly, the regulatory function of speech is improved, which contains great potential for a positive impact on the correction and development of purposeful activities of students.

In drawing lessons, students form concepts that are associated with the process of depiction (“pattern”, “line”, “stripe”, “contour”, “symmetry”, etc.), there is an active accumulation of words that characterize the characteristics of an object or its parts (“big”, “long”, “rectangular”, “blue”, etc.), actions (“draw”, “divide”, “connect”, “color”, etc.), spatial relationships (“in the middle”, “above”, “left”, “closer”, etc.).

In addition to specific words denoting the names of objects, signs, actions, spatial relationships, schoolchildren also learn concepts such as “shape”, “size”, “color”, “location”, etc.

Comprehensive examination of image objects, familiarization with the main geometric shapes and their characteristic features help students quickly and better master the verbal designations of these forms.

Work to enrich the vocabulary of mentally retarded schoolchildren during drawing classes is extremely necessary, given that the vocabulary they possess is too poor. Pupils in the junior classes of a special school completely lack many concepts. Children do not know the names of some objects, despite the fact that they are familiar with them. Students have an even smaller vocabulary to describe the characteristics of an object. They use a very limited range of words to denote action.

Mastering speech is extremely important for meaningful perception and understanding of the environment. The process of viewing an image object is carried out in unity with thinking and speech. It has been experimentally proven that the inclusion of speech in the act of perception contributes to its more active occurrence. In turn, students’ speech, promoting more perfect perception, significantly improves the quality of ideas, prevents their assimilation, and provides a correct, accurate graphic representation.

Many researchers of children's visual activity note the beneficial effect of speech on the drawing process. The ability to reason correctly while working on a drawing enhances students’ activity, increases their attention, provides better control over hand movements, and makes drawing actions more focused.

“The inclusion of speech can significantly restructure the flow of the drawing process: the child begins to analyze his own drawing, begins to understand what he has done well, and what still needs to be worked on.

The word helps to comprehend the process of depiction - in the process of creating a drawing, the child realizes and reveals the properties of the depicted objects,” writes E. I. Ignatiev.

Meanwhile, as observations show, the speech activity of special school students during drawing lessons is very low. The teacher does not always use the verbal capabilities of schoolchildren. Often he seeks to analyze the nature or sample himself. Such lessons are not used enough in lessons. methodological techniques, as a verbal description of the structure of the depicted object and the order of the actions performed. Issues of compositional placement of a drawing are rarely discussed. Students' reports on the work they have completed are not properly organized.

Noting the special importance of schoolchildren’s speech activity when studying an object, it is necessary to emphasize that they need additional incentives. IN initial stage examination of the object is enough to prompt the type: “Take a closer look! What more can be said? Further!" etc. However, the feasibility of their use is too short-term. In order to verbalize the signs of an object necessary for drawing, it is necessary to more specifically organize the student’s perceptions. At the same time, clear tasks must be set before him. I.M. Solovyov emphasizes that mentally retarded children must be taught to reason while examining an object. This work, in his opinion, should be carried out with every demonstration of a visual aid; it should permeate all lessons related to the examination of objects.

With the help of speech, the child’s mental activity should be directed to such features of the object as shape, design, proportions, mutual arrangement elements, color, etc.

The verbal designation of signs, in turn, requires students to update the corresponding terms. In this regard, V.G. Petrova writes: “If at the right moment they are not at the child’s disposal and they are communicated to him, then in such a situation these terms are remembered better than in many other conditions, since the student does not just hear a new word , but recognizes it at the moment when it needs it, feels the need to use it.”

In the words of G. M. Dulnev, it is “methodologically advantageous” to time verbal designations, instructions, recommendations at the time of performing the corresponding practical actions. In this case we're talking about about the lessons manual labor. However, drawing is so similar to this type of activity that the principles of pedagogical influence through speech are actually equivalent.

Students correctional school to a much greater extent than public school students, they need detailed explanations from the teacher in the process of perception and image.

Our experiments have shown that a mentally retarded child cannot act in full accordance with instructions if they are formulated in the most general view, for example: “Look carefully at the object and draw it.” Such an indication does not focus children’s attention on the features of the perceived object, nor does it emphasize the importance of characteristic details that must be taken into account when depicting. Even a drawing on the board, completed by the teacher from start to finish immediately before independent work students, does not provide a complete understanding of the structure of the object. Hence the inevitable mistakes that arise in children's drawings.

Let us present some data we obtained while studying the role of verbal explanations for special school students in the process of drawing from life.

A tower made from construction set bricks was chosen as the object of the image. The tasks were offered to second-grade students of mass and special schools (two groups from each).

For the students of the first group, after familiarizing themselves with the subject, the experimenter demonstrated on the board the order of constructing a drawing. However, he did not give any explanations or instructions. In the second group, the display of the sequential progress of the image was accompanied by detailed explanations. Children were given detailed recommendations regarding the construction of the drawing. The experimenter noted that the base of the tower consisted of three cubes, that there was a red cube in the middle, and green cubes to the left and right of it. Then he gave the children explanations regarding the drawing: “First you need to draw a red cube, put a yellow one on it, and a blue one on the yellow one. After this, you should draw a narrow yellow block, and then a green triangular roof. The triangle roof has big sizes and its edges protrude beyond the wall.”

The drawings of the students in the second group turned out to be significantly better than the drawings of the students in the first group.

Only 33% of students in the first group from a special school successfully completed the task. The rest made some mistakes. In the second group, 80% of students successfully completed the task. Students of the first and second groups from a public school completed the task in 87 and 100% of cases, respectively.

The data obtained indicate that the majority of mentally retarded schoolchildren cannot independently understand the structure of an object and learn the order of drawing. They need detailed instructions establishing mutual connection components that emphasize the individual characteristics of the parts and the object as a whole. If such work is not carried out, then students perceive the order of drawing undifferentiated. Acting without taking into account the uniqueness of nature, they make numerous graphic errors.

It should be especially noted the low productivity of the isolated use of words in the process of teaching drawing to primary schoolchildren. The word must be correlated with a specific object (drawing) or its elements. In addition, it needs to be supported by a specific action (show, gesture).

It is important to teach children the ability to denote an object and its details with a word, talk about their work, and comment on their activities. All this contributes to the development of speech and a more conscious assimilation of the sequence of drawing.

Noting that the teacher’s speech plays the role of a regulator of students’ visual activity, one cannot help but mention those cases when it can turn out to be a kind of brake on the way to overcoming difficulties that arise in children.

IN pedagogical literature It has been repeatedly emphasized that the teacher’s speech must be correct, accessible, accurate, expressive, and moderate. The last requirement is often violated, especially in the lower grades. In an effort to provide detailed explanations, the teacher unwittingly becomes verbose. Such a “speech flow” disorganizes the activities of schoolchildren, distracts them, and reduces their already weak focus in their work. Long verbal explanations cause protective inhibition in students, as a result of which they stop listening to the teacher and begin to engage in extraneous activities.

In order to prevent children from being passive during the analysis of an image object, it is necessary to actively involve them in this process. Correctly selected and posed questions encourage students to systematically identify the characteristics of the subject and plan the upcoming work.

As a pedagogical means of enhancing the speech activity of schoolchildren in the process of visual activity, one can use various techniques. These include: encouraging the child to recite poems or riddles by heart in order to create emotional attitude to drawing; analysis of the image object (determination of the main features, description of the structure); encouraging students to name and verbally describe the properties of objects included in the thematic drawing; establishing the sequence of work on the drawing (planning); solving compositional problems; comparison of the drawing with nature (sample) and the elements of the image with each other during the task; analysis of the results of visual activities at the end of each lesson; discussion and selection of drawings for a class or school exhibition, etc.

A rational combination of the guiding speech of the teacher and the students themselves makes it possible to use drawing classes as a powerful source of development of cognitive activity of mentally retarded schoolchildren.

" There is no right way to be creative

there is no wrong way,

there is only your own way"

subject:

"Unconventional drawing techniques"

Performed:

Bogomolova Daria.

3 "A" class

school number 14

Pavlodar

Target:

Revealing creative possibilities and desire to experiment

with art materials through the use

non-traditional drawing techniques.

Gain experience

research work.

• Selection of drawing techniques for research.
• Summarizing the results obtained and completing the album creative works"Unconventional techniques"

Relevance of the topic:

Familiarity with non-traditional drawing techniques will lead to increased interest and desire to create, experiment with art materials and improvised objects

Hypothesis:

If you select performance techniques for creative work in an unconventional way, then interest in visual creativity will increase and motivation to experiment with artistic materials will develop.

• Completing an album of creative works performed using non-traditional techniques and presenting them among peers in order to instill interest in the creative process.

Research stages :

Stage 1: research

Stage 2: practical work

Stage 3: creative work

Selection of non-traditional drawing techniques

survey of students and parents

Stage 2: Practical work

Goal: to attract attention and interest in unconventional ways Images.

Tasks

Develop technical drawing skills.

Introduce various non-traditional drawing techniques.

Learn to create your own unique image using non-traditional drawings using various drawing techniques.

• Blotography
• Drawing on wet paper.
• Finger painting.
• Palm drawing.
• Monotype method.
• Happening

Techniques for combining materials.

Wax crayons + watercolor.

Candle + watercolor.

Magic drawing method

Techniques using unusual devices

Spray

Leaf prints.

Foam drawings.

Mysterious drawings.

Collage.

Techniques for working with graphic materials

Drawing with a secret in three pairs of hands.

Bitmap.

Drawing with crayons

Experiments with art materials

Drawing together on a long strip of paper.

Poking with a hard, semi-dry brush.

Imprint with crumpled paper.

Drawing on crumpled paper.

Nitography method.

Drawings with small bags.

Blowing from a tube

Plasticine stamps

Stage 3 - creative work

Making an album of creative works using non-traditional techniques.

1. Do you like to draw?

1. Like to draw -95%, don’t know -5%, don’t like to draw -0%

Conclusion: interest in visual arts has increased.

Can draw - 90%, a little - 5%, can’t draw - 5%

Conclusion: self-esteem of one’s own creativity has increased

• I liked portraying it in an unconventional way - 100%
• Conclusion: unconventional techniques arouse interest.

Would you like to come up with an unusual way of drawing yourself?

Would you like to come up with an unusual way of drawing yourself - 90%, have already tried to come up with it - 54%, don’t know - 8%

Conclusion: motivation to experiment with art materials develops.

• Exhibition of creative works using non-traditional techniques
• Introducing peers to non-traditional drawing techniques.

By acquiring appropriate experience in drawing in non-traditional techniques, and thus overcoming the fear of failure, the child will subsequently enjoy the work and freely move on to mastering new drawing techniques.

Thus, based on the work done, we can conclude that children’s interest in drawing has increased. Children began to creatively peer into the world around them, to find different shades, gained experience aesthetic perception, create something new, original, show creativity and imagination, realize their plans, and independently find the means to implement