Visual modeling in the development of coherent speech of preschoolers. Visual modeling in the development of speech of preschoolers. Comparative description of a fox and a hare

Visual modeling- this is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it. Method visual modeling helps the child visualize abstract concepts (sound, word, sentence, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal.

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"Speech - great power: she convinces, converts, compels"

R. Emerson.

Connected speech takes important place in the child's communication with peers and adults, reflects the logic of the child's thinking, his ability to comprehend the perceived information and correctly express it. It is an indicator of how the child owns the vocabulary of the native language, reflects the level of aesthetic and emotional development child. Thus, connected speech is a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Visual modeling- this is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.

The visual modeling method helps the child visualize abstract concepts (sound, word, sentence, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal.

A preschooler is deprived of the opportunity to write down, make a table, note something. V kindergarten Basically, only one type of memory is involved - verbal. Support schemes are an attempt to use visual, motor, associative memory to solve cognitive problems.

Scientific research and practice confirm that it is visual models that are the form of highlighting and denoting relationships that is available to children up to school age. Scientists also note that the use of substituents and visual models develops the mental abilities of preschoolers.

Therefore, the relevance of using the visual modeling method in working with preschoolers is that:

1. Firstly, a preschool child is very plastic and easy to train, but children are characterized by fast fatiguability and loss of interest in the activity. The use of visual modeling is of interest and helps to solve this problem;
2. secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilation of material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”;
3. thirdly, using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.

We all know how difficult it is for a child to build a coherent story, even just to retell a familiar text. It's not just about language development. Children are often confused by the details of the story that they thought were the most important, and they can repeat them repeatedly. For example, "And the wolf had big teeth", "He had a terrible mouth", etc., forgetting about further development events. But the main thing for the narrator is to convey the plot of the work, to be understood by another person, and not just express their feelings. In other words, the child must learn to single out the most important thing in the narrative, to consistently state the main actions and events. Sometimes in class, we use various methods and tricks. We remind, prompt, ask the questions "What's next?", "How did it happen?", "Why did it happen?".

We have to intervene in the story, retelling the child, asking him a lot of questions.

What to do?

How can you help your child use model diagrams when telling??

What are model diagrams?

This is a schematic representation of an object or event. Visual models are widely used in the activities of adults. These are layouts, drawings, maps, plans and schedules. In the field of development of thinking, the main thing is to master the actions of visual modeling.

What is modeling?

Modeling is considered as a joint activity of the educator and children in the construction, selection and design of models.

The purpose of the simulation- to ensure the successful development of knowledge by children about the features of natural objects, the world around them, their structure, connections and relationships that exist between them. Modeling is based on the principle of replacing real objects with schematically depicted objects or signs. The model makes it possible to create an image of the most significant aspects of the object and abstract from the non-essential in this particular case.

As children become aware of the way of replacing signs, connections between real objects, with their models it becomes possible to involve children in joint with the educator, and then in their own modeling.

Any modeling begins with a simple substitution of objects, leading to the use of symbols and signs. It is visual models that are most applicable for classes with children. preschool age, because it is much easier for a child to imagine an object, to identify relationships between objects, their connections, seeing them visually, and often taking part in their creation.

The most diverse and productive work is with model schemes for the development of coherent speech and creative storytelling.

Modeling is quite common in various fields of scientific knowledge, including special pedagogy, which develops theoretical and practical aspects of the education and upbringing of persons with disabilities in physical and mental development. Therefore, modeling in special pedagogy is purposeful process corrections of mental (speech) and physical handicaps development in children by building and studying models of any phenomena, objects or systems of objects. In the process of modeling surrounding objects, orienting activity is improved, perceptual and practical actions are formed.

Visual modeling method

Using the visual modeling method makes it possible to:

1. independent analysis of the situation or object;
2. development of decentration (the ability to change the starting point, make it centralized);
3. development of ideas for the future product.

In the process of teaching coherent descriptive speech, modeling serves as a means of planning an utterance. The visual modeling method can be used to work on all types of connected monologue statements:

1. retelling;
2. compiling stories based on a painting and a series of paintings;
3. descriptive story;
4. creative story.

Model elements

In the course of using the visual modeling method, children get acquainted with a graphical way of providing information - a model. Symbols of various nature can act as conditional substitutes (elements of the model):

1. geometric figures;
2. symbolic images of objects ( conventions, silhouettes, contours, pictograms);
3. plans and symbols used in them;
4. contrasting frame - the method of fragmentary storytelling and many others.

As substitute characters at the initial stage of work, geometric figures , reminiscent of the object being replaced by their shape and color, and models of a coherent statement can representa strip of colorful circles.

The elements of the plan of the story, drawn up according to the landscape painting, can besilhouette imagesits objects, both clearly present in the picture, and those that can be distinguished only by indirect signs.

The following are used as substitute symbols in modeling creative stories:

1. subject pictures;
2. silhouette images;
3. geometric figures.

The visual model of the utterance acts as a plan that ensures the coherence and sequence of the child's stories.

The use of the method of visual modeling of a coherent statement, the use of which increases the interest of children in this species activities and allows you to achieve significant results in the correction of the speech of preschoolers.

retelling

The simplest of the types of connected statements is considered retelling.

Retelling is an easier form of monologue speech,because he adheres to the author's position of the work, it uses a ready-made author's plot and ready-made speech forms and tricks. This is to some extent reflected speech with a certain degree of independence. Retelling literary works in kindergarten refers to one of the activities in speech therapy classes. Retelling involves the ability to highlight the main parts of the heard text, link them together, and then compose a story in accordance with this scheme. A visual model acts as a plan for the story.

The work on developing the retelling skill involves the formation of the following skills:

1. mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes;
2. formation of the ability to transmit events with the help of substitutes (subject modeling);
3. transmission of the sequence of episodes in accordance with the location of the deputies, and begins with the story of acquaintances short stories, such as “Turnip”, “Kolobok”, etc.

In order to teach a child to consistently state the plot of a fairy tale, visual models of a fairy tale are used. At first, children learn to make models that accompany the reading of a fairy tale by a teacher.

Pictogram - a sign showing the most important recognizable features object, objects, phenomena to which it indicates, most often in a schematic form.

Pictograms of "word schemes" help the child, focusing on the visual image, to count how many and what sounds are in the word, where the sound is (at the beginning, in the middle or at the end), sentence schemes - to determine the number of words, develops interest in communication, improves verbal-thinking activity, masters the operations of analysis and synthesis.

Pictograms for stories and fairy tales are good to use for the development of coherent speech in children. This contributes to the development of higher mental functions (thinking, imagination, memory, attention), activation of coherent speech, orientation in space, facilitates the acquaintance of children with nature and phenomena surrounding reality (road signs, environmental signs, etc.). When using different schemes, the nature of children's activity changes: children not only hear their own speech or speech addressed to them, but also have the opportunity to "see" it. When compiling stories from pictures and pictograms, children more easily memorize new words not mechanically, but in the process of active use.

The use of pictograms in teaching retelling makes it easier to memorize the work, and then the retelling itself, based on a graphic image. Pictograms help the child understand the sequence of events and build the outline of the subsequent story.

It is better to start using models (pictograms) with familiar fairy tales: “Gingerbread Man”, “Masha and the Bear”, “Turnip”, etc. over time, children will want to independently model the work they like.

Story based picture

Significant difficulties arise in children when compiling stories according tostory picture.Story based picturerequires the child to be able to identify the main characters or objects of the picture, trace their relationship and interaction, note the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of this situation, that is, to compose the beginning of the story, and its consequences - that is, the end of the story.

In practice, “stories” composed by children themselves are basically a simple enumeration of the characters or objects in the picture.

The work to overcome these shortcomings and develop the skill of storytelling in a picture consists of 3 stages:

1. highlighting fragments of the picture that are significant for the development of the plot;
2. determining the relationship between them;
3. combining fragments into a single plot.

The elements of the model are, respectively, pictures - fragments, silhouette images of significant objects of the picture and schematic images of fragments of the picture.

Schematic images are also elements of visual models, which are the plan of stories for a series of paintings.

When children have mastered the skill of building a coherent statement, the models of retellings and stories includecreative elements- the child is invited to come up with the beginning or end of the story, unusual characters are included in the fairy tale or plot of the picture, unusual qualities are assigned to the characters, etc., and then compose a story taking into account these changes.

Story - descriptionlandscape painting

A special kind of connected statement is stories - descriptions in landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and compiling a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load. V this case objects of nature act as elements of the story model. Since they are usually static, Special attention is given to the description of the qualities of these objects. Work on such paintings is built in several stages:

1. highlighting significant objects in the picture;
2. their review and detailed description appearance and properties of each object;
3. determination of the relationship between the individual objects of the picture;
4. combining mini-stories into a single plot.

“Animators” are easily superimposed and removed, can be included in different landscape compositions, different living objects can be present in one landscape, which allows using minimum quantity visual material achieve variability of children's stories in one landscape composition.

Fragmentary storytelling on a landscape painting

To improve the efficiency of work on developing the skill of writing stories in a picture, we can recommendfragmentary storytellingwhen children first make up stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed for composing the story is divided into 4 parts, which are closed with cardboard rectangles of different colors. The child, gradually opening each of the 4 parts of the picture, talks about each fragment, combining them into one plot. Work on each of the fragments is similar to the work on compiling a description of the whole picture. The variability of children's stories is achieved by choosing the color of the rectangle that they open first.

Comparative description of items

In developing the skill of compiling descriptive stories, the preliminary compilation of a description model is of great help. In the process of teaching coherent descriptive speech, modeling can serve as a means and program for analyzing and fixing the regular properties and relations of an object or phenomenon.

The basis of a descriptive story is made up of specific ideas accumulated in the process of studying the object of description. The elements of the model of a descriptive story are substitute symbols for the qualitative characteristics of the object:

1. belonging to a generic concept;
2. magnitude;
3. color;
4. form;
5. component parts;
6. surface quality;
7. the material from which the object is made (for inanimate objects);
8. how is it used (what benefits does it bring)?
9. Why do you like (dislike)?

According to this model, it is possible to draw up a description of a single object belonging to a certain group.

Mastering the method of comparative description occurs when children learn to freely operate with a model for describing individual objects or phenomena. Two or three children or subgroups of children make up a model for describing two or more objects according to the plan. In this case, the description symbols are laid out by each subgroup in their own hoop. Then, at the intersection of the hoops (Euler circles), the same features of objects are distinguished. Children compare objects, first identifying their similarities and then their differences.

creative story

Often a visual model serves as a means of overcoming a child's fear of buildingcreative connections stories.

This type of utterance involves the child's ability to create a special idea and expand it into a full story with various details and events. The child is offered a model of the story, and he must already endow the elements of the model with semantic qualities and make a coherent statement based on them.

This skill is the opposite of retelling skill. Transitional exercises from modeling retelling to writing creative stories can be the following:

1. guessing the episode by demonstrating the action;
2. storytelling by demonstrating the action to adults;
3. The sequence of work on the formation of the skill of compiling a coherent creative expression next:
4. the child is asked to come up with a situation that could happen to specific characters in a certain place, the model of the story (fairy tale) is given by an adult;
5. the adult proposes specific characters in the story, and the child invents the spatial design of the model on his own;
6. specific characters are replaced by their silhouette images, which allows the child to show creativity in the characterization of the characters in the story;
7. the child is invited to compose a story or a fairy tale according to a model, the elements of which are indefinite substitutes for the characters of the story - geometric shapes, the speech therapist sets the topic of the story: for example, “Spring Tale”;
8. and, finally, the child independently chooses the theme and heroes of his story.

Creative fairy tale by silhouette images

One of the ways to develop skills creative storytelling is teaching children how to compose fairy tales from silhouette images. As elements of the model, the child is presented with silhouettes of animals, plants, people or natural phenomena(snow, rain, etc.) An adult sets the beginning of a fairy tale and offers to continue it, based on silhouette images. The peculiarity of these elements is that the silhouette images, in contrast to the picture material, set a certain generalized image without revealing its semantic content. Determining the character, mood, even the appearance of the hero is the prerogative of the child himself. Children endow the silhouettes of objects with certain semantic qualities. At the subsequent stages, the child himself invents the plot of a fairy tale on a given topic, choosing silhouettes for the model in accordance with his plan.

As they master the skill of modeling, instead of a detailed subject model, children use a generalized one containing only key points. There is a folding of the model, the transition is its deputy.

The elements of the substitute model are sketches made by children in the course of listening to the story. The number of elements of the model is first determined by the adult, and then, as the skill is mastered, by the child himself - a transition is made from a detailed retelling to a brief one.

The substitute model also serves as a blueprint for a creative story. In this case, the child performs the opposite actions, performed during retelling:

1. paraphrase - listening to the text - drawing up a model - retelling the text according to the model;
2. creative story- drawing up a model of the story - a story according to the model.

The presented methods of work will improve the efficiency of the speech of preschoolers, can be used in working with children as a means of increasing interest in this type of activity and optimizing the process of developing the skill of coherent speech of preschool children.

Gradually mastering all kinds of coherent statements with the help of modeling, children learn to plan their speech.

emotions in a person as a whole is directly dependent on speech.

"Not only intellectual development child, but also the formation of his character,

emotions in a person as a whole is directly dependent on speech” L.S. Vygodsky.

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The method of visual modeling as a means of developing the speech of preschool children Completed by: Byakina E.A. and Yusupova Kh.Kh., educators of the MBDOU "Kindergarten No. 29" 01/25/2017

“Not only the intellectual development of the child, but also the formation of his character, emotions in the personality as a whole is directly dependent on speech” “Not only the intellectual development of the child, but also the formation of his character, emotions in the personality as a whole is directly dependent on speech” L.S. Vygodsky, also according to L.S. Vygodsky, V.A. Sokhin, O.S. Ushakov's preschool age is the period of the most intensive formation and development of the personality.

Visual modeling is the creation of a substitute for the object under study, and work with it. Relevance of use this method is that: - Firstly, a preschool child is very plastic and easy to learn, but most children are characterized by rapid fatigue and loss of interest in the lesson, which are easily overcome by increasing interest through the use of visual modeling; - Secondly, the use of symbolic analogy facilitates and speeds up the process of memorization. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”; - Thirdly, by applying an analogy, we activate the attention and thinking of children.

Advantages of the modeling method in development mental processes, personal, intellectual qualities and cognitive skills. The novelty of the proposed method lies in the development by preschoolers of signs that are expressed in a pattern. The essence of the matter is that the mastery of such external forms leads to the ability to use substitutes and models "in the mind", to solve problems "in one's mind". In other words, offering children visual diagrams, models, mnemonic diagrams, etc., the teacher gives the child a template, using which the child learns elementary research.

The purpose of using visual modeling: - to present the material being studied so that it becomes accessible, imprinted in the long-term memory of the child. The main tasks: - to promote the formation of coherent speech in preschool children, - to form skills in using the simplest forms of symbolization, symbolization of objects when performing - to develop children's skills with the help of substitutes to highlight the most important events, the sequence of presentation; - to develop children's skills to accurately, consistently, coherently retell stories, fairy tales, based on models.

STAGES OF DEVELOPMENT OF CONNECTED SPEECH IN PRESCHOOL CHILDREN: - JUNIOR AGE 3-4 YEARS use simple and complex sentences in speech; arranging verses; retelling of texts with the help of an educator - - AVERAGE AGE 4-5 YEARS retelling of literary works; writing stories based on toys, pictures; making riddles. - OLDER AGE 5-6 YEARS showing interest in independent composition; creating different types of creative stories

TYPES OF VISUAL MODELING IN WORK WITH PRESCHOOL CHILDREN

MODEL ELEMENTS: geometric figures, symbolic images of objects, subject pictures, silhouette images, plans and conditional images, contrast frame.

Object Modeling according to the symbolic images of objects (silhouettes, contours, symbols), children compose a story, you can detail it: give a description of objects and the appearance of people and animals, name the characters.

The use of visual modeling in working with preschoolers. Story based picture. As elements of the model, the corresponding pictures are used - fragments, silhouette images of significant objects in the picture. Schematic images are also a plan of stories for a series of paintings.

The use of visual modeling for memorizing poems, sayings, proverbs: - “Sunshine” So that the buds of birches and poplars open soon, So that sticky leaves Appear as soon as possible, So that the grass is juicier, brighter than the sky blue, The sun is shining around - Our hot good friend.

USE OF MODELS FOR COMPILATION OF CREATIVE STORIES.

The use of geometric shapes that resemble a substitute object in their shape and color (a green triangle is a Christmas tree, a gray circle is a mouse, etc.)

The use of geometric shapes, focusing on the qualitative characteristics of the object (evil - good; good characters - light colors, evil characters - dark tones)

The use of mnemonic tables (a schematic representation of the main stages of a fairy tale) for retelling a fairy tale. As an example, there is a visual model of the fairy tale "Ryaba the Hen" in educational activities modeling method, in work with children 2 junior group, you should use: picture-schematic plans that contain a sequence of statements, with the help of which the child learns to compose stories and retell well-known fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”. In the middle group: use simplified diagrams in the classroom to describe the subjects of stories, retellings of fairy tales: “Zaikin’s hut”, “Teremok”, “Cockerel and bean seed". The presence of a visual plan makes the stories of children clear, coherent and consistent. With older children, using diagrams, the following classes can be carried out: - telling a fairy tale “How the duckling got lost”; - retelling of fairy tales "Masha and the Bear", "Three Bears", "The Fox and the Jug"; - inventing a fairy tale, compiling a story from personal experience "How Santa Claus brought me a gift"

What results do we expect from the proposed method: - the development of coherent speech, necessary for interaction with other people; - acquiring skills in the use of the symbolic designation of objects for compiling stories, riddles; - to develop the skills of children with the help of substitutes to highlight the most important events in order to accurately, consistently, coherently retell stories, fairy tales, based on models.

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Presentation on the topic: "The method of visual modeling as a means of developing the speech of preschool children."

1. The method of visual modeling as a means of developing the speech of preschool children Completed by: Byakina E.A. and Yusupova Kh.Kh., educators of the MBDOU "Kindergarten No. 29" 01/25/2017
2. “Not only the intellectual development of the child, but also the formation of his character, emotions in the personality as a whole is directly dependent on speech” “Not only the intellectual development of the child, but also the formation of his character, emotions in the personality as a whole is directly dependent on speech” L.S. Vygodsky, also according to L.S. Vygodsky, V.A. Sokhin, O.S. Ushakov's preschool age is the period of the most intensive formation and development of the personality.

1. Visual modeling is the creation of a substitute for the object under study, and work with it.

The relevance of using this method is that:

Firstly, a preschool child is very plastic and easy to learn, but most children are characterized by rapid fatigue and loss of interest in the lesson, which are easily overcome by increasing interest through the use of visual modeling;

Secondly, the use of symbolic analogy facilitates and speeds up the process of memorization. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”;

Thirdly, by applying an analogy, we activate the attention and thinking of children.

1. The advantages of the modeling method in the development of mental processes, personal, intellectual qualities and cognitive skills.

The novelty of the proposed method lies in the development by preschoolers of signs that are expressed in a pattern. The essence of the matter is that the mastery of such external forms leads to the ability to use substitutes and models "in the mind", to solve problems "in one's mind". In other words, by offering children visual diagrams, models, mnemonic diagrams, etc., the teacher gives the child a template, using which the child learns elementary research.

1. Target application of visual modeling:

Present the material being studied so that it becomes accessible, imprinted in the long-term memory of the child.

Main tasks:

To promote the formation of coherent speech in preschool children,

To form skills in applying the simplest forms of symbolization, symbolic designation of objects when performing

To develop the skills of children with the help of substitutes to highlight the most important events, the sequence of presentation;

To develop the ability of children to accurately, consistently, coherently retell stories, fairy tales, based on models.

1. STAGES OF DEVELOPMENT OF CONNECTED SPEECH IN PRESCHOOL CHILDREN:

YOUNGER AGE 3-4 YEARS use simple and complex sentences in speech; arranging verses; retelling of texts with the help of an educator - - AVERAGE AGE 4-5 YEARS retelling of literary works; writing stories based on toys, pictures; making riddles.

SENIOR AGE 5-6 YEARS showing interest in independent composition; creating different types of creative stories

1. TYPES OF VISUAL MODELING IN WORK WITH PRESCHOOL CHILDREN

1. MODEL ELEMENTS: geometric figures, symbolic images of objects, subject pictures, silhouette images, plans and conditional images, contrast frame.

1. Object modeling based on symbolic images of objects (silhouettes, contours, symbols) children compose a story, you can detail it: give a description of objects and the appearance of people and animals, name the characters.

1. The use of visual modeling in working with preschoolers. Story based picture. As elements of the model, the corresponding pictures are used - fragments, silhouette images of significant objects in the picture. Schematic images are also a plan of stories for a series of paintings.

1. Using visual modeling to memorize poems, sayings, proverbs:

- "Sun" So that the buds open soon

By birches and poplars,

To sticky notes

Appeared sooner

To make the grass juicier

Brighter than the blue sky

The sun shines around

Our warm friend.

1. USE OF MODELS FOR COMPILATION OF CREATIVE STORIES.

1. The use of geometric shapes that resemble a substitute object in their shape and color (a green triangle is a Christmas tree, a gray circle is a mouse, etc.)

1. The use of geometric shapes, focusing on the qualitative characteristics of the object (evil - good; good characters - light tones, evil characters - dark tones)

1. The use of mnemonic tables (a schematic representation of the main stages of a fairy tale) for retelling a fairy tale. As an example, there is a visual model of the fairy tale "Ryaba the Hen"

In educational activities, the modeling method, in working with children 2 junior groups , you should use: picture-schematic plans that contain a sequence of statements, with the help of which the child learns to compose stories and retell well-known fairy tales: “Turnip”, “Gingerbread Man”, “Ryaba Hen”.In the middle group: use simplified diagrams in the classroom to describe the subjects of stories, retellings of fairy tales: "Zaikin's hut", "Teremok", "Cockerel and bean seed". The presence of a visual plan makes the stories of children clear, coherent and consistent.With older childrenusing the schemes, you can conduct the following classes: - telling the tale "How the duckling got lost"; - retelling of fairy tales "Masha and the Bear", "Three Bears", "The Fox and the Jug"; - inventing a fairy tale, compiling a story from personal experience "How Santa Claus brought me a gift"

1. What results do we expect from the proposed method:

Development of coherent speech necessary for interaction with other people;

Acquisition of skills in the use of the symbolic designation of objects for compiling stories, riddles;

To develop the skills of children with the help of substitutes to highlight the most important events in order to accurately, consistently, coherently retell stories, fairy tales, based on models.

The development of coherent 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.

In the course of working on this problem, I created a presentation "The development of coherent speech of preschoolers by the method of visual modeling and mnemonics."

The presentation contains a variety of theoretical and practical material on the development of coherent speech of preschoolers using visual modeling and mnemonics. Designed for preschool teachers.

www.maam.ru

Visual modeling in the development of coherent speech of older preschoolers with OHP level III

Goal: Efficiency practical application method of visual modeling in the process of correctional and developmental education of children of senior preschool age with OHP 3 ur.

Coherent speech is a single semantic detailed statement that provides communication and relationships.

In modern scientific and pedagogical literature, modeling is considered as a process of applying visual models.

Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children. The use of substitutes and visual models develops the mental abilities of preschoolers.

The introduction of visual models in the learning process allows the teacher to more purposefully develop the speech of children, enrich their active vocabulary, consolidate word-formation skills, form and improve the ability to use in speech various designs sentences, describe objects, make up a story.

The effectiveness of this method depends on certain conditions. The model must be accessible to the perception of the child given age; reflect the main properties of the object, be similar in structure to it and simplify the process of mastering skills, abilities and knowledge, and not load it with unnecessary, useless information.

When implementing this technology, the following tasks are solved: - enrich the vocabulary of children, develop coherent speech;

- teach consistency, consistency, completeness and coherence of presentation;

- develop thinking, attention, imagination, verbal and auditory and visual memory;

- remove verbal negativism, educate children in the need for verbal communication for better adaptation to modern society;

- Develop fine motor skills in children.

On different age stages and depending on individual abilities children can use various methods of visual modeling: pictograms, substitutes, mnemonic tables, reference pictures.

Let's take a look at the icons.

A pictogram is a symbolic image that replaces words. They belong to non-verbal means of communication and can be used as a means of facilitating the development of communication, speech, and also as a preparatory stage for the development of writing and reading by children with speech development problems.

In our work we use pictograms with the image:

words-objects. Name the objects that will appear on the screen.

Name the signs of objects that will appear on the screen.

Name the actions of objects that appear on the screen.

Name suggestions.

The personal creativity of the teacher allows you to reproduce this in various variations.

I propose to play the game “Which one, which one? ". items on the screen. Triangle in the center. It denotes an attribute of an object. Pick up a sign for the moving object.

Next game. "Name the action." The arrow indicates the action of the item. Make an offer.

"Agreement in gender, number and case".

Circle in the center. The pictograms mean the eye - I see, the treble clef - I hear, the gift - I give, the hand - what I do. Everyone can choose their own options. Make sentences using the following pictograms: eye - mouse, key - bird, apple - gift, hare - hand, key - drop.

There are a lot of options for using icons. Children are offered tasks such as: make a pair of pictograms, find two pictograms for a sentence, correct a mistake and pronounce the correct sentence, make a spoken phrase from pictograms. These tasks give the expected result and cause children to big interest and the desire to fulfill them.

Substitution is a type of modeling in which some objects are replaced by others, real-conditional. As substitutes, it is convenient to use paper squares, circles, ovals, differing in color and size, since the substitution is based on some difference between objects, their characteristics.

Look and determine: “What is this fairy tale? »

(Remember the heroes of the fairy tale. Why rectangles were chosen to indicate the heroes)

Why were these geometric shapes and colors chosen to represent the characters?

It is better to start playing with the help of substitutes with folk tales, since the stable stereotypes of familiar characters (orange fox, big and brown bear, etc.) are easily transferred to the models. In the first lessons, the number of deputies should match the number of characters, then you can enter extra circles or squares so that the child can choose the right ones. At first, it is enough for the children to raise the corresponding symbols in the course of telling the fairy tale to adults, then you can proceed to playing the fairy tale itself.

Let's talk about the techniques of mnemonics.

("Mnesis" in Latin means "memory"). This technique facilitates memorization and increases the amount of memory by forming additional associations. Mnemotables serve as didactic material in the development of coherent speech. Using them is very effective in compiling descriptive stories, retelling texts, memorizing poems, tongue twisters.

The sequence of work with mnemonic tables is as follows: - viewing the table - decoding information with the transformation of the proposed material from symbols into images - retelling or memorizing the text.

B - denotes the season "spring". On the screen of the card with the characteristic features of the seasons. Find cards that don't fit "spring". Say what numbers they are. Let's check if you completed the task correctly.

Mnemonic table of which fairy tale was offered to you? Why do you think so?

After telling a fairy tale by a teacher, we consider the table and analyze what is shown on it. Then, with the help of a mnemonic table, the children retell the tale.

Dear colleagues, look and name the descriptive story of what is presented to your attention?

When automating sounds, I use models for memorizing poems and tongue twisters.

"Memorizing a poem", in each line of the poem there is a key word depicted in the picture. Children quickly memorize the text and focus on the correct pronunciation of the automated sound.

"Patter" also in the presence of visual pictures, it is easier for children to remember tongue twisters and pronounce quickly.

Productive, in our opinion, is the use of visual models in the formation of children's ability to construct sentences. various types, which is the initial stage in the development of coherent speech.

In the first lessons devoted to compiling simple sentences, children make the same type of sentences according to one model.

Make sentences according to the proposed scheme.

In subsequent lessons, you can invite children to make sentences for two or three, and then more models.

To do this, symbols are introduced, for example, the image of the object referred to in the sentence is indicated by a square, the action by an arrow, signs by a triangle, and prepositions and conjunctions are displayed schematically

The structure of sentences includes both non-prepositional and prepositional constructions.

Such work on the structure of sentences prepares children to master the full lexical and syntactic analysis of the sentence during the period of schooling.

Make sentences according to the scheme (pay attention to the numerals)

In the process of working on the ability to compose stories according to a certain storyline, models are used that include stylized reference pictures corresponding to the main parts of the story. The name of the visual supports offered by the teacher or invented together with the children reminds them of the “key” words of the story and contributes to correct definition utterance sequences. Acquiring the skills of speech utterance, children compose a detailed story with the help of several visual supports, which they independently select in the process of preparation, which, in turn, has a positive effect on the compilation of a speech utterance and its full-fledged oral reproduction.

You are presented with the stages of working with basic diagrams.

Using reference pictures, you can also make sentences.

Come up with suggestions for reference pictures.

I invite you to listen carefully to the story "Spring has come."

“A warm south wind is blowing. Every day the sun shines brighter and hotter. The ice on the river has become thin and brittle. Sparrows chirp joyfully. Long icicles hang from the roofs. The snowman in the yard almost melted. Boys don't play hockey at the rink anymore. And Masha does not take sleds for a walk. Spring is on its way! »

Remember what was said in each sentence. (Retell the story using reference pictures).

Retelling by chain structure.

The teacher reads the story and offers to look at the picture-cues. Each frame is one sentence, and the next sentence begins with last word previous offer.

(Pay attention to the frames.)

“Golden autumn has come. In autumn the sun is weak and the sky is often covered with clouds. Clouds bring cold rain. Rains leave mud and puddles on the ground. Autumn leaves float in puddles. Leaves cover the whole earth with a golden carpet.

Retelling of the story according to the graphic plan.

To tell a story according to a graphic plan, you need to remember: what symbol do we designate words - actions, words - signs. A sentence is encrypted in each graphic drawing.

“The cold, frosty snowy winter has come.

The children made a large wooden feeder.

The children went into the forest and hung the feeder on a tree.

The boys poured grain and seeds into the feeder.

Birds flew to the feeder.

The birds ate all the food and chirped merrily.

The children were glad that they helped the birds in the winter.”

Support schemes help to teach children to retell texts, observing the sequence of events, to create an internal plan for utterance, a coherent speech plan.

Therefore, the use of visual modeling in working with preschoolers is that:

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Visual modeling as an effective means of developing coherent speech of preschoolers with OHP

MBDOU "Bolsheyelkhovsky d / s No. 1 of the combined type"

Speech for speech therapists

Topic: "Visual modeling as an effective tool

development of coherent speech of preschoolers with OHP "

Speaker: teacher-speech therapist

MBDOU "Bolsheyelkhovsky d / s No. 1

combined type"

Boyarkina Elena Alexandrovna

“To educate another,

more mind needed

than to learn for yourself.

M. Montaigne

The main goal of teachers working with children with developmental problems is the socialization of children. In children speech therapy group speech development problem. Therefore, for the preschool period, we need to solve the following tasks:

1) the most complete overcoming of systemic speech underdevelopment,

2) preparing children for the upcoming schooling.

The success of teaching children at school largely depends on the level of their mastery of coherent speech. In children enrolled in a speech therapy group, especially low level development of connected speech. Therefore, among the most important tasks speech therapy work with preschoolers who have a general underdevelopment of speech (OHP, the formation of their coherent monologue speech belongs to them.

By the beginning of training in the preparatory group, children with OHP are capable of retelling short texts, compiling stories based on plot pictures, observed actions, i.e., making coherent statements. And yet these statements differ significantly from the coherent speech of children with normal speech development.

I was faced with the problem of finding more effective means formation of speech skills of a coherent oral statement. After analyzing the methodological literature on the development of coherent speech in children with OHP, I left my choice on visibility, the importance of which is repeatedly pointed out by the famous psychologist L. S. Vygotsky.

Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.

The visual modeling method helps the child visualize abstract concepts (sentence, text, learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is absorbed better than verbal. (T. V. Egorova 1973; A. N. Leontiev, 1981) .Scientific research and practice confirm that it is visual models that are the form of highlighting and designating relationships that is available to preschool children (Leon Lorenzo S, Khalizeva L.M. and others). Scientists also note that the use of substitutes and visual models develops the mental abilities of preschoolers.

Therefore, the relevance of using visual modeling in working with preschoolers is that:

Firstly, a preschool child is very plastic and easy to learn, but children with OHP are characterized by rapid fatigue and loss of interest in the lesson. The use of visual modeling is of interest and helps to solve this problem;

Secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilation of material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”;

Thirdly, using a graphical analogy, we teach children to see the main thing, to systematize the knowledge gained.

The relevance of the experience is determined by the theoretical and practical significance of the problem, as well as the lack of development of the issues of the formation of coherent speech in children with OHP through the modeling of the utterance plan in the correctional and pedagogical process.

Purpose: to study the effectiveness of using the visual modeling method in the process of forming a coherent monologue speech of preschoolers with OHP.

1. Determine what types of substitution and visual modeling are available to preschool children.

2. Determine the stages of modeling.

3. Determine the system of work on modeling the utterance plan.

4. To study how the mastery of external forms of substitution and visual modeling affects the formation of coherent speech.

I included the modeling of the utterance plan in the work on all types of coherent utterance: retelling; compiling stories based on a series of paintings and a plot picture; descriptive story; creative story.

How I use the method of visual modeling when retelling, I propose to consider using the example of the story "Christmas Tree". I accompany each sentence with a display of pictures. (Slide) And it is not difficult for children to retell this story. And when retelling the story "Hedgehog", I offer the children a symbolic plan. (Slide).

In the second year of study, the speech abilities of children increase. Therefore, I do not accompany every sentence, but parts of the story with a picture-graphic plan or a symbolic scheme. For example, the story "How the hare hibernates."

I also use chain structure stories for retelling. This means that the thought of the next sentence follows from the thought of the previous one. Pay attention to how much retelling for children becomes accessible. The story "Sweetie". (Slide).

In the preparatory group, I use the technique children's drawing. Children can already draw texts on their own short stories. (Slide).

Now I will focus on compiling a story based on a series of paintings. Often, when compiling a story, children miss the dialogues of the characters, the words-signs that characterize and describe the characters. (Slide) In the pictorial and graphic plan, I focus the attention of preschoolers on this. For example, I mark dialogues with an arrow with a question from the character who starts the dialogue. This helps children not to “lose” the characteristics of the characters, to find causal relationships in the story, etc. Words - signs that characterize the characters, I denote either with a question mark, or, if it is necessary to convey the mood of the hero, I use pictograms.

When teaching storytelling based on a plot picture using visual modeling, I propose to consider using the example of the picture “ Winter fun"(Slide). Children use symbolic pictures to make separate sentences. The result is a connected story.

It is especially difficult for children with ONR to teach descriptive language. (Slide) And I also use the method of visual modeling. When describing vegetables and fruits, I use the sensory-graphic scheme of V.K. Vorobyova, which reflects the sensory channels for obtaining information about the features of objects (visual, olfactory, tactile, gustatory) and the features themselves. When describing clothes, dishes, animals, seasons, using diagrams that represent a generalized description plan.

Creative storytelling brings the child as close as possible to the level of monologue speech that he will need to move on to a new leading (learning) activity. Creative stories are diverse in terms of complexity and independence. This can be inventing the end of a story or a fairy tale, compiling a story by analogy, according to the proposed plot, on a given topic. We use elements of creative storytelling in our work.

I suggest you consider the example of a story on a given topic "Forest". (Slide)

Based on the symbols, I direct the thoughts of the children.

Comparative analysis of the results of a survey of coherent speech (without and with the use of visual modeling) of graduates of the speech therapy group in 2008 - 2010

90% - 100% of children learned to make up stories from a series of pictures.

70% - 90% - coped with the retelling of the text,

50% - 90% coped with compiling stories-descriptions of objects.

70% - 80% - coped with compiling stories based on the plot picture,

30% - 60% learned to invent a continuation of the story.

20% - 50% - composed stories on a given topic based on reference pictures.

The results of the monitoring showed that visual modeling is available to children only as a result of specially organized training.

A qualitative analysis of children's utterances showed that relying on a visual model made it possible to update and activate the vocabulary of a child with OHP. Children's stories became more complete and coherent, reflecting causal relationships.

The work carried out showed that the modeling process consists of 3 stages:

Assimilation and analysis of sensory material;

Its translation into sign-symbolic language;

Model work.

Using visual modeling in our work, we teach children:

1. get information, conduct research, make comparisons, draw up a clear internal plan mental actions, speech utterance;

2. formulate and express judgments, draw conclusions;

Therefore, it can be concluded that by analyzing new material and denoting it graphically, the child (under the guidance of adults) learns independence, perseverance, visually perceives the plan of his actions. He has an increased sense of interest and responsibility, satisfaction with the results of his work appears, mental processes such as memory, attention, thinking are improved, which positively affects the effectiveness of correctional work.

The use of visual modeling in the correctional work system gives positive result, which is confirmed by the diagnostic data of the level speech development children.

From all of the above, we can conclude that the method of visual modeling can and should be used in the system of both corrective work with children of preschool and primary school age, and in work with children of mass groups of kindergarten and elementary school.

Used Books:

1. Vorobieva V.K. Methods of development of coherent speech in children with systemic underdevelopment of speech. - M., 2005.

2. Glukhov V.P. Formation of coherent speech of preschool children with general speech underdevelopment. - M., 2004.

3. Davshchova T. G. Vvoznaya V. M. Use of support schemes in work with children. // Handbook of the senior educator of a preschool institution No. 1, 2008.

4. Efimenkova LN Formation of speech in preschoolers. - M., 1985.

5. Correctional and pedagogical work in preschool institutions for children with speech disorders. / Ed. Yu. F. Garkusha. - M., 2007.

6. Kudrova T. I. Modeling in teaching literacy to preschool children with speech underdevelopment. // Speech therapist in kindergarten 2007 No. 4 p. 51-54.

8. Omelchenko L. V. The use of mnemonics in the development of coherent speech. // Speech therapist 2008, No. 4, p. 102-115.

9. Overcoming the general underdevelopment of speech in preschoolers. / Ed. T.V. Volosovets. - M., 2007.

10. Rastorgueva N.I. The use of pictograms for the development of word-formation skills in children with general speech underdevelopment. // Speech therapist. 2002, no. 2, p. 50-53.

11. Smyshlyaeva T. N. Korchuganova E. Yu. Using the method of visual modeling in the correction of general speech underdevelopment of preschool children. // Speech therapist. 2005, no. 1, p. 7-12.

12. Filicheva T. B., Chirkina G. V. Preparation for school of children with general underdevelopment of speech in a special kindergarten. M., 1991.

13. Tkachenko T. A. If a preschooler speaks poorly - St. Petersburg, 1997.

14. Tkachenko T. A. In the first class without speech defects - St. Petersburg., 1999.

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Using the method of visual modeling as a means of cognitive and speech development of preschoolers

Actions with models must be carried out in the following sequence:

Substitution (first models are offered in ready-made, and then the children come up with conditional substitutes on their own);

Use of ready-made models (starting from middle group) ;

Building models: according to the conditions, according to one's own plan, according to the real situation (from the senior group).

The work of the teacher is aimed at mastering the following children types of model representations:

Specific (displaying the structure of this object) ;

Generalized (generalizing the structure of a class of objects);

Conditionally - symbolic (transmitting non-visual relationships).

Modeling techniques

Modeling is based on the principle of replacing real objects with objects, schematic images, signs.

The use of modeling in working with preschoolers requires compliance with certain requirements:

The model is introduced into the everyday life of preschoolers, provided that ideas about the properties and features of the object are formed;

The model should be an analogue of an object or phenomenon, all the features and qualities of which are modeled with the direct participation of the child;

The model should be accessible to children in everyday life;

The model should be concise and characterize only the main qualities of an object or phenomenon;

You can only use models of one type at a time.

In action with natural objects, it is not easy for children to single out common features, sides, since objects have many sides that are not related to the performance of an activity or a separate action. The model makes it possible to create an image of the most significant aspects of the object.

Demonstration of models helps to more successfully generalize and systematize children's knowledge about the world and nature. With the help of models and diagrams, children more easily and quickly remember the name and learn the structure of the objects being studied.

The use of models successfully helps children to enrich the experience of learning about the world around them, encourages the desire to learn more about it. The modeling method can be successfully applied in all types of children's activities, for example, in work on environmental education: 1. Introduction to plants.

Considering plants with children, we pay attention to what parts the plant consists of (stem, leaves, flower). Only then we introduce models. We use these models when getting acquainted with new plants, as well as when learning how to care for plants.

For example, to consolidate knowledge about indoor plants, you can make reference cards with drawings of plant leaves, according to which children learn to find the appropriate plant. For example, offer to find a plant whose leaves are the same as on the card. The child finds it and explains his choice or vice versa.

2. Introduction to animals.

The modeling method can be used to classify animals according to characteristics characteristic of a certain class of animals.

Considering birds with children during walks, we note that they have a beak, two paws, plumage. And then we consolidate knowledge on models.

Considering fish, (scales, fins, torso), next to the object of observation, you can use models.

For example, when observing fish in an aquarium, offer children a graphic model that helps them generalize the concept of "fish". Children freely answer questions of a exploratory nature: “Where do fish live? How do they move and why? What is the body of the fish covered with?

Why does she need scales? How does a fish breathe? Can fish be taken out of the water? Why? Why do fish need fins?

Thus, the model requires the ability of children to analyze, abstract, and think.

Work is also being done to introduce children to animals. Models should be available for the activities of each child, so they must be displayed in a corner of nature.

3. Acquaintance with natural phenomena.

While walking with children, we observe the state of the weather, note what has changed in nature, get acquainted with the characteristic features of the seasons. We mark our observations in the calendar of nature using models: a model of clear weather, it is snowing, it is cloudy.

Visual models with a conditional schematic representation of natural phenomena, signs of the season help to form a child's generalized idea of ​​the main seasonal changes in nature. Models are used in the course of joint conversations, observations, classes with children, and then placed on a panel in a corner of nature, where children examine them on their own. Models of autumn changes in nature.

1. The sky is overcast, covered with clouds.

2. It often rains.

4. The leaves on the trees turn yellow and gradually fall off.

5. Trees shed their leaves completely at the end of autumn.

6. Insects hide under the bark of trees.

7. Insectivorous birds fly south.

8. Animals are preparing for winter: they molt, some animals change their coat color.

9. Some animals make stocks for the winter, a person also makes stocks.

Using models to talk about the seasons.

For younger and middle-aged children it is necessary to give color schemes, and for older children it is desirable to draw schemes in one color. You can draw up schemes for the blocks "Winter", "Spring", "Summer", "Autumn".

These schemes serve as a kind of visual plan for creating monologues, helping children build:

Story structure.

Story sequence.

Lexico - the grammatical content of the story.

Model schemes are used when memorizing poems about nature. The use of modeling facilitates and speeds up the process of memorization and assimilation of texts, forms techniques for working with memory.

In this type of activity, not only auditory, but also visual analyzers are included. Children easily recall the picture, and then recall the words.

With the help of model diagrams, children can guess riddles based on the reference diagram, as well as make riddles on their own.

On the basis of model schemes, you can create a variety of didactic games.

To fix the structure of plants, you can play the game "What first, what then?"

To consolidate knowledge about animals and their characteristic features you can hold games “Who lives where”, “Who eats what?”; “What it looks like”, “Find along the contour”; “Who is wearing what”; "Seasons"; “Who lives where?”, “Whose baby?”.

Thus, the use of modeling develops the ability to analyze, think, develops the speech of preschoolers.

From birth, children are little explorers, they are inquisitive, ask a lot and are happy to answer questions from an adult. It is important to encourage the child's questions, try to use game forms for this.

Can be widely used in your work collages and mnemotables. With their help, the child forms ideas about the environment, expands vocabulary; connected speech develops visual memory and logical thinking.

The main purpose of the collage is to combine all the objects depicted on it into a single plot that is interesting and educational for the child. The content of a collage can be varied: these are pictures, models, letters, geometric shapes, numbers, etc. But they are all interconnected, united by one theme, and it is up to the little researcher to see and unravel this connection.

Purpose: to consolidate ideas about autumn changes in nature, to form an idea of ​​\u200b\u200bautum as a season, to develop coherent speech and the ability to write a descriptive story.

What season is shown in the picture?

What word is written in the middle of the picture? Why is it written here? (Nature is preparing for hibernation).

What are the three months of autumn do you know? name them; find the objects that are shown in twos (two puddles, two maple leaves, two bubbles in a puddle, two clouds, two animals).

Think of a story about autumn, the picture will tell you.

mnemonic table is a schema that contains certain information. Mastering the techniques of working with mnemonic tables significantly reduces the training time and at the same time solves problems aimed at:

Development of basic mental processes - memory, attention, imaginative thinking;

Recoding information, i.e. transformations from abstract symbols into images;

The development of fine motor skills of the hands with partial or full graphic reproduction.

Thus, independence of thinking and cognitive activity of the child develops. The use of collages and mnemotables will be more effective if you work with them in the following sequence: first stage children are invited to carefully consider a collage or mnemonic table and guess why these pictures, models, letters, numbers, etc. are depicted here.

Next, give the children concise information on the content of this collage or mnemonic table. On the second stage there is a discussion: ask the children additional questions and tasks. On the third stage the child, using a collage or mnemonic table, independently composes a descriptive story.

Mnemotable "Autumn"

Purpose: to form in children generalized ideas about autumn changes in nature, to develop coherent speech. (Symbols: 1-the sun warms weaker, 2-it often rains, 3-birds fly south, 4-strong winds blow, 5-leaves fall, 6-animals are preparing for winter, 7-people dress warmly, 8-y autumn 3 months, 9 autumn it can sometimes snow.)

Thus, the use of the method of visual modeling when getting acquainted with the environment and nature has positive influence:

To increase the level of development of curiosity; development of thinking (analyze an object or phenomenon, highlight essential features, draw certain conclusions and conclusions);

On personal characteristics (appearance of initiative, independence);

On the knowledge of children about objects and phenomena of the surrounding world and the natural world;

For speech development (enrichment vocabulary children, consolidating the ability to grammatically correctly build their answers to questions, the ability to ask questions, follow the logic of their statement, the ability to build evidence-based speech; reducing the number of grammatical and lexical errors, improving the parameters of coherent speech, because one of the rules for the development of speech says: “When you learn, write down, draw diagrams, draw graphs”).

Using visual modeling in his work, the teacher teaches children to obtain information, conduct research, make comparisons, draw up a clear internal plan of mental actions, speech utterance; form and express judgments, draw conclusions.

See also:

Source nenuda.ru

Educational and methodological material (middle group) on the topic: Modeling as a means of developing coherent speech

Topic "Using the modeling method as a means of developing coherent speech in children of middle preschool age"

Coherent speech occupies an important place in the child's communication with peers and adults, reflects the logic of the child's thinking, his ability to comprehend the perceived information and correctly express it. It is an indicator of how the child speaks the vocabulary of the native language, reflects the level of aesthetic and emotional development of the child. Thus, connected speech is a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

Visual modeling- this is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it.

The visual modeling method helps the child visualize abstract concepts (sound, word, sentence, text), learn to work with them. This is especially important for preschoolers, since their mental tasks are solved with the predominant role of external means, visual material is assimilated better than verbal.

A preschooler is deprived of the opportunity to write down, make a table, note something. In kindergarten, only one type of memory is mainly involved - verbal. Support schemes are an attempt to use visual, motor, associative memory to solve cognitive problems.

Scientific research and practice confirm that it is visual models that are the form of highlighting and denoting relationships that is available to preschool children. Scientists also note that the use of substitutes and visual models develops the mental abilities of preschoolers.

It is advisable to start teaching modeling at preschool age, since, according to L. S. Vygotsky, F. A. Sokhin, O. S. Ushakova, preschool age is the period of the most intensive formation and development of the personality. Developing, the child actively learns the basics of his native language and speech, his speech activity increases.

The works of L. A. Wenger and his students on the problems of modeling in various types of activity have become widely known: schematic images of characters and the actions they perform are used to teach coherent speech.

During an experimental examination of preschool children (P. Ya. Galperin, A. V. Zaporozhets, S. N. Karpova, D. B. Elkonin), it turned out that many of the knowledge that a child cannot learn on the basis of a verbal explanation of an adult or in the process organized by an adult actions with objects, he easily learns if this knowledge is given in the form of actions with models that reflect the essential features of the phenomena being studied.

After analyzing my work, I came to the conclusion that it is necessary to look for more effective methods for teaching children coherent storytelling, retelling close to the text, without missing the main details of subjects. The child should be helped to understand the process of constructing the text and comprehend its content.

Of all the existing techniques that help in mastering coherent speech, the modeling technique turned out to be the most effective.

And the most fertile ground, which has unlimited developing and educating possibilities, is a Russian folk tale.

In the order of the Ministry of Education and Science of Russia dated October 17, 2013 No. No. 1155 "On the approval of the federal state educational standard for preschool education" defines the tasks for the development and education of pupils, including speech: (they are presented on the slide)

• mastery of speech as a means of communication and culture;
• enrichment of the active dictionary; the development of coherent, grammatically correct dialogic and monologue speech, the development of speech creativity;
• development of sound and intonation culture of speech, phonemic hearing;
• acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
• formation of sound analytic-synthetic activity as a prerequisite for learning to read and write.

Source nsportal.ru

The development of coherent speech of preschoolers by the method of visual modeling

Preschool children, especially those with speech disorders, as a rule, are distinguished by an insufficiently formed skill in constructing a coherent statement.

According to the results of diagnostics of the level of formation this skill in children, the following disadvantages can be noted:

1. connected statements are short;
2. are inconsistent, even if the child conveys the content of a familiar text;
3. consist of separate fragments, logically unrelated to each other;
4. the level of information content of the statement is very low.

In addition, most children actively share their impressions of the events they have experienced, but are reluctant to start compiling stories on a given topic. Basically, this is not because the child's knowledge of this issue insufficient, but because he cannot formulate them into coherent speech utterances.

One of the ways to plan a coherent statement can be a VISUAL MODELING RECEPTION.

Using the visual modeling technique makes it possible to:

1. independent analysis of the situation or object;
2. development of decentration (the ability to change the reference point);
3. development of ideas for the future product.

In the process of teaching coherent descriptive speech, modeling serves as a means of planning an utterance.

The visual modeling technique can be used to work on all types of coherent monologue statements:

1. retelling;
2. compiling stories based on a painting and a series of paintings;
3. descriptive story;
4. creative story.

MODEL ELEMENTS

In the course of using the visual modeling technique, children get acquainted with a graphical way of providing information - a model. Symbols of various nature can act as conditional substitutes (elements of the model):

1. geometric figures;
2. symbolic images of objects (symbols, silhouettes, contours, pictograms);
3. plans and symbols used in them;
4. contrasting frame - the method of fragmentary storytelling and many others.

At the initial stage of work, geometric figures are used as substitute symbols, resembling the replaced object in their shape and color. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc. At the subsequent stages, children choose substitutes, without taking into account external signs object. In this case, they focus on quality characteristics object (evil, kind, cowardly, etc.). As a model of a coherent statement, a strip of multi-colored circles can be presented - the manual "Logic-Kid".

The elements of the plan of the story, compiled on the basis of a landscape painting, can serve as silhouette images of its objects, both those that are clearly present in the picture, and those that can be distinguished only by indirect signs.

The following are used as substitute symbols in modeling creative stories:

1. subject pictures;
2. geometric figures.

The visual model of the utterance acts as a plan that ensures the coherence and sequence of the child's stories.

The experience of working with children with speech disorders made it possible to identify some effective techniques visual modeling of a coherent statement, the use of which increases the interest of children in this type of activity and allows you to achieve significant results in correcting the speech of preschoolers.

REPRESENTATION

Paraphrasing is considered the simplest of the types of connected utterance.

Retelling involves the ability to highlight the main parts of the heard text, link them together, and then compose a story in accordance with this scheme. A visual model acts as a plan for the story.

The work on developing the retelling skill involves the formation of the following skills:

1. mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes;
2. formation of the ability to transmit events with the help of substitutes (subject modeling);
3. transmission of the sequence of episodes in accordance with the location of the deputies,

and begins with telling familiar short tales, such as “Turnip”, “Kolobok”, etc. In order to teach a child to consistently state the plot of a fairy tale, visual models of a fairy tale are used.

At first, children learn to make models that accompany the reading of a fairy tale by a speech therapist. For example, a speech therapist tells the children the fairy tale “Turnip”, and the children gradually put up substitute symbols for the heroes of the fairy tale. At this stage, it is necessary to ensure that the manipulation of the elements of the model corresponds to the fragment of the fairy tale that sounds at the moment.

The elements of the model can be pictures depicting the characters of a fairy tale, then they are replaced by substitute symbols (silhouette images or geometric shapes). Gradually, children move from simple manipulation of the elements of the model to the compilation of a spatial dynamic model, which directly serves as a plan for retelling.

STORY BY SUBJECT PICTURE

Significant difficulties arise in children when compiling stories based on a plot picture. A story based on a plot picture requires the child to be able to identify the main characters or objects of the picture, trace their relationship and interaction, note the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of this situation, that is make up the beginning of the story, and its consequences - that is, the end of the story.

In practice, “stories” composed by children themselves are basically a simple enumeration of the characters or objects in the picture.

The work to overcome these shortcomings and develop the skill of storytelling in a picture consists of 3 stages:

1. highlighting fragments of the picture that are significant for the development of the plot;
2. determining the relationship between them;
3. combining fragments into a single plot.

At this stage of the work, the following are used: the manual “Logic-baby”, “Limpopo”, “Revive the picture”. Somehow the temperature of the Sun rose. It went to the doctor, and along the way, its hot rays touched everything.

The Sun touched a snow cloud, and it turned into a white fluffy cloud. The sun touched the icicles on the roof, and droplets dripped from them, the drops rang loudly. A beam hit a snowdrift, and a thawed patch appeared in this place.

The sun touched the branches of the tree, and the first leaves appeared from the swollen buds. And when a ray of sun touched the bird, it sang merry song. The Sun looked around, and instead of winter, SPRING came on the earth.

The elements of the model are, respectively, pictures - fragments, silhouette images of significant objects of the picture and schematic images of fragments of the picture.

Schematic images are also elements of visual models, which are the plan of stories for a series of paintings.

When children have mastered the skill of building a coherent statement, creative elements are included in the models of retellings and stories - the child is invited to come up with the beginning or end of the story, unusual characters are included in the fairy tale or plot of the picture, unusual qualities are assigned to the characters, etc., and then compose a story with taking these changes into account.

STORY-DESCRIPTION of a landscape painting

A special type of coherent utterance are description stories based on a landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and compiling a story based on a plot picture, the main elements of the visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.

In this case, objects of nature act as elements of the story model. Since they are usually static in nature, special attention is paid to describing the qualities of these objects. Work on such paintings is built in several stages:

1. highlighting significant objects in the picture;
2. considering them and a detailed description of the appearance and properties of each object;
3. determination of the relationship between the individual objects of the picture;
4. combining mini-stories into a single plot.

As preparatory exercise when developing the skill of compiling a story based on a landscape painting, we can recommend working with the “Relive the Picture” manual. This work is, as it were, a transitional stage from compiling a story based on a plot picture to telling a story based on a landscape picture.

Children are offered a picture with a limited number of landscape objects (a swamp, hummocks, a cloud, reeds; or a house, a garden, a tree, etc.) and small images of living objects - “animators” that could be in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by including descriptions and actions of living objects.

For example, a simple description of a swamp would look something like this: It is quiet in the swamp, the water is like a black mirror, only bumps peek out of the water. There are reeds around the swamp, they sway in the wind. It's raining.

And here is a story with the introduction of living characters: It is quiet in the swamp, the water is like a black mirror, and a yellow fluffy duck glides over it, she teaches her ducklings to swim. The dragonfly peered into the mirror water, as a small airplane froze in the air.

The reeds shake their heads, they greet the green frog. He jumped out onto a bump and enjoys the warm summer rain.

The same goes for other pictures. “Animators” are easily superimposed and removed, can be included in different landscape compositions, different living objects can be present in one landscape, which allows, using a minimum amount of visual material, to achieve variability in children’s stories in one landscape composition.

FRAGMENTAL STORY IN A LANDSCAPE PICTURE

To increase the efficiency of work on developing the skill of compiling stories based on a picture, we can recommend the method of fragmentary storytelling, when children first make up stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed for composing the story is divided into 4 parts, which are closed with cardboard rectangles of different colors.

The child, gradually opening each of the 4 parts of the picture, talks about each fragment, combining them into one plot. Work on each of the fragments is similar to the work on compiling a description of the whole picture. The variability of children's stories is achieved by choosing the color of the rectangle that they open first.

LOGOPEDIC TALE.

One of the methods of teaching children coherent retelling is to work with speech therapy fairy tales. A speech therapy fairy tale is a text with fabulous content containing as many identical sounds as possible (fairy tales by V. Volina, A. Tsyferov, etc.). This type of fairy tales includes such fairy tales, in the text of which there is often a sound automated in coherent speech or oppositional sounds, the pronunciation of which requires differentiation in the independent speech of children.

The use of such fairy tales in the work allows solving, along with the tasks of mastering the skill of consistent and coherent retelling, the tasks of automating the set sounds in coherent speech.

Work with a speech therapy fairy tale is as follows:

1. a speech therapist reads a fairy tale to a child;
2. the child lays out a model of a fairy tale (a picture or consisting of substitute symbols, choosing them arbitrarily);
3. then the child answers questions about the content of the tale;
4. a speech therapist models fragments of a fairy tale, the child retells the text corresponding to this fragment;
5. the child retells the tale according to the model.

A WASP THAT LOVED TO BITE.

There is a hornet's nest on a currant bush in our garden.

There was a wasp, she loves to bite. The girl Sonya will go out into the garden. The wasp bites her immediately. Sonya runs into the house and cries. Dog Spike will run out into the garden.

The wasp will bite him in the nose. Everyone hurts, but the wasp rejoices. Then Sonya's mother came up with an idea.

She poured sweet currant juice into a bowl. A wasp flew in, tasted the juice and thought:

So tasty! And I always bite some tasteless objects. I won't bite anymore.

I'd rather drink this sweet juice forever.

Since then, mom pours sweet juice for the wasp every day. And the wasp doesn't bite anyone anymore.

EXAMPLE QUESTIONS:

Source nsportal.ru

Consultation for teachers

"Visual modeling in the development of speech of preschoolers"

Menshchikova Tatyana Panteleevna,

educator MKDOU No. 483,

Novosibirsk city

One of the main tasks of a preschool institution is teaching children connected speech, that is, the ability to clearly, consistently express their thoughts. Developed 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, this is decisive condition for the development of his personality. Main tasks on the development of speech are the following: expansion and refinement of the range of ideas about objects and phenomena of the surrounding reality; development of observation of children on the basis of systematic exercises; language acquisition, grammatical structure, the communicative function of communication.

V preschool pedagogy modeling They are used when introducing children to nature, in the process of developing speech, mastering elementary mathematical concepts, and developing the musicality of children. Modeling– study of any phenomena, processes by building and studying models. Modeling has models as its object. Model- this is any image (mental and conditional; images, descriptions, diagram, drawing, graph, plan) of a process or phenomenon (the original of this model), used as a substitute. The modeling method is also effective because it allows the teacher to keep the cognitive interest of preschoolers throughout the lesson.

In didactics, there are 3 kinds of models:

1. An object model in the form of a physical structure of an object or objects that are naturally connected (a planar model of a figure that reproduces its main parts, design features, proportions, ratios of parts in space).
2. Subject-schematic model. Here, the essential components identified in the object of cognition and the connections between them are indicated with the help of objects - substitutes and graphic signs.
3. Graphic models (graphs, formulas, diagrams).

In order for the model, as a visual and practical means of cognition, to fulfill its function, it must correspond to a number of requirements:

- Clearly display the main properties and relationships that are the object of knowledge;

- Be easy to understand and accessible to create actions with it;

- Brightly and clearly convey with its help those properties and relationships that must be mastered.

The effect of the impact of training is directly dependent on its content and means. It is determined by the fact that the simulation is based on the principle of substitution. A real object can be replaced in the activity of children by another object, image, sign.

V younger age children need to be taught to remember the characters and the sequence of actions, to retell, therefore, with the help of such schemes, the children retold the fairy tales “Gingerbread Man”, “The Wolf and the Seven Kids”, “The Cat, the Rooster and the Fox” and so on. The games I selected in the description of the subject (“What a toy”, “Recognize me”, “Fold a pattern”) developed the ability to see in kids in various subjects their possible substitutes and use them when retelling and compiling stories of a descriptive and narrative type.

In the middle group preschoolers learned to compose descriptive and narrative stories, retell not only familiar stories (fairy tales), but also heard again, based on the model, developed the ability to recognize fairy tale episodes played out with the help of models (substitutes). For example, in the lesson "Journey to the Enchanted Forest", the children had to complete the task of Baba Yaga and disenchant fairy tales encrypted with the help of models. In the classes “How transport helps us”, “Every day with bread”, “Oh fire safety» Pupils independently chose models for their stories and thus learned to compose a story from personal experience.

At an older age tasks for the development of coherent speech become more complicated, in connection with this, the models become more complicated. They become more abstract, while their functions are discussed with children in advance. On the basis of models, children not only convey the text, but also the dialogue of the characters, the characteristics of the characters. At this age, it is necessary to develop creative speech, so I selected games and tasks for the development of imagination, which helped preschoolers avoid ready-made speech patterns, which contributed to the development of the ability to compose fairy tales and stories based on a model, filling it with any content.

The development of children's creative activity is directly related to family situation, That's why cooperation with family is important integral part work with children. this work carried out by me in two directions: educating parents about the method of modeling and involving them in participation in the pedagogical process.

Bottom line systematic work on teaching children storytelling through simulation is that children by the end preparatory group made detailed stories, retold literary works, composed their own, mastered the construction of grammatical structures well, understood the meaning of verbs, categories of nouns and adjectives.

Methods for transmitting voice information

According to the method of transmitting information or the method of presentation, the following types statements: description, narration, reasoning.

Description- this is a special text that begins with a general thesis that defines and names the subject or object; then comes the enumeration of signs, properties, qualities, actions; the description is completed by a final phrase giving an assessment of the subject or relations to it. The description is distinguished by static, soft structure, which allows varying, rearranging its components. Preschoolers are taught to describe toys, object or plot pictures, their own drawings or designs, natural phenomena, people and animals. Teaching the construction of descriptive texts will help form a child's elementary representations about the structure and functions of descriptive text.

Narration is the development of a story that unfolds over time. The main purpose of the narrative is to convey the development of the action or the state of the subject, which includes successive events. The structure of the narrative is more rigid than in the description, since the rearrangement of its elements can disrupt the sequence of events. Therefore, the narrative scheme is the beginning, middle, end (outset, climax, denouement). Important role in the construction of the narrative is given to the education of children different ways organization of beginnings (the words once, once, the place and time of the event can be indicated). Preschoolers can compose different types of narrative texts: realistic stories, fairy tales, stories on the picture. Work on the formation of ideas about the structure of a narrative text develops in children the ability to analyze the structure of a literary text and transfer the acquired skills to verbal creativity. In children, the main violations of the narrative presentation are observed:

- skipping sentences or even parts of the text;

- permutation of sentences and parts of the text;

- displacement of sequence rows (when the child starts a story about one, then about another and again returns to the previous one);

- introduction into the structure of the text of a description of events not related to it.

reasoning- this is a text that includes cause-and-effect structures, questions, assessment. It contains the thesis, the proof of the put forward position and the conclusion that follows from it. The structure of the reasoning, as well as the description, is not rigid: the proofs of the thesis put forward can be given in a different sequence. In reasoning, not one, but several provisions can be proved, and several conclusions or one generalized one can be drawn.

Training in the preparation of texts of various types is carried out in such forms of work as conversation, analysis of one's own and someone else's text, drawing up a plan and telling a story about it, using a text scheme and different kind exercises.

Actions with models must be done in the following order:

- substitution (at first, the models are offered ready-made, and then the children come up with conditional substitutes on their own);

- the use of ready-made models (starting from the middle group);

- building models: according to the conditions, according to one's own plan, according to the real situation (from the senior group).

The work of the teacher is aimed at mastering the following children types of model representations:

- specific (displaying the structure of this object);

— generalized (generalizing the structure of a class of objects);

- conditionally symbolic (transmitting non-visual relationships).

Modeling techniques

Modeling is based on the principle of replacing real objects with objects, schematic images, signs. The use of modeling in working with preschoolers involves compliance with certain requirements:

- The model is introduced into the everyday life of preschoolers, provided that ideas about the properties and features of the object are formed;

– The model should be an analogue of an object or phenomenon, all the features and qualities of which are modeled with the direct participation of the child;

– The model should be available to children in everyday life;

– The model should be concise and characterize only the main qualities of an object or phenomenon;

- Only one type of model can be used at a time.

The use of models successfully helps children to enrich the experience of learning about the world around them, encourages the desire to learn more about it. The modeling method can be successfully applied in all types of children's activities, for example, in work on environmental education:

1. Introduction to plants.

Considering plants with children, we pay attention to what parts the plant consists of (stem, leaves, flower). Only then we introduce models. We use these models when getting acquainted with new plants, as well as when learning how to care for plants. For example, to consolidate knowledge about indoor plants, you can make reference cards with drawings of plant leaves, according to which children learn to find the appropriate plant. For example, offer to find a plant whose leaves are the same as on the card. The child finds it and explains his choice or vice versa.

1. Introduction to animals.

The modeling method can be used to classify animals according to the characteristics characteristic of a certain class of animals. Considering birds with children during walks, we note that they have a beak, two paws, plumage. And then we consolidate knowledge on models. Considering fish (scales, fins, torso), models can be used near the object of observation. For example, when observing fish in an aquarium, offer children a graphic model that helps them generalize the concept of "fish". Children freely answer questions of a exploratory nature: “Where do fish live? How do they move and why? What is the body of the fish covered with? Why does she need scales? How does a fish breathe? Can fish be taken out of the water? Why? Why do fish need fins? Thus, the model requires the ability of children to analyze, abstract, and think. Work is also being done to introduce children to animals. Models should be available for the activities of each child, so they must be displayed in a corner of nature.

1. Acquaintance with natural phenomena.

While walking with children, we observe the state of the weather, note what has changed in nature, get acquainted with the characteristic features of the seasons. We mark our observations in the calendar of nature using models: a model of clear weather, it is snowing, it is cloudy. Visual models with a conditional schematic representation of natural phenomena, signs of the season help to form a child's generalized idea of ​​the main seasonal changes in nature. Models are used during joint conversations, observations, classes with children, and then they are placed on a panel in a corner of nature, where children examine them on their own. Models of autumn changes in nature.

The sky is overcast, covered with clouds.

- It often rains.

The leaves on the trees turn yellow and gradually fall off.

Trees shed their leaves completely at the end of autumn.

— Insects hide under the bark of trees.

— Insectivorous birds fly south.

- Animals are preparing for winter: they molt, some animals change their coat color.

- Some animals make stocks for the winter, a person also makes stocks.

Using models to talk about the seasons

For younger and middle-aged children it is necessary to give color schemes, and for older children it is desirable to draw schemes in one color. You can draw up schemes for the blocks "Winter", "Spring", "Summer", "Autumn".

These schemes serve as a kind of visual plan for creating monologues, helping children build:

- The structure of the story.

- The sequence of the story.

- Lexico-grammatical content of the story.

Model schemes apply while memorizing poems about nature. The use of modeling facilitates and speeds up the process of memorization and assimilation of texts, forms techniques for working with memory. In this type of activity, not only auditory, but also visual analyzers are included. Children easily recall the picture, and then recall the words.

With the help of model diagrams, children can solve riddles, based on the reference scheme, as well as compose riddles on their own.

Based on the model schemes, you can create a variety of didactic games.

To fix the structure of plants, you can play the game "What first, what next?".

To consolidate knowledge about animals and their characteristic features, you can play the games “Who lives where”, “Who eats what?”, “What it looks like”, “Find by contour”, “Who is wearing what”, “Seasons” , “Who lives where?”, “Whose baby?”.

The use of simulation generates the ability to analyze, think, develop the speech of preschoolers.

In this way, the sooner we teach children to tell and retell using the modeling method, the better we will prepare them for school, since coherent speech is an important indicator mental ability child and readiness for school.

using the method of visual modeling in the development of children's speech

• - assimilation and analysis of sensory material;
• - its translation into sign-symbolic language;
• - work with the model.

With the development of visual modeling skills, the following didactic tasks: - familiarity with the graphical way of presenting information; - development of the ability to decipher the model; - formation of the skill of independent modeling.

The method of visual modeling in correction is aimed at solving interrelated problems covering different sides of speech development: - phonetic; - lexical; - grammar; - development of coherent speech.

The first models that children encounter in the process of forming and correcting the pronunciation side of speech are models of such concepts as sound, syllable, word, sentence. Geometric figures are used to designate them.

W Iroko uses visual symbols of vowels and consonants proposed by T.A. Tkachenko. According to the author, the merging of sounds materialized with the help of symbols is a simulation of reading, and laying out words with the help of symbols is an analogue of writing. Only one and the other happens in a lightweight, entertaining, game version. When choosing symbols for vowels, the main feature was the position of the lips when articulating a particular sound.

An equally interesting system of graphic designation of phonemes was proposed by V.M. Akimenko. To build models of vowel sounds, the following was taken into account:

Participation or non-participation of the lips; - vibration of the vocal folds; - free passage of exhaled air through the oral fissure. And for models of consonant sounds: - the presence or absence of vibration of the vocal folds; - method of articulation; - place of articulation; - the presence or absence of an additional rise of the back of the tongue to the hard palate; - place of resonation.

When forming lexical- grammatical categories schemes, pictograms, symbols and other means of visual modeling are used. So, to distinguish between words of different parts of speech, the symbols of words-objects, words-actions and words-signs are introduced. Two variants of such a graphic representation of words are most often used. The first version of the graphic image corresponds to the traditional school designations. Then in the second version, the word action is similar to a fairy-tale man. This causes children emotional reaction and interest.

One of the most difficult tasks for preschool children is drafting proposals . As practice shows, preschoolers master this skill more successfully if they corrective work are used various models. simple circuit, consisting of two subject pictures and an arrow, firstly, replacing the word-action, and secondly, indicating the object-subject relationship in the phrase, allows you to model many different sentences.

Modeling can be used to work on all kinds of coherent statement :

• when retelling, compiling stories based on a picture and a series of pictures, in a descriptive and creative story;
• when retelling by reference schemes models are used that are created in accordance with the text. They are the visual plan, they direct the process of utterance. For example, this is how the graphic plan of the fairy tale "Gingerbread Man" can be presented.

Schematic pictures are used for retelling (reference signals) reflecting the sequence of events.

In the process of developing the skill of compiling a story-description and a story along a certain storyline, models are used that include reference stylized pictures corresponding to the main parts of the story. In the story, the model is a scheme for establishing ways of connecting between sentences and between the structural parts of a coherent statement. Thus, three main types of story models are used, reflecting various ways Phrase links: - chain link (the sentences are “linked” with each other, one follows from the other); - parallel connection (sentences are compared or opposed to each other); - ray communication (the object is called and each sentence reveals one of its features).

A variety of schematic models is mnemonic table .

Its purpose is through

conditional icons encode

in the form of a diagram of the content of the text,

so that in the future the child

could based on this view

visualization decode,

remember and reproduce

fairy tale, story, poem.

In the mnemonic table graphically

displays information about

characters, objects

environment, phenomena

nature, events.

At the initial stage of mastering modeling, children are invited to decode mimic tracks- part of the mnemonic table, consisting of 3-4 images.

CONCLUSION

Thus, the use of the visual modeling method makes it possible to more purposefully develop the impressive speech of children, enrich their active vocabulary, consolidate word-formation skills, form and improve the ability to use various sentence structures in speech, describe objects, and compose stories. The introduction of visual models into the learning process helps to consolidate the understanding of the meanings of parts of speech and grammatical categories, develop an understanding of logical and grammatical structures and the integrity of a speech statement. The use of this method allows children to develop the following skills and abilities: - obtain information, conduct research, make comparisons, draw up a clear internal plan of mental actions, speech utterance; - formulate and express judgments, draw conclusions; - the use of visual modeling has a positive impact on the development of not only speech processes, but also non-speech ones: attention, memory, thinking.