Basic requirements for a teacher’s speech in the process of communicating with children in a preschool educational institution.
Sharenko Vera Alexandrovna.
MBDOU "Children's salo "Varenka" in the city of Abakan, Republic of Khakassia.
Senior group teacher.
Basic requirements for a teacher’s speech in the process of communicating with children in a preschool educational institution.
The speech of the teacher, who is constantly in the field of view of the children, in communication with them, is the main source from which children receive a sample of their native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all the sounds of their native language, but and maintained at a certain tempo, volume, must be intonationally expressive, correctly grammatically formatted, coherent, understandable, with the correct and accurate use of verbal notations.
The teacher must be self-critical of his speech and adhere to literary norms of pronunciation. In speech you can express the subtlest shades of feelings and thoughts. This is achieved through the use of intonation means of expressiveness: voice strength, logical stress, tempo, pauses, rhythm, timbre, melody. Monotonous speech tires young listeners. The teacher’s speech should be emotionally rich, loud enough and leisurely.
A story read by a teacher using expressive means will arouse children’s interest, make them empathize, feel the power of words, and remember the content for a long time; the same story, read dryly, at a fast pace, without emotion, can only cause boredom and indifference to the work of art.
The voice is a teacher’s professional instrument, and it must be used correctly and protected from overload. If the situation requires a significant increase in the volume of speech, this does not mean that it is necessary to make him scream. You should, by slightly increasing the volume, pronounce the words more clearly, while slowing down the pace of speech.
Children learn from adults not only to pronounce sounds and words correctly, but also to clearly retell the content of fairy tales and stories, to consistently express their thoughts, and to draw conclusions.
The ability to convey to children this or that content conveyed in speech in a coherent, interesting, and accessible form is a necessary quality of a teacher’s speech.
Consistently expressing thoughts, the teacher should not clutter up his speech with incomprehensible words, complex phrases, or long phrases.
In addition, the teacher’s speech should be calm, always balanced, and polite not only towards children, but also towards all other kindergarten workers.
A serious attitude towards reading and constant work with a book will help you better understand the richness and diversity of your native language. Enrichment of the vocabulary is achieved through systematic reading of fiction, popular science, special and other literature. The enrichment of the teacher’s speech is facilitated by memorizing proverbs, sayings, catchphrases, and phraseological phrases.
The teacher’s speech is the main thing in raising a child in kindergarten
Gulnara Nagaeva
The teacher’s speech is the main thing in raising a child in kindergarten
The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech , since the preschooler spends most of the time during this period of his life with him. Enrichment and activation of vocabulary must begin from a very early age of the child . And in the future we need to further improve it and increase it. Only a child with a rich vocabulary can develop correct, literate speech . The teacher’s task is to optimize the process of speech development and vocabulary enrichment as much as possible. Children spend most of their time in kindergarten with teachers . The teacher's speech is an example for children. It is this that they focus on when pronouncing the words they know. Children try to copy the teacher’s intonations depending on the properties of the event being described, just as the teacher in his stories about the same events. the teacher's speech sounds , the more correct the speech of his students . The teacher must improve and develop his speech and pronunciation, since his mistakes will entail hundreds of mistakes of his pupils , which are easier to correct at an early age than at an older age.
By using various methods of teaching speech development and vocabulary enrichment, you can achieve more tangible results than if you use template techniques. Children are interested in a change in activity and therefore the process of mastering knowledge will proceed more interestingly, lively and without tiring preschoolers. Having developed speech , a child will be better prepared for school. The knowledge will be easier , and there will be fewer problems when communicating with peers and answering at the board.
Knowing that preschool children master language on the basis of oral speech, through communication with people around them, the following should be taken into account. 1. The teacher’s speech is a model for children in the broad sense of the word, primarily in colloquial speech, on the basis of which the child’s daily communication with the teacher . 2. During classes, children, listening to the teacher’s speech , practice mastering the Russian language. the teacher's colloquial speech are passed on to the children, and then the children have difficulty getting rid of them already at school.
The teacher's speech should be:
1) grammatically correctly constructed, coherent;
2) with a clear and distinct pronunciation of all sounds of the native language;
3) maintained at a certain tempo and volume;
4) intonationally expressive;
5) understandable;
6) with the correct and accurate use of verbal notations.
Requirements for teacher speech Correctness - compliance of speech with language norms. When communicating with children, the teacher uses the basic norms of the Russian language: orthoepic norms (rules of literary pronunciation, as well as norms for the formation and change of words. Accuracy is the correspondence of the semantic content of speech and the information that underlies it. The teacher must pay special attention to the semantic (semantic) )
side of speech, because this contributes to the development of children’s skills in accurate word use.
Logicity is the expression in semantic connections of the components of speech and the relationships between the parts and components of thought. the teacher takes into account that in preschool age ideas about the structural components of a coherent utterance are formed and the skills of using various methods within text communication are formed. Purity is the absence in speech of elements alien to the literary language. Taking into account the leading mechanism of speech development of preschoolers (imitation), the teacher takes care of the purity of his own speech: the use of filler words, dialect and slang words is unacceptable.
Expressiveness is a feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of the teacher’s is a powerful tool for influencing child A teacher who is proficient in various means of expressive speech (intonation, tempo of speech, strength, pitch of voice, etc., contributes not only to the formation of the arbitrary expressiveness of a child's , but also to a more complete awareness of the content of an adult's speech, and the formation of the ability to express his attitude to the subject of conversation.
Richness is the ability to use all linguistic units in order to optimally express information. The teacher’s rich vocabulary the child’s vocabulary , helps to develop his skills in accurate word usage, expressiveness and figurative speech, since in preschool age the foundations of the child’s .
Relevance is the use in speech of units that correspond to the situation and conditions of communication. The appropriateness of the teacher’s speech presupposes , first of all, having a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.).
Some shortcomings of the teacher’s speech:
1) haste in speech (accelerated pace makes it unclear, blurry, difficult to understand )
2) slurred pronunciation;
3) monotony of speech (it tires listeners and reduces interest in the content)
;
4) increased voice volume (turning into screaming)
.If necessary
(noise in a group, for example),
you should increase the volume slightly and pronounce the words more clearly, noticing the tempo;
5) inaccuracy in the pronunciation of individual sounds or words;
6) violations of vocabulary - grammatical design;
7) the use of parasite words in speech;
careless, sloppy pronunciation (the endings of words are not pronounced, individual sounds are swallowed, consonants are pronounced indistinctly);
9) letter-by-letter pronunciation of some words: what (instead of what, his (instead of evo, happiness (happiness)
etc. ; that is, as we write so we speak;
10) speech with a national accent, with characteristic features of local dialects: yakan, clack, etc.;
11) pronouncing words with incorrect stress;
12) dissonance of voice (hoarseness, hoarseness, nasality)
.
The shortcomings of educators’ vocabulary (speech) include :
1) frequent use of words with diminutive - affectionate suffixes (Tanechka, cup, pens, etc.)
;
2) speech is clogged with unnecessary words (well, that’s what it means, so to speak)
;
3) when communicating with older children, adapting to the children’s speech ;
4) use, use of new words in speech, not taking into account the age of the children.
Thus, when working with children, the teacher should pay attention to the following:
1) correctly pronounce all sounds of the native language, eliminate existing speech defects;
2) have clear, precise and distinct speech , i.e. good diction;
3) use literary pronunciation in your speech, i.e. adhere to spelling norms;
4) strive to correctly use intonational means of expression, taking into account the content of the statement;
5) when communicating with children, use speech at a slightly slower pace and moderate voice volume;
6) tell and convey the content of texts in a coherent and accessible form, accurately using words and grammatical structures (according to the age of the children)
;
7) the teacher’s speech must be calm, always balanced, polite not only towards children, but also towards all employees of the kindergarten (rude expressions are not allowed)
.
Consultation for educators.
The teacher’s speech is the main source of speech development of children in kindergarten.
Requirements for the teacher’s speech culture.
Mastery of the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to the acquisition of speech: if a certain level of mastery of the native language is not achieved by 5-6 years, then this path, as a rule, cannot be successfully completed at later age stages.
The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech, since the preschooler spends most of the time during this period of his life with him. For a child, an indispensable condition for his comprehensive development is his communication with the teacher. Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech and vocabulary, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write. In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. The educator is the conductor and support of this knowledge. A characteristic feature of preschool children is imitative speech, which is determined by the uniqueness of their perception and thinking. Not being able to think critically, children of this age imitate everything they see and hear in the environment, but most of all those people who are directly connected with them, towards whom the children have developed a positive attitude. Such a close person with whom a child is directly connected in kindergarten is the teacher. The behavior, speech of the teacher, his appearance - everything is a model for children. The originality of children's thinking and perception associated with imitation should be used in the upbringing and teaching of children, and, in particular, when teaching children their native language.
Knowing that preschool children master language on the basis of oral speech, through communication with people around them, the following should be taken into account.
1. The teacher’s speech is a model for children in the broad sense of the word, primarily in colloquial speech, on the basis of which the child’s daily communication with the teacher takes place.
2. During classes, children, listening to the teacher’s speech, practice mastering the Russian language. The shortcomings found in the teacher’s colloquial speech are passed on to the children, and then the children have difficulty getting rid of them at school.
What requirements must be made for the teacher’s speech?
1. The semantic content of speech addressed to a child should be close and understandable to children.
When talking with younger children, the teacher’s speech should be more concise and simple. In relation to children, one should avoid making comments and at the same time one should speak to them more categorically than to older ones, since children of this age cannot comprehend the arguments that are perceived by older children. “Yura, don’t dirty the tablecloth, eat with a spoon, don’t pour water on the floor,” etc., says the teacher to the younger children. Middle-aged and older children should be led to draw their own conclusions. For example: “You can’t dirty the tablecloth, it’s not neat. A lot of work goes into washing a tablecloth. We must protect the work of the people who wash our tablecloths.”
2. The grammatical correctness of the teacher’s speech is required.
But, unfortunately, the following mistakes are very common: “Take from the older group” (here the preposition “from” is replaced by “with”). ""Don't put it here" (instead of "don't put it here"). “I told you, but you don’t listen back.”
3. When communicating verbally with children, you need to use expressive language.
The monotonous, inexpressive speech of the teacher negatively affects the behavior of children, does not affect their emotions, and at the same time does not improve their speech culture. During lunch in the younger group, the teacher addresses the children who are eating slowly: “Eat, eat quickly, chew, swallow, don’t look around.” And this dry, monotonous appeal to children is repeated many times, the children do not react. In the same group, another teacher instills a positive attitude towards food in children in a completely different way: “What a delicious soup today! Look how beautiful the green peas are, grab them on a spoon quickly. Like this. Delicious” The child agrees. Or: “Natasha is smart today, she learned to eat quickly and accurately.” “And I can do it quickly,” the children’s voices are heard. “That’s right, Slava, your teeth are sharp, they can chew quickly,” the teacher confirms. The children smile and quickly finish their lunch.
4. The ability to express one’s thoughts accurately and convincingly is the most important quality of a teacher.
The teacher’s speech pattern in the classroom is of particular importance because it attracts the attention of all children to what the teacher says. The teacher’s speech pattern, both in everyday communication and in the classroom, should be used when carrying out all tasks: expanding the vocabulary, developing grammatical and sound correctness of speech. The skills acquired in the classroom must be made strong so that children can apply them in life. Meanwhile, there are often cases when the teacher does not think through his appeal to children. A particularly common mistake is verbosity and the use of unclear words. If, when drawing, the visual perception of a sample (object or pattern) is accompanied by a verbal explanation, without which children have difficulty completing the task, then in classes on mastering speech, the sample is even more important, because children master all aspects of speech only on the basis of auditory perception, on the basis heard from the teacher.
The emotional side of the model enhances the culture of listening and instills in children a desire to tell something themselves.
The teacher conducts gymnastics and outdoor games with middle group children. To increase children's interest in performing movements correctly, she resorts to expressive techniques. “The bunnies need to follow a straight path, the forest is thick, you can get lost, don’t lag behind each other.” The bunny children begin to jump faster.
In cultivating children's interest in words, it is necessary to use the expressive means of language not only in the classroom, but also in everyday communication. The requirements for the teacher’s speech in everyday communication are also mandatory when conducting classes. The teacher’s speech model in the classroom should be used when carrying out all tasks in working on speech development. When working with dictionaries, when teaching sound pronunciation, the teacher’s speech sample is especially important, since children learn new words in the correct sound.
Along with the requirements for a model teacher, it is necessary to say about the requirements of the teacher for children.
1. The teacher must not only give a speech sample to the children, but also check how the children have mastered it (for this, exercises and repetitions are used).
2. It is necessary to cultivate in children an interest in the ability to speak correctly (using incentives, an example of well-speaking children).
3. It is necessary to systematically monitor children’s speech, listen to how children speak, and correct mistakes in a timely manner.
Serious attention should be paid to children’s speech both in everyday life and in the classroom.
It should be said that the teacher’s speech pattern when teaching children can only be used when the speech culture of the teacher himself is impeccable
Article “Teacher’s speech as a means of speech development in children”
The ability to convey to children this or that content conveyed in speech in a coherent, interesting, and accessible form is a necessary quality of a teacher’s speech;
Consistently presenting thoughts, the teacher should not clutter up his speech with incomprehensible words, complex phrases, or long phrases;
Speech is better perceived by children if it consists of short phrases, since when using long and complexly constructed phrases, it is difficult for children to establish connections between parts, comprehend and understand the content;
When telling a story, it is necessary to highlight the main thing, the main thing, discarding everything that is secondary and insignificant. Verbosity and the layering of unnecessary phrases make the teacher’s speech cumbersome and difficult to understand;
When telling a story, it is necessary to skillfully use synonyms, metaphors, epithets, oral folk art (proverbs, sayings, phraseological phrases;
The vocabulary must be replenished and updated; dialectisms, vernaculars, and words that have fallen out of use must be avoided. When working with dictionaries, when teaching sound pronunciation, the teacher’s speech pattern is especially important, since children learn new words in the correct sound.
Sample used:
— when working with a picture;
- when retelling;
- when telling from personal experience;
- to come up with an ending to the story started by the teacher.
In speech you can express the subtlest shades of feelings and thoughts. This is achieved not only with the help of appropriate words, but also through the correct use of intonation means of expressiveness of voice strength, tempo, logical stress, pauses, rhythm, timbre. Poems, fairy tales, stories read or told by the teacher using these means help children understand their content and feel the power and beauty of their native language.
The disadvantages of the teacher's dictionary include:
Frequent use of words with diminutive - affectionate suffixes (Sonya, wash your hands, Katenka, remove the cup from the table, etc.); clogging speech with unnecessary words (well, that’s what it means, so to speak);
When communicating with older children, adapting to the children’s speech; Use, use of new words in speech, not taking into account the age of the children. Monotonous speech tires young listeners and reduces interest in the content of the text. Listening to such speech, children quickly begin to get distracted, look around, and then stop listening altogether. When telling children about the excursion, it is necessary to highlight the main thing that relates to this topic, discarding everything that is secondary and insignificant. Verbosity and the layering of unnecessary phrases make the teacher’s speech cumbersome and difficult for children. In general, the teacher’s story should be: Complete; Colorful; With precisely chosen words; grammatically correct; Expressive; A logical connection must be established between the individual parts; When telling stories, you need to use synonyms, metaphors, epithets that make speech more expressive, more diverse, and richer in content; Make wider use of oral folk art, proverbs, sayings, and phraseological units. The teacher's vocabulary should be rich and accurate. It is necessary to use words more often that children learn slowly, for example: accurately denote shades of colors, material, shape, size of objects, and so on.
MAGAZINE Preschooler.RF
Report to the pedagogical council on the topic: “What should a teacher’s speech be like?” We all know well that the speech of an adult is a model, a standard for a preschooler. The correctness of speech and the culture of speech are determined by the language environment in which the child is: he will speak exactly the same as his parents, grandmothers, educators and his peers. Every word of the teacher should be meaningful, helping the child to understand the world around him and master the language. The speech of the teacher, who is constantly in the field of view of children, in communication with them, is the main source from which children receive a sample of their native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all the sounds of their native language, but and maintained at a certain tempo, volume, must be intonationally expressive, correctly grammatically formatted, coherent, understandable, with the correct and accurate use of verbal notations. Mastering the culture of communication and its tireless improvement are the professional responsibility of the educator. But what is speech culture? Speech culture is a complex concept. In everyday life, in everyday life, this means correct, competent speech. But speech culture is also a whole branch of linguistics, called orthology (correct speech). Speech culture refers to mastery of language norms, i.e. rules of pronunciation, stress, grammar and word usage. Speech culture is also speech skill, the ability to express thoughts. The literary language is recognized as the pinnacle of speech culture. Taking into account the interests of children and the characteristics of the child’s psyche, the teacher must master the basic methodological techniques of speech development and the skill of their application. E.I. Tikheeva examined in detail the “cultural and methodological requirements” for the teacher’s speech. 1. The teacher’s speech must be literate and literary. First of all, you should understand the peculiarities of your speech, take into account its errors and inaccuracies, and fight them through constant self-control and improving your language. 2. Ethics of speech requires special attention. In form and tone, the teacher’s speech should always be cultured and impeccably polite. 3. The structure of speech should be consistent with the age of the children. The younger the child, the simpler the speech addressed to him. With long complex sentences, children do not grasp the main meaning. 4. The content of the speech must strictly correspond to the development, stock of ideas, interests of children, and be based on their experience. 5. Particular attention is paid to accuracy, clarity and simplicity of speech. The accuracy of perception and clarity of understanding depend on the accuracy of speech. 6. It is necessary to regulate the pace of your speech. It is difficult even for an adult to follow the content of speech that is too fast, but a child is completely incapable of this. Not understanding the meaning, he simply stops listening. Speech that is too slow and drawn out is also unacceptable; it becomes boring. 7. You should regulate the strength of your voice, speak as loudly or quietly as the conditions of the moment and the content of the speech require. Children do not hear quiet speech and do not grasp its content. Children adopt loud speech that turns into screaming as a manner of speaking. Children scream, adults shout them down, and in this din the words and their content are drowned. 8. The teacher’s speech should be emotional, if possible figurative, expressive and reflect interest, attention, love for the child and care for him. The requirements formulated by E.I. Tikheeva back in the thirties of the last century are still relevant today and coincide in many respects with the modern understanding of humanistic speech communication and the teacher’s speech culture. The teacher must be self-critical of his own speech and, if there are shortcomings in it, strive to eliminate them. However, it is not always easy to establish and identify shortcomings in your speech, because... In the process of communication, the speaker’s attention is drawn primarily not to the form of speech (how to say), but to its content (what to say). For example, such shortcomings as haste, slurred speech, monotony of speech, increased voice volume, inaccuracy in pronouncing individual sounds and words, and other imperfections are not noticed. The teacher must adhere to literary norms of pronunciation, eliminate various accents in his speech, and correctly place emphasis on words. And now we will do exercises that help make speech clearer and more correct (additional material is used - cards) Task 1. Read proverbs and sayings, highlighting the words with the main meaning in your voice: Every vegetable has its time. It lays down softly, but sleeps hard. There is no better friend than your own mother. What is written with a pen cannot be cut out with an axe. Task 2. Read tongue twisters, proverbs, sayings, changing the tempo of your voice (whisper, quietly, loudly, in a moderate voice). He who loves to work cannot sit idle. A woodpecker was hammering a tree and woke up my grandfather with his knock. Nazar went to the market early in the morning. I bought a goat and a Nazar basket there. Task 3. Choose words that are close in meaning, i.e. synonyms for the following words: Predict (prophesy, portend, predict) Order (order, command, prescription, instruction) Error (miss, miscalculation, oversight) Task 4. Explain the meaning of the words Life (physiological existence) Rodent (mammal with long front teeth) Buffoonery (a stage performance built on comic, buffoonish positions) Various dictionaries provide great assistance in working on words and on the correct use of grammatical means. Dictionaries will help you clarify the meaning of obscure words, find out the meaning of unfamiliar words and inaccuracies in their use. Thus, the teacher’s speech is easily perceived and understandable to children if the words in it are precisely chosen, the phrases are grammatically clearly constructed, and it is intonationally correctly formatted.| Next > |
