Methods for developing the teacher’s verbal creativity. Formation of verbal creativity in children of senior preschool age

Development of imagination and verbal creativity in older children preschool age

MBDOU "Child Development Center - kindergarten No. 178"

city ​​of Cheboksary, Chuvash Republic

Verbal creativity is the most complex type of creative activity of a child. Opportunity to develop creative speech activity arises in older preschool age, when children have a fairly large stock of knowledge about the world around them, children master complex forms of coherent speech, a developed vocabulary, and they have the opportunity to act according to plan. Imagination, from previously reproductive, mechanically reproducing reality, turns into creative.

In older preschool age, the emotional and expressive function of speech becomes significantly enriched and complicated. The child learns the meaning of words expressing emotional condition, emotional attitude to objects and phenomena, learns the meaning of words associated with the experiences of emotions, understands the meaning of words denoting socially significant characteristics of a person. At this age, the child’s assimilation of words occurs with a deeper and clearer distinction between signs, objects and phenomena.

One of the manifestations of creative imagination is children's verbal creativity. There are two types of word creation.

Firstly, these are the so-called new formations in inflection and word formation (children's neologisms). Secondly, this writing is an integral component of artistic and speech activity.

We all know that children love to compose fairy tales, stories, poems, and fantasize, and there is a tendency toward “obvious absurdities” and “reversals.” In “reversals” and fables, the child, through imagination, “breaks” the connections between objects and phenomena, their constant signs, “steps back” from them, and then connects them into new combinations, “enters” the depicted circumstances, selects speech means to construct a coherent statement.. In this way, stereotypically formed associations are “shattered”, thinking and imagination are activated. In one word, verbal creativity means productive activity children, which arose under the influence of works of art and impressions of surrounding life and expressed in the creation of oral compositions - fairy tales, stories, poems, fables, rhymes, etc.

With the help of verbal creativity, the child experiments with words and sentences, tries to change something, come up with something - in a word, create. He is interested in this activity, as it allows him to more fully understand his capabilities and replenish his luggage with something new. Verbal creativity enriches and develops thought, making it more logical and imaginative. A feeling of joy and satisfaction from what has been achieved, emotional tension makes oneself attractive creative process. Children's word creation is the most complex type of creative activity of a child.

According to many scientists, verbal creativity of older preschoolers can be developed taking into account the following factors:

One of the factors influencing the development of verbal creativity is the enrichment of children's experience with impressions from life in the process of purposeful observation of the surrounding reality. Observing the work of adults, natural phenomena, can take different forms: watching movies, looking at paintings, albums, illustrations in books and magazines, etc. (In the process of observing nature, we note the aesthetic side, highlight the beauty natural world, marking the colors. It would be good if at the same time we introduce you to how authors describe nature in their works, what expressions and words they use).

Enrichment is an important factor literary experience, reading various books, especially educational ones, which enrich children with new knowledge and ideas about the work of people, about the behavior and actions of children and adults, this deepens moral feelings, gives excellent samples literary language. Works of oral folk art contain a lot artistic techniques(allegory, dialogue, repetitions, personifications), attracts with its unique structure, artistic form, style and language. All this has an impact on children’s verbal creativity.

Another important condition for successful teaching of creative storytelling is considered to be the enrichment and activation of the vocabulary through definition words;

words that help describe experiences, character traits of characters.

For example, observing a winter landscape, children, with the help of a teacher, give various definitions of the qualities and conditions of snow: white, like cotton wool; slightly bluish undertree; sparkles, shimmers, sparkles, shines; fluffy, falls in flakes.

These words are then used in children's stories (“It was in winter, in last month winter, in February. When last time snow fell - white, fluffy - and everything fell on the roofs, on the trees, on the children, in large white flakes").

Another condition is the children’s correct understanding of the “invent” task, i.e. create something new, talk about something that didn’t actually happen, or the child didn’t see it himself, but “invented it” (although in the experience of others a similar fact could exist). The topic should be close to the children’s experience (so that a visible image arises from the imagination), accessible to their understanding and interesting. Then they will have a desire to come up with a story or fairy tale.

Development of a poetic ear, the ability to distinguish genres, understand their features, the ability to feel the components of an artistic form and to realize their functional connection with the content.

To develop verbal creativity, it is effective to use techniques that stimulate creative activity, imagination and interest of children:

· coming up with the ending of a fairy tale started by the teacher, its beginning or middle,

· an essay using a subject-schematic model, a picture (this is a little more difficult, because the child must follow a certain algorithm).

· an essay on the topic using supporting words-mnemonic tables.

· creative storytelling based on a literary model - with the replacement of characters, the scene of action, or with the invention of a new plot with the same characters, and others.

Using didactic games to develop fantasy and imagination (“Funny rhymes.” Choose a rhyme: Candle - ... stove; pipes - ... lips; racket - ... pipette; boots - pies, etc. “Make the object come to life.” This game involves making objects inanimate the nature of the abilities and qualities of living beings, namely: the ability to move, think, feel, breathe, grow, rejoice, reproduce, joke, smile.

In which Living being would you turn a balloon?

What are your shoes thinking?

What does furniture think about?

· “collage from fairy tales.” Any heroes of fairy tales (Vasilisa the Beautiful, Baba Yaga, Serpent Gorynych and Little Thumb) are selected to independently compose a fairy tale (you can use any magic agent in the fairy tale, suggestive questions to combine fragmentary episodes into a single composition.)

· compose a fairy tale about an unusual creature. (A butterfly that had transparent wings, but she wanted to have colorful wings like her friends).

· use of proverbs and sayings (Until recently, it was believed that it was difficult for preschoolers to understand figurative meaning proverbs and sayings. However, research has shown the inconsistency of this thesis. To help children understand figurative sense small folklore, a fairy tale was selected, where moral education was revealed with the help of an appropriate saying. For example, for the fairy tale “Teremok” “Rukavichka” the proverb was selected: “In cramped conditions, but do not be offended”, for the fairy tale “Zayushkina’s hut” the saying “Don’t have a hundred rubles, but have a hundred friends”).

Thus, the development of verbal creativity is a complex and dependent process that appears in direct connection with the development mental processes, requiring active imagination, thinking, speech, observation, volitional efforts, and the participation of positive emotions.

People say: “Without imagination there is no consideration.”

Albert Einstein considered the ability to imagine superior to knowledge, because he believed that without imagination, discoveries cannot be made. A well-developed, bold, controlled imagination is an invaluable characteristic of original, out-of-the-box thinking.

Children subconsciously learn to think - through play. We need to take advantage of this and develop imagination and imagination from early childhood. Let children “invent their own bicycles.” Anyone who did not invent bicycles as a child will not be able to invent anything at all. It should be interesting to fantasize! Remember that play is always immeasurably more productive if we use it to put the child in pleasant situations that allow him to make heroic deeds and, listening to a fairy tale, see your future as fulfilling and promising. Then, while enjoying the game, the child will quickly master the ability to fantasize, and then the ability to imagine, and then to think rationally.

Verbal creativity - effective remedy development of a creative personality.

The starting point for understanding the essence of verbal creativity is the concept of “creativity”. Creativity in in a broad sense represents the most important socially significant type of human spiritual and practical activity, the content of which is a purposeful change in the objective world. A.L. Wenger notes that children's creativity is a form of activity and independent activity child, during which he deviates from the model and stereotype, experiments, modifies the world, creates something new for others and for oneself.

I. A. Kirshin says that verbal creativity is a complex type of creative activity of a child; it is considered as an activity that arises under the influence of the perception of works of art and manifests itself in the creation of successful combinations - stories, fairy tales, poems. Verbal creativity is understood as a two-pronged process of accumulating impressions in the process pedagogical activity and creative processing of them into the language of verbal signs.

According to O. S. Ushakova, verbal creativity is a productive activity that arises under the influence of a work of art and impressions from the surrounding life and is expressed in the creation of oral compositions.

L.I. Bozhovich, A.V. Zaporozhets, A.N. Leontiev, E.A. Medvedeva, N.A. Selyanina, R.M. Chumicheva, D.B. Elkonin, U.V. Ulienkova note that Among the types of artistic creative activity, verbal creativity occupies a special place as a vital, communicative and social-personal function, formed in the process of activity under the influence of the environment, including the artistic one.

According to researchers L.M. Gurovich, N.I. Lepskaya, O.N. Somkova, E.I. Tikheeva, verbal creativity of preschool children can manifest itself in the following forms: word creation, writing poems, own stories, fairy tales, creative retellings, inventing riddles and fables.

The basis of verbal creativity, notes O. S. Ushakova, is the perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units) in the unity of content and artistic form. The relationship between the perception of fiction and verbal creativity, which interact on the basis of the development of poetic hearing, is noted. Children's verbal creativity is expressed in various forms: in writing stories, fairy tales, descriptions; in writing poems, riddles, fables; in word creation (creation of new words - new formations).

Let us dwell on the psychological and pedagogical foundations of verbal creativity in preschool children. The development of children's creative activity is traditionally considered by psychologists in connection with the development of imagination. According to generally accepted national science According to the idea of ​​L. S. Vygotsky, imagination begins to develop in play, and then continues its development in other types of activity: constructive, visual, musical, literary and artistic.

Promotes the manifestation of creativity and imaginative thinking of a preschooler. It provides freshness and unconventionality children's perception peace, promotes the development of imagination and fantasy. A.V. Zaporozhets repeatedly emphasized in his works that the imaginative nature of children's thinking should be considered as a virtue and developed precisely in preschool age, since it underlies the creative activity of artists, writers, designers, etc.

Perception works of art and verbal creativity are linked together through poetic hearing. Thus, O. S. Ushakova believes that the basis of verbal creativity is the perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units) in the unity of content and artistic form. At the same time, poetic hearing should be understood more broadly, as relating to the perception of any works, not only poetic genre. "Poetic hearing is the ability to feel means of expression artistic speech, distinguish between genres, understand their features, as well as the ability to recognize the connection between the components of the artistic form and the content literary work» .

So, for a child’s active and successful participation in verbal creativity, a psychological platform is needed in the form developed imagination, thinking, perception.

PROGRAM

For children 7-10 years old

The program was compiled by: Ph.D. ped. Sciences I.A. Kirshin

Kaliningrad 2014

Explanatory note

Needs to be organized pedagogical environment

Basic goals :

Main goals:

First conceptual component

Target

The third basic component is pedagogical conditions

- pedagogical environment -

- creative dialogue -

- club forms of activity

The role of the teacher

The role of the child

The nature of the child’s motivation

- only with my heart

Diagnosis of the result

Diagnostic methods

Educational and thematic plan

Writing riddles.

1) word games: charades;

2) reading Russian folk riddles;

3) emotional and practical preparation of children for writing riddles;

4) writing riddles;

Writing a story.

1) word games: literary shifters;

2) emotional and practical preparation of children for storytelling based on the picture;

3) reading stories by E. Kuznetsova “ Good word heals, but bad things cripple”, “We quarreled”;

4) writing stories;

5) homework: write a story.

Writing tongue twisters.

1) warm-up – stage sketches: “we are forest animals”;

2) emotional and practical preparation of children for composing tongue twisters;

3) reading Russian folk tongue twisters;

4) writing tongue twisters;

5) discussion of the received works.

Essay couplet.

1) word games: “guess the letter”;

2) emotional and practical preparation of children for composing couplets;

3) reading B. Zakhoder’s couplets;

4) writing couplets in pairs;

5) discussion of the received works.

Storytelling from a picture.

1) verbal games: joke poems;

3) Compiling a descriptive story based on the reproduction of I. Grabar “March”

4) essay collective story according to the picture;

5) discussion of the received works.

Creative storytelling.

1) word games: puzzles;

2) emotional and practical preparation of children;

3) reading N. Nosov’s story “Why”;

4) writing individual stories;

5) discussion of the received works.

Writing a story.

1) warm-up – stage sketches;

2) emotional and practical preparation of children;

3) writing stories in pairs;

4) reading L. Tolstoy’s story “Fire Dogs”;

5) discussion of the resulting works, comparison with the master’s work.

Writing the basis of the script.

1) warm-up – stage sketches: “we are cats”;

2) emotional and practical preparation of children;

3) writing scenarios in pairs;

4) acting out children's scenarios;

5) discussion of the received works.

Writing fairy tales.

6) word games: scanwords;

7) emotional and practical preparation of children;

8) reading N. Kalinin’s fairy tale “About the Snow Bun.”

9) writing collective fairy tales;

10) discussion of the received works.

Writing poetry.

1) warm-up – stage sketches: “we are birds”;

2) emotional and practical preparation of children;

3) reading poetry by A. Barto;

4) writing poetry in pairs;

5) discussion of the received works.

Storytelling from a picture.

1) word games: “the letters are hidden”;

2) emotional and practical preparation of children;

3) display of the painting and compilation of a descriptive story based on the reproduction of A. Savrasov “The Rooks Have Arrived”;

4) discussion of the received works.

PROGRAM

additional education children

Development of children's verbal creativity

For children 7-10 years old

The program was compiled by: Ph.D. ped. Sciences I.A. Kirshin

Kaliningrad 2014

Explanatory note

The basis for the program was the ideas of the School of Life of Sh. A. Amonashvili, as well as the following provisions:

Children's verbal creativity is the written or oral expression by a child of subjectively significant verbal content for him, which has the following qualities: fantasy, sincerity, mastery of words, a sense of humor and lyricism, relevance for the author.

To develop children's verbal creativity, it is first necessary to identify the child's needs and the motives for his activities.

Needs to be organized pedagogical environment, in which these needs of the child will be satisfied. The pedagogical environment is a team of like-minded people, consisting of teachers, parents and children who are in creative contact. This team carries out a single activity that should evoke strong feelings in the child. positive emotions, since only such emotions generate in the imagination bright image. As a result of such activity, the child is invited to realize the image that has arisen (write, draw, play, depict).

The pedagogical environment should cover all aspects of a child’s life, satisfy his physiological, moral, aesthetic and other needs. Only by creating a full-fledged childhood life for a child do we have the right to expect creative manifestations from him.

True creativity possible only as a holistic lifestyle, as general principle system of relationships with the child, and not as a separate technique in the lesson - only in this case creativity will become diverse and full-fledged. Therefore, a teacher must be able to accept a child’s life with everything that is in it, be able to participate in it, and be able to earn the love and respect of children. Only by immersing yourself in a child’s life in this way will a teacher be able to identify the true needs of children and create conditions for their satisfaction.

The pedagogical environment, on the one hand, creates conditions for the manifestation of children’s spontaneous creativity (horizontal level), on the other hand, saturates children beautiful images, encouraging the creative element to rise upward - to the heights of Goodness, Love and Beauty (vertical level). The unification of these levels by the pedagogical environment should give completeness and balance to the development of children’s verbal creativity.

Basic goals :

Raising a Noble Person

Development of creative abilities;

Development of verbal and creative abilities;

Development of communication abilities.

Main goals:

To captivate children with the joy of creativity;

Unleash their verbal and creative potential;

Create a creative children's team;

Instill in children universal human values.

Basic principles of pedagogical activity:

Close cooperation of teachers in a single activity;

Constant self-improvement of each teacher ( creative growth in the chosen field of art, personal development, improvement of pedagogical qualities);

Informal relationships with children;

Creative dialogue between teachers and children.

First conceptual component The model consists of a humane-personal approach developed by Sh.A. Amonashvili.

On the indicated conceptual foundation, the second one is built, verbal and creative component, representing methodological support models. When creating a program for children’s verbal creativity, we relied on the developments of V.A. Levin, G.N. Kudina, Z.N. Novlyanskaya and A.A. Melik-Pashaev, L.E. Streltsova and N.D. Tamarchenko, J. Rodari.

Target- transform play with art into communication with art. For this purpose they decide two rows pedagogical tasks . The first row is aimed at preserving in children the properties inherent in a preschooler: spontaneity, emotional integrity and individual originality of perception; desire to play with artistic forms; the desire to act freely in an imaginary situation; the joy of doing art and the need for such activities.

The second set of tasks is aimed at ensuring artistic development child. These tasks are solved by combining two areas of activity: the first is acquaintance with children's classics, the second is own creativity. This combination determines the successful development of children's verbal creativity.

Execution Features creative tasks:

Performed only voluntarily;

Performed in class or at home (at the child’s request);

The child’s works are read only with his consent;

The teacher completes tasks together with the children;

Creative works teachers are discussed along with the children’s work.

The third basic component is pedagogical conditions development of children's verbal creativity:

- pedagogical environment - a team consisting of teachers, parents and children who are in constant creative contact. This team carries out unified activities based on a humane-personal approach (Sh.A. Amonashvili);

- creative dialogue - a specific type of communication, which is the discovery, expression and transmission to others of the personal meaning of phenomena in an aesthetic form. The purpose of verbal creative dialogue is to identify and develop the child’s own speech style;

- club forms of activity - lively, flexible, non-programmed activities that correspond to children’s nature (games, music, theater, art, modeling, etc.).

All components constitute a single holistic pedagogical process, in which we can distinguish the following characteristics:

The role of the teacher- a teacher in the position of an encouraging assistant.

The role of the child- a child in the position of a freely creative subject.

The nature of the child’s motivation- predominantly internal, individual motivation.

Subject of the teacher’s organizing efforts- inspiration of the child (a state of positively colored emotional and intellectual tension), filling him with images of goodness, love and beauty.

The nature of interactions between teacher and child- empathy, personal involvement of teacher and child.

Specifics of pedagogical impact- only with my heart The teacher can touch and guide the development of the child’s creative abilities. Brutal pressure on a child or teacher distorts the pedagogical process, therefore, for the successful implementation of goals, a caring and sensitive atmosphere is necessary as the main condition.

Diagnosis of the result- the results in the form of products of children's verbal creativity are diagnosed.

Diagnostic methods: self-assessment, mutual assessment, method expert assessments(carried out by qualified specialists in the field literary creativity or teaching literature as art), conversation with parents and teachers. It should be borne in mind that you cannot expect significant success from every child right away - it is necessary Long procces maturation of creative abilities.

Educational and thematic plan

Children's verbal creativity

The basis of verbal creativity is the perception of works of fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units) in the unity of content and artistic form.

Children's verbal creativity is expressed in various forms: in writing stories, fairy tales, descriptions; in writing poems, riddles, fables; in word creation (creation of new words - new formations).

In the formation of children's artistic creativity There are three stages.

At the first stage experience is accumulated.

The role of the teacher is to organize life observations that influence children's creativity. The child must be taught to visualize his surroundings.

Second phase – the process itself children's creativity When an idea arises, there is a search for artistic means.

At the third stagenew products appear. The child is interested in its quality and strives to complete it, experiencing aesthetic pleasure. Therefore, analysis of the results of creativity by adults is necessary.

Pedagogical conditions, necessary for teaching children creative storytelling.

One of the conditions for children’s success in creative activities is the constant enrichment of children’s experience with impressions from life.

Reading books, especially educational ones, enriches children with new knowledge and ideas about the work of people, the behavior and actions of children and adults, deepens moral feelings, and provides excellent examples of literary language. Works of oral folk art contain many artistic techniques (allegory, dialogue, repetition, personification), and attract attention with their unique structure, artistic form, style and language. All this has an impact on children’s verbal creativity.

Another important condition for successful teaching of creative storytelling is accepted withread enriching and activating vocabulary.

One of the conditions– children’s ability to speak coherently,master the structure of a coherent statement, know the composition of the narrative and description. Creative story– a productive type of activity, end result it must be a coherent, logically consistent story.

Another condition -children’s correct understanding of the “invent” task,those. create something new, talk about something that didn’t actually happen, or the child didn’t see it himself, but “invented it.

Topics for storytelling can be with specific content: “How a boy found a puppy”, “How Tanya looked after her sister”, “A gift for mom”, “How Santa Claus came to the Christmas tree in kindergarten”, “Why the girl cried”, “How Katya lost in the zoo."

There is no strict classification in the methodology of speech development creative stories, but conditionally the following types can be distinguished: stories of a realistic nature; fairy tales; descriptions of nature. A number of works highlight the writing of stories by analogy with a literary model (two options: replacing heroes while preserving the plot; changing the plot while preserving the heroes). Most often, children create contaminated texts because it is difficult for them to give a description without including action, and the description is combined with plot action.

It is better to start learning creative storytelling by inventing stories of a realistic nature (“How Misha lost his mitten”, “Gifts for Mom on March 8th”). It is not recommended to start learning by inventing fairy tales, since the peculiarities of this genre lie in unusual, sometimes fantastic situations, which can lead to false fantasy.

Most difficult task is to create descriptive texts about nature, since it is difficult for a child to express his attitude towards nature in a coherent text. To express his experiences related to nature, he needs to master a large number of generalized concepts and, to a greater extent, be able to synthesize.

Techniques for teaching creative storytelling depend on children's skills, learning objectives, and type of story.

IN senior group as preparatory stage You can use the simplest technique of telling children together with the teacher about the issues. A topic is proposed, questions are asked, to which the children come up with an answer as they pose them. At the end, a story is compiled from the best answers. Essentially, the teacher “composes” together with the children.

For example, on the topic “What happened to the girl,” children were asked the following questions: “Where was the girl? What happened to her? Why did she cry? Who consoled her? The instructions were given to “make up” a story. If the children were at a loss, the teacher prompted (“Perhaps she was at the dacha or got lost on a noisy city street”).

In order to develop creative skills, it is recommended that children come up with a continuation of the author’s text. So, after reading and retelling L. Tolstoy’s story “The Grandfather Sat Down to Drink Tea,” the teacher suggests continuing it. Shows how you can come up with an ending by giving your own example.

In the school preparatory group, the tasks of teaching creative storytelling become more complex (the ability to clearly build a storyline, use communication tools, realize structural organization text). All types of creative stories are used, different techniques training with gradual complication.

Below we will consider the features of using teaching techniques depending on the type of story.

As in the older group, work with children begins with inventing realistic stories. The easiest thing is considered to be coming up with a continuation and completion of the story. The teacher gives a sample that contains the plot and determines the path for the development of the plot. The beginning of the story should interest children, introduce them to the main character and his character, and the setting in which the action takes place. E. I. Tikheyeva recommended giving a beginning that would provide scope for children’s imagination and provide an opportunity for development storyline in different directions. Let's give an example (FOOTNOTE: From the research of L.A. Penevskaya).

Vasya loved to walk in the forest, pick strawberries, and listen to birds singing. Today he went out early and went especially far. The place was unfamiliar. Even the birches were somehow different - thick, with hanging branches. Vasya sat down to rest under a large birch tree, wiped his sweaty brow and wondered how to find his way home. A barely noticeable path led to the right, but Vasya did not know where it went. Some kind of descent began straight ahead, and to the left there was a dense forest. Where to go?

Children must figure out how Vasya got out of the forest.

Auxiliary questions, according to L.A. Penevskaya, are one of the methods of actively guiding creative storytelling, making it easier for the child to solve a creative problem, affecting the coherence and expressiveness of speech.

A plan in the form of questions helps to focus children's attention on the consistency and completeness of the development of the plot. For a plan, it is advisable to use 3–4 questions; a larger number of them leads to excessive detail of actions and descriptions, which can inhibit the independence of a child’s plan.

During the storytelling process, questions are asked very carefully. You can ask what happened to the hero that the child forgot to tell about. You can suggest a description of the hero, his characteristics, or how to end the story.

A more complex technique is telling a story based on the plot proposed by the teacher. For example, the teacher reminds that March 8 is coming soon. All children will congratulate their mothers and give them gifts. He further reports: “Today we will learn to come up with a story about how Tanya and Seryozha prepared a gift for their mother for this day. Let's call the story: “A gift to mom.” Best stories We'll record it." The teacher put in front of the children learning task, motivated her, suggested a theme, plot, named the main characters. Children must come up with content, formalize it verbally in the form of a narrative, and arrange events in a certain sequence. At the end of such a lesson you can draw Greeting Cards for moms.

A system of classes for teaching storytelling based on ready-made stories was developed by E. P. Korotkova. She offers a series of stories on topics close and accessible to children, interesting techniques, activating the imagination: description of the character, reliance on the image of the main character when composing a story (to more fully describe him and the situations in which he participated), etc.

Coming up with a story on a self-selected topic is the most difficult task. The use of this technique is possible if children have basic knowledge about the structure of the narrative and means of intratextual communication, as well as the ability to title their story. The teacher advises what you can come up with a story about (about an interesting incident that happened to a boy or girl, about the friendship of animals, about a hare and a wolf). Invites the child to come up with a name for the future story and make a plan (“First, say what your story will be called, and briefly - what you will talk about first, what in the middle and what at the end. After that, you will tell everything.”).

Learning the ability to invent fairy tales begins with introducing elements of fantasy into realistic plots.

For example, the teacher begins the story “Andryusha’s Dream”: “Dad gave the boy Andryusha a bicycle “Eaglet.” The baby liked it so much that he even dreamed about it at night. Andryusha dreamed that he went traveling on his bicycle.” Where Andryusha went and what he saw there, the children must come up with an idea. This sample in the form of the beginning of a story can be supplemented with explanations: “Something unusual can happen in a dream. Andryusha could go to different cities and even countries, to see something interesting or funny.”

At first, it is better to limit fairy tales to stories about animals: “What Happened to the Hedgehog in the Forest,” “The Adventures of the Wolf,” “The Wolf and the Hare.” It is easier for a child to come up with a fairy tale about animals, since observation and love for animals give him the opportunity to mentally imagine them in different conditions. But a certain level of knowledge about the habits of animals, their appearance. Therefore, learning the ability to invent fairy tales about animals is accompanied by looking at toys, paintings, and watching filmstrips.

Reading and storytelling to children short stories, fairy tales helps to draw their attention to the form and structure of the work, to emphasize interesting fact, revealed in it. This has a positive effect on the quality of children's stories and fairy tales.

An example of a fairy tale by Tanya (6 years 7 months): “The Magic Wand.” Once upon a time there was a bunny, he had a magic wand. He always said magic words: “Magic wand, do such and such.” The wand did everything for him. The fox knocked on the hare’s door and said: “Can I come to your house, otherwise the wolf kicked me out.” The fox deceived him and took away his wand. The hare sat under a tree and cried. The rooster is walking: “Why are you crying, bunny?” The hare told him everything.

The rooster took away magic wand from the fox, brought it to the bunny, and they began to live together. That’s the end of the fairy tale, and whoever listened, well done.

The development of children's verbal creativity under the influence of Russian folk tales occurs in stages. At the first stage in the speech activity of preschoolers, the reserve is activated famous fairy tales in order to assimilate their content, images and plots. At the second stage, under the guidance of the teacher, an analysis of the scheme for constructing a fairy tale narrative and plot development (repetition, chain composition, traditional beginning and ending) is carried out. Children are encouraged to use these elements in their own writings. The teacher addresses the techniques joint creativity: chooses a topic, names the characters - the heroes of the future fairy tale, advises the plan, begins the fairy tale, helps with questions, suggests the development of the plot. At the third stage it is activated independent development fairy-tale storytelling: children are invited to come up with a fairy tale based on ready-made themes, plot, characters; choose your own theme and plot. As mentioned above, the most complex look children's essays are descriptions of nature. The following sequence of learning to describe nature is considered effective:

1. Enrichment of children's ideas and impressions about nature in the process of observation, learning the ability to see the beauty of the surrounding nature.

2.Deepening children's impressions of nature by looking at artistic paintings and comparing the beauty of what is depicted with living reality.

3.Teaching children to describe natural objects by representation.

4.Training in the ability to describe nature, generalize one’s knowledge, impressions gained during observations, looking at paintings, listening to works of art.

Help for children is provided by a model teacher. Let's give an example.

“I really like autumn. I like to look at and collect yellow leaves of maple and birch, red leaves of sedge, and light green leaves of willow and poplar in bouquets. And when the wind blows, I like how the leaves fall from the trees, circle in the air, and then quietly fall to the ground. And when you walk on the ground, on such a carpet of autumn leaves, you can hear it rustling gently.” (N.A. Orlanova).

The miniature descriptions are interesting (O. S. Ushakova). For example, after a short conversation about spring and vocabulary exercises, children are asked to talk about nature in spring.

Examples of exercises: “How can you say about spring, what kind of spring? (Spring is red, hot, spring is green, warm, sunny.) What grass is in spring? (Green, tender ant-grass, whispering grass, soft, ant-grass, dewy, silky grass, soft as a blanket) What kind of apple tree can there be in the spring? (Snow-white, fragrant, blooming, pale pink, white as snow, tender).”

Children's verbal creativity is not limited to stories and fairy tales. Children also compose poems, riddles, fables, and counting rhymes. Counting rhymes are popular and ubiquitous among children - short rhyming poems that children use to identify leaders or assign roles.

The desire for rhyme, the repetition of rhymed words - not only counting rhymes, but also teasers - often captivates children, becomes a need, and they develop a desire to rhyme. Children ask to be given words to rhyme, and they themselves come up with words that are consonant with them (thread - there is a snail in the pond; house - a catfish lives in the river). On this basis, poems appear, often imitative.

Children's verbal creativity sometimes manifests itself after lengthy reflection, sometimes spontaneously as a result of some kind of emotional outburst. So, a girl on a walk runs to the teacher with a bouquet of flowers and excitedly reports that she came up with the poem “Cornflower”.

A special role in mental and speech development children play riddles. Systematic introduction of children to literary and folk riddles, analysis of artistic means of riddles, special vocabulary exercises create conditions for children to independently compose riddles.

The formation of poetic verbal creativity is possible with the interest of teachers and the creation necessary conditions. E.I. Tikheeva also wrote that living word, figurative fairy tale, story, expressively read poem, folk song should reign in kindergarten and prepare the child for further deeper artistic perception.

It is useful to keep records of children's compositions and compose homemade books from them, which children enjoy reading many times. Such books complement children's drawings on essay topics well.

The Storyteller Game was born in preschools in Reggio Emilia, Italy. Children take turns going up to the dais and telling their friends the story they have made up. The teacher writes it down and the child carefully makes sure that he doesn’t miss or change anything. Then he illustrates his story with a large drawing.

This example is taken from Gianni Rodari’s book “The Grammar of Fantasy. Introduction to the art of inventing stories" (M, 1978). It talks about some ways to create stories for children and how to help children write their own. The book’s author’s recommendations are also used in Russian kindergartens.

Game library around the family.

Dear parents! You are offered games that will help your child become friends with words, teach them to tell stories, find interesting words, and thereby make your child’s speech richer and more varied.

These games can be interesting and useful for all family members. They can be played on weekends, holidays, and on weekday evenings, when adults and children get together after another working day.

When playing with words, take into account the child’s mood, all possibilities and abilities.

Play with your child as equals, encourage his answers, rejoice in success and small victories!

"ONLY FUN WORDS."

It's better to play around. One of the players determines the topic. You need to say one by one, for example, only funny words. The first player says: "Clown." Second: "Joy." Third "Laughter", etc. The game moves in a circle until the words run out.

You can change the topic and name only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones (for example, clock, bun, wheel, etc.)

"POBERISLOVO".

The child is asked to select words denoting characteristics for any object, object, or phenomenon. For example,winter,which?(cold, snowy, frosty).Snow, what a? (white, fluffy, soft, clean)

"WHO CAN DO WHAT?"

The child is asked to select as many words and actions as possible for any subject or object. For example, what can a cat do? (purr, arch its back, run, jump, sleep, scratch, lap).

"AUTOBIOGRAPHY".

At first, one of the Adults takes the leading role and imagines himself as an object, thing or phenomenon and tells a story on his behalf. The rest of the players should listen carefully and, through leading questions, find out who or what they are talking about. The player who guesses this will try to take on the role of the Leader and reincarnate into some object.

For example, “I am in every person’s house. Fragile, transparent. I perish from a careless attitude, and it becomes dark not only in my soul... (light bulb).”

"MAGIC CHAIN".

The game is played in a circle. One of the Adults names a word, for example, "honey",asks the player standing nearby What does he imagine when he hears this word?

Some other family member answers, for example, "bee". The next player hearing the word"bee", must name a new word that is similar in meaning to the previous one, for example,"pain"etc. What might happen?Honey - bee - pain - red cross - flag - country - Russia - Moscow.

"BALL WORDS".

Children and an adult play in pairs. The adult throws balls to the child and at the same time pronounces the word, for example, "quiet". The child must return the balls and say the word with the opposite meaning."loud". Then the players switch roles. Now the child is the first to pronounce the word, and the adult matches it with a word with the opposite meaning.

"FUNNY RHYMS".

The players must match the words with rhymes.

Candle - ... stove; pipes - ... lips; racket - ... pipette; boots - pies, etc.

" IF SUDDENLY …".

The child is offered some unusual situation from which he must find a way out and express his point of view.

For example , If suddenly the Earth disappears:

* all buttons; * all knives; * all matches; * all books, etc.

What will happen? How can this be replaced? The child can answer: “If suddenly all the buttons on Earth disappear, nothing bad will happen, because they can be replaced: with ropes, Velcro, buttons, a belt, etc.” You can offer the Child other situations, for example,if I had:

* living water; * flower - seven flowers; * carpet - airplane, etc.

Didactic games for the development of verbal creativity

2. "Let's tell a story together"

3. "Magic glasses"

4. "Box of Fairy Tales"

5. "The Magic Trumpet"

6. “Help Kolobok” (1 option)

7. “Help Kolobok” (2nd option)

8. "Let's play Turnip"

9. "An old fairy tale in a new way"

10. "Create an unusual creature"

11. "Magic Tree"

12. “Who came to the New Year’s carnival?”

13. "Magic items from a wonderful bag"

14.

15. "Nonsense"

16. "Transformations"

17. “How to escape from a sorcerer?”

18. "Make up a story"

19.

20.

21. "Pantomime"

22. "Correct the mistake"

1. Lotto “Journey through Russian folk tales”

(for children from three years old)

Target:Arouse in children the need for communication, develop visual attention.

Equipment:6 large lotto cards with images of 6 fairy tale characters, 36 small cards with the same images.

The second part of the game is played as follows: the child is given a lotto sheet, then the leading player selects one of the small cards placed picture down, shows the picture, and names the character. The child who has the lotto sheet with this image takes a small card and covers the image on the large card. The winner is the one who covers all the images on the lotto sheet first.

2. "Let's tell a story together"

(for children from three years old)

Target:Continue to develop children’s verbal communication skills, strive to ensure that children engage in genuine communication, i.e. acted emotionally.

Equipment:Pictures depicting successive episodes of fairy tales.

3. "Magic glasses"

(for children from five years old)

Target:Development of creative speech skills, creative imagination; mastering the concept of time.

4. "Box of Fairy Tales"

(for children from four years old)

Target:Development of coherent speech, imagination, creative thinking.

Equipment:8 – 10 different figures, box.

Content: The presenter offers to randomly remove figures from the box. We need to figure out who or what this object will be in the fairy tale. After the first player has said 2 - 3 sentences, the next one takes out another object and continues the story. When the story is over, the items are collected together and the new story. It is important that each time the story is completed, and that the child different situations invented different variants actions with the same object.

5. "The Magic Trumpet"

(for children from four years old)

Target:development of vocabulary, imagination, cognitive function; the child’s mastery of the opposite character traits of fairy-tale characters.

Equipment:A magazine or sheet of paper rolled into a tube.

Content: The presenter shows the “magic pipe” and says that if you look through it at a fairy-tale character, he will change his character traits, for example, to the opposite. The presenter asks the child to look through the pipe at the heroes and tell how they have changed.

6. “Help Kolobok” (1 option)

(for children from four years old)

Target:development of coherent speech, creative imagination, thinking, memory; determining the sequence of events.

Equipment:Cards with a plot from the fairy tale “Kolobok” (made from two little books - a card for each plot).

Content: The presenter reminds the child of the fairy tale “Kolobok” and shows the cards. Then the pictures are mixed, the child takes out any of them and continues the story from the place to which the picture corresponds.

If the child succeeds, invite him to tell the story in reverse order, as if the film was running backwards. If possible, show on the VCR what this means.

7. “Help Kolobok” (2nd option)

(for children from five years old)

Target:Nurturing good feelings; development of imagination, creative thinking, coherent speech.

Equipment: Fairy tale “Kolobok”, cards made from two little books, multi-colored circles: yellow (Kolobok), gray (wolf), white (hare), brown (bear), orange (fox).

Content: The presenter asks the children to remind him of the fairy tale about Kolobok, using pictures or colorful circles. Ask the kids to figure out how to save Kolobok. Let the children figure out what will happen to Kolobok if he escapes from the fox, who he will be friends with, where his home will be. These and other leading questions will help your child come up with an interesting story.

8. "Let's play Turnip"

(for children from five years old)

Target:Development of speech and creative imagination; training in symbolic playback of the plot; color designation of fairy tale heroes; assimilation sequence of events.

Equipment:Mugs: yellow (turnip), green (grandmother), brown (grandfather), Content: The presenter tells a confusing tale. Starts with “Turnip”, includes characters from other fairy tales. The child will notice mistakes and as a result will retell “Turnip”.

At first, you can allow the use of picture prompts. When the child has answered, ask him to come up with some kind of fairy tale with these new characters. Children who successfully complete the task come up with stories of two or three sentences and notice almost all mistakes.

9. "An old fairy tale in a new way"

(for children from four years old)

Target:Development of coherent speech, imagination, creative thinking.

Equipment:fairy tale "Three Bears", circles indicating bears (brown different sizes), red circle (girl).

Ask your child to come up with a “reverse fairy tale”:

a) the bears got lost and ended up with the girl. What would they do?

b) the bears turned out to be good, but the girl was evil. How would they behave?

The presenter suggests using circles to act out a new fairy tale.

You can use other fairy tales as well.

10. “Create an unusual creature”

(for children from five years old)

Target: Development of word creation, imagination, ability to analyze and distinguish between real and fantasy images; broadening your horizons.

Equipment:Set of cards with images various items, plants, birds, animals, flowers, fairy tale characters, etc.

Content: Give the child two cards at once. Let the kid come up with a character that would combine the properties of two characters at once. For example, when adding the animals dinosaur and pig, we get other non-existent animals: pigsaurus or diniña. So you can fold different words(oak + rose = oakberry, dragonfly + goat = dragonfly, etc.). Don’t limit your baby’s imagination, or your own! Properties can be taken from different plants, birds, animals, objects, etc., as long as the source is named.

11. "Magic Tree"

(for children from three years old)

Target:Expanding the volume of vocabulary and horizons; development of creative speech skills, the ability to solve riddles.

Equipment:A tree made of cardboard with pockets for pictures; a set of images of objects on the lexical topic being studied.

Pictures are laid out in front of the children. An adult makes a riddle about one of the objects shown in the picture. The child who has correctly guessed the riddle looks for the corresponding image and “hangs” this picture on the “Miracle Tree”.

Complication (for children from five years old). Invite children to come up with new properties of objects placed on the “magic tree”: “Try to figure out how magical property will possess the item on our magic tree.”

12. “Who came to the carnival?”

(for children from four years old)

Target:Expanding the volume of vocabulary and horizons; development of figurative memory, verbal creativity.

Equipment:An image of a New Year tree with pockets around the tree for “fairy-tale characters”; a set of fairy-tale characters from the fairy tale being studied.

Complication.After all the characters “take” their places, the children are asked to come up with the content of the conversation fairy-tale heroes. “Try to think of what fairy-tale characters will talk about at the New Year’s carnival.”

13. "Magic items from a wonderful bag"

(for children from five years old)

Target:Expanding the volume of vocabulary, developing tactile perception, clarifying ideas about the characteristics of an object; development of creative thinking, verbal creativity.

Equipment:An elegantly decorated bag, small toys.

Content:First, children get acquainted with toys: they look at them, name them, and highlight their qualities. The first player puts his hand into the bag, feels for one toy, recognizes it and calls it: “I have a cup.” Only after these words can the child take the toy out of the bag, examine it, show it to all the children and tell about its new magical qualities.

Complicated version : before taking an item out of the bag, you need to determine its shape (round, oblong), the material from which the object is made (rubber, metal, plastic, wood), surface quality (smooth, rough, cold, slippery).

14. "Create a riddle about a magical animal"

(for children from four years old)

Target:Development of creative thinking, composing skills descriptive stories about animals; clarifying ideas about the actions of animals.

Equipment:Subject pictures, chips, support diagram for describing animals.

Low difficulty level. Children are given object pictures (4 pieces each). One player chooses and guesses any picture out of four. An adult asks him questions about the animal: “What is the animal’s size, color, where does it live?” “What kind of fur, ears, tail?” “What can an animal do?” The child who thought of an animal answers: “The animal is small, gray, lives in the forest, can jump. The fur is thick, the ears are long, the tail is short.” Questions are asked until one of the players guesses which animal is guessed. A chip is awarded for the correct answer.

Medium level of difficulty. The game uses 4 pictures. The children ask the player questions one by one: “What color is the animal?”, “What size?” etc. Children play without the participation of an adult.

High level of difficulty. An adult distributes more than 4 pictures to each participant. The child talks about the characteristics of the hidden animal (“comes up with a riddle”) on his own.

Complication (for older preschoolers). Invite the children to come up with what magical actions the animals will have. “Try to think of what magical action an animal can perform.”

15. "Nonsense"

(for children from four years old)

Target:Development of the ability to distinguish between reality and fantasy; clarification of ideas about the subject, natural phenomena.

Equipment:Identical black and white plot pictures depicting absurdities (according to the number of children), colored pencils.

Low difficulty level. Each child is given a black and white picture depicting absurdities. Children look at the picture. The adult invites the children to name what is shown incorrectly in the picture. Then the adult suggests coloring with colored pencils only those images that correspond to the truth of what might actually be.

Medium level of difficulty. Children compete to see who can see and name the most absurdities. An option for using adult help is to have reference words indicating an error and the correct option. In accordance with the named pair of words, children find the mistake in the picture. At the end of the task, children color what is shown correctly in the picture.

High level of difficulty. Children complete the task without the help of an adult. By pointing out the absurdities, they give the correct options. After this, the children color what is shown correctly in the picture.

16. "Transformations"

(for children from four years old)

Target:Development of the ability to identify essential features of objects.

Equipment:Kaleidoscope, subject pictures (cup, cap, jug, bottle, sofa, chair, armchair).

An adult draws children's attention to the fact that the presence or absence of certain details in an object is important feature, by which we recognize this object and call it this or that word.

17. “How to escape from a sorcerer?”

(for children from five years old)

Target:development of coherent speech, imagination, creative thinking.

Equipment:a set of small toys or object pictures of 8-10 pieces (substitutes can be used in the future).

After this, the child is asked to combine the objects into a single plot. If the child understands the task, then you can immediately give him a set of toys or pictures.

If a child experiences any difficulties, it is necessary to help him. For example, take the first two cubes you come across and come up with your own story: “Once a butterfly met a hedgehog, was very surprised and asked him why the hedgehog didn’t fly. The hedgehog replied that he cannot fly, but he can curl up into a ball. And he offered to teach the butterfly this. Since then they became friends."

18. "Make up a story"

(for children from five years old)

Target:Development of understanding and activation of words with a general meaning; development of coherent speech and verbal creativity.

Content:An adult invites the child to come up with a story (story, fairy tale) about vegetables, pets, dishes, transport, etc. An adult gives a sample story and helps to come up with a beginning. Stages of plot development (“Once upon a time there was a commotion in the village...”, “One night the toys came to life and...”). In this game, the child not only consolidates his understanding of general words, but also updates vocabulary on the topic and develops verbal creativity.

19. “It happens - it doesn’t happen” (1 option)

(for children from four years old)

Target:Development of the conceptual aspect of the meaning of words with a general meaning, clarification of their meaning; development of creative thinking.

Complication.Invite the children to come up with a false or true judgment themselves. “Try to come up with a sentence yourself that contains the truth, i.e. which may be a lie, i.e. which cannot be."

Sample speech material:

· fruits grow on trees;

· vegetables grow on bushes;

· jam is made from the berries;

· shoes warm the human body in the cold season;

· the store sells products;

· wild animals live in the forest;

· migratory birds fly south in the spring;

· furniture is needed for human convenience;

· clothes are worn on the legs;

· in summer the puddles are covered with ice, etc.

20. “It happens - it doesn’t happen” (2nd option)

(for children from five years old)

Goals:Formation of semantic fields, expansion of the dictionary of antonyms; development of creative abilities.

Sample speech material:

· Thumbelina is taller than Snow White, and Gulliver is shorter than the Lilliputians;

· The Talker Bird likes to be silent loudly;

· The Snow Queen loves summer because it snows in summer;

· Winnie the Pooh loves honey because it is bitter;

· Papa Carlo is shorter than Pinocchio because he is small;

· The kitten Woof meows loudly, and the cat meows quietly;

· Fairy tale "Kolobok" with happy ending, but the fairy tale “Turnip” is not.

21. "Pantomime"

(for children from five years old)

Target:Formation of semantic fields, expansion of the dictionary of antonyms, development of general motor skills and creative abilities.

Sample speech material:

· evil wolf - good bear;

· stupid frog - smart rabbit;

· the swift deer is the slow turtle;

· brave lion cub - cowardly hare;

· strong tiger - weak mouse;

· fat hamster - thin heron;

· a joyful person is a sad person;

· straight tree - crooked tree;

· a heavy bag is a light snowflake;

· cold ice - hot fire.

22. "Correct the mistake"

(for children from five years old)

Target:Formation of semantic fields; consolidation of ideas about fairy-tale characters.

Content:An adult pronounces a sentence in which two objects (objects) are compared. The fallacy of the judgment is that in the first part of the sentence one sign of comparison is indicated, and in the second part - another (granddaughter is small, grandmother is old). The child needs to correct the mistake by offering two correct options for the judgment. For example: “The chalk is white, and the soot is liquid. The first part of the comparison talks about color, and the second part talks about hardness. It will be correct: the chalk is white and the soot is black, or the chalk is hard and the soot is soft.”

Sample speech material:

· the granddaughter is small, and the grandmother is old;

· Eeyore is big, and Winnie the Pooh is fat;

· The fox is cunning, and Kolobok is yellow;

· Gulliver is tall, and Thumbelina is small;

· The hare is gray, and the cockerel is bold;

· Winnie the Pooh loves honey, and Piglet is pink;

· Thumbelina is light, and the swallow is large;

· Pierrot has long sleeves, and Malvina has blue hair, etc.

Elena Alexandrovna Korneva
GDOU kindergarten No. 27 of the administrative district of St. Petersburg
teacher speech therapist