Elena Fomenko
Work plan on the topic of self-education “Russian folk tales as a means of speech development in the older group”
Speech is a tool for the development of the higher parts of the human psyche. By teaching a child their native speech, adults contribute to the development of his intellect, higher emotions, and prepare the conditions for successful learning at school. A child of senior preschool age (5-6 years old) should have clear, intelligible speech, without disturbances in sound pronunciation, because at this age the process of mastering sounds ends. Russian folk tales reveal to children the expressiveness of the language, showing how rich their native speech is in humor, lively and figurative expressions. The amazing power of linguistic creativity of the Russian people has never shown itself as clearly as in folk tales. In the formation of coherent speech, the relationship between speech and aesthetic aspects also clearly appears. So, learning to retell folklore and literary works in order to develop the ability to construct a coherent monologue statement naturally involves familiarizing children with the visual and expressive means of literary text (comparisons, epithets, metaphors, synonyms). A coherent statement indicates how much the child masters the richness of his native language, its grammatical structure, and at the same time it reflects the level of mental, aesthetic, and emotional development of the child. Russian folk tales provide high efficiency in the development of coherent speech in children, since they reveal to them the accuracy and expressiveness of the language, and show how rich their native speech is in humor, lively and figurative expressions. The inherent extraordinary simplicity, brightness, imagery, and ability to repeatedly reproduce the same speech forms and images force fairy tales to be put forward as a factor in the development of coherent speech in children.
Target: increasing your theoretical level, professional skills and competence. Identification of the influence of Russian folk tales on the development of speech of older preschool children.
Tasks:
Educational: teach children to construct complete and expressive answers to the content of the fairy tale they read; express your attitude to what you listened to, using comparisons, metaphors, epithets and other means of figurative expression, work on sound pronunciation,
Educational: develop the sound culture of children’s speech, grammatical structure, coherent, expressive speech; enrich vocabulary, develop children's thinking and imagination, emotional responsiveness.
Educational: cultivate a love of fiction.
Long-term planning of work with children 5-6 years old.
Deadlines for completion and content of work for the 2016-2017 academic year
September - May Definition of goals, objectives, selection of literature.
Saturation of PPRS on the research topic
September GCD “What is a fairy tale?”
Leisure “Journey to a fairyland”
October Didactic game “Collect and tell a fairy tale” Exhibition
drawings “My favorite fairy tale”
November Reading and discussion of the fairy tale “At the Pike’s Command”
NOD "Fear has big eyes"
December NOD “Tell a fairy tale using pictures”
Making masks for fairy tale heroes
January Replenishing the book corner.
Reading and discussion of the fairy tale “Sivka-Burka”.
Conversation “My favorite fairy tale.”
GCD "The World of Fairy Tales and Adventures".
Dramatization of excerpts from the Russian folk tale "U
the eyes are big with fear"
February Exhibition of crafts made from waste material “My favorite
hero from a fairy tale"
Reading and discussion of the fairy tale “The Fox and the Hare”
Conversation "Where books live." Getting to know the profession
librarian. Excursion to the city children's library.
Reading the Russian folk tale “Sister Alyonushka and Brother”
Ivanushka."
GCD - Modeling "Sister Alyonushka".
March Reading and discussion of the fairy tale “Morozko”
Conversation "Positive and negative heroes of fairy tales, their
characteristic".
NOD "Reading the Russian folk tale "Tails".
Reading the Russian folk tale “Winged, shaggy and
buttery."
April Construction of “Baby Books”
Reading and discussion of the fairy tale “The Wolf and the Seven Little Goats”
Presentation of the album "Reader's Dossier"
Summary of the integrated lesson
Workshop "Living Book"
NOD "Russian folk tale "Khavroshechka".
May Didactic game “Tell a fairy tale based on the characters”
Reading the Russian folk tale "Geese-Swans".
Performance with dramatization and puppet theater based on a fairy tale
“Geese-Swans” in front of kindergarten students.
Joint entertainment for parents and students
senior group “Mom, Dad, I am a reading family”
Long-term planning for working with parents.
Deadlines and content of work for the 2016-2017 academic year
September Questionnaire for parents “Russian folk tale in
your child's life"
October Consultation for parents “Mom, read me a fairy tale”
November Purchasing coloring books with Russian folk heroes for the group
December Manufacturing of costumes and theatrical attributes
activities
January Questioning of parents “Fairy tales in our house”
Consultation for parents “Russian folk tale as
means of speech development for preschool children"
Individual and group consultations “On the benefits of reading”
February Master class on making a tabletop theater
fairy tales to read"
Information stand "How to turn reading into pleasure."
March Consultation for parents “A fairy tale in a child’s life”
Literary lounge "Reading family".
Preparation of attributes for theatrical production.
April Exhibition of family drawings “My Favorite Fairy Tale”
Creation of the album "Dossier" by children together with their parents
reader."
May Competition “Write a fairy tale”, campaign “Give children a book”
Joint entertainment for parents and older students
group “Mom, Dad, I am a reading family.”
Conclusion. This topic is important because a child's speech is a key moment in his development. The success of pupils in coherent speech ensures in the future and to a greater extent determines success when entering school, contributes to the formation of full-fledged reading skills and improves spelling literacy. As a teacher, this really appeals to me. After all, work on speech development is the ability to choose the right words and use them correctly in speech, construct sentences and coherent speech.
As practice has shown, children are very fond of creativity, as well as independence and the opportunity to compose and tell their friends.
I try to get the children to show their attitude towards what they saw, what they especially liked, what interested them and why, what conclusions they drew. All this prompted me to pay much more attention to the development of coherent speech in children.
Publications on the topic:
Russian folk tales as a means of developing coherent speech in older preschoolers Self-education plan on the topic: 1. Full name of the teacher - Olesya Anatolyevna Ponomarenko 2. Education - higher LPI 2003 3. Self-education topic: “Russians.
Individual self-education plan. Non-traditional drawing techniques as a means of developing creative abilities Municipal budgetary preschool educational institution No. 3 “Ryabinshka”, Pospelikhinsky district, Altai Territory, branch of the MKDOU Children’s.
Summary of educational activities for speech development in the middle group “Russian folk tales” Summary of educational activities for speech development in the middle group Topic: “Journey through Russian folk tales” Compiled by: 1st qualification teacher.
Interest in the past, in one’s roots, in history, culture, and the way of life of the people is a worldwide trend. Only on the basis of the past can one understand.
Self-education plan “Theatrical activities as a means of developing coherent speech in older preschoolers” Municipal budgetary preschool educational institution "Kindergarten No. 388" Approved by: Head of MBDOU "Kindergarten No. 388" Dryagina.
Self-education plan for an early childhood teacher “Didactic game as a means of developing sensory abilities.” Goal: development of sensory abilities of children in the early age group. Objectives: Continue to enrich children's sensory experiences. Develop.
Self-education program “Theatrical activities as a means of speech development in early preschool children” Topic: “Theatrical activities as a means of speech development in children of early preschool age.” 2017–2018 Completed by: teacher.
Russian folk tales as a means of speech development Project “Russian folk tales as a means of developing the speech of young children” in the second group of young children Tatyana Vladimirovna Kuznetsova.
Self-education plan “Didactic game as a means of sensory development” (preparatory group) self-education “Didactic game as a means of sensory development of young children” Duration of the topic: XI.2016 – V.2017.
Fairy tales as a means of developing coherent speech in older preschoolers Teacher of MBDOU d/s No. 7 Gushchina I. N. Fairy tales as a means of developing coherent speech in older preschoolers “Fairy tales can help educate the mind.
Image library:
Self-education 2016-2017 academic year.
The goal is to develop children's speech.
- educational – to teach children to perceive a literary work as a source of communicative knowledge; educational - to instill in children a love of literary expression and respect for books; developmental – to develop children’s verbal creativity, memory and imagination
Relevance - today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity. Audio and video technology, which provides ready-made visual and auditory images, in a special way weakened interest in the book and the desire to work with it. But fiction opens up to a child the world of human relationships, feelings, explains to the child the life of society and nature, develops thinking and imagination, enriches emotions, and provides excellent examples of the Russian literary language.
Age characteristics of children of the older group (5-6 years old) in the perception of literary works.
- The dependence of text understanding on the child’s personal experience.
- Establishing easily recognizable connections when events follow each other (in this case, children most often do not understand the experiences and motives of the main character’s actions).
Children's speech improves and becomes enriched, becoming one of the necessary conditions for cognition; Sensitivity to the semantic side of language and speech hearing develop, sound and word pronunciation is formed, the grammatical side of speech is improved, dialogic speech actively develops as a result of communication with other children.
Forms of working with children:
1. Introduction to the concept of “book”:
a) conversation on the topic “Different books are needed, different books are important”
(focusing children's attention on what the book is made of, its purpose, features, what books exist, who creates the books, where they are stored);
b) a conversation on the topic “My books have their own home” (children’s stories about where books “live” in their house).
2. Game “Book Hospital”: what books don’t like, how they should be stored.
3. Didactic games.
- “Guess which fairy tale the illustration is for.” “Recognize the hero by description” “What is unnecessary in this fairy tale?” “Picture a hero”: work on creating a verbal portrait of a hero in order to convey to children his manner of behavior, speech characteristics and psychological characteristics. “Say the Word”: restoring excerpts from fairy tales well known and loved by children. “Tell me what you see”: discussing with children various situations depicted in illustrations in order to teach children the techniques of persuasion, proof and explanation.
4.Use of modeling method.
The “magic circles” model - after the teacher tells a fairy tale using a finger or table theater, children are asked to repeat the fairy tale. After repeating the fairy tale, the teacher invites the children to sit at the table. Each child is given a sheet of paper with circles drawn according to the number of characters in the fairy tale. The teacher invites them to consider and play wizards in order to turn the circles into fairy tale heroes. The teacher reminds the children of the content of the fairy tale and its characters, discussing their images with the children. For example, let's turn the first circle into a turnip. What kind of turnip? (large, yellow, round, leaves on top). Draw them with a pencil. Grandfather came to carry a turnip. And what grandfather? (old, mustachioed). Draw a mustache in the second circle. The work continues, children match each character according to their characteristic attribute. When the model is ready, the children, together with the teacher, name all the characters, pronouncing their features, showing each circle.
Children take the models home and tell stories to their parents. Thus, children are also attracted to artistic creativity. This allows children to increase their interest in the work, understand the content and sequence of events in fairy tales, and develop communication skills. You can also use multi-colored geometric shapes to model a fairy tale. For example, a bun is a yellow circle, a bear is a brown square, a fox is an orange triangle, etc.
5.Working with small literary texts:
An indicator of the richness of speech is not only the sufficient volume of the active vocabulary, but also the variety of phrases used, syntactic structures, as well as the sound (expressive) design of a coherent utterance. Proverbs, sayings, phraseological units, riddles, tongue twisters are the most important sources for the development of expressiveness of children's speech. With the help of these small literary forms, constant work is carried out with children aimed at developing such characteristics of the sound culture of speech as voice strength (loudness and correct pronunciation), clear diction, and tempo of speech.
6.Working with poetic texts.
Younger preschoolers are especially attracted to poetic works that are distinguished by clear rhyme, rhythm, and musicality. When reading repeatedly, children begin to memorize the text, assimilate the meaning of the poem and develop a sense of rhyme and rhythm. The child’s speech is enriched by words and expressions he remembers. The teacher develops in children the ability to notice the beauty and richness of the Russian language.
Interaction with other educational areas.
"Artistic and aesthetic"
A) Making bookmarks for books;
B) drawing “Who ran away from Grandma Fedora?” (intersection with the project “Dining etiquette for preschoolers);
C) creating an illustration for the fairy tale “Kolobok”;
D) drawing “Who lives in the Russian forest?”;
D) drawing “In the clearing, by the path, blades of grass are breaking through...” (based on a poem by B. Zakhoder).
Listening to audio recordings on the themes of the poems being studied (voices of birds, Russian forest, stream, spring has come); This category includes excerpts from cartoons (film adaptations of Russian folk tales and fairy tales by V. Suteev). Electronic presentations - “Who lives in the forest?”, “Guess the fairy tale.”
"Physical development"
Outdoor games:
“Confusion” “Under the Mushroom” “Cobweb” “Boat” “Catch a Mosquito” Finger gymnastics “Pigs”, physical education lesson Finger gymnastics “Pigs”, physical education lesson “The bears were driving...”. Discussing with children the rules of safe behavior using the example of fairy tales (“The Wolf and the Seven Little Goats”, “Swan Geese”, “Barmaley”, “Toropyzhka: Rules of Road Behavior”).
Working with parents – conducting a survey “Organizing home reading in the family.”
Results: The majority read aloud several poems on their own, construct their speech grammatically correct and intonationally, without losing consistency, but cannot draw a conclusion based on the content of a literary work, can give a short description of a literary character in a few words, rely more on the help of the teacher when telling fairy tales There remains a small number of children who do not show interest in reading fiction, do not know the poem, and cannot follow the sequence in the story.
Results of a parent survey.
- 12 families took part in the survey. 1 question: “Do you have a library at home, what is it like?”: - several bookshelves - 10 people; - bookcase – 0 people - shelves with books – 1 person - no books – 1 person 2 question “Does your child have his own bookshelf?”: - yes – 12 people; - no – 0 people. Question 3: “Do you and your child visit the children’s library?”: - yes, often – 3 people; - no - 9 people indicating various reasons: “there is an Internet resource and our own library, it’s still early, we have enough of our own literature, for family reasons, we’ll sign up soon, everyone is working, there was no need.” Question 4 “Do you often read books to your child?”: - every day -3 people; - every day before bedtime – 3 people;
When asked – 5 people
- Question 5 “Name your child’s favorite fairy tales”: Russian folk, children’s poems, “The Wizard of the Emerald City”, Lady and the Tramp”, “Turnip”, “Kolobok”, “ABC”, poems by Yu. Moritz, “Tales of the Little Fox”, fairy tales by K. Chukovsky, “The Little Humpbacked Horse,” “The Sunny Hare and the Little Bear.” Question 6 “Name a few works you have recently read to your child”: “How the Lion Cub and the Turtle Sang a Song”, “Hedgehog in the Fog”, “The Flower of Seven Flowers”, “The Tale of the Sleeping Princess”, “Turnip”, “Kolobok”. Question 7 “Do you talk to your child about what you read?”: - yes -11 people; - no – 0 people; - sometimes – 1 person. Question 8 “Can your child name the books he recently read with you?”: - yes – 5 people; - no – 0 people; - I don’t know – 7 people. Question 9 “What names of poets and writers does your child know?”: -1 person knows A. Barto; - 11 people don’t know. 10 question “Can your child retell an excerpt from his favorite book?”: - yes – 11 people; - I don’t know – 1 person. Question 11 “Do you subscribe to children’s magazines?”: - yes -4 people; - no – 6 people; - we buy magazines at retail – 2 people. Question 12 “At what age do you think a child should learn to read?”: 4 years -1 person; 5 -6 years – 8 people; 7 years – 3 people.
Self-education 2017-2018 academic year.
Topic: Reading fiction as a means of speech development in preschoolers.
The goal is to develop children's speech.
1. Educational - continue to teach children to perceive a work of art as a source of communicative knowledge and as an example of the Russian literary language.
2. Educational - continue to instill in children a love of the literary word, respect for the book, and cultivate positive moral qualities in children using the example of the images and actions of literary heroes.
3. Developmental - continue to develop in children memory, imagination, the ability to analyze, the ability to notice not only the content (plot) side of a work, but also its literary form, as well as means of artistic expression.
Peculiarities of children's perception of literary texts.
Children continue to be introduced to fiction. The teacher fixes the children's attention not only on the content of the literary work, but also on some features of the language (figurative words and expressions, some epithets and comparisons). Children establish simple causal connections in the plot and, in general, correctly evaluate the actions of the characters. In the sixth or seventh year, a reaction to the word appears, interest in it, the desire to repeatedly reproduce it, play with it, and comprehend it. After reading, children can answer the questions posed, think, reflect, analyze, come to the right conclusions and at the same time notice and feel the artistic form of the work. At this age, children are able to notice the beauty and richness of the Russian language.
Basic methods of organizing the reproduction of literary works:
1. Listening and memorizing fairy tales.
2. Retelling a fairy tale by one child or one by one (in phrases) by a group of children.
3. Coming up with a continuation to a famous fairy tale or another ending to a fairy tale.
4. Inventing fairy tales (group or individual).
5. Acting out fairy tales using dramatization (“Zayushkina’s hut”, “Sister Fox and the Gray Wolf”, “The Three Little Pigs”, various types of theater)
6. Educational games based on fairy-tale images and plots related to nature and animals “Where the sparrow dined”, “Guess which fairy tale the animal is from”, “Unusual animal” (children are given the image of an unusual animal, the children must come up with the story of this unusual animal).
7. Plastic improvisations on the theme of fairy tales: showing literary characters using facial expressions and gestures.
8. Conversations with children on the topics: “The importance of books in a person’s life,” “What is in the library,” “My favorite fairy tales,” “Which fairy-tale character I want to be like.”
9.Verbal didactic games:
- Selection of epithets for a fairy-tale character. Recognition by epithets of a fairy-tale character. Selection of actions (verbs) for the hero. Selection of circumstances Children's insertion of missing words. The teacher reads excerpts from literary works to the children, the children insert the subject, predicate, explanatory words, etc. “Which is correct?”: a game aimed at developing children’s logic. The teacher reads a shortened version of the fairy tale to the children, but the sequence of events is incorrect, and the children must recognize the mistakes and correct them. “Explain the word”: the teacher reads to the children words that are rarely found in everyday speech, but often found in fairy tales, for example, eyes, suseki, barns, rocker, etc., the children’s task is to explain the meaning of the words. Game “Wonderful Bag”: in the teacher’s bag there are figurines of fairy-tale heroes, children take turns taking figurines out of the bag, and the child’s task is to tell in which fairy tale this hero is found, what he is like (here we mean appearance, character, description his actions). Game “Remember who said the magic phrases” Working with literary forms - the game “Guess where the prose is, where the poem is, where the riddle is, where the proverb is, where the counting rhyme is.”
10.Organizing the book corner, working in the book corner (caring for books).
11. Promotion “Bring your favorite book to read to the garden”
12.Replenishment of the reading library with the help of parents.
13.Use of visual material, objects of folk art and musical instruments, including Russian folk ones.
14. Creating, after reading an artistic text, conditions for a variety of creative activities (drawing fairy tales “My Favorite Fairytale Hero”, sculpting classes “Animals from the fairy tale “Tar Barrel Bull”, appliqués “Cover for a book of fairy tales”)
15.Literary meetings (poem reading).
16.Literary quizzes.
17. Evening of fairy tales.
Working with audio and video materials.
- Listening to audio tales Listening to background music and selecting it for a specific work of art or its excerpt. Conversation with children on the topic “Who are animators?” (viewing excerpts from cartoons by V. Suteev, looking at books with illustrations by Suteev).
Unconventional working method:
1. Fairytale therapy: together with “difficult” children, compiling a fairy tale in which there is a hero who commits negative actions, discussing his behavior, bringing parallels with the child. This work is carried out individually!
Objectives of fairy tale therapy: reducing the level of anxiety and aggressiveness in children; developing the ability to overcome difficulties and fears; identification and support of creative abilities; formation of skills for constructive expression of emotions; development of abilities for emotional regulation and natural communication.
2. Reading a fairy tale as a means of teaching children the basics of safety.
Working with parents:
1. Informing parents about what works are included in the reading range for each age group.
2. Place in a corner for parents advice and suggestions on how to organize a child’s reading at home:
- “A fairy tale in a child’s life”;
- “How and when to tell fairy tales”;
- “What and how to talk with children after reading a book”;
- “Your child’s personal library.”
3. Conducting individual consultations and conversations with parents on specific topics that are important for a particular family (how to get a child interested in listening to books, what literary places in the city can be shown to children on a day off, how to use a book to develop coherent speech, etc. ).
4. Thematic consultations: “Features and problems of speech development in middle-aged children. Development of figurative speech"; “And somehow the speech speaks, as if a river is babbling.”
6.Organization of a mini-library by parents.
Tips for parents "Yes" and "No":
Read to your children as often as possible (a bedtime story or a story in the evening)
Read with your child for ten minutes every day
Read for yourself, setting an example for your child.
Allow your child to choose their own books to read
Encourage his desire to hold, leaf through the book, “play” with it
Make sure your child has plenty of colorful books at home
Visit a bookstore or library regularly with your child
Give your child books
Make reading an enjoyable pastime
Always praise your child if he/she reads
Don't choose books for your child unless he/she asks you to.
Don't be overly concerned if you think your child is making slow progress in reading.
Don't criticize your child if he tries to read. Encourage, support - and improvement will come faster
Do not compare your child’s reading level with that of his or her siblings or other children.
Don't stop reading aloud to children once they learn to read for themselves.
Never discourage your child from reading – reading something is better than reading nothing.
Results: as a result of the work done, children continue to develop interest and love for fiction, despite the fact that approximately half of the children in the group do not read books at home by their parents. Children can answer questions about the content of the work, a small part of the children can understand the main idea of the work (but this requires a little help from teachers in the form of leading questions), children actively learn poems throughout the year, and can repeat them months later. In reasoning, children structure their speech grammatically correctly, without losing thought and consistency. They learned to evaluate the actions of literary heroes, some of the moral qualities of the characters. Thanks to reading old and studying new works of art, children's vocabulary was enriched, creative abilities were developed, some of the children can add their own versions of fairy tale plots, episodes, and images. Children developed a desire to use their reading experience in other types of children's activities. With the help of reading works of fiction, children began to develop a desire to resist stressful situations, a desire to be kind, healthy, and optimistic. In most cases, girls showed positive results in mastering materials and assignments, so for the next school year, one of the priorities will be to increase individual work with boys.
Long-term planning for the 2017-2018 academic year in accordance with the theme of self-education “Reading fiction as a means of speech development in preschoolers.”
Plan Section: | Completion deadlines |
1. Conducting thematic discussions: "The importance of books in human life" “What kind of books are there?” "What's in the library" "My Favorite Fairy Tales" “What is the difference between good and evil fairy tale heroes” “Why should you take care of books?” | September - May |
2. Action “Bring a book to read to kindergarten”; dramatization of the Russian folk tale “The Little Fox and the Gray Wolf”; placement of the article “Fairy Tale in a Child’s Life” in the parent’s corner. | September |
3. Literary quiz “Guess the fairy tale”; dramatization of the Russian folk tale “Zayushkina’s Hut”. | |
4. Conducting verbal didactic games for speech development. | throughout the year, during various educational activities and at special moments |
5. Literary concert; consultation for parents “Features and problems of speech development in middle-aged children. Development of figurative speech"; shadow theater "Geese-Swans". | |
6. Conducting “Book Week”; dramatization of the fairy tale “The Three Little Pigs”; placement of the article “What and how to talk about with children after reading a book” in the parent’s corner. | |
7.NOD “My favorite fairy-tale hero”; parent survey “Organization of home reading in families”; processing of received data; using the Fairy Tale Therapy method. | |
8. Literary concert (children reading poems); Spoon Theater "Bremen Town Musicians"; using the method “reading fairy tales as a means of teaching children the basics of life safety.” | |
9. Evening of fairy tales; GCD “Cover for a book of fairy tales”; literary quiz “Guess the fairy tale hero.” | |
10. Listening to audio tales performed by famous artists. | throughout the year |
11.Creation of a paper theater based on the poem “Where the Sparrow Dined”; consultation for parents “And somehow the speech speaks as if a river is babbling.” | |
12. Creative independent activity of children in their free time using reading experience. | throughout the year |
13. Evening of fairy tales; dramatization of an excerpt from a fairy tale |
MKDOU d/s No. 7 combined type
Rossoshi
Self-education work plan:
“Russian folk tales as a means of speech development in the older group”
Educator: Gorbunova Yu. N.
Speech is a tool for the development of the higher parts of the human psyche. By teaching a child their native speech, adults contribute to the development of his intellect, higher emotions, and prepare the conditions for successful learning at school. A child of senior preschool age (5-6 years old) should have clear, intelligible speech, without disturbances in sound pronunciation, because at this age the process of mastering sounds ends. Russian folk tales reveal to children the expressiveness of the language, showing how rich their native speech is in humor, lively and figurative expressions. The amazing power of linguistic creativity of the Russian people has never shown itself as clearly as in folk tales. In the formation of coherent speech, the relationship between speech and aesthetic aspects also clearly appears. So, learning to retell folklore and literary works in order to develop the ability to construct a coherent monologue statement naturally involves familiarizing children with the visual and expressive means of literary text (comparisons, epithets, metaphors, synonyms). A coherent statement indicates how much the child masters the richness of his native language, its grammatical structure, and at the same time it reflects the level of mental, aesthetic, and emotional development of the child. Russian folk tales provide high efficiency in the development of coherent speech in children, since they reveal to them the accuracy and expressiveness of the language, and show how rich their native speech is in humor, lively and figurative expressions. The inherent extraordinary simplicity, brightness, imagery, and ability to repeatedly reproduce the same speech forms and images force fairy tales to be put forward as a factor in the development of coherent speech in children.
Target: increasing your theoretical level, professional skills and competence. Identification of the influence of Russian folk tales on the development of speech of older preschool children.
Tasks:
Educational: teach children to construct complete and expressive answers to the content of the fairy tale they read; express your attitude to what you listened to, using comparisons, metaphors, epithets and other means of figurative expression, work on sound pronunciation,
Educational: develop the sound culture of children’s speech, grammatical structure, coherent, expressive speech; enrich vocabulary, develop children's thinking and imagination, emotional responsiveness.
Educational: cultivate a love of fiction.
Long-term planning of work with children 5-6 years old.September - May Definition of goals, objectives, selection of literature.
Saturation of PPRS on the research topic
September GCD “What is a fairy tale?”
Leisure “Journey to a fairyland”
October Didactic game “Collect and tell a fairy tale”
Exhibition of drawings “My favorite fairy tale”
November Reading and discussion of the fairy tale “At the Pike’s Command”
NOD "Fear has big eyes"
December NOD “Tell a fairy tale using pictures”
Making masks for fairy tale heroes
January Replenishing the book corner.
Reading and discussion of the fairy tale “Sivka-Burka”.
Conversation “My favorite fairy tale.”
GCD "The World of Fairy Tales and Adventures".
Dramatization of excerpts from the Russian folk tale “Fear has big eyes”
February Exhibition of crafts made from waste materials “My favorite fairy tale hero”
Reading and discussion of the fairy tale “The Fox and the Hare”
Conversation "Where books live." Introduction to the profession of librarian.
Excursion to the city children's library.
Reading the Russian folk tale “Sister Alyonushka and Brother Ivanushka.”
GCD - Modeling "Sister Alyonushka".
March Reading and discussion of the fairy tale “Morozko”
Conversation "Positive and negative heroes of fairy tales, their characteristics."
NOD "Reading the Russian folk tale "Tails".
Reading the Russian folk tale “Winged, shaggy and buttery.”
April Construction of “Baby Books”
Reading and discussion of the fairy tale “The Wolf and the Seven Little Goats”
Presentation of the album "Reader's Dossier"
Summary of the integrated lesson
Workshop "Living Book"
NOD "Russian folk tale "Khavroshechka".
May Didactic game “Tell a fairy tale based on the characters”
Reading the Russian folk tale "Geese-Swans".
Performance with dramatization and puppet theater based on the fairy tale “Geese and Swans” for kindergarten students.
Joint entertainment for parents and students of the senior group “Mom, Dad, I am a reading family”
Long-term planning for working with parents.Deadlines and content of work for the 2018-2019 academic year
September Questionnaire for parents “Russian folk tale in the life of your child”
October Consultation for parents “Mom, read me a fairy tale”
November Purchasing coloring books with characters from Russian folk tales for the group
December Manufacturing of costumes and attributes for theatrical activities
January Questioning of parents “Fairy tales in our house”
Consultation for parents “Russian folk tale as a means of developing the speech of preschoolers”
Individual and group consultations “On the benefits of reading”
February Master class on making a tabletop theater
Information stand "How to turn reading into pleasure."
March Consultation for parents “A fairy tale in a child’s life”
Literary lounge "Reading family".
Preparation of attributes for theatrical production.
April Exhibition of family drawings “My Favorite Fairy Tale”
Creation of the album "Reader's Dossier" by children together with their parents.
May Competition “Write a fairy tale”, campaign “Give children a book”
Joint entertainment for parents and students of the senior group “Mom, Dad, I am a reading family.”
Conclusion. This topic is important because a child's speech is a key moment in his development. The success of pupils in coherent speech ensures in the future and to a greater extent determines success when entering school, contributes to the formation of full-fledged reading skills and improves spelling literacy. As a teacher, this really appeals to me. After all, work on speech development is the ability to choose the right words and use them correctly in speech, construct sentences and coherent speech.
As practice has shown, children are very fond of creativity, as well as independence and the opportunity to compose and tell their friends.
I try to get the children to show their attitude towards what they saw, what they especially liked, what interested them and why, what conclusions they drew. All this prompted me to pay much more attention to the development of coherent speech in children.
Lyudmila Ovchinnikova
Self-education plan on the topic “Fairy tale as a means of spiritual and moral education of preschool children” (senior group)
Self-education plan
teacher of MKDOU"Verkhnemamonsky kindergarten No. 1"
for the 2015-2016 academic year
Full name Ovchinnikova Lyudmila Alekseevna
Subject:
« Fairy tale, How means of spiritual and moral education of preschool children»
Introduction:
Knowing the age characteristics of children of the 6th year of life, I noticed that not all children know how to communicate with each other, some show a tendency towards hostility, reluctance to share toys, or help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy. Namely, from an early age the formation and development of a person’s moral qualities begins. To solve this problem, I chose to introduce children to fairy tales, because I think that fairy tales have firmly entered into the child’s everyday life, and in their essence fairy tale completely corresponds to the nature of a small child; close to his thinking and ideas.
Explanatory note
« A fairy tale is a seed, from which the child’s emotional assessment of life phenomena grows.” (V. A. Sukhomlinsky)
Effective means in education moral qualities of the individual preschoolers is a fairy tale.
Target fairy tales- not only entertainment, but also learning a lesson. Therefore you need to understand "hint" fairy tales and correctly convey its meaning to little listeners. Fairy tale firmly entered into children's everyday life. In its essence, it fully corresponds to the nature of a small child, close to his thinking and ideas. Fairy tales help children figure out what is good and what is bad, distinguish between good and evil. From fairy tales children receive information about the moral principles and cultural values of society. They broaden their horizons, develop speech, fantasy, and imagination. Fairy tales develop moral qualities, kindness, generosity, hard work, and truthfulness in children. It's important to teach preschooler communicate, interact with others. But there are phenomena and concepts that are very difficult for a child to understand. preschool age. Kids need bright, interesting events to build quality learning and education. This is where it comes to the rescue fairy tale which helps teach and raise a child like this so that he doesn’t even know about it.
The formation of moral concepts is a very complex and lengthy process. It requires constant efforts of the teacher, systematic and systematic work on the formation of feelings and consciousness of children.
Familiarization methods preschoolers with a fairy tale
The most common method of getting acquainted with fairy tale - teacher reading, i.e. verbatim transmission of the text. Fairy tales, which are small in volume, I I tell the children by heart, because this ensures the best contact with children. I read most of my works from books. Handling a book with care while reading is an example for children.
The next method is storytelling, i.e. freer transmission of text.
At telling It is allowed to shorten the text, rearrange words, include explanations, and so on. The main thing in the transfer storyteller - tell expressively so that children can be heard. To consolidate knowledge, methods such as didactic games based on familiar material are useful fairy tales, literary quizzes. Examples of didactic games include the games “Guess my fairy tale", “One starts, the other continues”, “Where am I from?” (description of heroes) and others.
Formation techniques perception of a fairy tale
Expressiveness of reading. The main thing is to read it expressively so that the children listen. Expressiveness is achieved by a variety of intonations, facial expressions, sometimes a gesture, a hint of movement. All these techniques are aimed at ensuring that children imagine a living image.
The next technique is repeated reading. Small fairy tale, which aroused the interest of children, it is advisable to repeat. From big fairy tales You can read the most significant and striking passages again. Re-reading and storytelling Can be combined with drawing and modeling. The artistic word helps the child create visual images, which the children then recreate.
One of the techniques that promotes better assimilation of text is selective reading. (excerpts, songs, endings).You can ask a number of questions (from which fairy tales this excerpt? From story or fairy tale this excerpt? How did this end? fairy tale? If after the first reading the fairy tale is already understood by children, teacher can use a number of additional techniques that will enhance the emotional impact - showing toys, illustrations, pictures, elements of dramatization, movements of fingers and hands.
Dramatization is one of the forms of active perception of a fairy tale. In it the child plays the role fairy tale character. Involving children in dramatization. Dramatization promotes education character traits such as courage, self-confidence, independence, artistry.
You can use verbal techniques. Children often do not understand some words or expressions. In such cases, it is necessary to give them the opportunity to understand a new word and construct phrases by comprehending the situation. As a rule, you should not interrupt reading by explaining individual words and expressions, as this disrupts perception of the work. This can be done before reading. A widely used technique that enhances the impact of a text and promotes better understanding is looking at the illustrations in a book. Illustrations are shown to children in the order in which they are placed in fairy tale, but after reading. The next technique is a conversation fairy tale. This is a complex technique, often including a number of simple techniques - verbal and visual. The introductory (preliminary) conversation before reading and brief (final) conversation after reading. During the final conversation, it is important to focus children’s attention on the moral qualities of the heroes and the motives of their actions. Conversations should be dominated by questions the answer to which would require motivation for assessments.
Stages of working with fairy tale
Introducing children to Russian folk fairy tale - reading, storytelling, conversations on content, examination of illustrations - in order to develop an emotional attitude towards actions and characters fairy tales.
Emotional children’s perception of a fairy tale – children’s retelling of the content of the fairy tale, table theater, outdoor games with characters fairy tales– in order to consolidate the content fairy tales. These forms of work on a fairy tale allows you to find out how the children understood the essence fairy tales.
Artistic activity - attitude towards the hero fairy tales in modeling, drawing, appliqué, design - allow children to express their attitude towards the characters fairy tales, embody their experiences, develop skills of empathy, sympathy for the fate and actions of heroes fairy tales.
Preparing for independent activities - acting out scenes from fairy tales, theatrical games, dramatization fairy tales, a creative game using characters, stories from fairy tales- a method of turning children into heroes fairy tales promotes not only the development of sympathy, but also the understanding of moral lessons fairy tales, the ability to evaluate the actions of not only heroes fairy tales, but also the surrounding people.
The educational process can be realize:
1. during directly educational activities;
2. during regime moments;
3. in the process of joint activities between the teacher and children;
4. when organizing independent children's activities.
Tasks:
1. Create the necessary conditions for children to become acquainted with Russian folk fairy tales.
2. Help children learn spiritually-moral categories: good - evil, obedience - disobedience, consent - enmity, hard work - laziness, selflessness - greed, simplicity - cunning; and ruled a good, conscientious life.
3. Promote the development of the cognitive sphere of children, the harmonization of their psycho-speech development. Promote the development of children's speech, enrichment of vocabulary, development of figurative structure and coherent speech skills.
4. Develop children's ability to distinguish good from bad in fairy tales and in life, the ability to make moral choices.
5. Bring up obedience based on love and respect for parents and loved ones, patience, mercy, the ability to give in, help each other and gratefully accept help.
6. Foster hard work, the habit of doing business, working diligently and carefully, bring what you start to the end, respect the results of others and your own work.
Implementation period: 1 year (2015-2016 academic year)
(to be filled in during the implementation process plan)
Theoretical stage
1. Study of methodological literature on this problem During the year 1. Uleva E. A. “Scenarios fairy tales for interactive activities with children 2–6 years old" - Moscow "WACO", 2014
2. Malova V.V.
"Lesson notes on spiritual and moral education of preschool children» Vlados, 2010
2. Studying articles in magazines:
« Preschool teacher» ,
« Preschool education» , "Child in kindergarten", "Education" During the year, study articles from journals on this topic. topic
Practical stage
4. Study of innovative methods and technologies During the year " Fairy tale therapy as an innovative technology spiritual and moral education»
5. Consultations for parents During the year 1.“ Fairy tale as a means of spiritual and moral
education of preschool children»
2."Role fairy tales in children's development»
3. « Fairy tales will help cope with children's disobedience"
7. Presentation February “Role fairy tales in the moral education of preschool children»
10. Presentation March "In the country fairy tales»
11. Self-analysis of the work done
Holding an open event April "Journey through Russian folk fairy tales»
12. Progress report May Presentation project: “What a delight these fairy tales»
13. Planning activities and development prospects June - August Compilation plan work for next year the topic of self-education
Preparatory stage:
1. Selection and study of methodological literature;
2. Selection of didactic games
3. Drawing up a perspective plan
Yana Bilkins
Work plan for self-education on the topic “The role of fairy tales in the moral and spiritual education of preschool children”
Work plan for self-education for 2018–2019. in the middle group topic« The role of fairy tales in the moral and spiritual education of preschool children»
Educator: Bilkins Ya. Yu.
Explanatory note
Currently fairy tale, like many other values of traditional
culture has noticeably lost its purpose. But exactly fairy tale
plays an important role in spiritual enrichment preschoolers, promotes
foundation of ethical and aesthetic feelings. At the same time a fairy tale is a medium
for the development of emotional child's moral experience, helping not
only imagine the consequences of your actions, but also experience their meaning
for yourself and those around you.
Fairy tale enters a child's life with very early age, accompanies on
throughout preschool childhood and remains with him throughout his life. Co
fairy tales his acquaintance with the world of literature, with the world
human relationships and the surrounding world as a whole.
Fairy tales not only expand the child’s understanding, enrich his knowledge about
in reality, the main thing is that they introduce him to a special, exclusive world
feelings, deep experiences and emotional discoveries.
Relevance
Fairy tale, understandable preschooler. Its composition, bright
the opposition of good and evil, fantastic and specific in their
moral essence images, expressive language, dynamics of events, special
cause-and-effect relationships and phenomena make it especially interesting and
exciting for children. Fairy tale is an indispensable tool
formation morally healthy personality of the child, helps to understand
in a language accessible to him, the beauty of the surrounding world.
Currently, we are increasingly seeing examples of children's cruelty and aggressiveness towards each other, towards loved ones. Far from being influenced moral cartoons, children have distorted ideas about spiritual and moral qualities: about kindness, mercy, justice. From birth, the child is aimed at the ideal of the good, therefore, already from himself younger children must be shown moral and the spiritual essence of every action. Such moral categories, like good and evil, good and bad, it is advisable to form both by your example, as well as with the help of folk fairy tales, including about animals. Why fairy tales are so effective when working with children, especially in preschool age?
1. B preschool age perception of fairy tales becomes a specific activity of the child, which allows him to freely dream and fantasize.
2. Perceiving a fairy tale, the child, on the one hand, compares himself with fairy-tale hero, and this allows him to feel and understand that he is not the only one who has such problems and experiences. On the other hand, through fabulous images, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen, and positive support for his capabilities and self-confidence. At the same time, the child identifies himself with a positive hero.
Target:
1. Creating conditions for development and formation moral ideas and education of moral qualities of the individual(feelings of mercy, compassion, respect and obedience).
To achieve the goal, I have determined the following tasks:
1. Develop children’s ability to distinguish between good and evil, good from bad in fairy tale and life, ability to do moral choice.
2. Develop the ability to think, compare, analyze actions fairy-tale heroes, learn to evaluate the behavior of yourself and others.
3. Help parents understand the value fairy tales, her special role in education today's and especially tomorrow's man.
Expected results:
Children's assimilation of norms moral and spiritual education, their openness to goodness, children’s positive attitude towards the world around them, towards other people and to myself;
Understanding the need to develop such strong-willed qualities as obedience, respect for parents and adults;
Knowledge of certain fairy tales, constituting the spiritual experience of humanity;
Formation of ideas about honesty, justice, kindness; negative attitude towards cruelty, cunning, cowardice;
Development of feeling self-respect, self-esteem and desire to be responsive to adults and children; the ability to show attention to their state of mind, rejoice in the successes of their peers, and strive to come to the rescue in difficult times.
Perspective self-education plan for 2018-2019
September.
1. Selection of the material necessary for work with children and parents topic: « Fairy tale as a means of spiritual moral education": setting goals and objectives for this topic.
2. Consultation for parents: "Every age has its own fairy tale» .
1. Study the topic: « The role of folk tales in the development of children's speech".
Methodical techniques:
Reading fairy tales"The Cockerel and the Bean Seed", view illustrations
Reading Russian folk fairy tales retold B. Dahl "Crane and Heron"
-Consultation for parents: « Fairy tale helps to speak correctly"
2. Replenishment of the group’s library with new colorful books with Russian folk fairy tales, disks.
1. Creating a card index fairy tales for working with children.
2. Use quotes from fairy tales in special moments.
Methodical techniques:
Reading and retelling fairy tales to children: "Zayushkina's hut".
Reading fairy tales Korney Chukovsky - Fedorino grief
-Didactic game: "Guess fairy tale» .
-Consultation: "Features of reading fairy tales about animals» .
1. Study the topic: "Usage fairy tales in working with children.
Methodical techniques:
Reading Russian folk fairy tales"Snow Maiden"
Reading Russian folk fairy tales"Sister Fox and Gray Wolf",
- Didactic game: "Guess which one from fairy tale excerpt read?»
"We're composing tell a fairy tale yourself»
3. Exhibition works(children and parents) "Winter fairy tales» .
1. Study the topic: « Fairy tale as a spiritual means - moral development of the child’s personality.”
Methodical techniques:
Reading Russian folk fairy tales"The Fox and the Goat"»
Reading fairy tales“About Ivanushka - a fool”
2. Consultation for parents: "Read to me fairy tale» .
1. Study the topic « The role of fairy tales in raising children» .
Methodical techniques:
Game - quiz « Tales of Grandfather Korney»
Collective application "Miracle Tree".
Reading fairy tales"Miracle Tree". K. Chukovsky
1. Study the topic: "Influence fairy tales on the child's psyche» .
Methodical techniques:
Reading fairy tales"War of mushrooms and berries"
Reading fairy tales"Sister Alyonushka and brother Ivanushka"
2. Finger play "Chicken Ryaba"
3. Didactic game "Tell a fairy tale based on a picture» .
4. Consultation for parents "Reality fairy tale life»
1. Study of the topic “Theatricalization fairy tales as a means of spiritual moral education of children».
Methodical techniques:
Reading to children and retelling of a fairy tale: "Geese-swans", looking at the illustration.
Puppet theater on the table "Geese - Swans"
Board and printed games based on fairy tales(cut pictures, lotto).
2. Consultation for parents "Kindness has a face".
1. Self-analysis of the self-education plan.
2. Exhibition work of children and parents: "Our favorite fairy tales» .
Literature:
1. V A. Sukhomlinsky “I give my heart to children”
2. Collection of scientific and methodological articles. Eagle 2015 Edited by O. V. Berezhnov
3. Ilyin I.: "Spiritual world fairy tales» .
4. Zinkevich – Evstigneeva: "Workshop on fairytale therapy» .
5. E. I Ivanova: "Tell me fairy tale» . Literary fairy tales for children. Enlightenment 2001
