The algorithm and its use in working with preschool children. Master class “Writing a descriptive story about a toy”
Program content. Continue to introduce children to people of different professions. Talk about the profession of a military man - defender of the Fatherland. Form ideas about the branches of the military. Strengthen knowledge about business and personal qualities, which the military must have. Introduce the hobbies of cadets in their free time from study. To cultivate respect for the soldiers - defenders of Russia.
Material. Photo material - fathers of pupils during their military service. Video recording about the life and studies of military school cadets, audio recordings of songs " Brave soldiers"(lyrics by V. Volgina), "Soviet Army" (lyrics by G. Naydenova). "How our fathers and grandfathers served" - a museum of items brought by children (soldiers' belongings, photographs).
Progress of the lesson
On the easel (board, typesetting canvas) there are illustrations and pictures depicting military personnel of various branches of the military. The song "Soviet Army" is playing. The teacher draws the children's attention to the design of the group and the words of the song, asks them to tell about the upcoming holiday of February 23. Sums up the children's statements and says that this is a holiday of the military, defenders of the Fatherland.
The teacher reads the quatrain of Z. Alexandrova:
Today is our Army Day,
There is no braver person in the world.
Hello defenders of the people,
Hello to the Russian Army!
He talks about the fact that there is such a profession - to defend the Motherland. He asks the children whether anyone can be a military man and what is needed to become a military man.
Having given the children the opportunity to express their assumptions, the teacher informs them that there are special educational establishments– military schools, and offers to watch video material about a military school (for example, classes in cadet corps, classes on the parade ground, classes in gym, life, recreation of cadets.) Talks about the specialties that military personnel receive at the school (military civil engineers and military firefighters and others), and invites children to remember what other types of troops they know.
Game "Whose farm is bigger"
Target. Teach children to distinguish between farming and household farming; consolidate knowledge about the farming profession.
Material. Two 20x30 cm paintings depicting a farm and a household. Subject pictures with farm and household attributes.
Children are divided into two teams: farm owners and household owners, with large pictures in front of them.
Object pictures for the farm and household are laid out on the tables. Farm owners collect pictures directly related to the farm, and household owners collect pictures directly related to the household. Children justify their choice.
The emphasis is on the size of the farm, the number of products produced, the specifics of the tools and, finally, on for whom this or that product is produced.
Theme "All works are good"
Program content. Summarize and systematize children’s ideas about professions; arouse interest in different professions, to show the importance of the work of representatives of any profession for people’s lives, to bring to awareness of the need for serious preparation to master any profession, to cultivate respect for people - professionals, a sense of pride in working people.
Material. A letter from Dunno, photographs depicting representatives of different professions.
Preliminary work. Educational conversations “Bread is the head of everything”, “How good it is in our garden”, “Who built new house?", "What would you like to become?", "Professions of my parents", "Profession of the future". Memorizing poems, riddles about professions. Coming up with riddles about professions. Reading V. Mayakovsky's poem "Who to be?". Drawing on the theme " My future profession".
Progress of the lesson
Educator. Guys, today I received a letter from Dunno. (Shows the letter.) In it, Dunno asks you to help him: “Dear guys! I just can’t decide what to become when I grow up. Please tell me the best the best profession. Your Dunno."
Educator. Well, let's help Dunno choose the best profession? I invite you to the photo exhibition "Professions". Let's remember what professions there are. (Children determine the names of professions from photographs.)
Educator. What other professions do you know? (Children's answers.) You named a lot of professions. Are there any professions that you may not have even heard of? Think and tell me what does a person who works as a reindeer herder do? Snake catcher? A beekeeper? A designer? A draftsman? Crane operator? Security guard? etc. (Children's answers.) Correct! It’s not difficult to guess, because the word itself already contains a hint and it’s easy to guess what the person is doing. But there are professions that you need to know, and it is impossible to guess by name what a person does. Try to name such professions. (Children's answers.) What kind of work do you think a designer does? Lawyer? Manager? Foreman? (Children's answers.)
Theme "They fought for their homeland"
Program content. To consolidate children’s ideas about the defenders of the Fatherland, respectful attitude towards them; cultivate love for the Motherland, develop the desire to express one’s attitude to events.
Material. S. Baruzdin's story "A soldier was walking down the street" ("For the Motherland!"); reproduction of the painting “Warrior – Liberator” by E. Vuchetich; envelope, paper, pen, colored pencils.
Progress of the lesson
The teacher reads the story by S. Baruzdin “A soldier was walking down the street” (“For the Motherland!”). Then asks the children questions:
– What character traits are inherent in a warrior?
– Do you have a feeling of pride in our defenders of the Fatherland?
– Would you like to be like them? On whom?
The teacher invites the children to look at a reproduction of the painting by E. Vuchetich “Warrior – Liberator”. Asking questions:
– What is shown in the picture?
– How is the warrior-liberator shown?
Invites children (optional) to tell about their great-grandmothers and great-grandfathers - participants in the Great Patriotic War. (Children's stories.)
Educator. The main thing, guys, is to live in peace. Our warriors protect home country: ringing children's laughter, peaceful labor of all people, quiet and calm days of veterans... I think that each of you has words that you would like to say to the people of the future. I suggest you write a "letter to the future."
The teacher writes a letter with the children. For example, “Hello, inhabitants of planet Earth! Children from kindergarten are writing to you... (name of kindergarten and city). In our city there are many beautiful places: stadiums, parks, lakes, forests. You, probably, like us, live in the very beautiful city, where there are many very good and good people. We'll go to school soon. We will definitely study for four and five. We want to wish you peaceful skies! Never quarrel, live together! There is no need for there to be a war. Take care of peace throughout the entire Earth!"
After the text is composed, each child leaves a small drawing on a piece of paper.
Theme: "A healthy mind in a healthy body"
Program content. Expand children's understanding of Russian army, about the importance physical training V military service; contribute to the development of cognitive interest in the defenders of the Fatherland.
Material. Visual and didactic manual "Defenders of the Fatherland" (M.: MOSAIKA-SINTEZ, 2010), book by B. Nikolsky "Soldier's Watch", desktop set "Builder".
Progress of the lesson
The teacher conducts a conversation with the children about the role of activities physical exercise In human life. Asks questions: “What should a defender of the Fatherland be like? What helps him to be strong, dexterous, fast? Is it possible to do without morning exercises? Why? What exercises do you think a soldier should do and why?"
During the conversation, visual material from the album “Defenders of the Fatherland” is used.
Next, the teacher reads B. Nikolsky’s story “Climate by climate…” (“The company is being built for exercise!”), accompanied by a display of illustrations. Offers children questions for discussion: “What medicine was prescribed to the private? Why did the doctor make such a decision? Why did the private complain about his health at the beginning of the story, but at the end he stopped?”
The teacher invites the children to build a “Sports Town” and then play with the construction.
Appendix 2 Algorithm for describing an item
The algorithm card is divided into 10 squares. Each square depicts a symbol indicating the stage of description of the item.
1. Natural or man-made world. A tree (frog or butterfly) and a person are drawn on the card.
2. Color. The card shows color spots. It is important that they do not have a clear, recognizable shape for children, then attention is better concentrated on color and the concepts of “color” and “shape” do not become confused.
3. Form. The card shows geometric figures. They are not painted so that children's attention is concentrated on the shape.
4. Magnitude. Two objects of contrasting sizes are drawn on the card.
5. Weight. The card depicts two objects of contrasting weight, corresponding to the concepts of “light” and “heavy”.
6. Material. Pasted on the card various materials in the form of squares (wood, fabric, paper, clay).
7. Parts of an object (structure). They (for example, parts of a toy) are depicted separately.
Children enter the group and sit on chairs.
Educator: Children, let's remember and repeat our tongue twister, which sets us up for the lesson.
Whoever wants to talk must speak out. Everything is correct and clear, so that everyone can understand it.
We will talk and we will reprimand. So correct and clear, so that everyone can understand it.
Educator: Well done! And now all attention is on me. Today we have unusual activity. You and I will be writers.
Educator: Think and tell me what a writer does?
Children: The writer writes stories and fairy tales.
Educator: Correct. What writers do you know?
Children: (I know the writer A.S. Pushkin; K.I. Chukovsky; A.N. Tolstoy, etc.).
Educator: Correct. Who or what do you think the writer is writing about?
Children: The writer writes about nature; about animals; about birds, etc.
Educator: Well done! Today we will compose stories and fairy tales. But first, let's remember how a fairy tale differs from a short story?
Children: There is magic in a fairy tale, magical things, talking animals, i.e. something that cannot really happen.
Educator: Well done! Now think and tell me, with what words does this or that story begin?
Children: The story begins with the words: came, came, one day, somehow, etc.
Educator: What words does the fairy tale begin with?
Children: The fairy tale begins with the words: they lived - they were, in a certain kingdom - in a certain state ...
Educator: Well done! What words does the story or fairy tale end with?
Children:
The story ends with the words: this is where the story ends, or this is where our story has come to an end.
The fairy tale ends with the words: here is the end of the fairy tale, and well done to those who listened; or, good conquers evil; they began to live happily ever after.
Educator: Well done! Now let's warm up a little.
Morning has come, the sun has risen.
Hey, brother Fedya,
Wake up the neighbors.
Get up, Bolshak,
Get up, Pointer,
Get up, Seredka,
Get up, Orphan
And baby - Mitroshka,
Hello, Ladoshka.
Everyone stretched and everyone woke up.
Educator: And now I suggest you turn into writers and with the help of schemes - algorithms with different tasks come up with a fairy tale or story.
Children are given time to think about their story or fairy tale. Listen to 2-3 answers.
(Answers are attached).
Educator: Well done! Now let's take a little rest.
One two three four five,
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let’s breathe easily.
One two three four five,
We stomp our feet.
One two three four five,
We clap our hands.
Pull yourself up on your toes as many times as possible
Exactly as many fingers as you have on your hand.
Educator: And now I suggest playing the game: “Show the symbol correctly.” I will show an object and name any of its characteristics or properties, and you must find the correct symbol, name and show it.
For example: This is a cherry. It grows on a fruit tree. So we have to show the symbol: Where does it grow? Or is it an apple. It is green. So we have to show the symbol: Colors.
- This is a mushroom. His hat is round.
Symbol: cap shape.
- This is a fox. She hunts mice, hares, chickens and ducks.
Symbol: What does it eat?
- This is a leaf. A leaf has a leaf blade, a stalk, and veins.
Symbol: Building.
- This is a pyramid. It's wooden because it's made of wood.
Symbol: What does it feel like?
- This is a fish. She lives in an aquarium.
Symbol: Where does he live?
- This is a teapot. People brew tea in it.
Symbol: Method of use.
- This is a carrot. Juices are prepared from it, you can eat it raw or boil it.
Symbol: Method of use.
Educator: Well done! Now let's play the game: "Decorate the word." I will name any animal, and you must choose words that would characterize it.
For example: The cat is affectionate, fluffy, cheerful,…. , playful.
- The hedgehog is prickly, menacing, angry, small.
- The hare is cowardly, fearful, shy, long-eared, smooth, ….
- The bear is big, soft, club-footed, shaggy, clumsy, gloomy.
- The rooster is beautiful, big, colorful, vocal, brave, important.
- The fox is fluffy, red, soft, cunning, nimble.
- The frog is green, cheerful, large-mouthed, big-eyed, slippery, jumping.
- The chicken is caring, pockmarked, kind, motley.
Educator: Well done! Now think and tell me, what did we do today?
Children: Today we were writers and composed stories and fairy tales according to schemes - algorithms.
We played games: “Show the correct symbol”, “Decorate the word”.
We had physical exercises.
We spoke a tongue twister.
Educator: Well done! Our lesson has come to an end!
Children enter the group and sit on chairs.
Educator: Children, let's remember and repeat our tongue twister, which sets us up for the lesson.
Whoever wants to talk must speak out. Everything is correct and clear, so that everyone can understand it.
We will talk and we will reprimand. So correct and clear, so that everyone can understand it.
Educator: Well done! And now all attention is on me. Today we have an unusual activity. You and I will be writers.
Educator: Think and tell me what a writer does?
Children: The writer writes stories and fairy tales.
Educator: Correct. What writers do you know?
Children: (I know the writer A.S. Pushkin; K.I. Chukovsky; A.N. Tolstoy, etc.).
Educator: Correct. Who or what do you think the writer is writing about?
Children: The writer writes about nature; about animals; about birds, etc.
Educator: Well done! Today we will compose stories and fairy tales. But first, let's remember how a fairy tale differs from a short story?
Children: There is magic in a fairy tale, magical things, talking animals, i.e. something that cannot really happen.
Educator: Well done! Now think and tell me, with what words does this or that story begin?
Children: The story begins with the words: came, came, one day, somehow, etc.
Educator: What words does the fairy tale begin with?
Children: The fairy tale begins with the words: they lived - they were, in a certain kingdom - in a certain state ...
Educator: Well done! What words does the story or fairy tale end with?
The story ends with the words: this is where the story ends, or this is where our story has come to an end.
The fairy tale ends with the words: here is the end of the fairy tale, and well done to those who listened; or, good conquers evil; they began to live happily ever after.
Educator: Well done! Now let's warm up a little.
Morning has come, the sun has risen.
Hey, brother Fedya,
Wake up the neighbors.
Get up, Bolshak,
Get up, Pointer,
Get up, Seredka,
Get up, Orphan
And baby - Mitroshka,
Hello, Ladoshka.
Everyone stretched and everyone woke up.
Educator: And now I suggest you turn into writers and, using diagrams - algorithms with different tasks, come up with a fairy tale or story.
Children are given time to think about their story or fairy tale. Listen to 2-3 answers.
(Answers are attached).
Educator: Well done! Now let's take a little rest.
One two three four five,
We also know how to relax -
Let's put our hands behind our backs,
Let's raise our heads higher.
And let’s breathe easily.
One two three four five,
We stomp our feet.
One two three four five,
We clap our hands.
Pull yourself up on your toes as many times as possible
Exactly as many fingers as you have on your hand.
Educator: And now I suggest playing the game: “Show the symbol correctly.” I will show an object and name any of its characteristics or properties, and you must find the correct symbol, name and show it.
For example: This is a cherry. It grows on a fruit tree. So we have to show the symbol: Where does it grow? Or is it an apple. It is green. So we have to show the symbol: Colors.
This is a mushroom. His hat is round.
This is a fox. She hunts mice, hares, chickens and ducks.
This is a leaf. A leaf has a leaf blade, a stalk, and veins.
This is a pyramid. It's wooden because it's made of wood.
This is a fish. She lives in an aquarium.
This is a teapot. People brew tea in it.
This is a carrot. Juices are prepared from it, you can eat it raw or boil it.
Educator: Well done! Now let's play the game: "Decorate the word." I will name any animal, and you must choose words that would characterize it.
For example: A cat is affectionate, fluffy, cheerful,...., playful.
The hedgehog is prickly, menacing, angry, small.
The hare is cowardly, fearful, fearful, long-eared, smooth, ....
The bear is big, soft, club-footed, shaggy, clumsy, gloomy.
The rooster is beautiful, big, colorful, vocal, brave, important.
The fox is fluffy, red, soft, cunning, nimble.
The frog is green, cheerful, large-mouthed, big-eyed, slippery, jumping.
The chicken is caring, pockmarked, kind, motley.
Children: Today we were writers and composed stories and fairy tales according to schemes - algorithms.
We played games: “Show the correct symbol”, “Decorate the word”.
We had physical exercises.
We spoke a tongue twister.
Educator: Well done! Our lesson has come to an end!
Nowadays, many teachers complain that children who come to first grade cannot coherently compose a story in given topic, and there is a reason for this. Somehow the modern one missed preschool education this topic. Now we teach children preparatory group read, count and write before telling, and this is wrong. A child should be able to tell stories by school. And the teacher must teach him this. Not to make him a writer, no, but at least to give him algorithms, diagrams, mnemonic tables that the child will keep in his head and compose a more or less coherent story from them. And, of course, it takes practice. This also applies to parents. Print out such algorithms and occasionally ask your child to tell what he knows about some object or animal, following the diagram. And here are the diagrams themselves.
Schemes (mnemonic tables) for compiling descriptive stories on various lexical topics
(Toys, Transport, Wintering and migratory birds, Vegetables, Fruits, Domestic and wild animals, Family, Seasons).
Target:
Development of vocabulary, grammar and coherent speech in children.
Scheme of a descriptive story on the topic “Toys”
- Size.
- Form.
- Color.
- What is the toy made of?
- Components (parts) of the toy.
- How it is played.
Sample answer:
This is a pyramid. It is medium in size, triangular in shape. Multi-colored pyramid. It is made of plastic rings. Rings need to be put on a stick. First put on big ring, then smaller and even smaller.
Scheme of a descriptive story on the topic “Transport”
- Purpose of transport (passenger cars, cargo, passenger, special).
- Type of transport (water, air, land, land).
- Who drives the transport (specialty, profession).
- What does this vehicle carry?
An airplane is a passenger air transport. The plane is controlled by a pilot. The plane transports people and their luggage over long distances. It can also transport cargo.
Scheme of a descriptive story on the topic “Wintering and migratory birds”
- Type of bird (wintering or migratory).
- Size.
- Feather color, appearance.
- How it moves, behavioral features.
- Where he lives.
- What does it eat?
The starling is a migratory bird. It is small in size, slightly larger than a sparrow. The starling's feathers are black and shiny. He flies and runs quickly on the ground. Starlings build their nests on tree branches, in old hollows, or in human-made birdhouses. Starlings eat insects and worms.
Scheme of a descriptive story on the topic “Domestic and wild animals”
- Type of animal (domestic, our forests, hot countries).
- Animal size.
- The color of the animal's skin or fur, body features.
- What does the animal eat?
- Where does he live (habitat).
- Ways of movement, behavior.
- Dangerous or not dangerous to humans.
- Benefit for humans (for pets only).
The fox is a wild animal of our forests. She is medium in size. The fox has a red fur coat, and the tip of its tail and chest are white. At the fox's a long tail and sharp, sensitive ears. The fox is a predator. It feeds on small animals. A fox lives in a hole in the forest. The fox runs fast. She has a good sense of smell. A wild fox is dangerous; you should not get close to it.
Scheme of a descriptive story on the topic “Family”
- What is your name (First name, last name, patronymic).
- Home address.
- Who do you live with (list all members of your family).
- A story about each family member (Name, patronymic, where he works).
- How many people in total?
- What does the family do when they get together (hobbies, family traditions).
My name is Ivanov Ivan Ivanovich. I live in the city of Krasnodar, on Krasnaya Street, in house number 8. I have a mother, father and brother. My mother's name is Elena Petrovna. She works as a teacher in kindergarten. My dad's name is Ivan Petrovich. He works as an engineer at a factory. My brother's name is Vadim. He goes to school. There are 4 of us in the family. When we get together, we like to play dominoes and watch movies on TV.
Scheme of a descriptive story on the topic “Vegetables. Fruits"
- Color.
- Form.
- Magnitude.
- Taste.
- Place of growth (where it grows).
- Method of consumption (what is done with this product).
Apple is a delicious fruit. Apples are red or green. They come in big and small. Apples taste sweet or sour. Apples grow on apple trees. Apples are eaten raw, made into desserts, and made into compote or jam.
Scheme of a descriptive story on the topic “Seasons”
- States of the sky and sun in given time of the year.
- The state of nature at a given time of year (precipitation, grass, trees).
- How people dress at this time of year.
- Bird behavior at this time of year.
- Animal behavior at this time of year.
- Children's entertainment and adult activities at this time of year.
In winter, the sun is low above the ground, it does not heat well. The trees are bare. Everything is covered with snow. People wear for walking warm clothes- fur coats, fur hats, winter boots, mittens. Migratory birds in winter they fly south. Many animals hibernate. Although it is cold in winter, you can skate and ski, build a snowman and play snowballs.
Any algorithm can be supplemented to make the story more voluminous and interesting. In any case, familiarity with such schemes will suit the child for good.
Purpose of the master class: Spreading teaching experience working with children preschool age in teaching how to write a story about a toy.
Tasks:
- Transfer methods methodological techniques in children’s mastery of the main stages of working on a story.
- Create an atmosphere of openness, goodwill, and co-creation in communication.
Slide -3
Relevance of this topic is due to the fact that modern children very low communication ability. Despite the abundance of information, the speech of our children is unemotional and lacks imagery. As a rule, they simply describe actions: he came, she said, the wind is blowing, etc. Another noteworthy thing is that speech is clogged with phrases “well, how is it”, “in general” - it is very difficult for children to find words, because very meager lexicon. And, most importantly, children do not know how to keep “thoughts on a leash,” i.e. It is very difficult for most people to adhere to logical consistency in their stories. Speech is confused, preschoolers jump from one thing to another, and do not know how to isolate the main thing. From my experience and that of my colleagues, it is clear how difficult it is for children to master free speech. Small droplets form large bodies of water. Composing a story is the same small drops that will help you arrive at a large reservoir of developed, coherent speech, and a toy will help with this.
It is with the toy that the child interacts from birth. And it becomes one of the most accessible means through which you can communicate with a child, provoke him into dialogue, and then into independent expression. Children's statements about toys are based on the direct perception of the toy, which influences the sensory education of children and the development of observation skills. Activities with toys are carried creative nature, thinking and imagination develop on them. The toy creates an opportunity to consolidate and activate the vocabulary, but can also serve as a source of new words. The toy calls positive emotions, desire to speak out. Therefore, it is used as a means of teaching description and narration.
Toy - childhood companion. It pleases the baby with an attractive form and content, helps the development of his cognitive, speech and motor activity. A. Ardeeva For training monologue speech The following types of toys are used:
Slide – 4
- didactic(matryoshka dolls, turrets, pyramids, barrels);
- plot (figurative): dolls, cars, animals, dishes, furniture, transport; ready-made sets of toys united by one content: herd, zoo, poultry yard;
- sets compiled by the teacher or children: boy - girl, house - doll, chicken - cat, hare - dog.
Since every new toy evokes in the child joy, pleasure, and a desire to talk about it; for classes you need to use new or somewhat updated familiar toys (a doll in a new dress, apron, hat; a bear sitting in a car). This will give the child new thoughts, emotional attitude to the toy, speech reaction.
One of the most interesting and favorite activities for children native language- examination and description of toys. Slide – 5
Distinguish several types of storytelling based on the toy:
- Description of the toy – coherent sequential description appearance toys, sometimes with the addition of the child’s personal attitude towards it, or a description of the actions and lifestyle of the living creature depicted in the toy.
The description of toys can be carried out in the form of a didactic game (“Toy store” (dishes, clothes), “Wonderful bag”, “Who is it?”, “The postman brought a parcel”, etc.). For the description, you should select toys that would attract the attention of children, be bright, expressive, stand out in their appearance, so that you can express your opinion about them, compare (two dolls in different costumes; two hares, different in color and size). Didactic games for description, as a rule, are carried out after several lessons in which children have acquired some skills in describing a toy, acquired a certain vocabulary and corresponding ideas. One of the conditions for the effectiveness of the game is its liveliness, a certain rhythm, emotionality, Active participation every child. If children do not know how to describe toys and need constant help and guidance from an adult, the play situation is disrupted and the game turns into a sluggish exercise. One type of description of a toy is children guessing and composing riddles. First, children learn to solve riddles and then write descriptive riddles.
- Plot stories(narration).
R story about a set of toys- a coherent, sequential story about a group of toys, most often accompanied by game actions teacher with toys based on the type of dramatization game. Its compilation is made easier by the fact that the child talks about the actions that he himself performs. His speech is based on the activity of a number of analyzers.
A story about a separate toy is a coherent, sequential story about the imaginary actions and adventures of one character - this toy. This is the most difficult type of storytelling. The toy only defines the main character, and the images of others characters, actions and situations are invented by the children themselves based on creative imagination and own experience.
In educational and methodological literature there is no single point of view on the content and methodology of conducting classes with children, on the sequence of setting tasks for teaching descriptive and narrative speech and the sequence different types activities with toys. Based on research and experience, our methodologists have developed approximate algorithms for teaching storytelling using toys (objects).
In early preschool age, the first task is to teach children to concentrate when looking at toys and objects, then to teach them to answer questions based on their description. With the help of the teacher, children are led to compose statements about toys from 2 to 3 sentences. A conversation-conversation is organized individually and in subgroups: What toys do you have at home? Which toy do you like best? Who bought it or gave it? What is it (size, color, material)? How do you play with her? What toys do you like in kindergarten? 1.You can make riddles, poems, nursery rhymes about the toy (without showing it).
For example: Furry and mustachioed,
He drinks milk and sings songs.
2. Come up with a story about how she got here.
3.Look at the toy and let it touch it. 4.Ask questions about the toy. What kind of cat do you have? What's on the cat's head? What is this?
5.Summarize all the answers into a single statement.
Slide – 6 A cat came to us. She has ears on her head big eyes, mustache. The cat also has a long tail. She laps up the milk and meows: Meow! Meow!6. Joint preparation of a description. The adult begins, and the child continues 7. Invite the child to repeat the adult’s description.
In the end, you can come up with a game with this item. Take them to visit other toys. Fantasize about adventures that could happen to him, etc.
To successfully teach storytelling in early preschool age, it is suggested:
Slad – 7
Algorithm for teaching storytelling using toys (objects) in the second younger group.
1. Examination and examination of a toy (object); 2. Conversation with children; 3.Shared storytelling; 4. Questions when examining a toy or object should be asked in a certain order (what is it called, what is it, what can it do, what is it for, why do you like this toy or object. When answering the teacher’s questions, children name the object, pay attention to characteristics appearance, color, shape, material, qualities, properties, purpose, its actions, select comparisons, definitions with the help of the teacher). 5. Speech sample of the teacher; 6. Compilation of a story by a child about a toy or object (from 2 to 3 sentences); 7.The lesson can be completed with reading literary work, riddles, nursery rhymes, jokes, etc.).
In secondary preschool At age, the foundations are laid for the development of the ability to independently describe toys and independently compose a story about them.
The description of toys and the compilation of stories about toys precedes their examination, during which the features of the appearance and lifestyle of the living creature embodied in the toy are clarified, comparisons and definitions are selected. You can specifically give figurative words and phrases: timid hare; careful, sly Fox; black, shaggy, soft bear, etc.; conduct a vocabulary exercise.
Constructing a coherent text causes difficulty for children. They often do not know how to start a statement and how to end it, or how to connect sentences. Research shows that already in the process of looking at toys, children should be shown possible connections between sentences in question-and-answer form. The most common means of communication is repetition of words. Slide – 8
While looking at a hedgehog, you can do an exercise : "Who is this?" - “It’s a hedgehog.” - “Who is prickly?” - “Prickly hedgehog.” - “Who has needles on his back?” – “The hedgehog has spines on its back.” The question contains keyword, which the child will use in his answer.
Another option for asking questions is when the correct form of repeated words is in the question itself: “Who is this?” - “Bunny.” - “What kind of ears does a hare have?” - “At the hare long ears" - “What kind of tail does a hare have?” - “The hare has a short tail.”
Slide – 9
An approximate algorithm for describing a toy or object in middle group.
1. Examination of the toy; 2. Questions from the teacher regarding the appearance (color, shape, size), qualities of the toy, actions with it; 3. Speech sample of the teacher (the story is not about the exact toy that the children will talk about, but about a similar one); 4.Story strong child on basic issues of the teacher; 5. Stories from 4 - 5 children on basic issues of the teacher; 6.Evaluation of children's stories by the teacher.
Then you can use the technique when children, following the example, describe the toy.
“Say it like Petrushka,” “Say it like me.” Parsley and the child receive the same toys, but one bear is large black, and the other is small brown. Parsley: “I have a big black bear.”
Child: “I also have a bear, but it’s small and brown.” Parsley: “My bear has round, fluffy ears.” Child: “My bear also has round fluffy ears,” etc.
At the same time, children develop narrative speech skills. Children are led to compose stories also based on questions from the teacher. It is important to form elementary ideas about the structure of a statement (beginning, middle, end). To understand the structure of the story, it is recommended to use a scheme for composing a story together with children. First, an idea is given of how you can start a story in different ways (“Once upon a time,” “Once upon a time,” “It was in the summer”). Giving the beginning of a story, the adult invites the child to fill it with content.
Let me give you an example of the outline of the story “Into the Forest to Pick Berries”: using diagrams - pictures. The teacher begins the story, the children continue.
Slide – 10. “It was... (in the summer).
Slide – 11. We got together... (friends go to the forest to pick berries). They took... (baskets) and... (went to the forest).
Slide – 12. The girls are walking and having fun... (talking). ... (dark clouds) appeared in the sky.
Slide – 13. Suddenly it thundered... (thunder) and... (it started to rain). The girls... (frightened) and... (they hid under a tree).
Slide – 14. When the rain stopped, they...(picked strawberries and went home).”
Filling out the diagram helps the child to master the means of connection between sentences and parts of the text, develops the ability to use linking words suddenly, then, etc. Gradually, children begin to compose stories on their own. The teacher helps develop the plot using linking words, verbal vocabulary (called - ran away, met, etc.), taught to include dialogue between the characters (asked - answered), elements of describing the appearance of the characters. First, 2-3 toys are selected for the story. It is easier for children to develop the plot and include all the characters in the story, match words to actions, and use direct speech. Later, the number of toys can be increased.
They occupy a significant place didactic games for description. Their content and requirements for speech become more complex. In the Toy Store game, a child buyer must describe a toy based on a sample or plan, and the seller must guess what kind of toy it is and sell it. A condition for receiving a toy, in addition to a description, may be the requirement to name the department or shelf on which it stands. The seller may not immediately understand what kind of toy they want to buy, and offers to describe it more clearly.
In the second half of the year, a story plan is introduced in the middle group - descriptions, compiled by the teacher. Other types of work can be identified as part of the lesson
