section of the educational program
on the topic:
"Development of coherent speech
by means of visual activity
four-year-old children with disabilities"
Completed:
teacher
Municipal budgetary preschool educational institution
compensatory kindergarten No. 294
Kekshina Tatyana Nikolaevna
Nizhny Novgorod
Content
Introduction
Chapter I. Analysis pedagogical literature on speech development in middle-age children
Sensorimotor aspect of drawing in children with disabilities
Specifics of speech development of middle preschool children with disabilities in the process of learning to draw
The influence of drawing on the emotional sphere of a child
Development of coherence and expressiveness of speech in children of middle preschool age in the process of creating an artistic image in drawing
Chapter II. Practical part
2.1. Characteristics of the group
2.2. Pedagogical diagnostics at the beginning of the school year
2.4. Pedagogical diagnostics at the end of the school year. Conclusions.
Conclusions on Chapter II
Conclusion
References
Introduction
The development of speech in preschool age as mastery of the native language is a multidimensional process in nature. With spontaneous development, only a few children reach a sufficiently high level, so it is necessary to conduct classes with children purposefully.
The main task of speech development is to bring it to normal. All people working with children with SLD are well aware that individual differences in the speech level of children are different. In contact with others, the child expresses emotions in speech form, cognitive and communicative ideas, and preschool age reserves for orienting speech reality are quite significant.
This process is organically connected with mental development. Simply put, the role of intelligence is important for the development of speech. The close connection between the speech and intellectual development of children in the formation of coherent speech, the main characteristics of which are coherence and integrity, the ability to think through the content and build it, observing the structural parts (beginning, middle, end) and connecting sentences and parts of statements, is especially clearly visible.
Preschool education native language provides opportunities for solving moral problems. The content of literary works, paintings, teaching children to tell stories together, negotiate with each other, etc. contributes to the formation of not only aesthetic knowledge of moral feelings, but also the moral behavior of children. Thus, in the process of teaching one’s native language it is possible and necessary to resolve issues of mental, moral and aesthetic development.
Many scientists have noted that drawings have a strong stimulating effect on the development of children’s speech and mental activity. Russian teacher K. D. Ushinsky wrote at one time that a picture is a powerful means of “untying” a child’s tongue: he asks questions about what he sees in the picture and shares his impressions.
Speech development is the central task of children's speech education. This is due, first of all, 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. Coherent speech is the highest form of speech-thinking activity, which determines the level of speech and mental development child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinshtein, F.A. Sokhin, etc.). Mastering coherent oral speech is the most important condition for successful preparation for school.
The psychological nature of coherent speech, its mechanisms and developmental features in children are revealed in the works of L.S. Vygotsky, A.A. Leontyeva, S.L. Rubinstein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontyev, L.S. Shcherba).
Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The fundamentals of the methodology for developing coherent speech in preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, O.I. Solovyova, E.I. Tikheyeva, A.P. Usova, E.A. Flerina and others. Problems of content and methods of teaching monologue speech in kindergarten were fruitfully developed by A.M. Borodich, N.F. Vinogradova, L.V. Voroshnina, V.V. Gerbova, E.P. Korotkova, N.A. Orlanova, E.A. Smirnova, N.G. Smolnikova, O.S. Ushakova, L.G. Shadrina and others. The features of children's coherent speech and methods of teaching different types of texts based on different sources of statements were studied. The authors defined the goals and objectives of the development of coherent speech, methodological principles, created systems of training sessions for various types of coherent statements, and considered the specific conditions for children to master coherent speech.
The traditional method takes into account the age-related characteristics of children's development. They are gradually led to independent storytelling. In this case, the peculiarities of the formation of any mental process are taken into account. From actions in the real plane to actions in the internal plane. It can be said that the traditional method makes it possible to solve such an important problem as teaching children the “technique” of storytelling, but the issue of activating the creative imagination of children is not sufficiently developed in it. Artistic activities, in particular visual activities, help us to intensify children’s verbal creativity. V.A. Sukhomlinsky argued “Children should live in a world of beauty, games, fairy tales, music, drawing, fantasy, creativity.”
In the development of figurative speech in the perception of painting, E.I. Tikheyeva, T.S. Komarova, E.V. Lebedeva, R.M. Chumicheva and others.
Visual activity can influence speech development. It is necessary to develop a methodology that allows the teacher, through the creation of an image, to involve children in active, directed speech activity. In this context, this problem has not yet been considered fully enough. In this regard, work on this problem is most relevant in the upbringing and education of preschool children, and I have set myself the following
goal: to theoretically and practically identify the influence of the process of visual activity on the development of speech in preschool children.
Chapter I. Analysis of psychological and pedagogical literature on speech development in children of middle preschool age during drawing classes
The importance of visual activity for the general development of preschool children
Visual activity is the most important means of aesthetic education. This was emphasized by many artists, art critics, philosophers, teachers, and scientists. This was noted by the ancient Greeks, whose works of art still serve the aesthetic education of man. In Greece they believed that drawing was necessary for general education and upbringing.
Affirming the importance of drawing in creating a well-rounded person
Ya.A. Kolomensky proposed to introduce drawing into mother schools as a necessary activity. He believed that fine art and drawing allow one to develop a sense of beauty, teach one to “notice the correctness and harmony in objects”, the ability to enjoy works of art and the beauty of nature.
Fine arts have not lost their broad educational significance even today. Artists, teachers, psychologists, scientists wrote about this (A.V. Zaporozhets, E.I. Ignatiev, V.S. Kuzin, B.M. Nemensky, N.P. Sakulina, B.M. Teplov, E.A. Flerina, B.I. Yusov, etc.). The importance of children's visual creativity in the education and development of various aspects of personality is also noted by foreign scientists (B. Jefferson, E. Kramer, V. Lonefeld, W. Lambert (USA), K. Rowland (England), etc.). Thus, K. Rowland argues that visual activity contributes to the cultural development of the individual. E. Kramer emphasizes the importance of this activity for intellectual development and the formation of personality maturity. The American scientist V. Lonfeld calls visual creativity an intellectual activity, also pointing out its important role in the emotional development of a child.
In the process of engaging in visual arts, a need for communication arises, but it differs from ordinary communication in its content, which has an artistic focus on the perception of art and creative activity (drawing, modeling, child crafts).
In the studies of domestic scientists M.I. Lisina, as well as her employees and students L.N. Galiguzova, A.G. Ruzskoy, O.E. Smirnova, R.B. Sterkina and others working in line with her concept, communication with adults and peers is considered.
Communication of preschoolers, unlike communication of adults, most often does not occur independently, but accompanies other types of activities (A.V. Zaporozhets, M.I. Lisina,
L.I. Bozhovich, A.A. Lyublinskaya, L.V. Artemova, V.G. Nechaeva, T.V. Antonova, R.A. Ivankova, etc.)
An analysis of the literature shows that the communication of preschool children with peers, with other children and adults, has been most fully studied using the material of play, as the leading type of activity in preschool age, and, in particular, its individual types: plot-role (V.V. Sramenkova, N.M. Askarina, T.V. Antonova, F.S. Levin-Shirina, N.Ya.
Didactic (L.V. Artemova), construction (L.V. Artemova, T.S. Bloshchitsina, etc.) games with rules. N.Ya Mikhailenko, communication of preschoolers was considered incidentally in connection with the study of other problems in various types activities: household – L.I. Bozhevich, V.G. Shchur et al.; labor – R.S. Bure, B.P. Zhiznevsky, R.B. Sterkina and others; fine arts – N.P. Sakulina, T.S. Komarova, G.G. Grigorieva, N.G. Kirichenko, N.E. Faas and others.
At the same time, scientists focus on its functions of regulating business cooperation and the type of communication that is carried out in order to solve certain organizational problems (planning upcoming activities, distributing responsibilities or roles, choosing materials for work, etc.); communication about activities (R.S. Bure, A.A. Royak), organizational and business communication (T.V. Antonova, R.N. Zhukovskaya), communicative and organizational basis of activity (B.P. Zhiznetsky).
They highlight communication, which includes content that regulates business cooperation in order to solve certain organizational problems. This approach to the content of communication is beyond doubt. However, communication in the process of visual activity is unlawful to limit only to organizational and business content.
The desire of children of senior preschool age for mutual understanding with other people, for spiritual unity with them, allows us to highlight certain spiritual information that children transmit to each other and the teacher in the process of communication. To such information we include the exchange between children of their plans, impressions of the surrounding reality, the exchange of information about ways of depicting objects and phenomena. Like T.S. Komarova notes that the communication of preschool children with each other and the teacher in the process of working on the image and about its content and quality expressed in the results (drawing, modeling, appliqué work) becomes important. The involvement of children in visual arts allows the child to realize himself as an expert and craftsman. So many teachers and psychologists note that in preschool age the aesthetic, moral, and intellectual development of a child has a great influence artistic creativity(visual activity) (N.S. Bogolyubov, L.S. Vygotsky, E.I. Ignatiev, T.S. Komarova, V.S. Kuzin, V.S. Mukhina, N.P. Sakulina, N.M. .Sokolnikova, T.Ya. Shpikalova, etc.). Through his actions, the child realizes himself as a craftsman, and through communication - as an expert in the designated activity, using the methods he has mastered to create an image, consciously. Communication between children activates their mental activity, which accompanies drawing, modeling, and appliqué. In the process of communicating with each other and the teacher, the child identifies and names the characteristic properties of objects or phenomena; the word helps to understand, generalize, and compare the properties of the surrounding reality. The idea that thinking processes (analysis, synthesis, comparison, generalization) are genetically related to communication has been expressed in psychology and pedagogy more than once (A.V. Zaporozhets, M.I. Lisina, N.P. Sakulina, T.S. Komarova, etc.).
The lack of communication skills affects intellectual and moral development (the child cannot fully understand the people around him and cannot obtain the necessary information).
However, in pedagogical science and in practice, the issues of developing children’s need for communication in the process of visual activity have not yet been developed, and therefore, the potential for the development of communication inherent in visual activity has not been realized.
By the need for communication between children of senior preschool age in the process of visual activity, we understand the desire of children to exchange information about the designated activity; and their desire to find out the opinion of the teacher and peers about the content of the activity and its results; and, if the child wishes, to achieve commonality with other people in views, opinions, assessments when the child expresses his artistic ideas, when observing the surrounding reality and its embodiment in drawing, modeling, appliqué, as well as children communicating with each other and the teacher about the finished result activities.
Communication of children with each other and the teacher develops mental operations in children (analysis, synthesis, comparison, generalization, finding similar things). Communication with activity partners promotes the expressiveness of children's drawings and other products of children's creativity.
Entering into communication with the people around him, the child has the opportunity to identify the characteristic features of objects or phenomena, denoting them with a word, to express through communication what he, by virtue of his age characteristics cannot reflect both the possibilities and insufficiently developed techniques of visual activity in his work; Thus, children develop creativity and a desire to learn new skills that allow them to achieve the desired image.
Development of fine motor skills in drawing
L.V. Fomina, based on her experiments and examination of a large number of children, identified the following pattern: if the development of finger movements corresponds to age, then speech development is within normal limits.
If the development of finger movements lags behind, then speech development is also delayed, although general motor skills may be normal and even higher than normal.
MM. Koltsova came to the conclusion that the formation of speech areas occurs under the influence of kinesthetic impulses from the hands, or more precisely, from the fingers.
From the literature we have studied, we see that in the cerebral cortex the speech area is located very close to the motor area. She is, in fact, part of it. Scientists have proven that training fine (fine) motor skills of the fingers has a great influence on the development of a child’s active speech. When the hand and fingers work, the corresponding center is excited in the cortex. According to the law of irradiation, excitation passes to the neighboring center - the speech motor center (Brocca's center), i.e. The child’s speech is activated.
Hand function and speech develop in parallel. Naturally, this should be used in working with children: those whose speech development occurs in a timely manner and especially those who have various speech development disorders. Improving fine motor skills means improving speech.
Drawing is one of the most favorite activities of preschoolers. Children love to draw. The child feels like a real wizard, capable of creating his own magical world.
With good imagination, you can invent and tell fairy tales, which can also be accompanied by illustrations drawn by children.
This direction is educational correctional work studied N.S. Zhurova, E.M. Mastyukova, T.B. Filicheva, N.I. Kuzmina, M.M. Koltsova.
From all of the above, it follows that it is necessary to especially stimulate the speech development of children by training finger movements, since the formation of speech zones in the cerebral cortex is improved under the influence of kinesthetic impulses.
Any physical activity of a child improves not only the skills in this area, but also has a positive effect on all his abilities. To speed up the development of a child’s speech, it is necessary to develop finger movements.
Teacher's techniques: questions and suggestions that lead children to complement and enrich their imagination, aimed at activating creative imagination and allowing children to achieve more interesting and expressive image, evoke positive feelings in children and, therefore, contribute to the formation of an emotionally positive attitude towards drawing.
1.5. The influence of drawing on the emotional sphere of a child
The scientific literature has accumulated a lot of research that covers general issues affecting the emotional and artistic development of a child.
Sensory problems emotional development children took their rightful place in psychological research: L.S. Vygotsky, A.G. Kovalev, A.N. Leontiev, P.K. Anokhin, J. Piaget, T. Ribot, J. Startre, B. M. Teplov, P.M. Yakobson; the place of emotions in the personality structure is reflected in the works of V.K. Vilyunas, G.Kh. Shingarova; The following studies are devoted to the development of emotional regulation of a child’s actions: L.N. Bozhovich, A.V. Zaparozhtsa, I.S. Neimark, D.B. Elkonina; The problem of emotional development in art was studied by: A.A. Melik-Pamaev, P.V. Simonov, L.S. Vygotsky, B.M. Teplov and others.
In pedagogical theory and practice, the problem of emotional development was considered in the context of artistic aesthetic activity: N.M.Zubareva, T.S.Komarova, L.V. Kompantseva, V.G. Kosminskaya, L.V. Panteleeva, E.A. Flerina, N.B. Khalezova, R.M. Chumichev, G.G. Grigoriev and others; the impact of art on personality was considered by E.P. Krupnik,
L.N. Stolovich, M.E. Markov, S.H. Rapport, M.S. Kagan, Yu.B. Borev, A.A. Karyagin.
A number of studies indicate a significant connection between the development of emotions and culture; M. Mead, D. N. Ovsyannikov-Kulikovsky, G. G. Shpet, etc.
Priority in early age aesthetic emotions arise in children due to the rhythmic combination of sounds, intonations, colors, which determine the formation of social-emotional images. This gives reason to believe that the child’s emotional memory, which subsequently either contributes to the full development of the personality, makes life situation comfortable, or a negative emotional trace complicates the child’s relationship with others, including art.
Considering the issue of highlighting the aesthetic in pictures. V.B. Kosminskaya pointed out the fact that often in preschool children the aesthetic merges with the ethical, “beautiful” and “good” are closely connected and intertwined. In this case, the positive emotional assessment that is evoked by pictures that are accessible in content is of particular importance.
The assessment becomes an indicator of a higher level of aesthetic development in preschool children, as noted in the studies of N.P. Sakulina, M.V. Vovchiv-Blakytnoy.
E.A. Flerina notes that children’s aesthetic feelings are of a social nature, and primary emotional reactions form the basis of their formation.
Interesting is the statement of V.A. Ezikeeva that vivid ideas lead to vivid and strong experiences that contribute to the formation of certain attitudes and moral assessments of children. Consequently, knowledge of the values of art allows us to recognize artistic signs and images of reality. This creates a higher level of intellectual activity and view of the world around us.
N.M. Zubareva expressed the idea that when teaching a child to look at paintings, it is important to teach him to find “his own” in them, to discover the connection between the phenomenon depicted in the picture and the content of his world, to realize the similarity with life impressions. This provision allows us to define the aesthetic emotions of children as a link between the world reflected in works of art and in reality.
T.S. Komarova reveals the connection between children’s visual creativity and the perception of art as a way of developing a sense of beauty, noting that the ability to contemplate beauty and enjoy it is important not only for the development of children’s creativity, but also influences the further formation of human culture.
The basis of personal culture is based on emotional experiences that determine the spiritual development of the individual. The relationship between creative manifestations and children’s emotions indicates that free self-expression is determined by the child’s emotional state; based on this, we can assume that aesthetic emotions themselves act as one of the indicators of personal freedom.
L.V. Panteleeva emphasized that emotions contribute to the development of children’s desire to understand beauty, traditions, and to recreate artistic examples in their own applied activities. That is, aesthetic emotions act as a stimulating factor in the personal development of a child and, as I.A. Starkova pointed out, the primary element of children’s aesthetic feelings.
In the works of E.V. Kvyatkovsky, aesthetic feelings are a condition for the spiritual development of a child. The author emphasizes that the earlier the awakening of aesthetic feelings occurs, the greater the guarantee that children will not develop aesthetic deafness. Introducing preschool children to spiritual and moral ideals. the disclosure of cultural values, transmitted in various forms, allows, according to E.V. Kvyatkovsky, to form a system of value attitudes and guidelines for children.
In the concept of personal developmental interaction (V.V. Petrovsky, V.K. Kalinenko, I.B. Kotova), emotional aspirations are understood as an intrinsic form of activity and multifaceted interactions with reality in its four guises: “Nature”, “Culture”, “The world of significant others”, “THE WORLD AND I MYSELF”. When making emotional contacts with the world, the authors note. There is a feeling, identification of the significance of events, self-expression, etc. Particular attention is paid to developing a sense of empathy as an emotional aspiration. Explaining the meaning of emotional assimilation of the world, the authors point out that the scope of possible empathic experiences is limitless, that the sources of experiences of one’s own “I” and the possibilities of its reflection in others are dynamic and diverse. However, the question remains unanswered by the authors: with the help of what signs and symbols the child’s understanding of the meaning of emotional manifestations during interactions is ensured and under what conditions the emotional aspiration of preschoolers occurs.
Program V.G. Razhnikova “Little Emo” examines the issues of emotional and expressive development of preschool children. This program most fully reflected the view of artistic experience as a creative learning process. This program is based on: artistic experiences that arise in the simplest aesthetic activities, accessible to anyone without preparation to a normal child 3-7 years, play activities that use sounds, colors, poetic rhythms, as prototypes of music, painting and poetry; types of arts that are a source of artistic mood, aesthetic emotion; creative positions of the author, performer and listener.
I.V. Zhitnaya examined the relationship between emotions and art. She wrote about the need to develop in children the idea that art reflects the different emotional states of people's nature.
It evokes special emotionally beautiful states, feelings or moods; joy, delight or admiration that a person expresses through words or gestures. Art expresses emotions through color, contrast, shape, rhythm, highlights, sounds, etc.
Children learn how to establish taxes between the state of nature, reflected in art, and a person’s mood - a sunny, warm day - a good, joyful mood; gloomy, gloomy - thoughtful, sad, sad mood; between poses, movements, location in space of the human body and a natural object; reflecting the emotional state in the works, through external signs - the pose of a person, animal, tree, etc.
Thus, the question of the relationship between emotions and art in science is covered quite widely. Many authors agree on one thing: art, artistic activity, helps a child to reveal a range of emotional feelings, an important place among which is occupied by aesthetic feelings, and emotional feelings encourage the child to be creative, and therefore introduce him to the spiritual world of people.
1.6. Development of coherence and expressiveness of speech in children of senior preschool age in the process of creating an artistic image in drawing
Psychological and pedagogical research has shown that older children, with targeted training, can understand fine arts, its content side and means of expressiveness (L. S. Vygotsky, A. V. Zaporozhets, B. M. Teplov, P. M. Yakobson, E. A. Flerina, N. P. Sakulina, N. V. Vetlugina and etc.)
In studies using the example of storytelling from a picture, it is clear (F. A. Sokhina, and O. S. Ushakova) how they contribute to the development of the ability to perceive works of fine art, the formation of ideas about the expressive means of painting and the artistic image in the development of coherent and figurative speech of preschoolers.
Vivid visual images of paintings are emotionally perceived by children, awaken their imagination, develop observation and interest in everything around them. By looking at pictures, answering questions from the teacher, composing stories based on pictures, expressing their opinions on what is depicted on them, children learn not only to understand and feel the “spirit” of art, but also to speak coherently, express their thoughts in a logical sequence, and enrich their speech with expressive means. (comparisons, epithets, metaphors, etc.)
The work is built in a strictly defined sequence: first, children are taught to look at works of art, understand their content, highlight the main thing, see the expressive means of creating an image, build descriptive sentences, use comparisons and epithets in speech, reason, express value judgments; at the second stage, children learn to compose coherent stories based on paintings, while the teacher uses such methodological techniques as questions, exercises for the selection of figurative means of language, the task of coming up with your own name for the painting and explaining it, fantasizing and imagining what events may follow those depicted by the artist .
In classes it is necessary to use musical fragments and literary works
(or excerpts from them), in content and mood corresponding to the painting.
It is advisable to arrange children's drawings and stories based on pictures in the form of albums and arrange a kind of “art salon”.
In addition to classes, it is advisable to organize children’s visits to art museums, exhibitions, and galleries. The purpose of the excursions is to explain what a museum is and how one should behave in it, to introduce various genres of painting, and to develop a desire for systematic “communication” with fine art.
And, - the last thing. Classes should be preceded by reading Russian folk tales and prose works, which in one way or another will accompany the process of viewing paintings and composing coherent stories based on them.
Submitting your good work to the knowledge base is easy. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
Introduction
1. Features of the development of coherent speech in children
2. Methods for developing coherent speech based on visual activity
Conclusion
List of sources used
Introduction
Currently, in the theory and practice of preschool pedagogy, the question of creating psychological and pedagogical conditions for the development of coherent speech in preschool children is being raised. This interest is far from accidental, since practical workers - educators, methodologists - have difficulties that are determined by insufficient knowledge of these conditions, and by the complexity of the subject itself - the ontogenesis of the language ability of a preschool child.
The main contribution to the study of this problem was made by teachers - researchers and preschool practitioners O.I. Solovyova, T.A. Markova, A. M. Borodich, V.V. Gerbova and others. In parallel, psychologists conducted research - L.S. Vygotsky, V.I. Yadeshko et al. The main result of their research is the identification of links in the mechanism of mastering coherent speech by a child. The presence of intelligence, i.e. the ability to cognize the outside world with the help of memory, imagination, imagination, thinking, as well as speech - these are the most important differences between humans and animals. Both intellect and speech in humans appear at the stage of early childhood, is intensively improved in preschool, primary school and adolescence. But intelligence appears in a child not simply because his body grows, but only under the indispensable condition that this person masters speech. If the adults surrounding the child begin to teach him to speak correctly from infancy, then such a child develops normally: he acquires the ability to imagine, then think and imagine; With each age level this ability improves. Fine art activities are gaining great importance in this period of time. This is one of the main conditions for a child to master coherent speech, a condition for its development and improvement.
Based on this provision, in our work we special attention We pay attention to visual activities in the development of coherent speech of older preschoolers as important condition his full speech and general mental development. This provision determined the topic of the work: “Development of coherent speech in children of senior preschool age in visual activities.”
Visual activity has great cognitive, educational and correctional significance due to the variety of visualizations.
Fine art is the artistic reflection of reality in visually perceived images. Averyanova A. V. Visual activities in kindergarten. / A. V. Averyanova M: 2011. p. 27
In kindergarten, visual activities include activities such as drawing, modeling, appliqué and design. Each of these types has its own capabilities in displaying the child’s impressions of the world around him. Therefore, the general tasks facing visual activity are specified depending on the characteristics of each type, the uniqueness of the material and the methods of working with it.
Drawing is one of children's favorite activities, giving great scope for the manifestation of their creative activity.
If you use visual activities for the purpose of developing coherent speech, then speech material will be absorbed faster and more fully when using natural objects as a visual support. All objects created by children as a result productive activity, in turn, are a visual support for speech exercises.
1. Features of the development of coherent speech in children
Children's speech development is one of the main components of their readiness for school education. Studying the level of language acquisition allows us to obtain data not only about the speech abilities of children, but also about their holistic mental development. In order to understand the essence of speech readiness for school learning, we must clearly understand what is included in the content of oral speech abilities and which components are the most important for learning speech.
Speech development is considered as the development of skills to understand and use language: the development of phonemic hearing and sound analysis, vocabulary, awareness of the composition of words, the formation of grammatical categories, the development of communication skills, abilities and skills of coherent speech.
A special place in the formation of speech readiness of children of senior preschool age for school is occupied by the development of coherent speech. Coherent speech is understood as a semantically expanded statement (a series of logically combined sentences) that ensures communication and mutual understanding.
Psychologists emphasize that in coherent speech the close connection between the speech and mental education of children is clearly evident. A child learns to think by learning to speak, but he also improves speech by learning to think.
Coherent speech fulfills the most important social functions: helps the child establish connections with people around him, determines and regulates the norms of behavior in society, which is a decisive condition for the development of his personality.
The development of coherent speech occurs gradually along with the development of thinking and is associated with the complication of children's activities and forms of communication with people around them.
In preschool age, speech is separated from direct practical experience. The main feature of this age is the emergence of the planning function of speech. IN role-playing game, leading the activities of preschoolers, new types of speech also arise: speech instructing the participants in the game, speech-message, telling an adult about impressions received outside of contact with him. Speech of both types takes the form of a monologue, contextual.
As was shown in the study of A. M. Leushina, the main line of development of coherent speech is that from the exclusive dominance of situational speech the child moves to contextual speech. The appearance of contextual speech is determined by the tasks and nature of his communication with others. Changing the child’s lifestyle, complications cognitive activity, new relationships with adults, the emergence of new types of activities require more detailed speech, and the previous means of situational speech do not provide completeness and clarity of expression. Contextual speech arises.
The transition from situational to contextual speech occurs by 4-5 years. At the same time, elements of coherent monologue speech appear already at 2-3 years. The transition to contextual speech is closely connected with the development of the vocabulary and grammatical structure of the native language, with the development of the ability to voluntarily use the means of the native language. As the grammatical structure of speech becomes more complex, utterances become more detailed and coherent. Sokhin F.A. Preschoolers' language awareness and literacy preparation. / F.A. Sokhin M: Questions of psychology. No. 2. 2013. p. 45
At older preschool age, children are able to actively participate in a conversation, answer questions quite fully and simply, supplement and correct the answers of others, make appropriate remarks, and formulate questions. The nature of children's dialogue depends on the complexity of the tasks solved in joint activities.
Monologue speech is also improving: children master different types of coherent statements (description, narration, and partly reasoning) with and without support from visual material. The syntactic structure of children's stories is becoming more complex, and the number of compound and complex sentences is increasing. However, in a significant proportion of children these skills are unstable. Children find it difficult to select facts for their stories, to structure statements, and to formulate them in language.
Work on the visual means of language plays a major role in the development of children’s speech, in increasing its expressiveness and culture. Figurative means enliven speech, making it meaningful, emotional, and flexible.
At older preschool age, children begin to become aware of events that were not in their personal experience. They are able to sometimes grasp the context. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).
Studies note that in a 4-5 year old child the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6-7 years, the mechanism for understanding the content side of a coherent text, distinguished by its clarity, is already fully formed.
Preschoolers’ awareness of speech, the formation of ideas about a word, the assimilation of its semantics, the identification of linguistic means of expressiveness and figurative speech contribute to the acquisition of their native language in kindergarten and thereby solve the problem of preparing a child for school in terms of his speech development.
By the time they enter school, children should have formed an attitude towards speech as a linguistic reality, an elementary awareness of the structure of speech, in particular an awareness of its verbal composition, and an initial understanding of the word as a linguistic unit. This is important both for preparing for literacy and for learning the native language in primary school.
2. Methods for the development of coherent speech based on visual activity
The use of visual activities for the purpose of speech development was extremely rare. Meanwhile, any activity, including visual activity, is beneficial for the development of speech. It reflects and deepens children’s ideas about surrounding objects, promotes the manifestation of mental and speech activity.
In visual arts classes, children can be introduced to new words, taught to understand, distinguish, and, finally, use words that denote the external signs of objects and signs of actions. Methods of teaching visual arts and design. Ed. N. P. Sakulina and T. S. Komarova. / M: reprint. 2013 pp. 116-117
In order for a word-name to become a word-concept, it is necessary to develop a large number of different conditional connections, including motor ones. All types of visual activities contribute to this. A variety of visual material, which changes periodically, helps clarify the understanding of the names of objects, the actions of signs; the child learns to listen attentively to a short phrase of an adult, understand the meaning of gradually more complex statements, new words, clarifies their lexical, phonetic, grammatical nuances. The word helps the child in learning all aspects of visual activity and understanding the processes of depiction.
In productive activities, the development of perception and awareness of speech by children occurs much faster, since speech acquires a truly practical orientation and is of great importance for the implementation of one or another proposed activity. Various types of productive activities are beneficial for the development of speech in that when carried out it is easy to create problematic situations that contribute to the emergence of speech activity. Problem situations will shape the communicative orientation of speech.
A certain set of phrases and words pronounced by adults in all sorts of speech combinations makes the word mobile and mobile. Its structural appearance is being clarified. The word firmly enters first the passive and then the active vocabulary of the child in all the variety of its forms. For this purpose, in classes it is necessary to use all visual material every day: to verbalize the actions being demonstrated, pieces of equipment, their characteristics and purpose. In order for children to better understand the name of the material, it is important to gradually create conditions throughout the year for them to independently carry out the instructions of the teacher and speech therapist, both before and after classes. Children seem to play with this material. Removing it from the table or laying it out, performing various actions.
In productive activity, conditions are created for the close connection of words with action, with signs of action. Providing a connection between a word and an object is much easier than connecting a word with an action: you can show the object itself, a toy or a dummy, and finally, you can use a picture. It is much more difficult to show through a picture the connection of a word with the movement or state of an object. In visual activities this happens naturally, since the child himself performs various actions. coherent contextual speech figurative
In visual arts classes you can successfully develop communication skills. The development of speech communication involves the gradual preparation of increasingly complex speech patterns for children to accumulate and use in active speech as they are mastered. The answer to a question with one word or combination is replaced by the construction of sentences of different constructions: a simple uncommon sentence, a common sentence; from complex ones - a complex sentence. It is envisaged to construct different structures that correspond to the nature of communication: incentive, narrative, interrogative and exclamatory sentences.
As in the classroom, visual activities, in the design process, special correctional tasks for the development of children’s speech are solved, the vocabulary is enriched, and the colloquial speech, the appearance of coherent speech is being prepared, etc. Grigorieva G. G. Development of a preschooler in visual activities. / G. G. Grigorieva M: 2010. p. 84
In the process of construction, children practically receive concrete ideas about the various three-dimensional shapes and sizes of objects; learn to understand words denoting position in space: above, below, behind, left, right; learn to understand and correctly follow verbal instructions: put it down, put it down, put it away, take it apart, bring it.
In art and design classes, it is necessary to create an atmosphere of goodwill and mutual understanding. Such conditions contribute to the establishment of close contact between an adult and a child, and make the child want to communicate through speech.
Starting from the older group, children should be taught to analyze their own work and the work of their comrades.
It is necessary to challenge children to compare the drawing with what needs to be depicted and to evaluate how it was done. Children learn to understand that drawing is evaluated depending on the task. First you need to pay attention to positive aspects, learn to note what was done well (the color was chosen, the shape, size, etc. were conveyed), then point out errors (for example, a flower the size of a tree, etc.). It is important that children notice the expressive aspects of their drawings and the drawings of their peers, understand the intent of their peers’ works, and talk about their own.
Thus, visual activity acts as a specific figurative means of understanding reality, and therefore is of great importance for the mental development of children. In turn, the mental education of a child is closely related to the development of speech.
Conclusion
Many researchers note that speech development occurs in different types activities of children: in classes to familiarize themselves with fiction, phenomena of the surrounding reality, teaching literacy, in all other classes, as well as outside of them - in play and artistic activities, in everyday life. The development of children's speech based on the material of visual activities, accompanied by literary and musical works, increases the emotionality of perception and contributes to a deeper penetration into artistic image. So, in the process of visual activity, the word, or more precisely, speech, became an ally of drawing. It is closely related to the visual activity of children, and the drawing process is associated with the activity of the speech sections of the brain, and the drawing reflects the level of communication available to his thinking. River L. About classes on speech development. / L. River M: 2010. p. 42
Researchers note the use of non-traditional drawing techniques, which can help overcome motor awkwardness, as well as create a psychophysiological basis for the development of speech, and paintings and their own drawings serve as excellent material for learning different types statements because they suggest the content of speech.
Research results show that the importance of visual activity for the comprehensive development and education of a preschooler is great and multifaceted. Acting as a specific figurative means of understanding reality, it is of great importance for the mental education of a child, which in turn is closely related to the development of speech. Thus, certain positive aspects of productive activity have a great influence on the formation of various aspects of speech during its abnormal development.
Creativity activates the learning process: initiative, independence and activity that develop in the process of creativity encourage children to master knowledge, skills, abilities, and form their ability for self-learning and self-development.
List of sources used
1. Averyanova A.V. Visual activities in kindergarten. / A. V. Averyanova M: 2011. 156 p.
2. Borodich A.M. Methods for developing children's speech. / A.M. Borodich M: edition. 2012. 255 p.
3. Grigorieva G. G. Development of a preschooler in visual activities. / G. G. Grigorieva M: 2010. 123 p.
4. Methods of teaching visual arts and design. Ed. N. P. Sakulina and T. S. Komarova. / M: reprint. 2013 279 p.
5. Novotvortseva N.V. Children's speech development. / M: N.V. Novotvortseva 2011. 345 p.
6. River L. About classes on speech development. / L. River M: 2010. 123 p.
7. Sokhin F.A. Preschoolers' language awareness and literacy preparation. / F.A. Sokhin M: Questions of psychology. No. 2. 2013. 97 p.
Posted on Allbest.ru
...Similar documents
Characteristics of general speech underdevelopment (GSD). Levels of speech development of ONR, its etiology. Development of coherent speech in ontogenesis. Study of the level of development of coherent speech in preschool children. Speech correction for preschool children with ODD.
course work, added 09/24/2014
Analysis of the features of the development of coherent speech in older preschool children with general speech underdevelopment in comparison with normally developing children. Development of methodological recommendations for teachers on the development of coherent speech in the process of work.
thesis, added 11/03/2017
Theoretical substantiation of the problem of studying coherent narrative speech. Features of the development of coherent speech in children in ontogenesis. Experimental study of coherent narrative speech in children of senior preschool age with general speech underdevelopment.
course work, added 12/15/2010
The problem of forming coherent speech in preschoolers with ODD. The concept of general speech underdevelopment. Features of the development of coherent speech in children in normal conditions and with OHP. Development of a methodology for correctional work with children of senior preschool age with level III SEN.
course work, added 05/03/2019
Characteristics of coherent speech and its features. Determination of the level of development of monologue coherent speech in preschool children with general speech underdevelopment and without speech pathology. Methodical recommendations on speech therapy effects on children with ODD.
thesis, added 10/31/2017
The problem of developing coherent speech. Features of the development of coherent speech in older preschool age. The influence of fine motor skills on the development of coherent speech. Diagnostics and comparative analysis of the development of fine motor skills and the development of coherent speech in older preschoolers.
course work, added 10/27/2011
Development of coherent speech. Development of diagnostic tools for identifying the level of formation of situational coherent speech in children of middle preschool age with complex speech disorders. Analysis of research results (ascertaining experiment).
thesis, added 09/24/2012
Specifics of the development of coherent speech in preschool children. Usage fiction as a means of developing coherent speech in preschool children. Description of work experience and methodological support in the formation of coherent speech of children of the senior and middle groups of preschool educational institutions.
course work, added 09/08/2011
Development of speech in ontogenesis. Study of defects that delay the formation of speech components. Analysis of word formation and grammatical forms in children with general speech underdevelopment. Study of the characteristics of coherent speech in children of senior preschool age.
thesis, added 08/10/2010
Theoretical substantiation in linguistic literature of the problem of the formation of coherent speech in preschool children. Assessing the effectiveness of correctional speech therapy work on the formation of coherent speech in children of senior preschool age with speech underdevelopment.
Suchkova M.A., teacher
MBDOU No. 19 “Swallow”
Altai Territory, Novoaltaysk
The influence of visual activity on the development of coherent speech
preschooler.
The priority task of the modern concept of preschool education is to maximize the promotion of the education of a creative personality in the conditions of subjective and personal interaction between the teacher and the child.
In developing a child’s ability to be creative, a special role is given to art. artistic forms activities that occupy an important place in the process of preschool education.
Many scientists have noted that drawings have a strong stimulating effect on the development of children’s speech and mental activity. Particularly great importance is attached to the connection between drawing and thinking, since drawing is, in essence, also a story, but not with words, but with visual means.
The first step in developing understanding of speech in visual arts classes is to master the nominative (naming) function of a word: everything that is around the child, everything he does and how he does it, receives a name.All objects created by children as a resultproductive activity, are, in turn, a visual support for speech exercises.In order for a word-name to turn into a word-concept, it is necessary to master numerous conditional connections, including motor ones. All types of visual activities successfully contribute to this. Thus, certain positive aspects of productive activity have a great influence on the formation of coherent speech.
It is also important that a child in productive activities relies simultaneously on several analyzers (tactile perception, vision, hearing), which also has a positive effect onrational use of figurative comparisons, poetic texts, fairy tales, riddles, which help create characteristics of objects, contribute to the development of figurative perception in children and the enrichment of speech with expressive means.
Also, in the process of productive activity, conditions are provided for the close connection of words with action. And this happens naturally, since the child performs all the actions independently. It is in these classes that children well master the sequence of actions and cause-and-effect relationships of various actions and phenomena. It should be especially noted that children’s actions, accompanied by speech, in the process of visual activity, become more perfect, meaningful, purposeful, regulated and rhythmic. The process of mastering image skills also accelerates.
First of all, the speech of an adult should be considered as a role model, i.e. it should be accessible, expressive, from clearly constructed sentences and contain pauses for comprehension of what was heard.
In visual activities, children are faced with a figurative aesthetic characteristic of an object or phenomenon, perceive the artistic image of a painting and correlate this perception with the creation of a verbal image that is conveyed in their work. Vivid visual images of paintings are emotionally perceived by children and provide content for their speech. Children learn to see the main thing in a picture, accurately and vividly describe what is depicted, express their thoughts in a logical sequence, describe the content of the picture, and invent accompanying events to the presented plot.
When selecting teaching methods, the main place should be given to visibility: a real object, various types of art - toys, illustrations, reproductions of paintings and figurative words (poems, nursery rhymes, fairy tales, etc.)Our system is aimed at developing children's automated skills in various types of visual activities. The muscular capabilities of the arm require training and correction. In turn, mastering the movements of hands and fingers is of no small importance for the development of a child’s speech. In the process of working with a pencil, brush and other visual media, the child’s fine muscles of the fingers are strengthened and coordination of movements is improved. V. A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips; from them, figuratively speaking, come the finest streams that feed the source of creative thought. The more confidence and ingenuity in the movements of a child’s hand, the more subtle the interaction of the hand with a tool (pen, brush, pencil), the more complex the movements necessary for this interaction, the brighter the creative element of the child’s mind, the more skill in the child’s hand, the smarter the child . Thus, “there is reason to consider the hand as an organ of speech - the same as the articulatory apparatus. From this point of view, the projection of the hand is another speech zone of the brain.”
Exactly creative activity makes a person a being turned to the future, creating it and modifying the present. In this sense, everything that surrounds us, except the natural world, is a product of human imagination and creativity.
Literature:
1. Ushakova, O.S. Speech development and creativity of preschool children - M.: sphere 2010.
2. Zhukova, O. G. Dyachenko I. I. “Magic palms”, “Magic colors”. 2011.
3. Komarova, T. S. So that every child experiences joy // Preschool education. – 2011 - No. 4- P.91 – 98.
4. Alekseeva, M.M., Yashina B.I. Methods of speech development and teaching the native language of preschoolers: - 3rd ed., stereotype. - M.: Publishing center "Academy", 2009.
5. Komarova, T.S. Visual activities in kindergarten. – M.: Mosaika-Sintez, 2005-2010.
Olga Kolbasova
Development of children's speech in visual arts
Relevance
Preschool age is a period of active acquisition of spoken language by a child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Knowledge of the native language in preschool childhood is a necessary condition for solving problems of mental, aesthetic and moral education children. The goal of the teacher’s work is to teach the child to think logically and coherently express his thoughts.
Visual activity is of great importance for the mental education of a child, which in turn is closely related to the development of speech.
In the process of productive activity, I provided all the conditions for the close connection of words with action.
I set myself a goal:
Systematization of work on speech development based on the material of visual activities, the development of fine motor skills in older preschoolers.
Tasks:
Form figurative speech, the ability to understand and select figurative expressions based on the material of visual activity;
Encourage attempts to express your point of view in response to the question posed;
Activate creative imagination, memory, logical thinking, through a system of game activities;
Develop skills in verbal communication, verbal hearing, visual attention and perception based on visual arts;
Develop children’s speech perception and enrich their vocabulary;
Develop fine motor skills and hand-eye coordination.
Develop perseverance, accuracy, and the ability to work in a team and individually.
I carry out preliminary work: examining paintings; viewing presentations; observations; creation of exhibitions; experimentation; reading literature; fantasy games; didactic games; learning poetry; creating collages; finger and articulation gymnastics.
To achieve the assigned tasks, I use various teaching methods:
1. Visual techniques. In my classes I use natural objects, reproductions of paintings, samples and other visual aids.
During the examination and examination of objects, children name its name and its parts, highlight their characteristics, determine the purpose of the object, thereby replenishing vocabulary.
Vivid visual images of paintings are emotionally perceived by children and provide content for their speech. Children learn to see the main thing in pictures, accurately and vividly describe the image, express their thoughts in a logical sequence, and describe the content of the picture. When solving problems to develop memory, I use gaming techniques. By forming promising actions aimed at examining the subject, we develop children’s visual perception and vocabulary is also replenished. Example: “This is a rowan tree. It consists of a crown, trunk, roots, and fruits. Depending on the color and shape, rowan trees can be tall and low, straight and curved, thick and thin, etc.” At the next stage, the skills of using various types of simple sentences are developed.
I also use comparing work with a sample, commenting on actions, group exhibitions, looking at illustrations and analyzing works.
2. Verbal techniques. I encourage the child to express himself independently. This statement consists of one word, then takes the form of a simple sentence, then grows into an independently constructed sentence of 2-3 words, then of 3-4 words. Along with conjugate speech, I also use the reflected form of speech - the child repeating individual words and phrases after me. It is rational to use figurative comparisons, poetic texts, riddles, which help create characteristics of objects, contribute to the development of figurative perception in children and enrich speech with expressive means.
When solving problems to develop memory, I use gaming techniques. For example, I use the game “Color Fairy Tale”. I read the story out loud and the children have to make a color picture. As soon as the child hears the name of a color in a fairy tale, he takes the corresponding pencil and paints the first square, then the next one. For example: “Grandfather came to the garden and began digging black soil. I decided to plant a yellow turnip.” The child must remember the entire fairy tale based on color clues.
When organizing communication in the form of dialogue, the child uses speech to accompany the actions being performed. Example: “What are you drawing now? - I am drawing a rowan tree trunk. - What did you draw? “I drew the crown and trunk of a rowan tree.” I also work on the word formation of nouns with diminutive suffixes: -ik, -chik, -ok, ek-, etc. For example: The child names the object shown in the picture, or names the object that he wants to depict, then calls it affectionately (leaf - leaf, sleeve - sleeve, nose - sock, sparrow - sparrow, etc.).
As part of the implementation long-term plan Conducted classes using prefixed verbs. For example: I invite the children to draw a skier and his path from the mountain, up the mountain, near the house. Next I ask where the skier will go. Answer: “I drove down the mountain, drove along the road, drove around the house.” Before each lesson I conduct a speech warm-up or articulatory gymnastics, it creates a positive microclimate, an atmosphere of closeness and trust in each other.
3. Practical techniques.
I use practical techniques when drawing an object from life, according to the idea, as well unconventional techniques drawing, plot drawing, modeling. I pay great attention to practical techniques finger gymnastics, it is aimed at developing fine motor skills and speech development in children.
We will look at this technique in more detail in the methods that I use to accomplish my tasks.
1. The method of drawing from life and from imagination, I use not only visual material, but also pictures with its image. Drawing from life is very difficult for children, so when examining nature in detail with children, I guide the children and facilitate the drawing process with words and gestures. Drawing to present explanations, stories and my every word addressed to children was emotional, in order to evoke a positive response from them, to awaken aesthetic feelings. I develop in children a sense of composition when conveying space and accompany all work on drawings with a word or a question. For example: “What is depicted?”, “In what colors?” etc.
2. I use the plot drawing method.
Using my example, I show children how to convey their impressions of the surrounding reality, be able to diversify the content of their drawings, and also let the children independently determine the plot of the drawing on a given topic or according to design. For example: I give the children two words and ask them to make short story. We sketch fragments of this story. Or I invite the children to sketch the heroes of two fairy tales and compose a story or fairy tale. You can give children the task of composing a fairy tale and drawing illustrations for it.
3. Decorative painting method enriches children's understanding of surrounding objects and promotes mental and speech activity, encourages children to see beauty and develop imagination. I'm learning to portray geometric shapes and turn them into stylization - rectangle and polygon and various planar shapes of objects - vases, jugs, etc., complicating the concept of symmetry while enriching the child’s vocabulary. Introducing children to works decorative arts various regions and peoples of our country.
4. Using the method of non-traditional drawing techniques is one of the ways to develop fine motor skills of the fingers, which in turn has a positive effect on the speech areas of the cerebral cortex.
This method allows me to develop the sensory sphere in children not only by studying the properties of depicted objects and performing appropriate actions, but also by working with various visual materials: corrugated paper, multi-colored threads and ropes, plasticine, cereals; sand, snow, etc.
5. Modeling (sculpture) and Artistic work: this method, like all of the above methods, allows for more in-depth development of fine motor skills, fine movements of the fingers develop, then articulation of syllables appears; all subsequent improvement of speech reactions is directly dependent on the degree of training of finger movements.
During a modeling lesson, I determine the proportions and emphasize the nature of the shape of the object, then I ask the children questions that direct their attention to identifying characteristic features form and its solution. During the conversation at the beginning of classes, the compositional solution is clarified. Analysis of work at the end of the lesson, which is organized in the form of a conversation, becomes of great importance for children. Children themselves ask each other questions about the shape and proportions of the objects depicted.
Modeling can be used not only in a group room, but also outdoors. Together with the children, we sculpt different animal figures from snow. Then I invite them to remember literary works with a sculpted hero. For example: “Children, we sculpted a crocodile, remember in which literary works you heard about a crocodile”, answers: - “What does a crocodile eat at lunch?”, “Crocodile Gena and Cheburashka”, “Stolen Sun”, etc. So Children remember lines from works related to this hero and everything they know about this animal and play games.
6. To develop speech effectively use educational games according to activity.
I use these games in organizing a child’s independent productive activities, and also in individual work with children.
Didactic game: “Magic Palette” - these are cards with arithmetic examples on composing additional colors from the main ones;
“Mosaics” - folding patterns, paintings;
“Genres of Painting” - games to consolidate knowledge of genres of painting; “Pick a Pattern” - arts and crafts games, children select elements of various paintings and lay out the pattern on the board; “Find a pair” - select the appropriate color image from the contour or silhouette image;
“Symmetrical figures” - introduction to symmetry;
“Fun Geometry” - fold cards with various objects and they must be connected to the corresponding card with the image of a geometric figure;
“Assemble a landscape” - teach children to see and convey the properties of spatial perspective in drawings, develop their eye, memory, and compositional skills; “Write a fairy tale” - children draw a scenery and use ready-made heroes to compose a fairy tale or draw the heroes themselves.
Effectiveness of experience
I consider the result of my work not only the process of speech development of a preschooler, but also the preservation of skills that help improve their capabilities in the future.
Thus, based on the work done, I saw that the children’s speech became richer, more colorful, and more emotional. Interest in artistic and productive activities has increased. The children gained self-confidence.
“The source of children’s abilities and gifts is at their fingertips. From the fingers, figuratively speaking, come the finest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter child“,” stated V.A. Sukhomlinsky.
Visual activity of preschoolers is the development of thought, analysis, synthesis, comparison and generalization. It promotes mastery of coherent speech, enrichment of vocabulary and development of fine motor skills. Expanding the reserves of cognition, observation and comparison has a positive effect on the overall intellectual development child.
Speech is the most important mental function of a person. Speech promotes social contact between people. A child’s correct and rich speech gives him the opportunity to express his thoughts, better understand the surrounding reality, and fully build relationships with children and adults.
Children with various speech disorders, as a rule, have a violation of the development of manual motor skills, an undeveloped ability for long-term volitional efforts, and an insufficiently developed ability to express their thoughts consistently and coherently. A child with a high level of development of fine motor skills has well-developed memory, attention and logical thinking, which is especially important when entering school. Thus, the development of fine motor skills plays a huge role in the development of children's speech.
The development of fine motor skills in children's hands is important for the overall development of the child, as he will need precise coordinated movements to write, get dressed, and also perform various household and other activities. A child’s speech ability depends not only on training the articular apparatus, but also on the movement of his hands. One of the ways to develop hand motor skills, and therefore speech, is visual activity in kindergarten. Activities with paints and pencils are not only sensory-motor exercises. In the process of drawing and manipulating materials, there is a natural massage of biologically active points located on the palms and fingers. In addition, most mental tasks are solved - the hand acts, and the brain records sensations, connecting them with visual, auditory, and tactile perceptions into complex, integrated images and ideas.
Thus, in the classroom, through visual activities, tasks for the development of children’s speech are solved, the vocabulary is enriched, spoken language is improved, the appearance of coherent speech is prepared, etc. Fine art activities include drawing, modeling, appliqué and design.
Drawing is one of children's favorite activities, giving great scope for the manifestation of their creative activity. The themes of the drawings can be varied. In drawing, you can use non-traditional techniques such as: finger painting, palm painting, poking with a hard semi-dry brush, foam printing - applying paints to paper using cotton swabs or sponges, cork printing, wax crayons + watercolor, candle + watercolor, leaf prints, impression potato signets, drawing cotton swabs, magic ropes, drawing with crumpled paper.
Each of these techniques is a little game, and all children love to play. Therefore, in my work with children to overcome the gap in speech development I use simple, entertaining tasks, exercises and drawing games aimed at improving finger movements. Children really like these activities and are very effective both for improving coordination and speech development. Their benefit is also that they prepare the child’s hand for writing at school.
Modeling is another type of visual activity. The uniqueness of sculpting lies in the three-dimensional method of depiction. Preschoolers can master the techniques of working with soft plastic materials that are easily manipulated by the hand - clay and plasticine. In sculpting, as in drawing, you can also use non-traditional techniques. One type of such technique is plasticineography. I use this method very often in my classes with children. At first it is very difficult for children to cope with work, but each time it becomes easier and easier for them. And in preparatory group children are already registering great work in this technique.
Applique is another type of visual activity. In the process of practicing appliqué, children get acquainted with simple and complex shapes various objects, parts and silhouettes of which they cut out and paste on. Performing applicative images promotes the development of hand muscles and coordination of movements. The child learns to use scissors, cut out shapes correctly by turning a sheet of paper, and lay out the shapes on the sheet at an equal distance from each other.
Thus, in classes on drawing, modeling, applique and design, children’s speech develops: the names of shapes, colors and their shades, spatial designations are learned, and their vocabulary is enriched. The teacher involves children in explaining tasks and the sequence of their completion. In the process of analyzing the work, at the end of the lesson, children talk about their drawings, modeling, and express judgments about the work of other children.
List of used literature:
- S.V. Bolshakova “Formation of fine motor skills of the hands” games and exercises.”
- V.V. Tsvyntarny “We play with our fingers and develop speech.”
- V.P. Dudiev “Means for the development of fine motor skills of the hands in children with speech disorders.”
- Kosminskaya V.B., Vasilyeva E.I., Khalezova N.B. Theory and methodology of visual activities in kindergarten. Tutorial for students of pedagogical institutes. M., "Enlightenment", 1977.
- Prishchepa, S. Fine motor skills in the psychophysical development of children [Text] / S. Prishchepa, N. Popkova, T. Konyakhina // Preschool education. – 2005. - No. 1.
