Development of speech creativity in preschool children article on speech development (senior group)

Development of speech creativity in preschool children article on speech development (senior group)

Upyreva Nadezhda Viktorovna,

Teacher of GBDOU kindergarten No. 17

Krasnogvardeisky district of St. Petersburg

Development of speech creativity in preschool children

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic, and moral education of children.

The Federal State Educational Standard for Education indicates the need to include the development of speech creativity of preschoolers in the content of the educational field “Speech Development”. The “Law on Education of the Russian Federation” states that preschool education should be aimed at the formation of a general culture, the development of physical, intellectual, moral, aesthetic and personal qualities, and the formation of prerequisites for the educational activities of preschool children.

Speech creativity is the independent activity of children in constructing coherent statements caused by the perception of works of art, stimulating children’s use of a variety of expressive language means, conveying the child’s impressions of artistic information.

The huge role of creativity is determined by the fact that it opens up new values ​​for the child of cognition, transformation, experience, which enrich his world, contribute to the manifestation of the creative qualities of the individual, which corresponds to the principles of the Federal State Educational Standard (supporting children’s initiative in various types of activities; formation of cognitive interests and cognitive actions of the child in various types of activities). Exploring the surrounding reality through creative activity, the child shows an emotional and aesthetic attitude towards it, feels like an “active figure”, constantly discovering something new for himself and declaring new things about himself (L.A. Wenger).

The following types of speech creativity are distinguished:

1. Retelling.
2. Writing based on plot pictures and large paintings.
3. Compiling stories and fairy tales from personal experience.
4. Compiling narrative narratives based on topics.

The ability for speech creativity is formed in older preschool age, when children have a stock of knowledge about the world around them, the active side of speech, imaginative thinking and creative imagination are sufficiently developed.

To develop children's speech creativity, it is necessary to work to increase the levels of verbal sociability, coherent speech, vocabulary, grammatical structure of speech, the sound side of speech, and practical awareness of the elements of language. Educational tasks are solved during routine moments, in the joint activities of children with the teacher, and in the independent activities of children. Well-developed material is used, and it is also necessary to create a large number of new game situations.

It is necessary to organize the child’s speech activity in such a way that it is of a playful and entertaining nature, because only in this way can the child develop the ability to accurately and figuratively express his thoughts and feelings in the spoken word.

An important task of parents and teachers is to create favorable conditions for each child: early physical development; sensory experience and motor skills; an environment that stimulates and advances development; the need for maximum effort, i.e. gradual shifting of the “ceiling” of one’s capabilities higher and higher; a comfortable psychological environment, including recognition of the value of the child’s personality, absence of external assessment, understanding, empathy; unobtrusive, intelligent, friendly help from adults; providing the child with great freedom in choosing activities; availability of free time.

Table 1 - Targets

Contents of the educational process

To solve the problem of speech creativity, it is necessary to supplement the main content of the educational process, means of teaching, and upbringing.

Table 2 - Contents of the educational process

Techniques and methods for developing speech creativity in preschool children

In kindergarten, a wide arsenal of means is used - special speech classes, didactic games, folk games, dramatization games, speech and problem situations, “director’s games”, quizzes, ethical conversations, in which the main attention is paid to the development of the communicative function of speech.

The creative development of a child is possible only with positive motivation. The most powerful motive for a child is play. It is the game that makes the process of completing tasks and solving problem situations interesting, exciting, and stimulating a creative approach. It is necessary to organize the child’s speech activity in such a way that it is of a playful and entertaining nature, because only in this way can the child develop the ability to accurately and figuratively express his thoughts and feelings in the spoken word.

Pay special attention to an individual and differentiated approach to children. Before starting work on composing stories and fairy tales, it is necessary to replenish children’s vocabulary with adjectives, verbs, adverbs, teach them to compare, and select epithets.

A number of speech games can be used for this purpose. For example, “Word on the palm of your hand (on the ceiling, on a tree, in water...)”, “Beautiful words (prickly, sweet, etc.)”, “Find out by description”, “Yes - no”, “Magic wand” , “What does this look like?”, “Name the same toy differently,” “Name it differently (fairy tale, poem, story).”

You can engage in word creation individually, in subgroups, or all together, creating collective fairy tales and poems.

To stimulate the development of speech creativity, it is necessary to shape children’s search activity through questions: “Why?”, “What will happen if...?” Using the possibilities of vocabulary work, a system of exercises to enrich the vocabulary.

• Selection of definitions and epithets (what types of mothers are there?)
• Recognizing objects by epithets (juicy, ripe, velvety - what is it?)
• Selection of actions for the subject (how can you play?)
• Selecting an object for action (What is the dog doing?)
• Selection of circumstances.
• Selection of synonyms (big, huge...)
• Finding the missing words (the janitor took a broom, he...)
• Distribution and addition of sentences (children go, where? Why?)
• Making sentences with a certain word.
• Active use in the educational process of works of Russian folk art: tongue twisters, nursery rhymes, proverbs, sayings, etc.

Working methods and techniques:

• Modeling using geometric shapes, colored circles, chart cards;
• Fantastic transformation of literary text
• Transfer of an individual hero to other conditions;
• Combining characters from different literary works;
• Use of Propp's maps;
• Changing the sequence of events in a literary work;
• Narrating a work on behalf of a literary character;
• Changing the characteristic features of literary characters - using TRIZ technology “good-bad” (“About the good Baba Yaga and the evil girl”, “About the evil carrot and good honey”);
• Sound replacement (“Doors and Beasts”);
• inventing the beginning, continuation and end of a fairy tale;
• writing fairy tales using several techniques, coming up with a “salad from fairy tales.”

Children are required to be able to come up with a plot, a course of events,

climax and denouement. The ability to select individual facts, introduce elements of fantasy into them and compose a creative story. A creative story is a story that children come up with themselves, because there is an element of creativity in any children's story.

The development of creative abilities will awaken the hidden potential, reserves, originality and talent inherent in any child. However, the ability to create, including speech creative ability, will develop most successfully only if its development is promptly provided with appropriate incentives and optimal conditions of the environment in which the child is located.

List of used literature:

1. Arushanova A.G., Ivankova R.A., Rychagova E.S. Developmental communication

communication with children 2-3 years old: Sfera, 2013, 96 p.

2. Glukhov V.P. Formation of coherent speech in preschool children with

general underdevelopment of speech. - M.: Library of a practicing speech therapist, 2002 - 230 p.

3. Kozachenko I.I. Using didactic syncwine in working with

preschoolers. - Department of Preschool Educational Institution No. 8, 2015

4.N.I.Levshina, O.V.Zakharova, Yu.A.Prokopenko, T.G.Rezvanova. Development

speech creativity of preschool children through Lego construction.-

Preschool pedagogy, 2011 No. 8

5. Ushakova O.S. Speech development of preschoolers. - M.: Institute Publishing House

Psychotherapy, 2001 - 256 s.

6.Arushanova A.G. Speech and verbal communication of children: A book for kindergarten teachers. - M.: Mozaika-Sintez, 2000. - 272 p.

7. Nishcheva N.V. Educational fairy tales: A series of classes on developing the lexical composition of the language, improving the grammatical structure of speech, and developing coherent speech in preschool children - an educational and methodological manual-summary. - St. Petersburg: Childhood-press, 2002. — 47 s

8.Program of education and training in kindergarten/Ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova - M.: Mozaika-Sintez, 2007 - P. 130 - 132.

9. Speech development in preschool children / Ed. F. Sokhina. - M.: Education, 2001.

10.Say it differently: Speech games, exercises, situations, scenarios / Ed. O.S. Ushakova. - Samara, 2001. - 10 p.

MAGAZINE Preschooler.RF

Educator: Popova Natalya Viktorovna MADOU kindergarten No. 4 Krasnouralsk

Correct pronunciation, expressive intonation, and the ability to choose the necessary and correct linguistic means to express their thoughts should be taught to children as early as possible. This is one of the most important practical tasks facing preschool institutions and parents.

Speech development includes mastery of speech as a means of communication; enrichment of the active vocabulary; development of coherent, grammatically correct

dialogical and monologue speech; development of sound and intonation culture of speech, phonemic hearing; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write (FSES DO).

The main goal of speech education is for the child to creatively master the norms and rules of his native language, determined for each age stage, be able to apply them flexibly in specific situations, and master basic communicative abilities.

The relevance and practical significance of pedagogical experience is beyond doubt, since among the problems of children’s speech development, two main ones have been identified: speech creation and dialogue as the most important components of communicative initiative, the most important areas of personal self-development. Creativity in speech activity manifests itself at different levels to varying degrees. The child does not invent his own sound system. He learns to correctly pronounce sounds and words in accordance with the norms of his native language, construct sentences in accordance with the rules of grammar, and formulate statements in the form of texts of a certain structure (with a beginning, middle, ending) and a certain type (description, narration, reasoning).

The main pedagogical idea is that by mastering the linguistic means and forms of speech that exist in culture, the child shows creativity, plays with sounds, rhymes, meanings, experiments and constructs, creates his own original words, phrases, grammatical constructions, texts that he has never I haven't heard from anyone. In this form, the child learns linguistic patterns. He comes to fluency in language, linguistic flair through an elementary awareness of linguistic reality and through experiment.

The system of work is to develop verbal creativity and includes all areas of the word - lexical, grammatical, phonetic. It is necessary to encourage children's creative expression in the field of words and offer older preschoolers tasks for inventing stories. Systematic work will lead to the fact that children will strive for independent creativity.

The work is based on the theory of TRIZ technology, developed by domestic researcher G.S. Altshuller and the “Fantasy Binomial” developed by the famous writer DzhaniRodari. In my practice of developing a child’s speech culture, I actively use the didactic game: “Prefixes” , using a fantasy binomial. This manual uses cards with images of objects, objects and prefixes.

The essence of the didactic game is to combine words with prefixes, obtaining interesting words and inventing stories. The fantasy binomial is a method of developing coherent speech, with the help of which children develop the ability to create a speech utterance of a creative type.

Form of using a fantasy binomial in the didactic game “Arbitrary Prefix” : A story using a “fantasy binomial” by J. Rodari (two or three words without a semantic connection with each other) - according to a neologism derived from two words, combining a prefix with a picture into one word. We discuss a new word, come up with a name for a new object, make up a story about this object, where and for what they can be used, and sketch new objects.

The conditions under which this experience can be used by other teachers are in the qualitative interpretation of the received materials, in the study of the technical factors that ensured success in using the didactic game “Arbitrary Prefix” for the development of the child’s speech culture.

One of the means that provides not only a high-quality, but also an exciting learning process is a system of creative tasks based on the methods of the didactic game “Arbitrary Prefix” .

The main principle of the didactic game “Arbitrary Prefix” is the desire to awaken and activate the creator, inventor in the child, to captivate with verbal play - when you can laugh and reason when an invented object is born freely, without fear that something incorrect, unnecessary or stupid is said . The most important way of communication in the didactic game “Arbitrary Prefix” is dialogical speech, that is, a conversation supported by interlocutors “teacher - child” , “child - child” jointly discussing and resolving any issues.

When using the didactic game “Arbitrary Prefix” using the “fantasy binomial” in work on the development of speech creativity, it became noticeable that, based on new ideas, children make up rich and interesting stories. The didactic game develops children’s speech: it replenishes and activates the vocabulary, forms correct sound pronunciation, develops coherent speech, and the ability to correctly express one’s thoughts. With the help of the didactic game “Arbitrary Prefix”, children’s vocabulary is enriched. Children enjoy imagining that objects are alive and can talk and move, imagining them in different situations. Children develop speech, memory, attention, logical thinking, and visual memory. A culture of behavior and communication skills are strengthened.

Speech creativity as a type of children's creative activity

Verbal creativity as a kind of child's creative activity

Zheleznyakova Tamara Vitalievna,

Master's student at the Department of Preschool Education at Tomsk State Pedagogical University.

The article, based on a theoretical analysis of psychological and pedagogical literature, gives an idea of ​​children's creative activity, including speech. The conditions that contribute to the formation and improvement of speech creativity in preschool children are revealed.

Keywords:

speech creativity, creative activity, imagination, forms of speech.

Keywords:

verbal creativity, creative activity, imagination, forms of speech.

For many decades, scientists, both domestic and foreign: psychologists (L. S. Vygotsky, F. A. Sokhin, A. N. Leontiev, D. B. Elkonin), teachers (O. S. Ushakova, M. I. Cheremisina, E.S. Kubryakova, etc.), linguists (A.N. Gvozdev, N.V. Krushevsky, V.A. Bogoroditsky, Baudouin de Courtenay, etc.) purposefully, systematically and comprehensively studied the speech of children, as well as the results of children's creativity during creative activities.

Researchers L. I. Bozhovich, V. S. Mukhina and others came to the conclusion that a creative personality begins to form from early childhood “... where a person imagines, combines, changes and creates something new...” [2 , pp.6-7].

The goal of any children's creative activity (musical, artistic, theatrical, artistic and speech) is to create a completely new, extraordinary product based on the acquired life experience and acquired, albeit limited, knowledge. The very process of creating something, sometimes unusual and unexpected, encourages the child to deviate from the usual pattern, change the type of product, and experiment.

A large and responsible role in this process is assigned to an adult (educator, parent), who helps the preschooler enrich his ideas about the world around him, master the most acceptable means of expressing received emotional experiences, and the skill of building relationships, laws, and values ​​existing in the microsocium. Consequently, both at home and in kindergarten, life for a child should be organized so that he can, as independently as possible and in accordance with his desires and abilities, create a creative product that has never existed.

The basis of children's creativity is the process of imagination, which in older preschool age is a psychological new formation and plays an important role in the formation of personality (L.S. Vygotsky).

Scientists have proven that their perception of works of art plays a major role in the formation and development of children's imagination and potential creative abilities. First of all, it is necessary to acquaint preschool children with works of fiction and oral folk art [5, p. 401]. The accumulated experience of cognitive, speech, and play activities, a rich stock of ideas, and the development of creative thinking allow children of senior preschool age to productively and multifacetedly use the wealth of their native language. Thus, the child’s creative activity is directly dependent on the completeness and diversity of his ideas, which are the material for the development of fantasy.

When teaching creativity, it is necessary to understand the peculiarities of the formation of artistic, including speech, creativity of preschool children. At one time, N.A. Vetlugina believed that the concept of “creativity” refers to the activities of a child and defined it with the word “childish.” She proposed to distinguish three stages in the formation of children's artistic creativity [1, p. 8].

The first stage is when the child accumulates experience. An adult helps him organize life observations.

The second stage is the process of children's creativity itself. At this stage, the child has an idea and finds ways to implement it.

The third stage – a new product is created. The child is interested in the quality, completeness, and aesthetics of the final result of creative activity.

The accumulated impressions from the perceived works of art and the surrounding life stimulate the emergence of the ability for speech creativity (speech creative activity), the purpose of which is to solve an unusual, new problem for the child, and the result is manifested in different forms of speech: inventing new words (word creativity), in constructing and conducting dialogue, inventing creative stories, stories, fairy tales; modeling your own riddles; inventing fables, poems - inversions; creative retellings. Domestic preschool pedagogy considers these types of speech creativity to be the most popular.

Knowledge of the peculiarities of the formation of children's speech creativity makes it possible to determine the pedagogical conditions necessary for teaching children:

1. Continuous enrichment of children’s experience with new impressions from life: conducting excursions, observing the work of adults, looking at paintings, albums, illustrations in books and magazines, reading books.

2. Systematic work on the development of children’s speech in general and the enrichment and activation of vocabulary in particular.

3. Development in children of the ability to construct a coherent text, master the structure and composition of a coherent text in accordance with its communicative and semantic content (in this case we are dealing with a narrative, description or reasoning) or genre characteristics (in this case we are talking about the most popular in children's age genres - poems, stories, fairy tales, riddles, proverbs, sayings, etc.).

4. Teach children to correctly understand the task itself to “invent”, “compose”, i.e. to create something new, to talk about something that actually did not happen [3, p.12].

Teacher O. N. Somkova rightly believes that it is most appropriate to develop children’s verbal creativity in the following sequence: retelling a literary text, inventing by analogy, inventing a continuation and ending to a story, inventing a story or fairy tale according to a plan based on a model, inventing a plot story based on toys, then on a given topic or according to a proverb, composing fairy tales, riddles using figurative comparisons, personifications and metaphors [4, p.98].

The success of this work depends on the diversity of cultural practices in which the child is involved. These include gaming, productive activities, perception of fiction, cognitive and research activities.

It is important to believe that the development of children’s listening skills, the organization and use of the pedagogical potential of the environment, the establishment of a connection between nurturing love for the native language and sensory education, the organization of children’s play and work are the main tasks in the development of children’s speech creativity.

Literature

1. Vetlugina N. A. Artistic creativity in kindergarten. A manual for educators and music directors / Ed. N. A. Vetlugina.- Moscow, “Enlightenment”, 1974.- 175 pp.: ill.

2. Vygotsky L. S. Imagination and creativity in childhood: a psychological essay: book. for the teacher / L. S. Vygotsky. - 3rd ed. - Moscow: Education, 1991.

3. Kiseleva O. I. Theory and methodology of children’s speech development: theory and technology of teaching speech creativity: Textbook for specialty 030900 “Preschool pedagogy and psychology” / O. I. Kiseleva. – Tomsk: Publishing house. TSPU, 2007. – 84 p.

4. Somkova O.N. Educational field "Communication". How to work according to the “Childhood” program. Educational and methodological manual / O. N. Somkova; ed. A. G. Gogoberidze. - St. Petersburg: CHILDHOOD - PRESS, 2013. - 182 p.

5. Usova A.P. Russian folk art in kindergarten / A.P. Usova // History of Soviet preschool pedagogy: anthology: textbook / Comp. E. A. Grebenshchikova, A. A. Lebedenko; edited by M. F. Shibaeva. – Moscow: Education, 1980.

Received by the editor on November 7, 2016.