Abstract: The use of visual models in the correctional process in itself is not an innovation, however, the development of visual modeling as an independent intellectual ability within the framework of speech activity is a more modern approach in preschool education.
“Speech is a great power: it persuades, it converts, it compels” R. Emerson.
Currently, in connection with the introduction of the Federal State Educational Standard, a number of researchers are considering visual modeling as one of the universal educational activities. The use of visual models in the correction process in itself is not an innovation, however, the development of visual modeling as an independent intellectual ability within the framework of speech activity is a more modern approach in preschool education.
The Federal State Educational Standard for preschool education places high demands on the choice of teaching methods, putting forward in a number of basic principles “full-fledged experience by a child of all stages of childhood”, age-appropriateness of preschool education (compliance of conditions, requirements and methods with age and developmental characteristics).
Visual modeling is the reproduction of the essential properties of the object under study, the creation of its substitute and work with it. Model diagrams are a schematic representation of an object or event.
Visual modeling technology helps the child visually imagine abstract concepts (sound, word, sentence, text) and learn to work with them. This is especially important for preschoolers, since their mental problems are solved with the predominant role of external means; visual material is absorbed better than verbal material.
The preschooler is deprived of the opportunity to write down, make a table, or mark anything. In kindergarten, only one type of memory is mainly involved - verbal. Supporting schemas are an attempt to use visual, motor and associative memory to solve cognitive problems.
Scientific research and practice confirm that visual models are the form of highlighting and designating relationships that is accessible to preschool children with speech disorders.
The relevance of using visual modeling technology
Visual modeling is an up-to-date, modern and effective technology of correctional and developmental education, affecting not only an individual deficiency - speech underdevelopment, but also the entire cognitive activity and personality of the student as a whole. Therefore, it seems important to us not only to use visual modeling for speech correction, but also to improve it as a general intellectual ability.
The relevance of using visual modeling technology in working with preschoolers is also that:
- firstly, a preschool child with speech disorders gets tired very quickly and loses interest in what is happening in class. Using visual modeling maintains interest and helps solve this problem;
- secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating 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 graphic analogy, we teach children to see the main thing and systematize the knowledge gained.
The purpose of modeling is to ensure the successful acquisition by children of the knowledge necessary for mastering the school curriculum, enriching the correctional and developmental process for preschoolers with SLI with various clinical characteristics through the use of visual modeling technology.
Modeling is based on the principle of replacing real objects with objects depicted schematically or with signs. The model makes it possible to create an image of the most significant aspects of an object. Any modeling begins with a simple substitution of objects, leading to the use of symbols and signs. It is visual models that are most suitable for teaching preschool children, because it is much easier for a child to imagine an object, to identify the relationships between objects, their connections, seeing them visually.
The use of visual modeling in the correctional process corresponds to one of the basic principles of correctional pedagogy - the principle of a workaround. Relying on primarily preserved visual perception and visual-figurative thinking formed by older preschool age, we form speech, bypassing the leading but impaired functions of the speech-auditory and speech-motor analyzers. The active use of visual modeling as a teaching technology forms and improves the very mental ability of visual modeling, which is revealed when solving a wide range of both speech and intellectual problems.
Correctional work with children with SLI is a systemic multi-level impact that affects all structural components of speech. Visual modeling from this point of view can serve as a basis, a connecting link that allows you to combine all the components of the language into a single whole, i.e. form speech as a system.
This technology is based on the use of a substitute (model), which can be other objects, realistic and conventional images, diagrams, drawings, plans, pictograms.
Development of coherent speech in preschoolers using the method of visual modeling
Development of coherent speech in preschoolers using the method of visual modeling
Goal: To develop the ability to use the method of visual modeling during storytelling. To develop coherent speech skills of preschoolers. Features of the speech development of preschool children Children of preschool age, and even more so those with speech disorders, as a rule, are distinguished by an insufficiently developed skill in constructing a coherent statement. Based on the results of diagnosing the level of development of this skill in children, the following disadvantages can be noted: • short coherent statements; • characterized by insufficiency, even if the child conveys the content of a familiar text; • consist of separate fragments that are not logically connected with each other. • The level of information content of the statement is very low. • In addition, most children actively share their impressions of the events they experienced, but are reluctant to take on the task of writing stories on a given topic. This mainly happens not because the child’s knowledge on this issue is insufficient, but because he cannot formulate it into coherent speech statements. One of the ways to plan a coherent statement can be the Visual Modeling Technique. Using the visual modeling technique makes it possible to: • independently analyze a situation or object; • development of decentration (the ability to change the point of reference); • development of plans – ideas for a future product.
The technique of visual modeling can be used in working on all types of coherent monologue statements: • retelling; • compiling stories based on a painting and a series of paintings; • descriptive story; • creative story.
Elements of the model While using the technique of visual modeling, children become familiar with the graphical method of presenting information - the model. Symbols of various types can act as conditional substitutes (elements of the model):
Variety of types of work • geometric shapes; • symbolic images of objects (symbols, silhouettes - contours, pictograms); • plans and symbols used in them; • contrasting frame – fragmentary storytelling technique and many others; • schematic images of actions and qualities.
At the initial stage of work, geometric figures are used as substitute symbols, their shape and color resembling the object being replaced. For example, a green triangle is a Christmas tree, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account the external features of the object. In this case, they focus on the qualitative characteristics of the object (evil, kind, cowardly, etc.) As a model of a coherent statement, a strip of multi-colored circles can be presented - the “Logico - Baby” manual.
Elements of a story plan based on a landscape painting can be silhouetted images
of its objects, both clearly present in the painting and those that can be identified only by indirect signs.
The following are used as substitute symbols when modeling creative stories: • subject pictures; • silhouette images; • geometric figures. A visual model of an utterance acts as a plan that ensures the coherence and sequence of the child’s stories.
Types of coherent statements using visual modeling, the use of which increases children's interest in this type of activity • retelling; • a story based on a plot picture; • story – description; • speech therapy fairy tale; • comparative description of items; • fragmentary storytelling based on a landscape painting; • creative story; • creative fairy tale based on silhouette images; • inventing riddles, composing and memorizing poems. Retelling The simplest type of coherent statement is considered retelling
.
Retelling involves the ability to identify the main parts of the text heard, connect them with each other, and then compose a story in accordance with this topic. A visual model acts as a story outline. Work on developing the skill of retelling involves the formation of the following skills: • mastering the principle of substitution, that is, the ability to designate characters and main attributes of a work of art as substitutes; • developing the ability to convey events using proxies (subject modeling); • transmission of a sequence of episodes in accordance with the location of substituents; • and begins with the telling of familiar short fairy tales, such as “Turnip”, “Kolobok”, etc. In order to teach the child to consistently present the plot of a fairy tale, visual fairy tale models are used. At first, children learn to make models that accompany the teacher reading a fairy tale. For example, a teacher tells the children the fairy tale “Turnip”, and the children gradually expose symbols - substitutes for the heroes of the fairy tale. At this stage, it is necessary to ensure that the manipulation of the model elements corresponds to the fragment of the fairy tale that is being heard at the moment. Elements of the model can be pictures depicting fairy tale characters, then they are replaced by substitute symbols (silhouette images or geometric shapes). Gradually, children move from simply manipulating the elements of the model to drawing up a spatial dynamic model, which directly serves as a retelling plan. A story based on a plot picture. Significant difficulties arise for children when composing 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, to trace their relationship and interaction, to distinguish the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of a given situation, that is, to compose the beginning of the story, and its consequences, that is, the end of the story . In practice, the “stories” compiled by children are basically a simple listing of the characters or objects in the picture. Work to overcome these shortcomings and develop the skill of telling a story based on a picture consists of 3 stages: • identifying fragments of the picture that are significant for the development of the plot; • determining the relationship between them; • combining fragments into one story. Story - description of a landscape painting A special type of coherent statement are stories - descriptions
of a landscape painting. This type of story is especially difficult for children. If, when retelling and composing 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, natural objects 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: • identifying significant objects in the painting; • examination of them and a detailed description of the appearance and properties of each object; • determining the relationship between individual objects in the picture; • combining mini-stories into one plot.
Fragmentary storytelling based on a landscape painting To increase the effectiveness of developing the skill of composing stories based on a painting, we can recommend the technique of fragmentary storytelling
, when children first compose stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed to compose the story is divided into four parts, which are covered with cardboard rectangles of different colors. The child gradually reveals each of the four 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. Variation in children's stories is achieved through their choice of the color of the rectangle that they open first.
Speech therapy fairy tale One of the methods of teaching children coherent retelling is working with speech therapy fairy tales. A speech therapy fairy tale
is a text with fairy-tale content, containing as many identical sounds as possible (fairy tales by V. Volina, A. Tsyferov, etc.). This type of fairy tale also includes fairy tales in the text of which a sound that is automated in coherent speech is often found or oppositional sounds, the pronunciation of which requires differentiation in children’s independent speech.
The use of such fairy tales in work allows us to solve, along with the tasks of mastering the skill of sequential and coherent retelling, the task of automating spoken sounds in coherent speech. Work with a speech therapy fairy tale proceeds as follows: • the teacher reads the fairy tale to the child; • the child lays out a model of a fairy tale (a picture or consisting of substitute symbols, choosing them arbitrarily); • then the child answers questions about the content of the fairy tale; • the teacher models fragments of a fairy tale, the child retells the text corresponding to this fragment; • the child retells the fairy tale using the model. Comparative description of objects In developing the skill of composing descriptive stories, 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 recording the natural properties and relationships 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 descriptive story model are symbols - substitutes for the qualitative characteristics of an object: • belonging to a generic concept; • size; • color; • form; • component parts; • surface quality; • the material from which the object is made (for non-living objects); • how is it used (what benefits does it bring)? • why do you like (dislike)? Creative story Often a visual model serves as a means of overcoming a child’s fear of constructing creative, coherent stories
.
This skill is the opposite of the skill of composing paraphrases. Transitional exercises from modeling a retelling to composing creative stories can be: • guessing an episode by demonstrating an action; • storytelling to demonstrate actions to adults. The sequence of work on developing the skill of composing a coherent creative statement is as follows: • 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 set by the teacher; • the teacher suggests specific characters in the story, and the child comes up with the spatial design of the model himself; • specific characters are replaced by their silhouette images, which allows the child to show creativity in the characterological design of the characters in the story; • the child is asked to compose a story or fairy tale according to a model, the elements of which are indefinite substitutes for the characters in the story - geometric figures; the teacher sets the theme of the story, for example: “A Spring Tale.” Creative fairy tale based on silhouette images One of the techniques for developing creative storytelling skills is teaching children to compose fairy tales based on silhouette images. As an element of the model, the child is offered silhouettes of animals, plants, people or natural phenomena (snow, rain, etc.). The teacher sets the beginning of the fairy tale and suggests continuing it, based on the silhouette images. As children master the skill of modeling, instead of using a detailed subject model, they use a generalized one containing only key points. The model is collapsed and becomes a substitute. The elements of the substitute model are schematic sketches made by children while listening to the story. The number of elements of the model is first determined by the teacher, 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 plan when composing a creative story. In this case, the child performs the reverse actions performed during retelling: • retelling - listening to the text - drawing up a model - retelling the text according to the model; • creative story – drawing up a model of a story – story based on a model. Coming up with riddles, composing and memorizing poems The technique of visual modeling is also very effective when composing poems and riddles; it is much easier for children to talk about a subject based on mnemonic tables and schematic sketches. The ability to make short schematic sketches and use them allows a child to quickly and independently learn poetry by heart.
The presented work methods make it possible to increase the effectiveness of speech correction for preschoolers suffering from speech underdevelopment
, but can also be used in working with children who do not have developmental deficiencies, as a means of
increasing interest
in this type of activity and
optimizing the process of developing coherent speech skills
in preschool children. Gradually mastering all types of coherent utterances with the help of modeling, children learn to plan their speech. I wish you success, creativity and pedagogical optimism in the development of coherent speech in preschoolers!
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Modeling process
The modeling process includes three stages:
- assimilation of sensory material,
- translation into sign-symbolic language,
- working with the model.
In order to develop modeling, the reverse order is more appropriate, in which children first master the use of models and then their construction.
It is obvious that only a holistic, comprehensive personal approach to the correction of OHP in older preschoolers will help increase efficiency and optimize the pedagogical process.
Analyzing modern methodological literature on preschool pedagogy and speech therapy, it is advisable to highlight personality-oriented methods based on psychological and pedagogical mechanisms of development. As a technique, visual modeling is often found in special methodological literature on speech therapy.
V.M. Akimenko uses visual models to form articulatory structures. T.A. Tkachenko uses visual models to form phonetic-phonemic processes, as well as in teaching children descriptive stories. V.K. Vorobyova in her book “Development of coherent speech in children with systemic speech underdevelopment” offers visual modeling as the main method for developing coherent speech in this category of children.
V.P. Glukhov uses ready-made visual models when teaching storytelling to children with SLD. N.E. Ilyakova, T.Yu. Bardysheva and E.N. Monosova are working on the formation of lexical and grammatical structures in children with ODD using visual models at the level of phrasal speech. To form grammatical structure, speech therapists have long used visual graphic models of prepositions.
The use of visual modeling in teaching sound and syllabic analysis is widely known in the pedagogical methods of D.B. Elkonin, L.E. Zhurova and in their modern interpretation by R.N. Buneev, E.V. Buneeva, T.R. Kislova “School 2100”, which is actively used by practicing speech therapists. The use of mnemonic tables and pictograms by different authors is also nothing more than visual modeling.
Visual modeling has gained such attention from the pedagogical community due to its effectiveness and efficiency, which is based on the sociocultural mechanisms of mental development. The method is based on the fundamental ideas of Russian psychology put forward by L.S. Vygotsky, developed by A.V. Zaporozhets and L.A. Wenger
Developing the ideas of D.B. Elkoninin, L.A. Wenger Fr.
