Formation of the regulatory function of speech in visual activity. Educational and methodological material (senior group) on the topic: The development of speech of children of senior preschool age by means of visual activity. Visual activity as a medium
section of the educational program
on the topic:
"The development of coherent speech
means of visual activity
children of four years with disabilities"
Performed:
educator
Municipal budgetary preschool educational institution
compensatory type kindergarten No. 294
Kekshina Tatyana Nikolaevna
Nizhny Novgorod
Content
Introduction
Chapter I Analysis pedagogical literature on the development of speech in children of average
Sensorimotor aspect of drawing in children with disabilities in health
The specificity of the development of speech of children of middle preschool age with disabilities in the process of learning to draw
The influence of drawing on emotional sphere child
The development of coherence, expressiveness of speech in children of middle preschool age in the process of creating an artistic image in drawing
Chapter II. Practical part
2.1. Group characteristic
2.2. Pedagogical diagnostics at the beginning of the academic year
2.4. Pedagogical diagnostics at the end of the academic year. Conclusions.
Chapter II Conclusions
Conclusion
Bibliography
Introduction
The development of speech in preschool age, as mastery of the native language, is a multifaceted process in nature. With spontaneous development, only a few children achieve enough high level Therefore, it is necessary to conduct classes with children purposefully.
Main task speech development is to bring it up to standard. All people working with children with OHP are well aware that individual differences in the speech level of children are different. Contacting with others, the child expresses emotions in speech form, cognitive and communicative representations and reserves of preschool age in orienting speech reality are quite significant.
This process is organically connected with mental development. Simply put, the role of the intellect is important for the development of speech. Especially clearly there is a close connection between the speech and intellectual development of children in the formation of coherent speech, the main characteristics of which are coherence and integrity, the ability to think through the content and build it observing the structural parts (beginning, middle, end) connecting sentences and parts of statements.
Teaching preschoolers their native language also provides opportunities for solving moral problems. The content of literary works, paintings teaching children to tell together, negotiate among themselves, etc. contributes to the formation of not only aesthetic knowledge moral feelings but also the moral behavior of children. Thus, in the process of teaching the native language, it is possible and necessary to address the issues of mental, moral and aesthetic development.
Many scientists have noted that drawings have a strong stimulating effect on the development of children's speech and mental activity. The Russian teacher K. D. Ushinsky once wrote that a picture is a powerful means of “untying” a child’s language: he asks questions about what he sees in the picture, shares his impressions.
The development of speech is the central task of the speech education of children. This is primarily due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. connected speech - highest form speech-thinking activity, which determines the level of speech and mental development child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinshtein, F.A. Sokhin, etc.). Mastering coherent oral speech is the most important condition for successful preparation for schooling.
The psychological nature of coherent speech, its mechanisms and features of development in children are revealed in the works of L.S. Vygotsky, A.A. Leontiev, S.L. Rubinstein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontiev, L.S. Shcherba).
Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The basics of the methodology for the development of coherent speech of preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, O.I. Solovieva, E.I. Tiheeva, A.P. Usovoi, E.A. Flerina and others. The problems of the content and methods of teaching monologue speech in kindergarten were fruitfully developed by A.M. Borodich, N.F. Vinogradova, L.V. Voroshnina, V.V. Armorial, E.P. Korotkova, N.A. Orlanova, E.A. Smirnova, N.G. Smolnikova, O.S. Ushakova, L.G. Shadrina and others. The features of coherent speech of children, methods of teaching different types of texts based on different sources of statements were studied. The authors define the goals and objectives of the development of coherent speech, methodological principles, create systems of teaching classes for various types of coherent statements, and consider the specific conditions for children to master coherent speech.
The traditional method takes into account the age-related characteristics of the development of children. They gradually lead to independent storytelling. At the same time, the features of the formation of any mental process are taken into account. From actions in the real plan to actions in the inner plan. We can say that the traditional methodology allows us to solve such an important task as teaching children the "technique" of storytelling, but it does not sufficiently develop the issue of activating creative imagination children. Activate speech creativity Children help us with artistic activity, in particular visual activity. V.A. Sukhomlinsky argued "Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity."
In the development of figurative speech in the perception of painting, E.I. Tiheeva, T.S. Komarova, E.V. Lebedeva, R.M. Chumichev and others.
Visual activity may affect language development. It is necessary to develop a methodology that allows the teacher, through the creation of an image, to involve children in an active, directed speech activity. In this context this problem has not been fully considered so far. In this regard, work on this problem is the most relevant in the upbringing and education of preschool children, and I set myself the following
purpose: theoretically and practically to reveal the influence of the process of visual activity on the development of speech of preschool children.
Chapter I. Analysis of psychological and pedagogical literature on the development of speech in children of middle preschool age in drawing classes
The value of visual activity for general development preschool children
Visual activity is the most important means aesthetic education. This was emphasized by many artists, art critics, philosophers, teachers, and scientists. This was noted by the ancient Greeks, whose works of art still serve the aesthetic education of man. In Greece, it was believed that drawing is necessary for general education and upbringing.
Affirming the importance of drawing for the formation of a comprehensively developed person
Ya.A. Kolomensky proposed to introduce drawing into maternal schools as a necessary occupation. He believed that the fine arts and drawing allow one to develop a sense of beauty, teach "to notice the correctness and harmony in objects", the ability to enjoy works of art and the beauty of nature.
Visual activity has not lost its wide educational value at the present time. Artists, teachers, psychologists, scientists wrote about this (A.V. Zaporozhets, E.I. Ignatiev, V.S. Kuzin, B.M. Nemensky, N.P. Sakulina, B.M. Teplov, E.A. Flerina, B. I. Yusov and others). Foreign scientists (B. Jefferson, E. Kramer, V. Lounfeld, W. Lambert (USA), K. Rowland (England) and others) also note the importance of children's fine arts in the upbringing and development of various aspects of the personality. So K. Rowland argues that visual activity contributes to the cultural development of the individual. E. Kramer emphasizes the importance of this activity for intellectual development and the formation of personality maturity. The American scientist V. Lounfeld calls fine art intellectual activity, also pointing out its important role in the emotional development of the child.
In the process of visual activity, favorable conditions are created for the development of aesthetic and emotional perception arts, which gradually turn into aesthetic feelings, contribute to the formation of an aesthetic attitude to reality. Observations of the properties of objects to be conveyed in the image (shapes, structures, sizes, colors, location in space) contribute to the development in children of a sense of form, color, rhythm - the components of an aesthetic sense. In the process of drawing, artistic perception and artistic representation develop.
Aesthetic feelings can arise when perceiving a clear, elegant form of an object or the rhythmic structure of objects (arrangement of trees in a forest, houses in a city, elements of an object, etc.). Aesthetic feelings become deeper and more conscious as the perception and ideas of children about the shape, color, structure of objects and phenomena of the surrounding world develop and enrich. On this basis, aesthetic and artistic taste is formed in children.
In the process of drawing, sculpting, and appliqué, children develop their imagination. The child creates an image not only on the basis of what he directly perceived. The image of a newly perceived object enters into a relationship with the experience of past perceptions and established ideas. Children, for example, have never seen a fabulous bird, but they could observe in the surrounding life, in illustrations, they examined a wide variety of birds; listen to fairy tales about magical birds. The firebird, the blue bird, is being examined by clay toys. On this basis, the image of an unusual fantastic bird is formed.
In the classes of drawing, sculpting, and appliqué, children develop an interest in artistic and creative activities, a desire to create a beautiful image, it is more interesting to come up with it and perform it as best as possible. The perception and understanding of works of art available to children: graphics (primarily book), painting, sculpture, architecture, works of folk decorative art - enrich their ideas, allow them to find a variety of expressive solutions.
The aesthetic impact on children of visual activities depends on what is selected for the image (these are not only familiar to children, but also beautiful objects, toys, natural phenomena, public life causing joyful surprise, admiration of the child).
Visual activity is an artistic and creative activity aimed not only at reflecting the impressions received in life, but also expressing one's attitude to the depicted. When creating a drawing, children note why they like the images, what is interesting about them, why they please them and, conversely, what causes negative attitude. Often the aesthetic assessment is intertwined with the moral one. Therefore, the expression of attitude to the depicted is a manifestation of not only aesthetic appreciation, but also the social orientation of preschool creativity, which has importance for the moral education of children.
The social orientation of visual activity is that the child creates recognizable images. He draws, not only for himself, but in order for his drawing to tell something, so that what he depicts is recognized. Children are sensitive to the comments of their comrades, the assessment of the teacher. Their praise makes them happy, causes a good mood, positive attitude to activity.
The social orientation of children's fine arts is manifested in the fact that in drawing, modeling, and appliqué, children convey the phenomena of social life and express their attitude towards them. The visual activity of children also acquires such an orientation when they create something for others (crafts, toys, creating images as a gift or for games, for dads and moms for the holidays). In this case, children experience a special sense of responsibility, the desire to complete a drawing, a plasticine craft, an application as best as possible. This contributes to the formation of a sense of collectivism, attention and care for other children, loved ones.
On the moral education children are significantly influenced by the collective nature of actions in visual activity, which consists, first of all, in the fact that children are engaged in everything together, each creating their own image, then they jointly consider and evaluate all the completed drawings, applications, modeling. At the same time, in close educational activities in kindergarten, children often draw together or in small groups big picture, cut and paste one composition. At the same time, the organization of direct educational activities and the instructions of the educator should help preschoolers to concentrate, carry out their plans in depth, be able to coordinate their actions, treat their comrades kindly, take into account their interests, be able to yield and, if necessary, help.
In the process of direct educational visual activity, children are brought up moral and volitional qualities: the ability and need to bring what has been started to the end, to concentrate and purposefully engage, to overcome difficulties. While creating collective work children are brought up the ability to unite for a common cause, to agree on the implementation of common work, the desire to help each other.
In the classes of drawing, modeling, appliqué, there are all conditions for the implementation of the tasks of labor education. Creating an image, preparing materials for direct educational activities and cleaning the workplace requires the use of labor efforts. There is often a misconception that drawing, modeling, and applique for children is just a game, fun, entertainment. However, without the use of labor effort, the child cannot receive an image that emphasizes that the creation of a picture, sculpture requires constant hard work.
In the pictorial artistic activity For children, it is valuable that it allows you to educate a child in a careful, respectful attitude towards the products of human labor. Having got used to appreciate and take care of his and other children's drawings and modeling, the child will be attentive and respectful of everything that people's labor is invested in.
Artistic activity is a specific figurative knowledge of reality. Therefore she has great importance for the mental education of children.
The famous Russian artist-teacher P.P. Chistyakov wrote: “Drawing as the study of a living form is one of the aspects of knowledge in general: it requires the same activity of the mind as the sciences recognized as necessary for elementary education.”
development of perception, cognitive processes in visual activity, it is considered from the standpoint of realistic art, which is a special form of social consciousness; it consolidates, forms and develops a person's aesthetic attitude to reality (V.S. Kuzin, A.N. Leontiev, N.P. Sakulina, etc.).
Drawing, modeling, application of children are also a specific means of cognition and reflection of objects and phenomena. real world. But before they appear on paper, in terms, these images are formed in the mind of the child in the process of direct sensory cognition-perception (A.V. Zaporozhets, L.A. Venger, E.I. Ignatiev, I.P. Sakulina and others. ).
Visual activity for its successful implementation requires not just the perception of objects, but the implementation and fixation of their properties: shape, its features: size, proportions of objects, their color, characteristic details. The ideas about objects formed in the process of perception are grouped according to their similarity according to the selected properties. Thus, visual activity contributes to the development of mental operations: analysis, comparison, synthesis, generalization.
For the mental development of children, the gradually formed stock of knowledge and ideas about various forms and spatial position of objects and phenomena. It is important to pay attention to the variability of shapes, sizes, different spatial positions of objects and parts (a bird sits, pecks at grains; a fish swims in different directions, etc.).
The task of depicting one or another object, a phenomenon, set before the child by himself or by the teacher, activates his ideas, makes him comprehend them in a new way. Drawing, modeling, application contribute to the enrichment of perception, ideas, memory of children
new images, which are refined and enriched in the process of the image. The formed ideas in the process of their reconstruction are supplemented with new features, and, in general, the stock of knowledge about the surrounding life increases.
Being engaged in drawing, modeling, appliqué, children will learn various materials(paper, paints, crayons, clay, dough) get acquainted with their properties, expressive possibilities, acquire skills in working with them, recognize the tools of human activity - pencil, brush, scissors - and learn how to act with them, and therefore, get acquainted with the generalized in them, the socio-historical experience of mankind. The stock of children's knowledge about the variable use of materials and tools is expanding.
According to the similarity of shape, objects of the surrounding world can be combined into several groups (rounded objects, rectangles, etc.). On the basis of this similarity, there is a generality of the method of representation in the figure. Children in the future use generalized image methods learned earlier, which contributes to their mental development.
In the process of preparing and conducting classes, favorable conditions are created for the formation of such mental qualities of a person as inquisitiveness, initiative, mental activity and independence, which underlie children's fine arts and any other creativity. Important for mental and aesthetic education is the formation of perception and the ability to activate life experience.
In visual activity, children are constantly faced with a figurative aesthetic characteristic of an object (often figurative comparisons, poetic texts are involved for this), they develop figurative, expressive speech, which is also associated with the mental development of children. Taking part in the perception and analysis of objects and phenomena before their image, the child as a result acquires his own experience of cognition.
The experience of depicting, creative processing of the impressions received serves the development of imagination, creativity, without which, as you know, no productive activity is possible.
Considering the role of visual activity in solving the problems of the comprehensive development of a preschool child, it is especially important to determine the possibility of drawing, modeling and applique classes in preparing children in kindergarten for school.
Such productive activities as drawing, modeling, appliqué are invaluable for the comprehensive preparation of children for school (N. P. Sakulina (), T. S. Komarova (), T. N. Doronova (), N. G. Kakauridze ).
For readiness for schooling, the formation of elements learning activities. The child's ability to analyze modes of action is an important component of learning activity, without which artistic activity cannot be successfully carried out. Organizing his actions to create an image, the child must control them, compare them with the existing idea of how these actions should be used, if necessary, correct them, achieving the use of a variety of effective methods of representation corresponding to the visual task.
The study showed that in the classroom in the process of teaching drawing to children of senior preschool age (graduation 2009-2012 academic year), three types of control actions can be gradually formed: control by result, control over the method of action and prerequisites for anticipatory control.
At the beginning, children are shown how to carry out control actions, and then they are drawn to the need to control the process of the image. This leads children to self-use control actions. It should be emphasized that teaching these actions does not contradict the figurative and creative nature of artistic activity, on the contrary, their use helps to improve the created images, deepen their figurative and expressive solution, improve the quality of the image as a whole, it causes a sense of satisfaction in children, increases interest in activities, the desire to fulfill it as best as possible, having mastered and applied visual means for this. At the same time, preparation for school is improving. Children acquire the skills necessary for schooling, the need to control themselves in any work is formed.
Another component of educational activity for the formation of which there are all conditions in visual activity is the evaluation of the result. Children learn to use assessment actions both in the process of creating an image and when it is completed, comparing the resulting forms with existing representations or nature. They develop the ability to evaluate the result in terms of the level and quality of the performance of the set visual task.
Important in the implementation of preparation for school is the development psychological readiness to learning, which includes the upbringing of the desire to learn, the desire to learn new things, master skills, study purposefully and in an organized manner, listen carefully and follow the instructions of the teacher. essential in providing psychological preparation children to school is the education of the ability to regulate their behavior, which consists in the ability to manage their desires, subordinate them to the interests of the case, give up what they want to do (play, walk), and force themselves to study, prepare homework. All these qualities are formed in the process of visual activity, provided that it is properly organized and managed by the teacher. During direct educational activities in kindergarten, special training children to school. Mastering the knowledge, skills and abilities in the field of drawing, modeling, applications, children get the opportunity to successfully master the material in the lessons of fine arts and labor at school. Research shows that the successful acquisition of graphic drawing skills makes it easier to master writing in school, since both of these graphic activities have a lot in common.
Thus, in the process of visual activity, a comprehensive upbringing of a preschool child is carried out.
The sensorimotor aspect of drawing
The famous psychologist B.M. Teplov noted in his works on artistic education a special character of perception associated with the subsequent image.
problems sensory education preschoolers were engaged in N.P. Sakulina, T.S. Komarov they developed the structure sensory abilities formed in the visual activity.
In studies led by A.V. Zaporozhets and L.A. Wenger (on the problem of sensory education of children), and then under the guidance of N.N. Poddyakov (on the problem of mental education), as well as in the studies of N.P. Sakulina developed generalized ways of perceiving depicted objects; the content of visual activity is determined, which allows to form generalized ideas about a group of similar objects, and on this basis - generalized ways of depicting.
For preschool children to recognize an object, only some signs are enough.
The attention of children is focused on certain aspects of the object and is directed to analysis (dismemberment of the whole) and synthesis (unification of individual properties into a holistic image of the object). Provide correct ratio these two processes is the main task of the teacher when examining an object before its image. Hand movements on an object organize the perception of children, contribute to clarifying their ideas about the shape of an object, its properties, and later on systems of properties - standards. The movement that describes the object included in the examination is similar in its direction: the movement that the child will later make when depicting the object, it seems to underlie the future mode of action in the image. Gradually, children develop generalized ways of depicting them.
It is good to conduct systematic observations of living objects (tortoise, rabbit, fish, birds). Children consider the shape of the animal's body, make up a more distinct visual and tactile image of it. They feed the animals and take care of them. All children should consider animals, sometimes several classes can be devoted to this. For example, when meeting a turtle, you first need to draw the attention of children to appearance turtles, then leave the turtle in the group.
In the second lesson, the children talk in detail about the shape of the body, parts of the body of this animal, again examine and feel the shell, carefully watch how the turtle spreads its legs when it moves, how it hides them. Then the children draw a turtle. If, according to the requirements sanitary regulations, the presence of a living object is impossible, then this process replaced by computer presentations, surveys of a realistic toy.
Of great importance in the organization of perception is the inclusion of active children's activity in the perception (with each perception, various analyzers should be included).
To activate perception, it is necessary to give actions, where appropriate, a playful character. The game causes a special purposefulness of perception and further activates and increases interest in the results of work. In addition, such activity is always associated with the emotional state of children. The inclusion of emotions in the perception enhances the cognitive process.
The words of the educator and the speech of the children themselves are of great importance in conducting observations. The teacher should think over his explanation in such a way as to draw the attention of children to the object of observation. Words must be used judiciously. The explanation should make the child think.
When clarifying with children the characteristic, basic, comparisons should be used more often: they make the content of the object more understandable and expand the aesthetic judgments of children. Comparison, evoking a familiar image in memory, establishes associative links with previously existing experience, facilitates awareness of the visible. clarification, in this case, the perceived form will help children to convey it more correctly. Sometimes the teacher offers the children themselves to make an explanation.
Clarification of perception, their emotionality is facilitated by the use of literary images. art word helps to highlight the main thing in the observed, and not intrusively, not dryly, didactically. And it helps to remember better. The artistic image makes the emotional memory work, which in turn contributes to the creation of expressive images.
The place and role of the teacher's word depend on the age of the children. In the middle preschool age, where their attention is still unstable, the word should coincide in time with the moment of perception, then it will be more meaningful, help to highlight the main thing. At an older age, the educator gives an orientation to observation and provides the children with the opportunity to give detailed description the observed object. Therefore, the word is included as integral element in the process of perception and helps to clarify ideas and activate children's thinking.
Opportunities for the development of speech of older children in the process of learning to draw
Drawing meets the age characteristics of preschool children, satisfying their need for vigorous activity. It is a means of expressing thoughts and feelings.
Activities in children, as a rule, are accompanied by speech. They name reproduced objects, explain the actions of the depicted characters, describe their actions. Each child, creating an image, puts his emotions and ideas into it. Psychologist, researcher children's creativity E.I. Ignatiev believed: "Education of the ability to reason correctly in the process of visual activity is very useful for the development of analytical thinking and a generalizing vision of the subject."
Unfortunately, in practice it often happens that the educator, overly concerned about discipline in the process of organized activities, forbids children to talk to each other. Thus, the teacher deprives children of the joy of meaningful communication, prevents the enrichment of the experience of comparison, analysis, synthesis, and generalization. To ensure the development of coherent expressive speech in children, it is necessary not only to allow them to communicate with each other, with the teacher, but also to stimulate and encourage such communication. It is necessary to develop a methodology that allows the teacher to involve children in active, directed speech activity through the creation of a pictorial image. In this context, so far, this problem has not been fully considered.
In the process of engaging in visual activity, there is a need for communication, but it differs from ordinary communication in its content, which has an artistic focus on the perception of art and creative activity (drawing, modeling, handicrafts of a child).
In the studies of domestic scientists M.I. Lisina, as well as her employees and students L.N. Galiguzova, A.G. Ruzskaya, O.E. Smirnova, R.B. Sterkina and others working in line with her concept, communication with adults and peers is considered.
The communication of preschoolers, unlike the communication of adults, most often does not act independently, but accompanies other activities (A.V. Zaporozhets, M.I. Lisina,
L.I. Bozhovich, A.A. Lyublinskaya, L.V. Artemova, V.G. Nechaeva, T.V. Antonova, R.A. Ivankov and others)
An analysis of the literature shows that the communication of preschoolers with peers, with other children and adults, is most fully studied on the material of the game, as the leading form of activity in preschool age, and, in particular, its individual types: role-playing (V.V. Sramenkova, N.M. Askarina, T.V. Antonova, F.S. Levin-Shirina, N.Ya. Mikhailenko, etc.)
Didactic (L.V. Artemova), construction (L.V. Artemova, T.S. Bloshchitsina, etc.) games with rules. N.Ya Mikhailenko, the communication of preschoolers was considered in passing in connection with the study of other problems in various types of activities: household - L.I. Bozhevich, V.G. Shchur and others; labor - R.S. Bure, B.P. Zhiznevsky, R.B. Sterkin and others; fine - N.P. Sakulina, T.S. Komarova, G.G. Grigorieva, N.G. Kirichenko, N.E. Faas and others.
At the same time, scientists are guided by its functions of regulating business cooperation and the type of communication that is carried out in order to solve certain organizational problems (planning upcoming activities, distribution of duties or roles, selection of materials for work, etc.); communication about activities (R.S. Bure, A.A. Royak), organizational and business communication (T.V. Antonova, R.N. Zhukovskaya), communicative and organizational basis of activity (B.P. Zhiznetsky).
Highlight communication, which includes content that regulates business cooperation in order to solve certain organizational problems. This approach to the content of communication is not in doubt. However, communication in the process of visual activity should not be limited only to organizational and business content.
The desire of older preschool children for mutual understanding with other people, for spiritual unity with them, makes it possible to highlight certain spiritual information that children pass on to each other and to the teacher in the process of communication. Such information includes the exchange between children of their ideas, impressions of the surrounding reality, the exchange of information about the ways of depicting objects and phenomena. Like T.S. Komarova notes that it is important for preschool children to communicate with each other and with the teacher in the process of working on the image and about its content and quality expressed in the results (drawing, modeling, application work). The involvement of children in visual activity allows the child to realize himself as a connoisseur and craftsman. So many teachers and psychologists note that in preschool age, artistic creativity (fine art) has a great influence on the aesthetic, moral, intellectual development of the child (N.S. Bogolyubov, L.S. Vygotsky, E.I. Ignatiev, T.S. Komarova, V.S. Kuzin, V.S. Mukhina, N.P. Sakulina, N. M. Sokolnikova, T. Ya. Shpikalova and others). Through his actions, the child is realized as a craftsman, and through communication - as a connoisseur of the designated activity, using the methods he has mastered to create an image, consciously. Communication of children activates them mental activity which accompanies drawing, modeling, appliqué. In the process of communicating with each other, the teacher identifies and names characteristic properties objects or phenomena, the word helps awareness, generalization, comparison of the properties of the surrounding reality. Thoughts that the processes of thinking (analysis, synthesis, comparison, generalization) are genetically related to communication have been repeatedly expressed in psychology and pedagogy (A.V. Zaporozhets, M.I. Lisina, N.P. Sakulina, T.S. Komarova and others).
The lack of communication skills affects the intellectual and moral development(the child cannot fully understand the people around him, cannot get the necessary information).
However, in pedagogical science and in practice, the issues of the formation of the need for communication in children in the process of visual activity have not yet been developed, and therefore, inherent in visual activity, the potential for the development of communication has not been realized.
Under the need for communication of children of senior preschool age in the process of visual activity, we understand the desire of children to exchange information about the designated activity; and their desire to find out the opinion of the teacher and peers about the content of the activity, its results; and, at the request of the child, to achieve commonality with other people in views, opinions, assessments when the child expresses his artistic ideas, while observing the surrounding reality and its embodiment in drawing, modeling, appliqué, as well as children communicating with each other and the teacher about finished result activities.
The communication of children with each other and with the teacher develops mental operations in children (analysis, synthesis, comparison, generalization, finding similar). Communication with partners in activities contributes to the expressiveness of children's drawings and other products of children's creativity.
Entering into communication with the people around him, the child has the opportunity to highlight the characteristic features of objects or phenomena, designating them with a word, to express through communication that he, due to his age characteristics and capabilities, is not enough advanced technology visual activity can not display in their work; thus, children develop creativity and a desire to learn new skills that allow them to achieve the desired image.
The development of fine motor skills in drawing
L.V. Fomina, based on the experiments and examination of a large number of children, the following pattern was revealed: if the development of finger movements corresponds to age, then speech development is within the normal range.
If the development of finger movements lags behind, then speech development is also delayed, although general motor skills at the same time it can be normal and even above the norm.
MM. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or rather, from the fingers.
From the studied literature, we see that in the cerebral cortex the speech area is located very close to the motor area. It is, in fact, a part of it. Scientists have proven that the training of fine (fine) motor skills of the fingers has a great influence on the development of a child's active speech. When the hand and fingers work, the corresponding center is excited in the cortex. According to the law of irradiation, the excitation passes to the neighboring center - the motor speech center (Brock's center), i.e. the child's speech is activated.
Hand function and speech develop in parallel. Naturally, this should be used in work with children: those whose speech development occurs in a timely manner, and especially those who have various speech development disorders. Improving fine motor skills is improving speech.
Drawing is one of the favorite activities of preschoolers. Children love to draw. The child feels like a real wizard, able to create his own magical world.
With a good imagination, you can invent and tell fairy tales, which can also be accompanied by illustrations drawn by children.
This direction of educational and correctional work was studied by N.S. Zhurova, E.M. Mastyukova, T.B. Filicheva, N.I. Kuzmina, M.M. Koltsov.
From all of the above, it follows that it is necessary to especially stimulate the speech development of children by training finger movements, since the formation of speech zones in the cerebral cortex is improved under the influence of kinesthetic impulses.
Any physical activity The child improves not only the skills of this area, but also has a positive effect on all his abilities. To accelerate the development of the child's speech, it is necessary to develop the movements of the fingers.
Teacher's techniques: questions and suggestions that lead children to supplement and enrich the imagination, aimed at activating creative fantasy and allowing children to achieve a more interesting and expressive image, evoke positive feelings in children and, therefore, contribute to the formation of an emotionally positive attitude towards drawing.
1.5. The influence of drawing on the emotional sphere of the child
The scientific literature has accumulated a lot of research that highlights general issues affecting the emotional and artistic development of the child.
The problems of the sensory-emotional development of the child have taken their rightful place in psychological research: L.S.Vygotsky, A.G.Kovalev, A.N.Leontiev, P.K.Anokhin, J.Piaget, T.Ribot, J.Startre, B.M.Teplov, P.M.Yakobson; the place of emotions in the personality structure is reflected in the works of V.K. Vilyunas, G.Kh. Shingarova; The following studies are devoted to the development of emotional regulation of the child's actions: L.N. Bozhovich, A.V. Zaparozhtsa, I.S. Neimark, D.B. Elkonina; The problem of emotional development in art was studied by: A.A. Melik-Pamaev, P.V. Simonov, L.S. Vygotsky, B.M. Teplov and others.
In pedagogical theory and practice, the problem of emotional development was considered in the context of artistic and aesthetic activity: N.M. Zubareva, T.S. Komarova, L.V. Kompantseva, V.G. Kosminskaya, L.V. Panteleeva, E.A. Flerina, N.B. Khalezova, R.M. Chumicheva, G.G. Grigorieva and others; the impact of art on personality was considered by E.P. Krupnik,
L.N. Stolovich, M.E. Markov, S.Kh. Rapport, M.S. Kagan, Yu.B. Borev, A.A. Karyagin.
A number of studies indicate a significant connection between the process of development of emotions and culture; M.Mid, D.N.Ovsyannikov-Kulikovskiy, G.G.Shpet, etc.
Priority at an early age are aesthetic emotions that arise in children due to the rhythmic combination of sounds, intonations, colors, which determine the formation of socio-emotional images. This gives reason to believe that the emotional memory of the child, which subsequently either contributes to the full development of the personality, makes the life situation comfortable, or a negative emotional trace makes it difficult for the child to interact with others, including art.
Considering the issue of highlighting the aesthetic in pictures. VB Kosminskaya pointed to the fact that often in preschoolers the aesthetic merges with the ethical, "beautiful" and "good" are closely related, intertwined. Wherein special meaning has a positive emotional assessment, which is caused by accessible pictures.
The assessment becomes an indicator of a higher level of formation of the aesthetic development of preschoolers, which is noted in the studies of N.P. Sakulina, M.V. Vovchiv-Blakitnoy.
E.A. Flerina notes that the aesthetic feelings of children are of a social nature, and primary emotional reactions form the basis of their formation.
Interesting is the statement of V.A. Ezikeyeva that vivid representations lead to vivid and strong experiences that contribute to the formation of certain relationships and moral assessments of children. Consequently, the knowledge of the values of art and allows you to know the artistic signs and images of reality. This creates a higher level intellectual activity and view of the world around.
N.M. Zubareva suggested that when teaching a child to look at pictures, it is important to teach him to find “his own” in them, to discover the connection between the phenomenon depicted in the picture and the content of his world, to realize the similarity with life impressions. This position allows us to define the aesthetic emotions of children as a link between the world reflected in works of art and in reality.
T.S. Komarova reveals the connection between the fine arts of children and the perception of art as a way to form a sense of beauty, noting that the ability to contemplate beauty and enjoy it is important not only for the development of children's creativity, but also affects the further formation of human culture.
At the heart of the basis of personal culture are emotional experiences that cause spiritual development personality. The relationship of creative manifestations and emotions of children indicates that free self-expression is determined by the emotional state of the child, based on this, it can be assumed that aesthetic emotions themselves act as one of the indicators of individual freedom.
L.V. Panteleeva emphasized that emotions contribute to the development of children's desire to know the beauty, traditions, to recreate artistic patterns in their own applied activities. That is, aesthetic emotions act as a stimulating factor in personal development child and, as Starkova I.A. pointed out, the primary element of the aesthetic feelings of children.
In the works of E.V. Kvyatkovsky, aesthetic feelings act as a condition for the spiritual development of the child. The author emphasizes that the earlier the awakening of aesthetic feelings occurs, the more guarantees that aesthetic deafness will not occur in children. Familiarization of preschool children with spiritual and moral ideals. the disclosure of cultural values transmitted in various forms, allow, according to E.V. Kvyatkovsky, to form a system of value attitudes and guidelines for children.
In the concept of personality-developing interaction (V.V. Petrovsky, V.K. Kalinenko, I.B. Kotova), emotional aspirations are understood as an inherently valuable form of activity and multifaceted interactions with reality in its four hypostases: “Nature”, “Culture”, “The World of Other Significant”, “WORLD AND I MYSELF”. When implementing emotional contacts with the world, the authors note. There is a feeling, revealing the significance of events, self-expression, etc. Particular attention is paid to the development of a sense of empathy as an emotional aspiration. Explaining the meaning of the emotional assimilation of the world, the authors point out that the scope of possible empathic experiences is limitless, that the sources of experiencing one's own "I" and the possibility of its reflection in others are dynamic and diverse. However, the question remains unsolved by the authors, with the help of what signs and symbols the child understands the meaning of emotional manifestations during interactions and under what conditions the emotional aspiration of preschoolers occurs.
The program of V.G. Razhnikova "Little Emo" considers questions emotionally expressive development of preschool children. This program most fully reflects the view of artistic experience as a creative learning process. This program is based on: artistic experiences that arise in the simplest aesthetic activity, accessible without preparation to anyone normal child 3-7 years old game lessons on which sounds, colors, poetic rhythms are used, as prototypes of music, painting and poetry; types of arts that are a source of artistic mood, aesthetic emotion; creative positions of the author, performer and listener.
I.V. Zhitnaya considered the relationship between emotions and art. She wrote about the need to form children's ideas that art reflects different emotional condition the nature of people.
It evokes special emotionally beautiful states, feelings or moods; joy, delight or admiration that a person expresses in words or gestures. Art expresses emotions through color, contrast, shape, rhythm, highlights, sounds, etc.
Children learn how to establish taxes between the state of nature reflected in art, the mood of a person - sunny, warm day - good, joyful mood; gloomy, cloudy - thoughtful, sad, sad mood; between postures, movements, location in space of the human body and a natural object; reflecting the emotional state in the works, through external signs - the posture of a person, animal, tree, etc.
Thus, the question of the relationship between emotions and art in science is covered quite widely. Many authors agree that art, artistic activity, helps the child to discover the gamut of emotional feelings, important place among which are aesthetic feelings, and emotional feelings - encourage the child to be creative, and therefore, introduce him to the spiritual world of people.
1.6. The development of coherence, expressiveness of speech in children of senior preschool age in the process of creating an artistic image in drawing
Psychological and pedagogical studies have shown that older children with purposeful learning can understand fine art, its content and means of expression (L. S. Vygotsky, A. V. Zaporozhets, B. M. Teplov, P. M. Yakobson, E. A. Flerina, N. P. Sakulina, N. V. Vetlugin and others)
In studies using the example of storytelling from a picture, it is clear (F. A. Sokhina and O. S. Ushakova) how they contribute to the development of the ability to perceive works of fine art, the formation of ideas about the expressive means of painting and the artistic image in the development of coherent and figurative speech of preschoolers.
Bright visual images paintings are emotionally perceived by children, awaken their fantasy, imagination, develop observation and interest in everything around. Looking at the pictures, answering the teacher's questions, making up stories based on the pictures, expressing their opinion on what is depicted on them, children learn not only to understand, feel the "spirit" of art, but also to speak coherently, express their thoughts in logical sequence, enrich your speech with expressive means (comparisons, epithets, metaphors, etc.)
The work is built in a strictly defined sequence: first, children are taught to consider paintings, understand their content, highlight the main thing, see the expressive means of creating an image, build descriptive sentences, use comparisons, epithets in speech, reason, express value judgments; at the second stage, children learn to compose coherent stories from pictures, while the teacher uses such methodological techniques as questions, exercises for the selection of figurative language means, the task is to come up with your own name for the picture and explain it, dream up and imagine what events can follow those depicted by the artist .
In the classroom, it is necessary to use musical fragments and literary works.
(or excerpts from them), in content and mood corresponding to the painting.
It is advisable to arrange children's drawings and stories from pictures in the form of albums and arrange a kind of "art salon".
In addition to classes, it is advisable to organize visits by children to art museums, exhibitions, galleries. The purpose of the excursions is to explain what a museum is and how one should behave in it, to acquaint with various genres of painting, to develop a desire for systematic “communication” with the fine arts.
And, - the last. Classes should be preceded by reading Russian folk tales and prose works, which in one way or another will accompany the process of viewing pictures and compiling coherent stories based on them.
“The source of children's abilities and talents is at their fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter child”, - said V.A. Sukhomlinsky.
The visual activity of preschoolers is the development of thought, analysis, synthesis, comparison and generalization. It contributes to the mastery of coherent speech, enrichment vocabulary and development of fine motor skills. The expansion of the reserves of knowledge, observation and comparison has a positive effect on the general intellectual development child.
Speech is the most important mental function of a person. Speech promotes social contact between people. The correct and rich speech of the child gives him the opportunity to express his thoughts, to better understand the surrounding reality, to fully build relationships with children and adults.
In children with various speech disorders, as a rule, there is a developmental disorder hand motility, lack of formation of the ability for long-term volitional efforts, the ability to consistently and coherently express one's thoughts is not sufficiently developed. A child with a high level of development of fine motor skills has well-developed memory, attention and logical thinking which is especially important when entering school. Thus, the development of fine motor skills plays a huge role in the development of children's speech.
The development of fine motor skills in the hands of children is important for the overall development of the child, as he will need precise coordinated movements in order to write, dress, and perform various household and other activities. The speech ability of a child depends not only on the training of the articular apparatus, but also on the movement of the hands. One of the ways to develop hand motor skills, and hence speech, is visual activity in kindergarten. Activities with paints, pencils are not only sensory-motor exercises. In the process of drawing, manipulations with materials, there is a natural massage of biologically active points located on the palms and fingers. In addition, most of the mental tasks are solved - the hand acts, and the brain captures sensations, combining them with visual, auditory, tactile perceptions into complex, integrated images and representations.
Thus, in the classroom, visual activity solves the problems of developing the speech of children, enriches the dictionary, improves Speaking, the appearance of coherent speech is being prepared, etc. The visual activity is drawing, modeling, appliqué and design.
Drawing is one of the favorite activities of children, giving great scope for the manifestation of their creative activity. The theme of the drawings can be varied. In drawing, you can use non-traditional techniques such as: drawing with fingers, drawing with palms, poking with a hard semi-dry brush, printing with foam rubber - applying paints to paper using cotton swabs or sponges, cork printing, wax crayons + watercolor, candle + watercolor, prints of leaves, print potato prints, drawing cotton swabs, magic ropes, drawing with crumpled paper.
Each of these techniques is a small game, and all children love to play. Therefore, in my work with children, to overcome the lag in speech development, I use simple entertaining tasks, exercises and drawing games aimed at improving finger movements. These activities are very popular with children and are very effective both for improving coordination of movements and for developing speech. Their benefit is also that they prepare the child's hand for writing at school.
Sculpting is another type of visual activity. The peculiarity of modeling lies in volumetric method Images. Preschoolers can master the techniques of working with soft plastic materials that are easily affected hands - clay and plasticine. In modeling, as in drawing, you can also use non-traditional techniques. One type of such technique is plasticineography. I often use this method in my classes with children. At first, it is very difficult for children to cope with the work, but each time it becomes easier and easier for them. And in the preparatory group, children are already drawing up large works in this technique.
Application is another type of visual activity. In the process of applique, children get acquainted with simple and complex forms. various items, parts and silhouettes of which they cut and paste. The performance of applicative images contributes to the development of the muscles of the hand, coordination of movements. The child learns to use scissors, correctly cut out the forms by turning a sheet of paper, lay out the forms on the sheet at an equal distance from each other.
Thus, in the classes on drawing, modeling, appliqué and design, the speech of children develops: the names of shapes, colors and their shades, spatial designations are assimilated, the vocabulary is enriched. The teacher involves children in explaining the tasks, the sequence of their implementation. In the process of analyzing the work, at the end of the lesson, the children talk about their drawings, modeling, express judgments about the work of other children.
Bibliography:
- S.V. Bolshakov "Formation of fine motor skills of hands" games and exercises.
- V.V. Tsvyntary "We play with fingers and develop speech."
- V.P. Dudiev "Means for the development of fine motor skills of hands in children with speech disorders."
- Kosminskaya V.B., Vasilyeva E.I., Khalezova N.B. Theory and methodology of visual activity in kindergarten. Tutorial for students of pedagogical institutes. M., "Enlightenment", 1977.
- Prishchepa, S. Fine motor skills in the psychophysical development of children [Text] / S. Prishchepa, N. Popkova, T. Konyakhina // Preschool education. - 2005. - No. 1.
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Introduction
1. Features of the development of coherent speech in children
2. Methodology for the development of coherent speech based on visual activity
Conclusion
List of sources used
Introduction
At present, in the theory and practice of preschool pedagogy, the question of creating psychological and pedagogical conditions for the development of coherent speech of preschool children is being raised. This interest is far from accidental, since practical workers - educators, methodologists - have difficulties, which are determined by the insufficient knowledge of these conditions, and the complexity of the subject itself - the ontogenesis of the language ability of a preschool child.
The main contribution to the study of this problem was made by teachers - researchers and practitioners of preschool affairs O.I. Solovieva, T.A. Markova, A. M. Borodich, V.V. Gerbova and others. In parallel, research was also carried out by psychologists - L.S. Vygotsky, V.I. Yadeshko and others. The main result of their research is the identification of the links in the mechanism of mastering coherent speech by a child. The presence of intelligence, i.e. the ability to cognize the external world through memory, presentation, imagination, thinking, and speech - this major differences human from animal. Both intellect and speech in a person appear at the stage of early childhood, intensively improved in preschool, primary school and adolescence. But intelligence appears in a child not simply because his organism grows, but only under the indispensable condition that this person masters speech. If the adults surrounding the child begin to teach him to speak correctly already from infancy, then such a child develops normally: he acquires the ability to imagine, then think and imagine; with each age step this ability is improved. Great importance in given period time acquires visual activity. This is one of the main conditions for the child to master coherent speech, a condition for its development and improvement.
Based on this position, we in our work, Special attention we devote to visual activity in the development of coherent speech of older preschoolers as important condition his full speech and general mental development. This provision determined the theme of the work: "The development of coherent speech in children of senior preschool age in visual activity."
Visual activity has a great cognitive, educational and correctional value due to the variety of visualization.
Fine art is an artistic reflection of reality in visually perceived images. Averyanova A. V. Visual activity in kindergarten. / A. V. Averyanova M: 2011. p. 27
In kindergarten, visual activities include activities such as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying the child's impressions of the world around. Therefore, the general tasks facing visual activity are concretized depending on the characteristics of each type, the originality of the material and methods of working with it.
Drawing is one of the favorite activities of children, giving great scope for the manifestation of their creative activity.
If you use visual activity in order to develop coherent speech, then speech material will be assimilated faster and more fully when using natural objects as a visual support. All objects created by children as a result of productive activity are, in turn, a visual support for speech exercises.
1. Features of the development of coherent speech in children
The speech development of children is one of the main components of their readiness for schooling. The study of the level of language proficiency allows you to obtain data not only about speech abilities children, but also about their holistic mental development. In order to understand the essence of speech readiness for schooling, we must clearly understand what is included in the content of oral speech abilities and which components are the most important for learning speech.
Speech development is considered as the development of the ability to understand and use the language: the development of phonemic hearing and sound analysis, vocabulary, awareness of the composition of words, the formation of grammatical categories, the development of communication skills, skills and skills of coherent speech.
A special place in the formation of the speech readiness of children of senior preschool age for school is the development of coherent speech. Connected speech is understood as a semantic detailed statement (a series of logically combined sentences) that provides communication and mutual understanding.
Psychologists emphasize that in coherent speech, the close connection between the speech and mental education of children is clearly visible. A child learns to think by learning to speak, but he also improves speech by learning to think.
Connected speech performs the most important social functions: it helps the child to establish connections with other people, determines and regulates the norms of behavior in society, which is decisive condition for the development of his personality.
The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.
At preschool age, there is a separation of speech from direct practical experience. Main Feature This age is the emergence of the planning function of speech. In the role-playing game leading the activities of preschoolers, new types of speech also arise: speech instructing the participants in the game, speech-message telling an adult about the impressions received outside contact with him. The speech of both types takes the form of a monologue, contextual.
As shown in the study by A. M. Leushina, the main line in the development of coherent speech is that the child moves from the exclusive dominance of situational speech to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. Changing the child's lifestyle, the complication of cognitive activity, new relationships with adults, the emergence of new activities require more detailed speech, and the old means of situational speech do not provide completeness and clarity of expression. There is contextual speech.
The transition from situational speech to contextual speech occurs by 4-5 years. At the same time, elements of coherent monologue speech appear as early as 2-3 years. The transition to contextual speech is closely related to the development of vocabulary and grammatical structure native language, with the development of the ability to arbitrarily use the means of the native language. With the complication of the grammatical structure of speech, statements become more and more detailed and coherent. Sokhin F.A. Awareness of speech by preschoolers and preparation for learning to read and write. / F.A. Sokhin M: Questions of psychology. No. 2. 2013. p. 45
At the older preschool age, children are able to actively participate in the conversation, answer questions quite fully and simply, supplement and correct the answers of others, give appropriate remarks, and formulate questions. The nature of the dialogue of children depends on the complexity of the tasks solved in joint activities.
Monologue speech is also being improved: children master different types of coherent statements (description, narration, partly reasoning) based on visual material and without support. The syntactic structure of children's stories becomes more complicated, the number of complex and complex sentences increases. At the same time, these skills are unstable in a significant part of children. Children find it difficult in selecting facts for their stories, in structuring statements, in their linguistic design.
An important role in the development of children's speech, in increasing its expressiveness and culture is played by work on visual means language. Figurative means enliven speech, make it a label, emotional, flexible.
In older preschool age, children begin to become aware of events that were not in their personal experience. They are able to sometimes capture the context. Children develop the ability to perceive the text in the unity of content and form. It becomes more difficult to understand literary hero, some features of the form of the work are realized (steady turns in a fairy tale, rhythm, rhyme).
The studies note that in a child of 4-5 years old, the mechanism of forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6-7 years, the mechanism for understanding the content side of a coherent text, which is distinguished by clarity, is already fully formed.
Awareness of speech by preschoolers, the formation of ideas about the word, the assimilation of its semantics, the isolation of language means of expressiveness and figurativeness of speech contribute to the assimilation of the native language in kindergarten and thereby solve the problem of preparing the child for school in terms of his speech development.
By the time they enter school, children should have formed an attitude to speech as a linguistic reality, an elementary awareness of the structure of speech, in particular an awareness of its verbal composition, an initial idea of the word as a linguistic unit. This is important both for preparing for literacy and for learning the mother tongue in primary school.
2. Methodology for the development of coherent speech based on visual activity
The use of visual activity for the purpose of speech development was extremely rare. Meanwhile, any activity, including visual, is favorable for the development of speech. It reflects and deepens children's ideas about the surrounding objects, contributes to the manifestation of mental and speech activity.
At the lessons of visual activity, children can be introduced to new words, taught to understand, distinguish, and, finally, use words denoting external signs of objects and signs of actions. Methods of teaching fine arts and design. Ed. N. P. Sakulina and T. S. Komarova. / M: re-ed. 2013 pp. 116-117
In order for a word-name to become a word-concept, it is necessary to work out big number various conditional connections, including motor ones. All types of visual activity contribute to this. A variety of visual material that changes periodically helps to clarify the understanding of the names of objects, the actions of signs, the child learns to listen to a short phrase an adult, to understand the meaning of gradually complicated statements, new words, clarifies their lexical, phonetic, grammatical shades. The word helps the child in the knowledge of all aspects of visual activity, understanding the processes of the image.
In productive activity, the development of perception and understanding of speech by children occurs much faster, since speech acquires a truly practical orientation, is of great importance for the performance of one or another proposed activity. Various types of productive activities are favorable for the development of speech and the fact that during implementation it is easy to create problem situations that contribute to the emergence of speech activity. Problem situations will form the communicative orientation of speech.
A certain set of phrases, words, pronounced by adults in all sorts of speech combinations, makes the word mobile, mobile. Its structural appearance is being specified. The word firmly enters first into the child's passive and then into the active vocabulary of the child in all the variety of its forms. To this end, in the classroom it is necessary to use all the visual material every day: to verbalize the demonstrated actions, items of equipment, their signs and purpose. In order for children to better learn the name of the material, it is important to gradually create conditions throughout the year for independent, feasible fulfillment of the instructions of the educator and speech therapist, both before classes and after them. Children seem to play with this material. Removing it from the table or laying it out, performing a variety of actions.
In productive activities, conditions are created for the implementation close connection words with action, with signs of action. It is much easier to provide a link between a word and an object than a link between a word and an action: you can show the object itself, a toy or a model, and finally, you can use a picture. It is much more difficult to show through a picture the connection of a word with the movement or state of an object. In visual activity, this happens naturally, since the child himself performs various actions. connected contextual speech pictorial
In the classroom, visual activities can successfully develop communication skills. The development of verbal communication involves the gradual preparation of increasingly complex speech models for their children to accumulate and use in active speech as they are mastered. The answer to the question with one word or combination is replaced by the construction of a sentence of different constructions: a simple non-common sentence, a common sentence; from complex - a complex sentence. It provides for the construction of various structures that correspond to the nature of communication: incentive, narrative, interrogative and exclamatory sentences.
As in the classroom, visual activity, in the design process, special correctional tasks are solved for the development of children's speech, the vocabulary is enriched, colloquial speech is improved, the appearance of coherent speech is prepared, etc. Grigoryeva G. G. The development of a preschooler in visual activity. / G. G. Grigorieva M: 2010. p. 84
In the process of construction, children practically receive concrete ideas about the various three-dimensional shape and size of objects; learn to understand words denoting position in space: above, below, behind, left, right; learn to understand and correctly follow verbal instructions: put, put, remove, take apart, bring.
In the classroom of fine arts and design, it is necessary to create an atmosphere of goodwill and mutual understanding. Such conditions contribute to the establishment of close contact between an adult and a child, make the child want to communicate through speech.
Starting with the older group, children should be taught to analyze their own work and the work of their comrades.
It is necessary to call the children to compare the drawing with what needs to be depicted, to lead to an assessment of how it was done. Children learn to understand that a drawing is evaluated depending on the task at hand. First, you need to pay attention to the positive aspects, learn to note what is done well (the color is selected, the shape, size, etc. are transferred), then point out mistakes (for example, a flower the size of a tree, etc.). It is important that children notice the expressive aspects of their drawings and those of their peers, understand the intent of the work of their peers and talk about their own.
Thus, visual activity acts as a specific figurative means of cognition of reality, therefore it is of great importance for the mental development of children. In turn, the mental education of the child is closely connected with the development of speech.
Conclusion
Many researchers note that the development of speech is carried out in different types children's activities: in classes to familiarize themselves with fiction, phenomena of the surrounding reality, literacy, in all other classes, as well as outside of them - in gaming and artistic activities, in everyday life. The development of children's speech on the material of visual activity, accompanied by literary and musical works, increases the emotionality of perception and contributes to a deeper penetration into the artistic image. So, in the process of visual activity, the word, or rather, speech, became an ally of drawing. It is closely related to the visual activity of children, and the process of drawing is associated with the activity of the speech sections of the brain, and the drawing reflects the level of communication available to his thinking. River L. About classes in the development of speech. / L. River M: 2010. p. 42
Researchers note the use of non-traditional drawing techniques, which can help overcome motor awkwardness, as well as create a psychophysiological basis for the development of speech, and paintings and their own drawings serve wonderful material for teaching different types of statements, as they suggest the content of speech.
The results of the research show that the importance of visual activity for the comprehensive development and upbringing of a preschooler is great and multifaceted. Acting as a specific figurative means of cognition of reality, it has great value for the mental education of the child, which in turn is closely related to the development of speech. Thus, certain positive aspects of productive activity have a great influence on the formation of various aspects of speech during its abnormal development.
Creativity activates the learning process: initiative, independence and activity developing in the process of creativity encourage children to acquire knowledge, skills, skills, form their ability for self-learning and self-development.
List of sources used
1. Averyanova A. V. Visual activity in kindergarten. / A. V. Averyanova M: 2011. 156 p.
2. Borodich A.M. Methods for the development of children's speech. / A.M. Borodich M: revisited. 2012. 255 p.
3. Grigoryeva G. G. The development of a preschooler in fine arts. / G. G. Grigorieva M: 2010. 123 p.
4. Methods of teaching fine arts and design. Ed. N. P. Sakulina and T. S. Komarova. / M: re-ed. 2013. 279 p.
5. Novotvortseva N.V. The development of children's speech. / M: N.V. Novotvortseva 2011. 345 p.
6. River L. About classes in the development of speech. / L. River M: 2010. 123 p.
7. Sokhin F.A. Awareness of speech by preschoolers and preparation for learning to read and write. / F.A. Sokhin M: Questions of psychology. No. 2. 2013. 97 p.
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The development of speech of preschoolers in the process of visual activity
Drawing is the very first and most accessible means of expressing one's thoughts, feelings, and moods. Visual activity provides a full development of such processes, as perception, figurative representations, imagination, thinking, attention, will, as well as develops fine motor skills. Observations for activities children and the analysis of special literature on the problem of teaching children to draw made it possible to output: drawing a child is as necessary as talking. Depicting an event It's easier to talk about it later.
In the same time preschool age is a period of active assimilation of the spoken language, the formation of all sides speeches. Complete development the personality of a child is impossible without educating him in the right speeches.
Therefore, the educator needs to help ensure that children have the opportunity develop speech in all activities, including in pictorial, and stimulate their own speech activity of children by organizing in a group speech environment. The educator should strive wisely develop children's speech activity, tactfully correct mistakes, suggest words when the child does not know how to express his thought.
Thus, in the process of visual activity The educator performs the following tasks aimed at speech development of preschoolers:
1. To form the skills of pronouncing words of various sound-syllabic structures, pure tongues are used before and during visual activity:
Fly-fly-fly - draw (I draw, we draw, it turned out) airplane.
Woo-woo-woo - we will draw an owl.
Doo-doo-doo, doo-doo-doo, I'll find a pencil.
Doo-doo-doo, doo-doo-doo, I will circle the leaf.
Oh-oh-oh, oh-oh-oh, my leaf is small.
Blow, blow, blow, blow, blow, blow, wind, wind, don't blow!
Ah-ah-ah, ah-ah-ah, you leaf, don't fly away!
2. To clarify, systematize and enrich the vocabulary of children according to a certain lexical topic can be used specially selected poems:
Topic "Toys":
We play with toys
We call toys:
Tumbler, bear, gnome,
Pyramid, cube, house.
Children repeat the poem with the teacher.
Topic "City":
We walk around the city
We see a lot, we call:
Traffic lights and cars
fairs and shops,
Squares, streets, bridges,
And trees and bushes.
3. To improve the grammatical structure speeches the following didactic games:
Di "Big small": Petya drew a cucumber, and Vanya is a small ... cucumber.
Di "Which? Which?": the tomato is round, and the cucumber ... oval.
Di "One is many": Petya drew one tree, and Vanya many ... trees.
Di "Where is it drawn?": (according to the figure "Winter") Where is the snowflake? Where is the icicle? Where is the ice frozen? Where are the kids riding? Where was the snowman made?
4. For development children's ability to speak coherently, justify their judgments used:
1) compiling a story based on your own drawing or the drawing of another child (according to the plot or subject picture):
I drew a lemon. This is a fruit. It grows on a tree. The lemon is round, yellow, hard, sour. It has bones inside. It is covered with skin. He's useful. They put it in tea.
A lot of snow fell. The boy went outside. He began to build a snowman. First I rolled up a large ball, then a medium one, and then a small one. Instead of eyes, he inserted pebbles, instead of a nose, a carrot, instead of a mouth, a twig. The snowman turned out beautiful, even the birds on the tree admire him.
2) drawing up creative story: "What will I draw", “What will happen to the characters of my drawing next” etc.
I want to draw a dog because she is affectionate, fluffy, loves to play.
5. Development regulatory and planning functions speeches.
The emergence of regulatory, planning functions speeches- central feature preschool age. Arises as a function generated by others, then becomes turned on one's own behavior in the form of an egocentric speech and, finally, goes into the inner plan. Inner speech appears only towards the end preschool age, its intense development is during the school years. To form inner speech, it is necessary to carry out systematic painstaking work. IN the process of teaching fine arts children learn to perceive the tasks of the educator, analyze patterns of drawing, modeling, perform drawings or stucco crafts in accordance with the requirements of the teacher. From the first years of being in kindergarten, it is important to teach children to understand the task and navigate it. Misunderstanding individual words or phrases leads to incomplete or inaccurate orientation in the conditions of the task, which leads to its incorrect execution. Practical activities involve the formation of the ability to complete the task to the end, acting independently, observing the requirements of the teacher. When performing tasks, teachers should support children, make sure that the child does not stop or interrupt activity, brought the drawing or modeling to the end.
6. For development of speech motor skills, breathing, rhythm, expressiveness speeches the following articulations are used exercises:
Picture "Elephant":
I imitate the elephant: I pull my lips with my trunk ...
Even if I get tired, I will not stop pulling them.
I will keep it like this for a long time, strengthen my lips.
Picture "Woodpecker":
I knock on wood - d-d-d.
I want to get a worm - d-d-d.
Although he disappeared under the bark - d-d-d.
It will still be mine - d-d-d.
Picture "Horse" (click your tongue after each line)
I am the horse Gray Side!
Tsok-tsok-tsok-tsok.
I will knock with a hoof,
Tsok-tsok-tsok-tsok.
If you want, I will!
Tsok-tsok-tsok-tsok.
Look how beautiful I am:
Tsok-tsok-tsok-tsok.
Nice tail and mane.
Tsok-tsok-tsok-tsok.
7. For development of fine motor skills, movement coordination uses the following exercises:
Children depict rain, tapping with index fingers on the table to the beat of the poem "Autumn":
Rain, rain
All day
Drumming on glass.
The whole earth
All earth
Wet from water...
Improvisation of movements to the beat poems:
Children go to the garden
Where vegetables grow
Children tilt their backs
And they pick peas.
The teacher reads the poem. Children, in time with reading, roll the pencil back and forth on the table with their fingers.
Finger gymnastics (on this topic)
Inflate, balloon, more!
Better puff up your cheeks!
Play with us longer:
Roll, jump and fly!
(Press the fingertips of both hands together, palms make small and then big "ball". Then release air: shhh.
HOUSE AND GATE
The house is on the meadow.
Well, the way to the house is closed.
We open the gate
We invite you to this house.
We must always remember that visual activity is one of the ways to develop fine motor skills of the fingers, which has a positive effect on the speech zones of the cerebral cortex.
8. For development visual-spatial perception, hand-eye coordination, you can offer children the following poems:
I took a couple of triangles
And a stick - a needle.
I connected lightly
And it turned out to be a Christmas tree.
First I drew two circles - wheels,
And between them I placed triangles,
He made a steering wheel out of sticks and - what miracles! -
The bike is worth it. Ride, students!
I took a triangle and a square,
He built a house out of them.
And I am very happy about this.
Now a gnome lives in it.
9. To form an interest in creativity, the ability to express one's thoughts, feelings in speeches, the figure can use specially selected poems:
SUMMER PICTURE
The sun's hands are hot
They work willingly.
All the earth tassels - rays
Covered in gold!
And the gray rain is a mischief
Quietly approached
And all chirped - chik-chik-chik -
With a simple pencil.
A. Shibaev
SPRING IS DRAWING
Winter had a huge leaf -
Incredibly white and clean!
He was good in his own way.:
Not a single spot.
And paint over it completely
Thought of spring.
Green is already visible
Lilac, yellow, blue…
What shades are not there
Patterns, spots, lines!
What happened?
Not a secret:
The most spring self-portrait!
A. Shibaev
Thus, during the artistic activities educators have every opportunity to speech development of their students.
Drawing classes in kindergarten are combined under the name of visual activity, since the result of them is the creation of a certain product by the child: a drawing.
Along with the solution of the main tasks for this type of activity in the classroom of visual activity, it is possible to successfully carry out the development of children's speech. In kindergarten, this task is solved along the way, being secondary to visual tasks.
It reflects and deepens children's ideas about the surrounding objects, contributes to the manifestation of mental and speech activity. This determines its connection with remedial education.
The value of drawing for the comprehensive development and education of a preschooler is great and multifaceted. Visual activity acts as a specific figurative means of cognition of reality, therefore it is of great importance for the mental development of children. In turn, the mental education of the child is closely connected with the development of speech.
In the classroom for visual activities, children can be introduced to new words, taught to understand, distinguish, and, finally, use words in active speech. The child can get acquainted with the names of objects, the actions that he performs with objects, distinguish and use words denoting external signs of objects and signs of actions.
The first step in the development of speech understanding in visual arts classes is the assimilation of the nominative (naming) function of the word: everything that is around the child, everything that he does and how he does, gets a name.
In order for a word-name to become a word-concept, it is necessary to develop a large number of various conditional connections, including motor ones. All types of visual activity contribute to this. A variety of visual material, which changes periodically, helps to clarify the understanding of the names of objects, actions, signs. The child learns to listen to a short phrase of an adult, to understand the meaning of gradually complicated statements, new words, to clarify their lexical, phonetic, grammatical shades. The word helps the child in the knowledge of all aspects of visual activity, understanding the processes of the image.
In visual activity, the development of perception and understanding of speech by children is much faster, since speech determines a truly practical orientation and is of great importance for the performance of one or another proposed activity.
Having studied the scientific literature, we can say that visual activity has a great cognitive, educational and correctional value due to its visibility. Children learn speech material faster and more fully if natural objects are used as a visual support.
Given the desire of children to draw while playing, visual activity should be used in order to clarify ideas about objects and possible connections between them.
The inclusion of the method of describing an object according to the completed subject drawing in the process of teaching coherent descriptive speech, in our opinion, is effective for children to master the skills of independent description, helps to consolidate ideas about the main properties of objects, as well as increase children's interest in classes.
When writing the article, the following literature was used:
1. The program of education and training in kindergarten / Ed. M.A. Vasilena, V.V. Gerbovoy, T.S. Komarova. - 4th ed. - M .: Mosaic-Synthesis, 2006
2. Guidelines for the "Program of education and training in kindergarten." / Ed. V.V. Gerbovoy, T.S. Komarova. - 3rd ed., Rev. And extra. - M .: "Mosaic-Synthesis", 2008. - 400 p.
3. Artistic and aesthetic development of preschoolers. Integrated classes: music, drawing, literature, speech development. / comp. E.P. Klimov. - Volgograd: Teacher, 2007. - 77 p.