Dialogue speech in preschool children: developmental features

Concept and features of dialogic speech

The main communicative forms at any age are monologue and dialogic speech. The latter is the most common and productive. In conversation, new ideas are born, plans are made, actions are coordinated.

For young interlocutors, their dialogues are no less important than the communications of adults. Children's conversations, especially in early preschool age, do not have informative and verbal content. The main thing is that they help establish contact.

Preschoolers are still developing conversation skills, but the main features of dialogic speech can already be seen in their communication.

Motivation. A person who starts a conversation always has a reason for speaking. It is important that the interlocutor also has the desire to continue the conversation. Dialogue is possible if both are interested in the subject of conversation. Children can enthusiastically discuss a new toy or an invented game, but if one of the kids does not feel interested, he will become silent or move away.
Availability of targeting. The key characteristic that distinguishes this form from the monologue. The speaker turns to the interlocutor, tells him that his parents bought a hamster, or his dad brought a new set with robots.
Emotional coloring. In addition to words, dialogical speech contains expressions of emotions: sadness, joy, surprise, resentment. To do this, not only words are used, but also intonations that help the interlocutor recognize the mood of the second person.
Situational. The first phrase does not come out of a vacuum. It is the current circumstances around that prompt a child or adult to raise a certain topic.
Reactivity. A characteristic that determines the direction of a conversation. Two people participate in a dialogue, and the reaction of the second can take the conversation in a different direction, provide food for new thoughts and statements, and motivate action. For example, a message about a hamster can transform into a discussion or coming up with a name for it, or a debate about which pet is better.

Dialogue speech patterns

Typically, dialogic speech is involuntary and reactive in nature. People often use various templates and accepted clichés; stable stereotypes are heard in people’s speech. In the process of communication, a person uses his own communication formulas, which he is used to using in this particular situation in relation to the current topic of conversation. Many speech clichés make it possible to facilitate the communication process.

Dialogical speech can arise due to both internal and external reasons.

Typically, during dialogue, people are not inclined to use complex sentences.

They often introduce abbreviations, incorrect word formations into their speech, and violate existing syntactic norms. Dialogical speech allows the child to learn to freely formulate his thoughts, he begins to follow the logic of his speech. This is how monologue speech skills are born.

In order to participate in a dialogue, you need to have many complex speech skills: the child must be able to correctly understand other people’s thoughts, formulate their own statements in response, correctly express their thoughts using linguistic means, maintain an appropriate emotional background, exercise self-control of speech and make adjustments in the process communication with the interlocutor.

Dialogue speech as the main means of communication of preschool children

For preschoolers, conversational speech is the foundation for the formation of other forms, for example, monologue. The development of dialogic speech in preschool age later allows older children to speak coherently.

In addition, communication provides knowledge of native speech, expansion of vocabulary and understanding of the meaning of words, learning the minimum rules of etiquette necessary during conversation.

Situational dialogues of younger preschoolers

In early preschool age, speech is developed enough to speak in short phrases, but the skill of interactive communication is just beginning to develop. Most often, the development of speech in children 3-4 years old is at the stage where their dialogical speech is limited to short remarks within the framework of the situation.

In the sandbox, in kindergarten, they can “discuss” a sculpted Easter cake or toy. The beginning of a conversation is usually involuntary and provoked by the situation: whether you liked or did not like the “product of sand architecture”, the desire to play with a doll, to join forces in rolling a car.

In early preschool age, there is usually no place for embarrassment and isolation, with the exception of certain cases, so children speak willingly to each other and start a conversation without fear, although the brevity and simplicity of sentences does not make the conversation particularly informative.

For them, adults are outside their comfort zone, unless they are immediate relatives. It will be difficult for a mother’s friend who comes to visit to get the baby to talk: most often he will limit himself to a few answers and run off to play or mind his own business.

It is necessary to have significant teaching experience and skills in order to encourage a child to engage in a longer dialogue with an unfamiliar adult.

Speech dialogue activity of 5-year-old children

5 years is a period of active development of imagination, and, accordingly, the beginning of inventing games that have a plot and involve several participants. Involvement in the game is often accompanied by a “hullabaloo”: children discuss how to play, what to do next, and assign roles. During this same period, inner speech develops, that is, the ability to “think in words” before speaking them out loud.

Quiet solo games usually do not require conversation, so the peak of dialogue activity occurs during group time. However, at this age it is still difficult for five-year-olds to come to an agreement: they are excellent at forming their own statements, but are just learning the skill of listening to their interlocutor. In this case, adults sometimes need to help structure the conversation to help them come to a decision and continue the game they started.

Content of dialogues of older preschoolers

Before entering school, the child is already familiar with all the features of oral speech and its main forms, and conducts dialogue at a high level. Entering into a conversation is possible with the help of an emotional story about impressions or experiences and through the development of coherent speech.

Also, the emerging skill of asking questions helps an older preschooler initiate a conversation by asking a peer about something. In addition, the older preschooler already knows how to find words to interest a friend and encourage them to start playing together.

Basic dialogical skills of an older preschooler:

listens to the interlocutor, demonstrating interest;
with a high degree of interest, listens to phrases to the end;
reasons and uses arguments to support a point of view;
gives short or detailed answers depending on the situation;
formulates and asks questions correctly.

However, during the game, these skills can be forgotten under the influence of inspiration and involvement. The sequence of replicas may be lost. The child is able to jump from topic to topic, interrupt the interlocutor, trying to quickly express his own thought or idea.

With the systematic development of dialogic speech in children of senior preschool age, by the time they enter first grade, the skill will be distinguished by the following features:

a universal means of communication that does not require situationality;
high level of expressiveness of intonations;
the use of words that enrich the emotionality of the narrative;
thoughts are formulated coherently and consistently;
dialogue can take place in various forms: story, conversation, reasoning, listening.

Development of verbal communication and dialogic speech skills in preschool children

Plan:

The concept of dialogical speech, characteristics of dialogical speech and its meaning.
Objectives and content of requirements for dialogical speech for all age groups.
Types, topics and content of conversations in age groups.
Methods of using speech situations in teaching children dialogical speech.
Practical task.

1. The concept of dialogical speech, characteristics of dialogical speech and its meaning.

The communication function is one of the most important functions of speech. Starting from an early age, a child, communicating with adults, uses speech as a means of communication. An expression and consequence of the preschooler’s lack of independence and the intertwining of his activities with the activities of an adult is the dialogical nature of speech - answers to questions from an adult and questions to adults. Moreover, the dialogue is always built in connection with a specific situation. This determines the development of a special form of dialogical speech - situational, the content of which can be understood by the interlocutor only if he takes into account the situation that the child is talking about.

Thus, the simplest type of oral speech is dialogue - a conversation supported by interlocutors jointly discussing and resolving some issues. The features of this speech largely depend on the degree of mutual understanding of the interlocutors and their relationships. It is supported by the interlocutors, situational and emotional, since the speakers use various expressive means: gestures, glances, facial expressions, intonations, etc. The interlocutors usually know the subject of discussion. This form of speech is simpler in syntax: it consists of unfinished sentences, exclamations, interjections, questions and answers, replicas and short messages.

Psychology reveals the difference between ordinary (unprepared) dialogue and conversation. A conversation is a kind of dialogue guided by a specific topic. The purpose of the conversation is to discuss and clarify some issue. To conduct a conversation, preliminary preparation of the persons involved is required; it contains more detailed messages.

Conversational speech must be coherent, understandable, and logically consistent, otherwise it cannot serve as a means of communication. Preschool children master spoken language under the guidance of adults. The development of dialogical speech depends on the development of thinking, memory, attention, grammatical structure of speech, and enrichment of vocabulary. In the depths of the dialogue, the coherence of monologue speech begins to form. In dialogue, coherence depends on the abilities and skills of not one person, but two. The responsibilities for providing it are first performed primarily by the adult, but gradually the child also learns to perform them. In a dialogue, each interlocutor answers the other’s questions; in a monologue, the burning person, consistently expressing his thoughts, seems to be answering himself. By talking with an adult, the child learns to ask questions to himself. Dialogue is the first school for developing a child’s coherent monologue speech (and generally activating his speech).

2. Objectives and content of requirements for dialogical speech for all age groups.

The kindergarten program provides for the teaching of dialogic speech. Work on the development of dialogical speech is aimed at developing the skills necessary for communication.

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

Several groups of dialogic skills can be distinguished:

Speech skills themselves:

enter into communication (be able to know when and how you can start a conversation with an acquaintance or stranger who is busy talking with another);
maintain and complete communication (take into account the conditions and situation of communication; listen and hear the interlocutor; take initiative in communication, ask again; prove your point of view; express your attitude to the subject of conversation - compare, express your opinion, give examples, evaluate, agree or object, ask , answer; speak logically, coherently;
speak expressively at a normal pace, use the intonation of the dialogue.

Speech etiquette skills. Speech etiquette includes appeal, introduction, greeting, attracting attention, invitation, request, consent, refusal, apology, complaint, sympathy, disapproval, congratulations, gratitude, farewell, etc.
Ability to communicate in pairs, in a group of 3–5 people, in a team.
The ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic.
Non-verbal (non-verbal) skills – appropriate use of facial expressions and gestures.

The task of developing skills in the field of speaking is broad and multifaceted. They cover not only the linguistic sphere (form of answer, question), but also the speech qualities of a person (sociability, politeness, tact, restraint), as well as a number of behavioral skills.

The ways in which a teacher influences children’s spoken speech are very diverse. A decisive tool in all age groups is to guide children's spoken language in everyday life. The formation of spoken language is also carried out in various classes.

Let us consider the content of the requirements for dialogic speech by age group.

In early age groups, the task is to develop an understanding of the speech of others and to use the active speech of children as a means of communication: to encourage the child to turn to adults and children on various occasions, to develop the ability to ask questions, express their desires, requests, and tell in a few words what they saw . Develop the ability to listen carefully to the speech of others, fulfill their verbal demands, answer questions: Who is this? What is this? Training in the classroom should be aimed at improving children’s ability to understand the teacher’s speech, answer simple and more complex questions, maintaining a conversation.

The teacher’s questions are the leading technique for activating a child’s speech and thinking in this age group. Looking at objects, observing phenomena, children correctly name individual actions, but cannot establish their relationship and sequence, i.e. find it difficult to imagine the situation as a whole. The teacher helps to understand it. “A boy is watering flowers from a watering can,” says the kid, looking at the book. “Where does the water in the watering can come from?” — the teacher is interested and explains: “First the boy filled the watering can with water, and then began to water the flowers.” Then he invites the child to tell himself about how the boy poured water into a watering can and began to water the flowers.

When working with children of primary preschool age , the closest attention is paid to the development of speaking skills. The teacher must ensure that every child easily and freely enters into communication with adults and children, teach children to express their requests in words, answer adults’ questions clearly, and give the child reasons to talk with other children. You should cultivate the need to share your impressions, tell the child about what you did, how you played, the habit of using simple formulas of speech etiquette (say hello, say goodbye in kindergarten and family), encourage children to try to ask questions about their immediate environment (Who? What? Where ? What does it do? Why?) Children are taught:

- understand a variety of questions and answer them;

- ask questions of a wide variety of nature;

- actively participate in the conversation;

- take part in dramatizations;

- explain the contents of the picture, rules of behavior, the structure of a simple toy, etc.

The formation of dialogical speech skills is most effectively carried out in classes in describing objects and examining pictures. When the teacher repeatedly talks about the toy (object), the children actively finish the unfinished phrases (The ball is big and blue. This is... - “Rubber ball.” - “If you hit the ball on the floor...” - “It will jump,” etc.). The leading technique when viewing paintings is asking questions from the teacher. They should help children understand the general meaning of the picture, stimulate the child to purposefully describe objects and phenomena. In addition, when looking at paintings, you need questions that will give the child the opportunity to express his conclusion, to assume something, to doubt something. The teacher’s story should include sentences containing a question, an exclamation, or direct speech.

In middle preschool age , children continue to be taught dialogical speech, are taught to willingly enter into communication with adults and peers, answer and ask questions about objects, their qualities, actions with them, relationships with others, and support the desire to talk about their observations and experiences.

The teacher pays more attention to the quality of children’s answers: he teaches children to answer both in a short and in a common form, without deviating from the content of the question. When analyzing the answer, you should evaluate its content and speech design. If the answer is essentially correct, but the phrase is poorly constructed, the teacher praises the child for his activity and intelligence and immediately gives an example of the correct construction of the phrase. Then he offers to repeat it. Gradually, he introduces children to participate in collective conversations, where they are required to answer only when the teacher asks, and listen to the statements of their comrades.

The cultivation of a culture of communication continues: the formation of the ability to greet relatives, friends, group mates, using synonymous etiquette formulas (Hello! Good morning! etc.), answer the phone, not interfere in the conversation of adults, enter into a conversation with strangers , meet the guest, communicate with him.

The formation of dialogical speech skills is facilitated by retellings of literary works and conversations based on the content of what has been read. A conversation on the text should include not only questions about the content of the work, but also exercises on expressive retelling of dialogues. By practicing intonation expressiveness of speech in students, the teacher at the same time makes it easier for them to memorize the text.

In the senior and preparatory groups, students should be taught to answer questions more accurately, to combine the remarks of comrades in a common answer, to answer the same question in different ways, briefly and broadly. Strengthen the ability to participate in a general conversation, listen carefully to the interlocutor, do not interrupt him, and do not get distracted. Particular attention must be paid to the ability to formulate and ask questions, construct an answer in accordance with what is heard, supplement, correct the interlocutor, compare your point of view with the point of view of other people.

Conversations about things that are not in the child’s field of vision, meaningful verbal communication about games, books read, movies watched should be encouraged.

At this age, the same techniques are used, but the topics of conversations, the content of instructions and stories become more complicated. More attention is paid to developing communication skills with peers, and children learning the rules of speech behavior in public places. Children of senior preschool age must master a variety of speech etiquette formulas and use them without reminders. The formation of a culture of communication also plays an important role.

In collective conversations, children are asked to complement, correct a friend, ask again or question the interlocutor. They continue to teach children to consistently and expressively tell short tales and stories without the help of questions from the teacher; convey dialogic speech, changing intonation in accordance with the experiences of the characters.

Thus, the tasks and content of the requirements for dialogical speech of preschoolers at each stage become more complicated and are determined by the age characteristics of children, the capabilities of their cognitive activity, and the nature of communication with others.

3. Types, topics and content of conversations in age groups.

Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and children on a specific topic.

Conversations are used to clarify, correct knowledge, generalize and systematize it. Children’s participation in a conversation presupposes that they have the ability not only to listen to an adult and participate in a dialogue with him in the course of solving an educational-cognitive task, but also the ability to listen and hear peers, understand their statements and judgments, evaluate them in accordance with the task being solved, and accept or reject, accept as a whole or supplement, etc. In this case, the ability to hold attention for a more or less long time and concentrate mental strength is necessary.

It is known that conversation is an active method of mental education. The question-and-answer nature of communication encourages the child to reproduce not random, but the most significant, essential facts, to compare, reason, and generalize. In unity with mental activity in conversation, speech is formed: coherent logical statements, value judgments, figurative expressions. Such program requirements are reinforced as the ability to answer briefly and broadly, accurately following the content of the question, listen carefully to others, supplement and correct the answers of comrades, and ask questions yourself.

Conversations are an effective method of activating vocabulary, since the teacher encourages children to look for the most accurate, successful words to answer. However, a necessary condition for this is the correct ratio of speech activity between the teacher and children. It is desirable that the teacher’s speech reactions account for only 1/4 - 1/3 of all statements, and the rest falls on the children.

Conversations also have educational value. The correctly selected content of the conversation carries an ideological and moral charge. The organizational form of the conversation also educates - children’s interest in each other increases, curiosity and sociability develop, as well as qualities such as endurance, tact, etc. Many topics of conversation provide an opportunity to influence the behavior of children and their actions.

E.A. Flerina classified the conversations based on didactic tasks. She identified three types of conversations:

an introductory conversation that organizes children for one or another type of activity;
conversation accompanying the activities and observations of children;
a final conversation that clarifies and expands the children’s experience.

Each of these types of conversations is unique in its target setting and method. This classification is based on the interaction between childhood experience and its expression in speech.

M.M. Konina identifies two types of conversations that complement the classification of E.A. Flerina. They are based on the material (painting, book) in connection with which the conversation is held.

In terms of content, we can conditionally distinguish between cognitive and ethical conversations.

Let us dwell on the characteristics and features of these conversations.

Introductory or preliminary conversations are carried out when the teacher introduces children to phenomena that are new to them, develops new skills, methods of action, etc. During the preliminary conversation, the teacher identifies the knowledge existing in the children’s experience, acquired by them in the learning process, in classes and in everyday life.

Introductory conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, do not go beyond the child’s experience, and a number of questions remain unresolved (“We’ll see... we’ll see... we’ll check...”).

The final, or generalizing, conversation is carried out with the aim of systematizing knowledge, its further deepening and awareness.

The content and nature of the knowledge system in certain areas of reality is determined by the training program. The organization of the learning process - the sequence of content development, the selection of methods - is aimed at children’s assimilation of relevant knowledge (ideas about an object or phenomenon, properties and qualities, state, manifestations, etc.), at mastering the connections that function in a given area of reality. All this leads children to the final generalization of knowledge, the formation of a system of ideas or elementary concepts.

Decisive importance in the final generalization belongs to the final conversation of a heuristic nature.

During a heuristic conversation, children, prompted by the questions and tasks of the teacher, reproduce the basic facts that they have learned during training in appropriate conditions. Through analysis, juxtaposition and comparison, the main connections that unite these phenomena are identified, and children are led to generalized judgments about the essence of the phenomena, their nature and interconnection.

During the conversation, the teacher uses a variety of techniques. To reproduce in children's memory ideas about objects and phenomena, knowledge about which is systematized and generalized during a conversation, paintings or other visual materials can be examined. When reproducing knowledge about other facts, a variety of ascertaining questions are used. Isolation of connections is ensured by analysis, comparison and comparison, as well as modeling or the use of ready-made models. In the process of analysis aimed at establishing connections, the teacher uses search, problem questions, comparison tasks, etc. In conclusion, tasks for generalizing judgment are given.

The conversation can be structured as inductive or deductive. In the first case, the conversation begins with the reproduction of facts, then they are analyzed, connections are made and generalization is carried out.

If there is sufficient generalization of knowledge from a particular area of reality, you can use the deductive logic of conversation (it is characteristic of the process of “subsuming a concept”). In this case, the conversation begins immediately with the correlation of the phenomena under consideration to a group - to a concept, which is justified by highlighting the essential features of this concept. The final judgment affirms the inclusion of new knowledge in the system already established in children.

The conversation that accompanies the acquisition of new experience is transitional from conversation to conversation. It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements.

Its purpose is to stimulate and direct children’s attention to a richer and more expedient accumulation of experience. The teacher’s task is to provide the most complete perception, to help children gain clear, distinct ideas, and to supplement their knowledge.

The content of the conversation is determined by the observation process. What and in what order children will notice and what they will say cannot be predicted in advance. During the conversation, the teacher’s word plays an explanatory role, revealing the content of the material that children perceive. During the observation process, the teacher directs the children’s perception and maintains interest in observation. He gives children the opportunity to observe, guides them unnoticed, without taking away the initiative; helps to understand phenomena, connections between cause and effect, and leads to a conclusion.

This type of conversation is characterized by the participation of different analyzers: vision, hearing, touch, muscular-motor sphere, motor activity. The second signal system (the word) deepens the impressions that the child receives through the senses. The child is given the opportunity to observe and touch. The conversation plan can be changed because it is adjusted during the course of observation. During such a conversation, it is unacceptable to distract children from what is being observed; you should not go into details and talk about what they do not see.

The topics of the conversations are determined by the specific objectives of educational work with children, their age characteristics, the stock of knowledge acquired during excursions and observations, as well as their immediate environment.

The methodological literature widely covers conversations of an everyday or social nature, as well as natural history (“About our kindergarten”, “About wintering birds”, etc.). Conversations on moral topics are widely used in kindergarten. It is important that children have enough impressions, living experience on the proposed topic, so that the accumulated material awakens positive emotional memories. In the first months of the school year, topics are planned that require less special preliminary preparation of children (“About the family”, “What we do to be healthy”, “Our duties”).

The content of the conversations is program material to familiarize children with the life around them: the life and work of people, events in public life, the activities of children in kindergarten (games, work, mutual assistance, friends). The content should be pedagogically sound, contribute to solving the problems of comprehensive education, accessible, and psychologically close to the preschooler.

In our time, the problem of the content of conversations with preschoolers has been studied by many scientists (A.P. Usova, E.A. Flerina, E.I. Radina, E.I. Zalkind, E.P. Korotkova, N.M. Krylova). The following conclusions are made: in relation to modern children, the content of “simple” and “complex”, “distant” and “close” has changed in the era of the development of technology and culture. Pictures, books, movies, children's programs, computer games, etc. expand the range of children's ideas and concepts, awaken new interests in the child.

In each conversation , such structural components as the beginning, the main part, and the end are quite clearly distinguished.

Starting a conversation. Its purpose is to evoke and revive in children’s memory previously received impressions, if possible imaginative and emotional. This is done by various methods: reminder questions, riddles, reading excerpts from works of fiction, showing paintings, photographs, objects. At the beginning of the conversation, the topic and the purpose of the upcoming conversation are formulated, its importance is justified, and the motive for choosing this topic is explained to the children.

The main part of the conversation . It can be divided into stages or micro-topics. Each stage corresponds to a significant, complete section of the topic, i.e. The topic is analyzed at key points. When preparing a conversation, the teacher needs to outline its stages, highlight the essential components of the concept that will be analyzed with children. During each stage, the teacher uses a set of various techniques, strives to summarize the children’s statements with a final figurative phrase and make the transition to the next micro-topic. It is desirable that the emotional nature of the conversation not only be maintained throughout the conversation, but also increase towards the end.

The end of the conversation is short in time and leads to a synthesis of the topic. This part of the conversation can be the most emotional, practically effective: looking at handouts, doing game exercises, reading a literary text, singing. A good ending would be wishes to the children for their future observations.

The methodology determines in which age groups classes and conversations are conducted. In relation to younger preschool age, conversation is used - conversation in the process of gaining experience. The conversation is accompanied by looking at toys and pictures.

In middle preschool age, conversations are predominantly used that accompany the acquisition of new knowledge, accompany observations (what are objects made of, our clothes, washing utensils) and excursions (what does the postman do?).

In older preschool age, all types of conversations are held.

4. Methods of using speech situations in teaching children dialogical speech.

Purposeful training of dialogical speech occurs in specially organized speech situations. They are aimed at developing the skills of negotiating during communication, questioning the interlocutor, entering into someone’s conversation, following the rules of speech etiquette, expressing sympathy, persuading, and proving one’s point of view.

The technique of using speech situations may include solving communicative problems:

on a verbal basis,
based on children’s depiction of certain situations on the instructions of the teacher.

In the first case, a situation is proposed such as a speech logical task, ending with a question to the children, which they must answer. In the second case, children complete the task in a practical way.

Communication situations can reflect different tasks of dialogue: entering into a conversation, agreeing on something during communication, asking questions, obtaining the necessary information, using speech etiquette formulas.

In older preschool age, children are offered more complex tasks: perform some action (draw something), after asking a partner first; talk with someone on a certain topic, analyze and evaluate the character’s behavior in a given situation.

Certain dialogic skills (addressing speech to an interlocutor, attracting his attention to oneself, communicating in a friendly manner) are manifested only under the control of an adult. It is necessary to create conditions for the transfer of these skills into everyday life, to encourage positive dialogical communication between children.

5. Practical task.

Conversation about summer.

(Middle group)

Goal: to systematize children’s knowledge about summer (in summer it is sunny and warm, there is a lot of grass and flowers, berries and fruits ripen; in parks, in the forest, in the meadow there are many insects and birds); consolidate the ability to distinguish and name plants and animals known to children; revive children’s aesthetic impressions of summer nature; develop the ability to participate in dialogue with adults and peers.

Material: painting “Summer”, pictures of plants and animals; photographs of summer holidays brought by children.

Course of the conversation: Offer to look at the picture and say what the artist painted the picture about. The teacher, talking with the children, asks questions:

Is it a warm or cold day depicted?
How did you find out?
How are the children dressed?
Why are you dressed so lightly?
What are the children doing?
How did you play in the summer?
What flowers did you see?
What butterflies, beetles, and birds did you see?
Where did you go for walks? (Looking at photographs brought by children). What did you see? What did you do?

The teacher, together with the children, looks at photographs of children, activates children with communication difficulties (“Ask Sasha where he went on holiday last summer?”, “Ask Katya who is with her in the photo”, “Tell me where and with whom you are on holiday”). photographs”, etc.). Then he asks the children: “Why do you love summer?”

Speech situation

(preparatory group)

Subject: "Welcome"

Goal: to introduce children to a polite invitation, to teach children to receive guests, to learn the rules of speech behavior in a given situation, to cultivate in children a sense of tact and politeness.

Progress:

Do you like to visit? Who is inviting you? What words are usually spoken at this time? And here’s how Brother Rabbit invited Brother Fox (the hero of the fairy tale by J. Harris) to visit:

“I saw Brother Bear yesterday,” said the Fox. “He gave me such a beating because we don’t get along, “You, he says, are neighbors, should live together.” I promised him that I would talk to you.

Here the Rabbit scratched his paw behind his ear, as if from joy, stood up and said:

- Great, Brother Fox. Come to me tomorrow, we'll have lunch together. We don’t have anything like that at home, but my wife and the kids will have a look around and find something to treat you with.

“It’s my pleasure,” said the fox.

“Well, I’ll wait,” said the Rabbit.

Do you think it's nice to receive such an invitation? Will the owners be happy if Brother Fox comes to visit them? Why? Explain. What words do invitations most often begin with? Select:

- Come to me tomorrow...

- Please come and visit me...

- I invite you to my place for a cup of tea...

When we invite someone, we often explain the reason (reason), the purpose of the invitation. For example, for a visit, for a cup of tea, to listen to new records, to play chess, for a birthday.

Remember how the Tsokotukha Fly invited guests to her place. Is she happy with them? What did the Tsokotukha Fly treat her guests with? What kind words did she use to address them? (Children recall excerpts from the work).

Imagine that tomorrow is your birthday. Would you invite any of the guys to visit you? Show me how. (Children's options.)

A friend accepted your invitation and came to play a new game. And at this moment you really want to play. What will you tell your friend?

What will you do: will you invite him to play first or will you play yourself and your friend will just watch? How can you explain your behavior to him? (Children's options. Discussion).

Imagine that your friend is a homebody, he likes to lie on the couch and watch TV. You want to invite him to the stadium. Try to convince him to accept your invitation. (Children’s options. Discussion.)

Literature:

Speech development classes in kindergarten. Ushakova O.S. – M., Education, 1993.
Methods of speech development for preschool children. Borodich A.M. –M., Education, 1981.
Methods of speech development and teaching the native language to preschoolers. Alekseeva M.M., Yashina V.I. – M., Asadem A, 2000
Speech development in preschool children. Sokhin F.A. –M., 1984.
Speech lessons. Ladyzhenskaya T.A. and others - M., Education, 1995.
I'm learning to speak. Gerbova V.V. –M., Education, 2000.

Conditions for the development of coherent dialogical speech in preschoolers

Based on realities, we can say with confidence that almost all preschoolers gain experience in dialogue with peers, only it is different for everyone. This depends both on the child’s personal characteristics, on his communication abilities, and on the regularity of communication.

Moreover, a safe and motivating atmosphere is important in communication, within which the child can safely express his thoughts without fear of saying the wrong thing or making a mistake. Unfortunately, peer society is not always willing to take into account the characteristics of withdrawn or phlegmatic children.

Introverted, uncommunicative or slow children need comfortable conditions that promote conversation. They will not be the first to enter into a conversation, and will not insert their remarks when several people are communicating. Namely, these children need the development of interactive speech.

In such cases, it helps to have the opportunity to develop speech skills not only in free communication, but also by organizing training.

Conversation as a means of developing dialogue skills

Educational conversations conducted by an adult help accelerate the development of communication skills in preschoolers. It is necessary to create appropriate conditions for the child to respond to the adult’s proposal and start talking. As a rule, several important circumstances should be taken into account:

Place the child close to you. To do this, toys, pictures, and pets are used in a living area.
Find the right time. The conversation will be ineffective if the child wants to play or draw.
It is important that the environment is calm and nothing distracts from the lesson. A child needs comfort and a sense of security to talk.
The effectiveness of classes directly depends on how well the adult knows the child: his interests, favorite games, relationships with loved ones.
Structure the conversation so that the preschooler speaks more, feels attention and interest in his own words, but at the same time is interested in what the interlocutor is saying.

For classes, you can use preliminary reading of fairy tales and stories, which are further discussed. Also, simple instructions that require you to enter into a conversation reinforce the skill of dialogue. For example, teachers ask to show a newcomer toys in the toy library, instruct him to go to another group to get some item, or verbally convey information to parents.

Another method of forming dialogical speech: speech situations in which peers participate. The teacher offers a story, assigns roles, and on behalf of the characters, the children must discuss what happened.

As a result of such activities, children acquire skills and develop skills:

ability to take initiative;
ability to use various means of communication – words include facial expressions and gestures;
the ability to maintain a dialogue without being distracted by foreign objects;
pay attention to the words of the interlocutor and adhere to the rhythm of the remarks;
the ability to speak kindly, calmly and without shouting.

Development of dialogic speech in role-playing game

In developing the skill of dialogical speech, the influence of role-playing games is great. This game form involves the distribution of roles and the creation of a plot, as well as adherence to the rules.

Many games involve conversational communication as a basic condition. Preschoolers repeatedly scroll through the scenes of “seller - buyer”, “appointment with the doctor”, “daughter - mother”. Dialogues in games help children quietly develop and improve the necessary skills.

A well-developed language function is the basis for productive relationships between people at any age. Kids are still learning to communicate, but older preschoolers should already have the skills to conduct a structured and informative conversation, since in the very near future their efforts will shift to school education, and dialogic speech will be used as a developed means of any interaction.