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

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

Upyreva Nadezhda Viktorovna,

Teacher of GBDOU kindergarten No. 17

Krasnogvardeisky district of St. Petersburg

Development of speech creativity in preschool children

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

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

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

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

The following types of speech creativity are distinguished:

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

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

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

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

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

Table 1 - Targets

Contents of the educational process

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

Table 2 - Contents of the educational process

Techniques and methods for developing speech creativity in preschool children

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

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

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

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

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

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

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

Working methods and techniques:

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

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

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

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

List of used literature:

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

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

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

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

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

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

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

speech creativity of preschool children through Lego construction.-

Preschool pedagogy, 2011 No. 8

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

Psychotherapy, 2001 - 256 s.

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

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

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

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

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

MAGAZINE Preschooler.RF

Educator: Popova Natalya Viktorovna MADOU kindergarten No. 4 Krasnouralsk

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The role of verbal creativity in the life of a preschool child

Definition 1
Word creation is the child’s independent creation of new words, which constitutes one of the most significant features in the speech development of children.

Word creation is one of the main features of speech development in preschool children. The realization of a child’s individuality occurs precisely in the process of social-communicative, cognitive, speech, artistic, aesthetic and physical development. A special role in the development of speech in preschool age is assigned to creativity.

Verbal creativity is one of the phenomena of children’s speech, which consists in the fact that in everyday communication or games, children can spontaneously include in their speech words of a structure that the people around them do not use in the language, so the child could not imitate it.

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A special place in the personal development of young children is given to the process of mastering culture, and therefore, the development of a child’s verbal creativity can occur in the process of introducing children to various types of social culture. Of course, it is the first years of life that are sensitive for the development of speech.

Of course, the presence of a creative component in a child’s speech development enriches and socializes him from childhood.

Children's verbal creativity is the process of a child creating words that are new to him, which often cause affection in adults, characteristic mainly of younger preschoolers. At the age of 5-6 years, children can already remember many of the basic figures of speech used by adults; the need for them to form their own new words thus disappears. In this regard, children's verbal creativity can be considered the result of analytics, logic and memory work.

Children's verbal creativity should be encouraged and not considered a phenomenon that has a negative impact on the child. It is necessary to encourage children to invent new unique words, as well as conscious rethinking of words they already know. Word creation is a natural way of mastering the lexical wealth of the native language and understanding the diversity of grammatical forms. With active word production, speech and imagination develop, which speaks of the creative beginning in the child’s personality. With a careless and inattentive attitude of parents and adults to children's speech, on the contrary, creativity fades away.

Finished works on a similar topic

Course work Verbal creativity of preschoolers 420 ₽ Abstract Verbal creativity of preschoolers 220 ₽ Test work Verbal creativity of preschoolers 200 ₽

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