Teaching creative storytelling to preschool children. Teaching Children Storytelling

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In teaching storytelling, specific techniques are used, the purpose of which is to obtain a coherent statement or monologue from the child (and not an answer with a word, gesture, or phrase).

Techniques for teaching children storytelling:

Sample speech (story) of the teacher;

Story outline;

Collective writing of a story;

Compiling a story in parts;

Questions, basic instructions, exercises;

Demonstration of visual material;

Evaluating children's stories.

Let's look at the basic techniques.

1. Sample story- this is a short, vivid description of an object or event, accessible to children for borrowing in content and form.

A teacher’s story, which serves as a model for children, should have the following qualities: content, coherence, consistency. These are lively, short stories, understandable and interesting for children, presented in simple language without unnecessary decoration.

Children 2-3 years old - 5 offers;

Children 3-5 years old - 6-7 sentences;

Children 5-7 years old - 12 offers.

It is necessary to distinguish an educational story from a teacher, intended for children to listen to, to broaden their horizons, from a sample story - a didactic technique that is intended to be imitated.

A sample story, more than other techniques, facilitates the learning process, since the child is shown the result that he must achieve. In addition, the sample determines the approximate content of children’s future stories, their volume and sequence of presentation, and facilitates the selection of a dictionary.

The model is used at the first stages of training, as well as in cases where a new task is set, to help those who cannot tell.

The teacher's sample story can be repeated by 1-2 children who tell the story poorly, while direct imitation plays a positive role, causing speech activity. However, one should not strive for verbatim repetition of the sample; on the contrary, elements of independence should be encouraged.

As a direct teaching technique, a sample story is most often used at the beginning of a lesson.

A variation of this technique is partial sample. It is used in the process of consolidating the ability to tell a story if children have difficulty completing any task, for example, coming up with the beginning of a story.

The teacher can repeat the entire story or part of it as needed and during the lesson, include it in a detailed assessment of the answer (in the middle group this can be done in game form- on behalf of the described toy: “As Natasha told me exactly about my hair - white, soft, braided in thick braids”).

As noted above, children need to be shown not only the result of the speech activity ahead of them, but also the means of achieving it. Therefore, as a rule, the sample is used in conjunction with other techniques, which explain it, do not allow mechanical copying and lead to independent creative work thoughts. So, you can offer children the second version of the story is a duplicate of the sample, when compared with the first one, the general patterns building a narrative. For example, a teacher sequentially describes two different toys and explains required elements these descriptions.

Intelligent selection of speech forms is facilitated by such technique, like analyzing a sample story, which fails to isolating the plan of utterance. It is widely described in the methodological literature.

2. Story plan- these are 2-3 main questions (points) that determine the content and sequence of presentation.

Sample story — the easiest technique training, the story plan is more difficult. This is a common and important technique and is used in most storytelling activities.

Usually, after one or two lessons with a sample story, the plan becomes an independent, leading teaching technique. (Sometimes the plan - in the form of free explanatory instructions - may precede the model, in which case children more consciously perceive the rules for constructing a statement.)

The teacher introduces the plan to the children after the message general theme stories, as well as their nature (say exactly what happened in life, or write “not according to the truth” - invent a story or fairy tale, etc.).

In order to diversify children's stories, the teacher needs to prepare additional, new points in the plan in advance. Changing questions during one lesson activates children's attention; in addition, it is a means of individualizing tasks.

For example, when children describe a group of their rooms preparatory to school, the following may be suggested: rough plan: 1. On what floor is the room? 2. What is she like? 3. What is in the room?

Seeing that children confidently cope with this content, you can offer new, additional questions (in the same lesson, after two or three answers): 1. Who keeps the room clean? 2. How do you help with cleaning?

Is it necessary to ensure strict adherence to the plan? In the middle group, during the first lessons, you can not interrupt the child’s speech in case of deviation from the plan. However, subsequently you need to gradually begin to point out to the children the incompleteness or inconsistency of the story, and to involve them in complementing each other’s answers.

At the same time, the teacher not only notes the narrator’s deviation from the topic or plan, but also involves the children in monitoring their friend’s story (What should we talk about now? What is better to tell first, so that everyone understands?).

Example of a creative story plan on the topic “Seryozha took his puppy for a walk”: “Listen to what needs to be said at the beginning of the story, in the middle and at the end. First, you need to tell in detail what kind of puppy Serezha had, then what interesting things happened on the walk when the boy was walking with his puppy, and at the end tell how Serezha’s walk ended.”

This is useful in a school preparatory group additional technique, like reproducing a plan for children(the teacher, without using the term “plan,” invites everyone to repeat silently what and how they will talk about now, and calls one or two children to answer out loud). The plan should be communicated clearly, separating one point from another with semantic pauses, emphasizing supporting words in phrases.

In the pre-school group along with ready-made plan proposed by the teacher, you can encourage children to independently think and choose a plan future narrative.

To make it easier for children to compose stories according to plan and to enrich the content of their statements in advance, it is used collective review of the plan. This technique is used mostly in the first stages of teaching children to invent stories (inventing stories based on a picture or on a given topic).

What is the essence of this technique? Before starting the task, the teacher discusses with the children some issues of the plan, showing the possible diversity of the content of their future stories. To the same point in the plan, for example, “What kind of puppy did the boy find?”, the teacher invites several children to answer from their seats, encouraging each one to describe the puppy in his own way and remember what kind of dogs there are. This technique helps to revive children’s initiative, to activate the necessary vocabulary in advance, i.e., it teaches preschoolers a complex process self-creation story.

3. Collective writing of a story- a peculiar technique used mainly at the very first stages of teaching creative storytelling. Consistently analyzing the story plan outlined in advance, the teacher and children listen to individual answers, discuss which of them are the most successful, and the teacher repeats them as the beginning of a future story. Then the best answers to subsequent questions are chosen, and the teacher combines the phrases into a whole narrative, including his own sentences. In conclusion, the teacher repeats the entire story, and then one of the children does it.

The advantage of this technique thing is All children actively participate in the work. In progress joint activities They get a visual idea of what it means to come up with a story, and their imagination is gradually formed. But this technique there is also a drawback: speech activity preschoolers are limited only to composing phrases and selecting words; they do little practice in monologue speech. That's why the use of the above is limited.

4. In some classes you can use writing a story piece by piece. This technique makes the task of storytellers easier, since the volume of tasks is reduced. Thanks to him, the lesson becomes more varied, interesting, and the content of the stories is fuller and deeper; In addition, it is possible to ask a larger number of children.

Paintings are described in parts, where it is easy to highlight some objects without destroying the overall plan, for example, “Chickens” (from the series “Domestic Animals.” Author S. A. Veretennikova), (from the series “Pictures for the development of speech and expansion representations of children of the second and third year of life” Authors E. I. Radina and V. A. Ezikeeva) and others.

It is advisable, based on the children’s experience, divide the topic of a story into subtopics, and then offer children specific plans for each subtopic. For example, the teacher says: “We will talk about our hedgehog, but not about everything at once, but in order, so that we can remember everything in detail. First, remember what the hedgehog is covered with, what kind of face it has, how it moves.” After the description is completed appearance animal, its habits, food, cage are described.

5. An essential place in the complex of techniques occupy instructions regarding what the story should be like: tell it in detail or briefly, think about the whole story from beginning to end, change your voice when different characters speak, etc. Instructions can be addressed to all children or one child.

Directions for storytelling should be formulated briefly, simply so that children understand and remember them correctly.

Examples of instructions teacher for children:

“Tell me how you spent the May 1st holiday: where did you go, with whom, what did you like most.”

“Children, in the summer you and I often went to the forest. Remember interesting case during such walks and tell me.”

“Tell us how we raised the chickens: where the chickens came from, what they were like, how you looked after them, what the chickens looked like when they grew up.”

Storytelling according to instructions is practiced mainly in the senior and preparatory groups when telling children about what they saw or did, as well as in the absence of a sample story based on a picture or on a proposed topic.

6. When teaching certain types of storytelling, there is a place such a technique as children finishing a story, started by the teacher (according to the proposed plan, and then without it).

7. Helps develop imagination in children hint of options(plot, circumstances of the action, etc.). The teacher resorts to this technique when encountering the monotony and poverty of children’s responses.

8. Questions in training storytelling is played minor role. They are asked mainly after the story has been compiled, to clarify or supplement it. In the process of storytelling, in the event of any mistake by the child, it is better to use a hint of a word or sentence, correcting the mistake, which will less disrupt the coherence of the story than a question.

9.Evaluation Also teaching technique. It is used to ensure that children imitate what the teacher praised and avoid what he condemned. The assessment should influence not only the child whose story is being assessed, but also the subsequent stories of other children. Therefore, assessments given at the end of class are essentially useless; in addition, it is difficult for children to retain in their memory the advantages and disadvantages of all the stories they have heard; It should also be taken into account that by the end of the lesson they are tired and cannot perceive the instructions of the teacher.

It is not necessary to use a detailed assessment of each story as a teaching technique, but still, in some stories it is certainly necessary to highlight some merits. So, you can note something new or especially valuable in content, in form, in the manner of presentation (vocabulary, strength of voice, posture, etc.). Evaluation can also be indirect - in the form of comparing the child’s story with a model, with a good answer from a friend.

10. Sometimes children are involved in analyzing a friend’s story. This technique is used in the pre-school group, since a six-year-old child is already able to note the completeness, expressiveness and other qualities of the story.

So, the methods of teaching storytelling are quite varied. The teacher-methodologist helps teachers choose a set of leading and additional techniques for a specific lesson, guided by the level of children’s skills, the novelty and difficulty of educational tasks.

When teaching certain types of stories, other specific, additional techniques.

Children's storytelling is a means of teaching coherent speech. In the works of E. I. Tikheeva, E. A. Flerina, L. A. Penevskaya, O. I. Solovyova, M. M. Konina, A. M. Borodich, E. P. Korotkova, O. S. Ushakova and others show the role of storytelling in the development of coherence in children's speech, and reveal the uniqueness of using techniques for teaching different types of monologue speech. The following techniques have been identified and tested in long-term practice.

Shared storytelling. This technique is the joint construction of short statements when an adult begins a phrase and a child finishes it. It is used in junior groups, mainly in individual work, and in secondary work with all children. The teacher performs the most complex function - he plans the statement, sets its pattern, naming the beginning of the sentence, suggests the sequence, methods of communication (“Once upon a time there was a girl. One day she... And towards her...”). Shared storytelling is combined with dramatization different stories. Gradually, children are led to simple improvisations.

Sample story- this is a short, lively description of an object or a statement of an event, accessible to children for imitation and borrowing.

The story sample is most widely used in the first initial stages learning and is intended for children to imitate and borrow. The sample tells the child the approximate content, sequence and structure of the monologue, its volume, facilitates the selection of vocabulary, grammatical forms, and methods of intratextual communication. The sample shows an approximate result that children should achieve. In this regard, it should be short, accessible and interesting in content and form, lively and expressive. The sample should be pronounced clearly, at a moderate pace, and loud enough. The content of the sample must have educational value.

The sample refers to direct teaching methods and is used at the beginning of the lesson and during its course to correct children's stories. At the same time, the teacher encourages elements of children’s independence, but at first allows, especially in the younger and middle groups, literal imitation of the model. To develop children's independence and creativity, a sample story should not be exhaustive, covering, for example, the entire content of a picture or any topic. Such a pattern serves as a support for telling other episodes. Otherwise, it will fetter children’s thoughts and provoke children to duplicate what they hear from the teacher.

Some methodologists do not recommend offering a sample story at the end of the lesson, since children will no longer be able to imitate it. However, for example, in older groups, in this case it can be offered for comparison with children's monologues and their assessment.

As a type of story sample, a partial sample is used - the beginning or end of the story. This technique also facilitates the task of children independently creating a text and is used when consolidating the ability to tell a story or to demonstrate to children options for creatively completing a task.

Analysis of a sample story attracts children's attention to the sequence and structure of the story. First, the teacher himself explains how the story begins, what is said later, and what the ending is. Children are gradually involved in analyzing the content and structure of the sample. This technique is aimed at familiarizing children with the construction of different types of monologues; it tells them the plan for future stories.

Story plan- these are 2 - 3 questions that determine its content and sequence. It is first used together with a model, and then becomes the leading teaching technique. The story outline is used in all types of storytelling. When describing toys and objects, it helps to consistently isolate and characterize their details, features and qualities, and in the narration - the selection of facts, the description of characters, the place and time of action, and the development of the plot. In experiential storytelling, questions in the form of an outline help you remember and reproduce events in a certain order.

In creative storytelling, a plan facilitates solving a creative problem, activates the child's imagination, and guides the child's thoughts. So, in a creative story on the topic “How a boy found a puppy,” L. A. Penevskaya proposed the following plan: where did the boy find the puppy? (aimed at identifying the circumstances of the place and time of action); what kind of puppy was it? (involves a description of the puppy’s appearance); what did the boy do with him? (helps develop the storyline). Plan items can also be presented in narrative form.

IN senior group children may allow deviations from the plan, the teacher gradually accustoms them to a certain sequence in the story, draws attention to violations of logic and incompleteness of the story. In the pre-school group, children can reproduce the plan (the term “plan” is not used) and control the storytellers’ adherence to it. It also uses the joint drawing up of a plan by the teacher and the children, as well as the children’s independent thinking through the plan for their stories.

The outline of the story may be accompanied by it collective discussion. This technique is especially necessary in creative storytelling; it helps to diversify and enrich the content of monologues, consolidate ideas O their structure, choose the most appropriate language means.

Collective story writing primarily used in the early stages of teaching storytelling. Children continue sentences started by the teacher or other children. In the process of sequential discussion of the plan, they, together with the teacher, select the most interesting statements and combine them into a coherent story. The teacher can repeat the entire story, inserting his own phrases. Then the children repeat the story. The value of this technique is that it allows you to visualize the entire mechanism of composing a coherent text and activate all children.

Another variation of this technique is compiling a story in subgroups - “teams”. For example, in telling a story based on a series of plot pictures, children themselves determine within the group who will tell the story based on each of the pictures; in a story on a free topic, children discuss the content and form of the story, together compose its text and present it to the attention of the whole group.

Compiling a story in parts- essentially also a type of collective storytelling, in which each of the storytellers creates part of the text, as in the above example of storytelling based on a series of plot pictures. This technique is used when describing multi-episode pictures, in storytelling from collective experience, when it is easy to identify individual objects and subtopics.

For each of them, a plan is drawn up, and then 2 - 3 statements, which at the end are combined by the teacher or a well-narrated child.

Modeling used in senior and pre-school groups. A model is a diagram of a phenomenon that reflects it structural elements and connections, the most essential aspects and properties of the object. In models of coherent speech utterances, this is their structure, content (properties of objects in the description, relationships between characters and the development of events in the narrative), means of intratextual communication.

Different types of models are used. A common model is a circle divided into three unequal moving parts, each of which represents the beginning, body and end of the story. First, the model acts as an image of the structure of the perceived text, and then as a guide for independently composing a story (research by N. G. Smolnikova).

Schemes that reflect the main micro-topics of the description through certain symbolism can also serve as guidelines for a consistent, logical description of toys, natural objects, and seasons. An interesting experience in the use of such schemes is presented in an article by T. Tkachenko 1 .

A sheet of cardboard 45 x 30 cm is divided into squares according to the number of features of the objects that need to be described. Symbols are placed in each square to tell children the sequence of presentation. To describe toys, for example, 6 squares are proposed: 1) color (color spots); 2) shape (several geometric shapes); 3) size (two balls of different sizes); 4) material (glued foil, wood); 5) parts of the toy (pyramid with disassembled rings); 6) actions with a toy (hand with fingers spread). Symbolism helps children identify the main features of a toy and retain the sequence of description in memory.

You can also use abstract symbols to replace words and phrases that appear at the beginning of each part of a story or argument. For example, these can be geometric shapes: a circle is the beginning of the story, a rectangle is the main part, a triangle is the ending; the functions of substitutes are explained to children. First, they learn to construct such models using ready-made well-known texts, then they learn to perceive, analyze and reproduce new texts based on the model, and, finally, they themselves create their own stories and reasoning based on substitute pictures.

The work of L.A. Wenger and his students on modeling problems in various types of activities has become widely known. To teach coherent speech, schematic images of characters and the actions they perform are used. First, a picture-schematic plan of the semantic sequence of parts of the listened texts of works of art is created. Then the skills of building a model from ready-made elements in the form of cards with drawn character substitutes, which are connected by arrows, are taught. Next, children come up with stories and fairy tales based on the proposed model. Gradually, the child develops generalized ideas about the logical sequence of the text, which he orients himself towards in independent speech activity.

Grade children's monologues is aimed at analyzing the child's disclosure of the theme of the story, its sequence, coherence, expressive means language. The assessment is educational in nature. First of all, the teacher emphasizes the merits of the story so that all children can learn from them (interesting and original content, unusual beginning, dialogue between characters, figurative words and expressions). In the junior and middle groups, the assessment is encouraging, and in the senior groups it indicates And shortcomings so that children know what they still have to learn. Children are involved in analyzing stories in the senior and preparatory groups.

In the process of teaching monologue speech, other techniques are also used: auxiliary questions, instructions, correcting errors, prompting the right words, and children listening to their stories recorded on a tape recorder. As a rule, auxiliary questions are asked after the story for clarification or addition, so as not to disrupt the coherence and fluency of speech. Instructions can be addressed to all children or to one child (tell in detail or briefly, think about the story, speak loudly, expressively). Listening to a tape recording of your speech increases self-control in working on the text.

In teaching storytelling, enriching the motives of children’s speech activity is of particular importance. Motivational attitudes make the learning process interesting, attractive, increase the activity of children and the quality of their stories. In the junior and middle groups this is mainly gaming motives(“Let’s tell you about a bunny who wants to play with the guys”; “Dunno asks to learn how to tell a fairy tale about...”). In older groups, these are social motives (“Come up with fairy tales for kids”; “Let’s write down the most interesting tales and we'll make a book."

Thus, the methods of teaching preschoolers storytelling are varied. The method of their use changes to different stages learning and depends on the type of storytelling, on the tasks at hand, on the level of children’s skills, on their activity and independence.

Related information.

A joint storytelling. This technique is the joint construction of short statements when an adult begins a phrase and a child finishes it. It is used in younger groups, mainly in individual work, and in middle groups with all children. The teacher performs the most complex function - he plans the statement, sets its pattern, naming the beginning of the sentence, suggests the sequence, methods of communication (“Once upon a time there was a girl. One day she... And towards her...”). Shared storytelling is combined with dramatization different stories. Gradually, children are led to simple improvisations.

Sample story- this is a short, lively description of an object or a statement of an event, accessible to children for imitation and borrowing.

The sample story is most widely used in the initial stages of education and is intended for imitation and borrowing by children. The sample tells the child the approximate content, sequence and structure of the monologue, its volume, facilitates the selection of vocabulary, grammatical forms, and methods of intratextual communication. The sample shows an approximate result that children should achieve. In this regard, it should be short, accessible and interesting in content and form, lively and expressive. The sample should be pronounced clearly, at a moderate pace, and loud enough. The content of the sample must have educational value.

In the older group, children can allow deviations from the plan, the teacher gradually accustoms them to a certain sequence in the story, draws attention to violations of logic and incompleteness of the story. In the pre-school group, children can reproduce the plan (the term “plan” is not used) and control the storytellers’ adherence to it. It also uses the joint drawing up of a plan by the teacher and the children, as well as the children’s independent thinking through the plan for their stories.

For each of them, a plan is drawn up, and then 2 - 3 statements, which at the end are combined by the teacher or a well-narrated child.

Modeling used in senior and pre-school groups. A model is a diagram of a phenomenon that reflects its structural elements and connections, the most significant aspects and properties of the object. In models of coherent speech utterances, this is their structure, content (properties of objects in the description, relationships between characters and the development of events in the narrative), means of intratextual communication.

Grade children's monologues is aimed at analyzing the child's disclosure of the theme of the story, its sequence, coherence, and expressive means of language. The assessment is educational in nature. First of all, the teacher emphasizes the merits of the story so that all children can learn from them (interesting and original content, unusual beginning, dialogue between characters, figurative words and expressions). In the junior and middle groups, the assessment is encouraging, and in the senior groups it indicates And shortcomings so that children know what they still have to learn. Children are involved in analyzing stories in the senior and preparatory groups.

In teaching storytelling, enriching the motives of children’s speech activity is of particular importance. Motivational attitudes make the learning process interesting, attractive, increase the activity of children and the quality of their stories. In the junior and middle groups, these are mainly playful motives (“Let’s tell about a bunny who wants to play with the guys”; “Dunno asks to teach him how to tell a fairy tale about...”). In older groups, these are social motives (“Come up with fairy tales for kids”; “Let’s write down the most interesting fairy tales and compile a book”).

Thus, the methods of teaching preschoolers storytelling are varied. The method of using them changes at different stages of learning and depends on the type of storytelling, on the tasks at hand, on the level of children’s skills, on their activity and independence.

Consultation for parents.

Topic: “Techniques for teaching children storytelling”

Plan.

Storytelling as a means of teaching coherent speech.
Techniques:

a) shared storytelling;

b) sample story;

c) analysis of a sample story;

d) story plan;

e) collective compilation of a story (in subgroups, in parts);

f) modeling (types of models);

g) assessment of children's monologues.

Children's storytelling is a means of teaching coherent speech. The works of E.I. Tikheeva, E.A. Flerina, M.M. Konina, O.I. Solovyova and others show the role of storytelling in the development of coherent children's speech, and reveal the uniqueness of the use of techniques for teaching different types of monologue speech. In long-term practice, the following techniques have been identified:

Shared storytelling is shared construction. short statements when an adult begins a phrase and a child finishes it. In the younger group - individually, and in the middle senior group - with all children. The teacher plans the statement, sets its pattern, naming the beginning of the sentence, suggests the sequence, methods of communication (once upon a time..., once upon a time..., etc.). Collaborative storytelling with dramatization of different plots. Gradually, children are led to simple improvisations.

A sample story is a short, lively description of an object or a presentation of an event, accessible to children for imitation and borrowing. Widely used in the initial stages of training. The sample tells the child the approximate content, sequence and structure of the monologue, its volume, facilitates the selection of vocabulary, grammatical forms, and methods of intra-textual communication.

The sample shows an approximate result that children should achieve. It should be short, accessible and interesting in content and form, lively and expressive. The sample should be pronounced clearly, at a moderate pace, and loud enough. The content of the sample must have educational value. The sample is used at the beginning of the lesson and throughout it to correct children's stories.

Analyzing a sample story draws children's attention to the sequence and structure of the story. This technique is aimed at familiarizing children with the construction of different types of monologues; it tells them the plan for future stories.

A story plan is 2-3 questions that determine its content and sequence. The story outline is used in all types of storytelling. When describing toys and objects, it helps to consistently implement details, features and qualities, and in narration - the selection of facts, the description of characters, the place and time of action, and the development of the plot. In experiential storytelling, questions in the form of an outline help you remember and reproduce events in a certain order. In creative storytelling, a plan facilitates solving a creative problem, activates the child's imagination, and guides the child's thoughts. In the older group, children can allow deviations from the plan, the teacher gradually accustoms them to a certain sequence in the story, draws attention to violations of logic and incompleteness of the story. IN preparatory group children can reproduce the plan and monitor the storytellers' adherence to it. The story plan may be accompanied by a group discussion.

Collective storytelling is used mainly in the first stages of teaching storytelling. The teacher begins the sentence, and the children continue. In the process of sequential discussion of the plan, children, together with the teacher, select the most interesting statements and combine them into a coherent story. The teacher repeats the entire story, inserting his own phrases, then the children repeat the story.

Another variation of this technique is composing a story in subgroups (a series of plot pictures in a story on a free topic).

Composing a story in parts is when each of the stories creates a part of the text (a series of plot pictures). This technique is used when describing multi-episode pictures, in storytelling from collective experience, when it is easy to identify individual objects and subtopics.

Modeling is used in senior preparatory school groups. A model is a diagram of a phenomenon that reflects its structural elements and connections, the most significant aspects and properties of the object. Different types of models are used (a circle divided into 3 unequal moving parts, each of which depicts the beginning, the main part and the end of the story). First, the model acts as an image of the structure of the perceived text, and then as a guide for independently composing a story (research by N.G. Smolnikova). A guideline for a consistent, logical description of toys, natural objects, and seasons can also be diagrams that reflect, through certain symbolism, the main micro-themes of the description (article by T. Tkachenko “The use of diagrams in composing descriptive stories. D/v. - 1990 - No. 10). You can use abstract symbols to replace words and phrases that appear at the beginning of each part of the story or argument (geometric shapes: circle - the beginning of the story, rectangle - the main part, triangle - the end). The functions of substitutes are explained to children. First, they learn to construct such models using ready-made well-known texts, then they learn to perceive, analyze and reproduce new texts based on the model, and, finally, they themselves create their own stories and reasoning based on substitute pictures. The work of L.A. Venger and his students on modeling problems in various types of activities has become widely known.

To teach coherent speech, schematic images of characters and the actions they perform are used. First, a picture-schematic plan of the semantic sequence of parts of the listened texts of works of art is created. Then the skills of building a model from ready-made elements in the form of cards with drawn character substitutes, which are connected by arrows, are taught. Next, children come up with stories and fairy tales based on the proposed model. Gradually, the child develops generalized ideas about the logical sequence of the text, which he orients himself towards in independent speech activity.

The assessment of children's monologues is aimed at analyzing the child's disclosure of the theme of the story, its sequence, coherence, and expressive means of language. The assessment is educational in nature. First of all, the teacher emphasizes the merits of the story so that all children can learn from them. In the younger and middle groups, the assessment is encouraging, and in the older groups it points out deficiencies so that children know what they still have to learn. Children are involved in analyzing stories in the senior and preparatory groups. Thus, the methods of teaching preschoolers storytelling are varied. The method of using them changes at different stages of learning and depends on the type of storytelling, on the tasks at hand, on the level of children’s skills, on their activity and independence.

Consultation for parents.

Topic: “Introduction to fairy tales in the older group.

Plan:

The meaning of fairy tales for children.
Analysis of a fairy tale in the older group.
Methods of perception of a fairy tale (conversation).

A) The effectiveness of techniques in conversations about a fairy tale (questions, looking at illustrations, verbal sketches, re-reading passages from the text at the request of children, telling about the funniest and saddest episode of a fairy tale, dramatizing passages, etc.);

4) Specific features of fairy tale genres in the preparatory group.

Fairy tales serve as a powerful, valid means of mental, moral and aesthetic education of children; they have a huge impact on the development and enrichment of a child’s speech. In poetic images, a fairy tale reveals and explains to a child the life of society and nature, the world human feelings and relationships. Folk tales reveal to children the accuracy and expressiveness of language, showing how rich native speech is in humor, lively and figurative expressions, and comparisons.

In the older group, after telling a fairy tale, it is necessary to analyze it in such a way that children can understand and feel both its ideological content and artistic merit, and features of the fairy tale genre, so that the poetic images of the fairy tale are remembered and loved by children for a long time.

Example: After telling the fairy tale: “Sister Alyonushka and brother Ivanushka,” you need to ask the children: “What did I tell you?” Why do you think this is a fairy tale? “What does it talk about? Which of the fairy tale characters did you like and why? Remember how a fairy tale begins and how it ends. How many of you remember the little goat's song and Alyonushka's answer and can repeat them? What words do you remember most? These questions are aimed at children’s understanding of the main content and characters of the fairy tale heroes, the means of its artistic expression(beginning, repetitions, ending).

In the older group, sayings should be used more often; It is desirable that the mood of the saying be related to the work. Usually in the second half of the year, children, having learned to listen carefully to the saying, guess quite correctly what the speech will be about (for example: “A fox walked through the forest...”, “The cat is baking pies in the oven...”, They sent a young woman through the water...”, etc.) d.).

It is advisable to end the telling of a fairy tale with an ending (“This is how they live, chew gingerbread, drink honey, they are waiting for us to visit...”, etc.). After telling the fairy tale, the teacher conducts a conversation that helps the children better understand the content of the fairy tale, correctly evaluate some of its episodes, and once again repeat the most interesting comparisons, descriptions, and typical fairy-tale turns of phrase, i.e. comprehend the linguistic features of works of this genre.

There are many techniques that are most effective in conversations about fairy tales: questions - they should be varied in their focus: to help more accurately characterize the heroes of a fairy tale, or to help children feel the main idea of a fairy tale, etc.

It is important to look at the illustrations, because... they help to understand the fairy tale. Verbal sketches are also needed: children imagine themselves as artists, invent and tell what pictures they themselves would draw for this tale.

Sometimes it is useful to re-read excerpts from the text at the request of children, then children more fully perceive the artistic merits of a fairy tale, notice comparisons, epithets and other means of expression.

At the request of the teacher, children recall and talk about the funniest episode, the saddest, the most terrible; retell descriptions of nature, the actions of heroes that they especially remember.

An effective technique is to dramatize a fairy tale or excerpts from familiar fairy tales that are interesting in terms of enrichment and activation vocabulary. For example: a dialogue between a hare and aunt crow (fairy tale “The Hare is a Brag”).

In the preparatory group, during classes on reading and telling fairy tales, it is necessary to bring children to an understanding of the genre of the fairy tale, drawing their attention to the specificity of the artistic form, the imagery of the language (repetitions, beginning, ending, comparisons, constant epithets), and teach them to understand the difference between a fairy tale and a story. These tasks can be solved at every lesson in telling Russian folk tales, but they are especially needed when reading or telling original fairy tales, when children can be asked to determine the genre of the work themselves. For example: after telling a fairy tale, ask the children: “What did I just tell you: a fairy tale or a story?” The children begin to reason that in the story told, animals talk, and this only happens in fairy tales. Therefore, the work being told is a fairy tale!

Thus, in the most elementary form, children begin to understand specific features genres. They can already explain how a story differs from a fairy tale. Systematic work on the development of a poetic ear will lead to the fact that children will strive to compose their works in a variety of genres and on the most different topics. It is necessary to encourage children's creative expression in the field of words and give them tasks to invent fairy tales and stories.

Consultation for parents.

Topic: “The story is a model for teaching children to tell stories”

Plan:

What is coherent monologue speech?
Types of teaching storytelling:

A) storytelling based on perception;

B) storytelling based on a toy, object, picture, retelling works of art;

B) telling from memory;

D) storytelling from imagination (creative).

Coherent monologue speech is arbitrary, deliberate speech: the speaker chooses linguistic means - words and grammatical structures in order to accurately express judgments, thoughts and express his feelings - attitude towards the subject of the story. Teaching children storytelling contributes to the development of logical thinking and the education of feelings. In the development of a child’s speech, the ability to tell a coherent story is preceded by dialogue and conversation. When answering questions from an adult, the child borrows the structure of the phrase and learns to ask questions to himself. In kindergarten practice, various types of educational storytelling are used: from perception, from memory, from imagination. Preschoolers learn language by imitation, so the teacher needs to prepare a sample story. The sample is demonstrated during the first 2-3 lessons. Children receive a concrete idea of what a story is and use it as a standard. First of all, the teacher must take into account the language task that he sets for the children when training them in this type of storytelling. The volume of the sample story, its content and plot, vocabulary, and narration style are determined by the language task. Each type of storytelling solves its own specific problem.

The story of perception is built on the basis of impressions obtained in the process of direct perception of objects and phenomena simultaneously by several senses or indirect cognition of objects and phenomena by one of the analyzers (auditory or visual). For example: on auditory perception - short folk tales, stories of writers. Visual and musculocutaneous perception is “Carousel for dolls”, “Our Teddy bear", "Doll Zoya", etc.

Description of the toy (item). In order for a child to be able to talk about an object, it is necessary to organize a complete and diverse, dismembered perception of it. The teacher helps children identify the properties and components of an object and establish the place of these parts in the whole object. When describing an item, words must be used that characterize the item, its general properties, actions, nature of actions, signs characteristic of a given object. A story about a toy or other object helps develop observation skills and leads children to understand the meaning of generalization words: toys, dishes, furniture, clothes, etc. Examples of descriptions of individual objects and many of them are given by B.S. Zhitkov in the book “What I Saw.”

Storytelling based on a picture is more difficult than the previous type of storytelling, because... The child perceives reflected images of objects or a plot in visible images only by sight. The language task is to clarify and enrich the children’s vocabulary, exercise them in constructing statements, and lead them to the practical mastery of certain concepts. They think about the choice of picture in advance, take into account the level of development of children’s dialogical and monologue speech, the language task of storytelling, the complexity of the plot and composition. Only after all this does the teacher build his sample story. Series of paintings used in working with children: “We Play”, “Seasons”, “Domestic and Wild Animals”, “Our Little Friends”, etc.

Retelling a work of art is one of the types of storytelling based on perception. A child masters the exercise of retelling if he has direct experience and relies on associative creative thinking, auditory attention and memory. Retelling a work of art is a necessary step towards creative storytelling, because... retelling includes intentionality and planning of speech, sequence of judgments. The linguistic task of this type of storytelling is to develop intonational expressiveness and cultivate a sense of language. By giving a sample retelling, the teacher becomes imbued with the thoughts and feelings of the author, reads not only the text, but also the subtext, and strives to understand the characters of literary heroes.

Storytelling from memory is a consistent and figurative presentation in oral speech of an event that took place in the life of the narrator. The linguistic task of this type of storytelling is to clarify and activate the vocabulary, exercises in constructing phrases and the story as a whole, work on emotional expressiveness speech.

Storytelling from imagination is creative, because... requires the child to reproduce in memory vivid events that he himself could have participated in or witnessed or learned about from fiction. In his imagination, the child combines similar facts, presenting them in a certain sequence, putting them in the structural form of a story (beginning, development of events, end). In the process of teaching creative storytelling, the child’s speech skills are improved. Creative stories, according to the complexity of speech tasks, are divided into several types: continuation and completion of a story started by the teacher, inventing a story using reference words, inventing a story on a topic proposed by the teacher.

Any truly artistic work, close to children in content, can serve as an example for a teacher when composing his own story - a sample.

Consultation for parents.

Using folklore in working with children.

The word folklore is of English origin, it means: folk wisdom, folk knowledge.

Historicism and nationality are the priority of the folklore genre. Small folklore forms: nursery rhymes, jokes, songs, fables, fables, riddles, fairy tales, chants, round dances - carry ethnic characteristics; introduce us to the eternally youthful categories of motherhood and childhood. The value of folklore lies in the fact that with its help an adult easily establishes emotional contact with a child, enriches the child’s feelings and speech, and forms an attitude towards the world around him, i.e. plays a full role in comprehensive development. The affectionate language of jokes, nursery rhymes, and songs brings joy not only to the child, but also to the adult who uses figurative language folk poetry to express their care, tenderness, and faith in the child. Works of oral folk art have enormous cognitive and educational significance. Nursery rhymes - songs, sayings, nursery rhymes, the first works of art that a child hears. Short and rhythmic phrases uttered by an adult, in which the child catches repeated sounds (“cockerel”, “ladushki”, “kitty”, “water”) cause him to react to a work of art. The intonation of the voice in some cases calms him down, in others it invigorates him. For example: lullabies have a soporific effect, they are sung in a gentle, gentle voice, rocking the Katya doll: “Bai, bayu, bayu-bai, you little dog, don’t bark, Beloloba, don’t whine, don’t wake up my daughter.” In order for children to memorize lullabies easier and faster, they need to be played, i.e. include those characters mentioned in the song (about the dog). Having memorized the lullaby, children easily transfer the song to everyday play (“Family”, “Kindergarten”, “Mothers and Daughters”). Systematic work with children on memorizing Russian folk songs begins with the second youngest group.

Getting acquainted with nursery rhymes should begin with telling pictures, illustrations (Yu. Vasnetsov), and toys. Letting the children examine the toy, tell them about the character in the nursery rhyme and its features. Explain to children the meaning of new words heard in a nursery rhyme; It’s good when children have already formed an idea of the animal being told in a nursery rhyme: “pussy”, “horse”, “goat”, “chicken”, “cat”, “cow”, etc.

Use didactic games “Find out a nursery rhyme” (according to the content of the picture, you need to remember works of folk art). “Guess which book (fairy tale, nursery rhyme) the excerpt was read from?” Word games based on folk art; for example: “about the magpie” (read the nursery rhyme and let the children demonstrate its content in actions). The nursery rhyme turns into a game and captivates the children. Word game“as gifts” - children give nursery rhymes to each other. Didactic exercises“Recognize and name” - they take out toys or pictures from familiar nursery rhymes from the box). Printed board games based on the same works (“paired pictures”, “pick the same picture”, “lotto”, “cut pictures”).

You can conduct games - dramatizations; for example: “the chicken - the hazel grouse went to the river.”

“Living pictures” - when reading the nursery rhyme “magpie-white-sided” - all the children are placed one after another and porridge is distributed to them; but the very last one – no! “Wait, here’s an empty pot for you!”, i.e. accompany nursery rhymes with action.

Use didactic games like: “Wind-up toys.” When washing and combing children’s hair, it is necessary to use nursery rhymes: “Water”, “Grow a braid”; Having remembered and loved the nursery rhyme, children transfer it to the game. When choosing a nursery rhyme, the teacher must take into account the child’s level of development. For kids they are simple in content, for older ones - with a more complex meaning. Children should not only read the nursery rhyme well, but also be able to act it out, i.e. move and speak like domestic and wild animals (imitate the voice and movements of a fox, hare, bear, cat, dog), i.e. depending on who the nursery rhyme is about. Older children can play out the nursery rhyme: “Shadow-shadow...”, organize a “theater” where all children can try themselves in the role of any character.

Use more nursery rhymes, proverbs, sayings during the walk, paying attention to the time of year and weather conditions, so that the walk is more emotional and interesting for children; where children can imitate the voices and movements of animals and birds.

In classes, use beginnings, repetitions, songs - at the beginning, middle, end of the lesson - this makes the lesson more lively, emotional, interesting and useful for children.

Folklore provides excellent examples of Russian speech, imitation of which allows a child to more successfully master his native language. Proverbs and sayings are called pearls of folk art; they affect not only the mind, but also the feelings of a person; the teachings contained in them are easily perceived and remembered. Proverbs and sayings are figurative, poetic, and full of comparisons. It’s fashionable for a teacher to use this proverb in any situation when getting ready for a walk (I say to the slow Dana: “Seven don’t wait for one,” when someone dresses sloppily, you can say: “If you hurry, you’ll make people laugh!”). During walks, proverbs help children better understand various phenomena and events (the book “Spring is Red with Flowers” is about the seasons). There are many proverbs and sayings about work; When introducing them to children, you need to explain their meaning so that they know in what situations they can be applied. For example, didactic games: “Name the proverb from the picture,” “Continue the proverb,” “Who can name the most proverbs on any topic.”

Riddles are a useful exercise for a child's mind. The fashionable way to teach children to solve riddles is to put several toys on the table and choose a riddle for each:

“The furry one is coming,

The bearded man is walking

He waves his faces,

Shakes the bearded man

He taps his hooves."

2) “There is a red comb on the head,

Red beard under the nose

There are patterns on the tail, spurs on the legs.”

3) "The mane on the neck is like a wave,

Behind the tail is a pipe,

Bangs between the ears

There's a brush on my legs."

Children guess quickly, because... a mysterious object before your eyes. Children can try to make a riddle themselves - come up with a riddle about the toy. You can start an art lesson with a riddle, and the children guess what they will draw or sculpt. Riddles are also used during the walk:

“It’s white, but not sugar,

There are no legs, but he’s walking!” etc.

You can play games that will help deepen and clarify children’s knowledge about the world around them: “Who and what is this?”, “I’ll make a guess, and you guess.” “Give me a word.” You can spend evenings of riddles with your grandmother - a riddle.

Fairy tales are a special folklore form based on the paradox of the real and the fantastic. Fairy tales are better told than read. It’s good to wear the costume of Vasilisa, the storyteller. When introducing a child to a fairy tale, the teacher must know what underlies its content and for what purpose it was created by the first author (to teach something, surprise or amuse). There are three types of fairy tales:

household;
magical;
tales about animals.

It’s good to start a fairy tale with a saying: “Fairy tale, fairy tale, joke...”. After telling the fairy tale, find out with the help of questions whether the children understood the fairy tale? Bring in the appropriate toys and ask: “Children, what fairy tale did these heroes come from?” Competition of drawings and crafts based on fairy tales; introduce mummery items, dramatization of fairy tales into recordings.

During classes on familiarization with fiction and the development of speech of children in the preparatory group, work continued in the same main directions (directions indicated earlier, see middle, senior group) as in the senior group.

She selected works of Russian folk tales in such a way that they introduced children to different aspects of reality: phenomena of living and inanimate nature, the world of human relations, works of culture, the world of their own experiences. For children in the preparatory group, I chose fairy tales that were more complex in content, but were also repeated in free time fairy tales passed. The guys loved to play them out and discuss some individual episodes related to the experiences of the heroes and their transformations. She often began a fairy tale with a saying: “Fairy tale, fairy tale, joke ...”, etc. After telling the fairy tale, I found out with the help of questions: did the children understand the fairy tale, i.e. her semantic meaning and what this or that tale teaches. She brought in the appropriate toys (“Puppet Theatre”) and asked the children: “What fairy tale did these heroes come from?” Drawing competitions “My Favorite Fairy Tale” were organized, subjects of dressing up, dramatization of fairy tales, listening to fairy tales in recordings, etc. were introduced. (the work was carried out in both middle and senior groups).

She reminded the children that there are three types of fairy tales:

1) household; 2) magical, 3) fairy tales about animals.

When planning my work with children in the preparatory group, in September, in order to reinforce the spatial type of modeling with the children, I started with Russian folk tales about animals, because We finished our work on this topic in May last year.

Next I took fairy tales. To build a spatial model, children must know skaz well in order to clearly identify its main episodes. There can be no more than 8-10 main elements, because any fairy tale is subject to the following logic: disappearance, loss of an object, the hero sets off on a journey, the appearance of good helpers, the hero undergoes trials, as a rule, on the border of the two kingdoms and, finally, finds the object. An example of this: the fairy tale “The Frog Princess,” which was divided into the following episodes:

The king's instructions to his sons with three arrows.
The king's instructions to the brides (1,2,3).
Ivan the Tsarevich goes to look for the Frog Princess.
Meetings of Ivan the Tsarevich on the way.
Victory over the evil forces of Kashchei, the frog princess is freed.

She obeyed the above logic, built an appropriate model for the desired fairy tale, having analyzed in detail before the lesson the main components of the fairy tale: the hero, the scene, the magical object, their relationships, etc. During the lesson, she helped the children find, open the main episodes of the fairy tale, identify the characters and build the appropriate model . In the senior and preparatory groups, she invited children to compose fairy tales and stories, relying not only on individual characteristics of objects, but also on spatial models, which are visual schematic plans that can be filled with any content.

In the preparatory group, special attention was paid to the plot connection of several classes, united by a common fairy-tale situation, which can be set by the use of permanent fairy-tale characters (Baba Yaga, Vasilisa the Beautiful) and fairy-tale objects (magic box, etc.).

The results of work on the topic are clearly reflected in the diagnostics: children have become better, emotionally, and more expressive in telling fairy tales, finding epithets and comparisons in them and actively using them; construct detailed answers to questions based on the content of a familiar fairy tale and compose your own using visual models.

Monologue speech is psychologically more complex than dialogic speech. It is more detailed, because it is necessary to introduce listeners to the circumstances of the events, to achieve their understanding of the story, etc. A monologue requires better memory, more intense attention to the content and form of speech. At the same time, monologue speech is based on thinking that is logically more consistent than in the process of dialogue or conversation.
Monologue speech is also more complex linguistically. In order for it to be understood by listeners, it must use complete, common sentences and the most accurate vocabulary.
The ability to narrate plays a big role in the communication process. For a child, this skill is also a means of cognition, a means of testing one’s knowledge, ideas, and assessments.
IN kindergarten given great importance developing storytelling skills. Children are taught coherent statements that are characterized by independence, completeness, and a logical connection between their parts. In preschool age, mastery of two types of oral monologue speech occurs: retelling and story (in elementary form).
Retelling is a coherent, expressive reproduction of a listened work of art. Retelling is a relatively easy speech activity. The child sets out the ready-made content and uses the ready-made speech form of the author and reader-educator (dictionary, syntactic constructions, composition, expressiveness). Of course, in a child’s retelling there are elements of creativity - this is not transferring the text by heart, not mechanical memorization. It is important that the child comprehend the text, convey it freely, but preserving the author’s basic vocabulary, empathizing with the characters. In kindergarten, detailed retelling or retelling close to the text is mainly practiced, but such options as retelling with a change in the narrator’s face (not from the first, but from the third person and vice versa), retelling of fragments (in didactic games), retelling by analogy ( with replacement of the hero, season, etc.), staged retelling (with toys, silhouettes, children, “actors”).
A story is a self-composed detailed account of a fact or event. Writing a story (on assignment) is a more complex activity than retelling. The child must determine the content and choose the speech form of the narrative in accordance with the given topic. A serious task is to systematize the material, present it in required sequence, according to the plan (the teacher’s or your own). It is necessary to show the child that his story is needed, to support the natural need to speak out, the desire to tell listeners something.
It is important that children feel joy and satisfaction from their stories and see their benefits. In form, stories can be descriptive or plot.
Description is a statement of the characteristic features of a separate object or phenomenon. Usually the description is of a business nature, it contains a lot precise definitions, circumstances, but it is desirable that there are elements of imagery that attracts children so much. In addition, the description should be concise. Here is the teacher’s description of a toy duckling (class in the middle group): “This is the Quack duckling. He is yellow and fluffy. Quack's eyes are like big black buttons. The duckling is funny. He is big and fat, but his wings are small. Quack put on his beret and, waddling importantly, went: “Quack-quack-quack” (according to V.V. Gerbova).
A descriptive story has its own structure and composition. At the beginning, the subject is named (or summary paintings), then, in accordance with the order of examination, the characteristic features, purpose and relationship of the parts are indicated, and in conclusion, the purpose of the object or actions with it are stated. Naturally, the description of any labor process relies on its sequence (how I make a boat, wash, etc.).
Varieties of descriptive stories are comparative and explanatory stories. In kindergarten, preschoolers are taught to write a description of two objects with contrasting features, based on a step-by-step comparison of their unambiguous features (for example, first by size, then by color, material, details, shape). Explanatory stories with elements of reasoning and evidence accompanied by demonstrations of the named actions are also useful. To explain something to another person means to lead him in a certain sequence to an understanding of the main connections and relationships characteristic of the phenomenon being described. For example, a child can explain to a friend how to use this or that object, toy, or how to play a game.
A plot (narrative) story is a transmission of events occurring in a certain time sequence with some hero. Children are given an idea of typical structure such stories - at the beginning (exposition) the hero (or heroes) is named, sometimes a description of his appearance is given, then the first event (plot) is stated, if possible, when and where it happened is explained. Next, the action develops, a temporary or causal connection is established between two or three episodes, followed by an ending (denouement).
The child does not immediately master the ability to construct a plot story according to this scheme. The methodology developed methods of propaedeutic (preliminary) training: come up with only the end of the story, describe only the scene of action, come up with a dialogue between the characters, etc. The hero of a plot story can also be a child author if he talks about a real event (“How my birthday") or composes, suggests (“How will I go to first grade”).
More higher value than the form of presentation, the content of the story has. To determine how accessible a task is for a child and to choose leading techniques that will help him complete this task, two factors should be taken into account: what the narrator should talk about and what mental process he will rely on. For example, a child is asked to describe a toy bear, the one he is currently holding in his hands (perceives), the one that is in the hall and is familiar to him from music classes (remembers), the one he would make for himself if he were a toy designer ( fantasizes). In this regard, three categories of stories can be distinguished for preschoolers: a story from perception (about what the child sees at the time of the story), a story from memory (about what he perceived before the moment of the story), a story from the imagination (invented, based on a fictional story). material, on the transformation of existing ideas). The first two categories are characterized by the fact that they have a factual basis, they involve actually existing objects and phenomena, and the child must present reliable, accurate facts. They are also built on the conditional basis of “visually presented content” (stories based on a picture, a toy, or from the child’s previous direct experience). The third category of stories is, in the full sense of the word, creative stories, which require the child to be able to modify his existing experience, to create from this material relatively new (for the child-storyteller) images and situations. Moreover, creative stories can also be based either on a visual basis (come up with events with the characters in the picture that go beyond what is depicted; come up with a fairy tale about a toy squirrel and a little bunny, which the child holds in his hands), or on a verbal basis (come up with a story on the topic suggested orally “How Seryozha helped Natasha").
In practice, a certain mixture of types of stories in one child’s statement is quite acceptable. For example, having described the toy that he sees in front of him, the child can tell how it was repaired (from memory), composing a description of the events depicted in the picture, he can give names to the characters, suggest their dialogue (i.e., dream up). It is especially useful when the teacher himself clearly delineates the task: first, tell only what you see, and then remember or compose.
Comparative complexity of children's stories different types taken into account when constructing a storytelling teaching program. In younger groups, this learning task is not allocated to a special section. At this stage, only preparation for storytelling is carried out. Preschoolers are taught to reproduce the sequence of events in a story or fairy tale, based on the teacher’s questions, illustrations, and silhouettes. Children are encouraged to try to report their impressions and construct a statement from several words and sentences. Kids are actively involved in the teacher’s story: they finish words in unfinished sentences, follow the sequence of presentation.
In the fifth year of life, the ability for monologue speech appears. In the middle group, they learn to expressively retell stories and fairy tales, both well-known to children and those read for the first time in class, as well as describe objects, naming their most characteristic features (according to perception).
In the older group, it is necessary to consolidate and improve acquired skills, as well as teach more complex things - to describe objects in comparison, talk about events and facts from one’s experience (from memory), to compose descriptive and narrative stories from pictures based on perception (about what is drawn) , and with elements of creativity (according to the plot picture, III quarter). In this group, higher demands are placed on the quality of the story. What is important is the coherence and purposefulness of the story (not to deviate from the topic given by the teacher), its detail (indicate the place and time of action).
In the preparatory group for school, all monologue speech skills developed earlier are consolidated, the expressive side of retellings and creative stories, and their accuracy are improved. In the third quarter, they begin the most difficult section of the program - coming up with stories based on the plot proposed by the teacher (come up with a plot, course of events, denouement), as well as riddles.
Note that in all groups children are oriented towards composing and retelling short stories, teach you to listen carefully and kindly to the answers of your comrades, to determine how well these answers correspond to the task. The teacher also needs to take care of the culture of behavior of the child-storyteller; E. I. Tikheeva reminded of this: “When telling stories, children should turn not to one teacher, but to all their comrades. At the same time, they need to be instilled with the appropriate cultural skills: how to get up, go out, turn to face their comrades, and watch their posture. Preparing for public speaking an adult should begin at an early age.”

Techniques for teaching storytelling

In teaching storytelling, specific techniques are used, the purpose of which is to obtain a coherent statement or monologue from the child (and not an answer with a word, gesture, or phrase). At the initial stage of the lesson, such techniques are used with the help of which children are shown the approximate result of the speech activity ahead of them (what is required of them) and the ways to achieve this result (how it is done).
Let's look at the basic techniques.
A sample story is a short, vivid description of an object or event, accessible to children for borrowing in content and form.
It is necessary to distinguish an educational story from a teacher, intended for children to listen to, to broaden their horizons, from a sample story - a didactic technique that is intended to be imitated.
A sample story, more than other techniques, facilitates the learning process, since the child is shown the result that he must achieve. In addition, the sample determines the approximate content of children’s future stories, their volume and sequence of presentation, and facilitates the selection of a dictionary.
The model is used at the first stages of training, as well as in cases where a new task is set, to help those who cannot tell.
The teacher's sample story can be repeated by 1-2 children who tell the story poorly, while direct imitation plays a positive role, causing speech activity. However, one should not strive for verbatim repetition of the sample; on the contrary, elements of independence should be encouraged.
As a direct teaching technique, a sample story is most often used at the beginning of a lesson.
A variation of this technique is the partial pattern. It is used in the process of consolidating the ability to tell a story if children have difficulty completing any task, for example, coming up with the beginning of a story.
The teacher can repeat the entire story or part of it as needed and during the lesson, include it in a detailed assessment of the answer (in the middle group this can be done in a playful way - on behalf of the toy being described: “As Natasha told exactly about my hair - white, soft , braided in thick braids").
As noted above, children need to be shown not only the result of the speech activity ahead of them, but also the means of achieving it. Therefore, as a rule, the sample is used in conjunction with other techniques that clarify it, do not allow mechanical copying and lead to independent creative work of thought. So, you can offer children a second version of the story - a duplicate of the sample, when compared with the first, the general patterns of the construction of the story will be more clearly revealed. For example, a teacher sequentially describes two different toys and explains the required elements of these descriptions.
A meaningful selection of speech forms is facilitated by such a technique as analyzing a sample story, which leads to isolating the plan of the statement. It is widely described in the methodological literature.
The story plan is 2-3 main questions (points) that determine the content and sequence of presentation. Usually, after one or two lessons with a sample story, the plan becomes an independent, leading teaching technique. (Sometimes the plan - in the form of free explanatory instructions - may precede the model, in which case children more consciously perceive the rules for constructing a statement.)
The teacher introduces the plan to the children after communicating the general theme of the stories, as well as their nature (say exactly what happened in life, or write “not according to the truth” - invent a story or fairy tale, etc.).
In order to diversify children's stories, the teacher needs to prepare additional, new points in the plan in advance. Changing questions during one lesson activates children's attention; in addition, it is a means of individualizing tasks.
For example, when children are describing a group of their rooms in preparatory school, the following approximate plan may be proposed: 1. On what floor is the room? 2. What is she like? 3. What is in the room?
Seeing that children confidently cope with this content, you can offer new, additional questions (at the same session, after two or three answers): 1. Who keeps the room clean? 2. How do you help with cleaning?
Is it necessary to ensure strict adherence to the plan? In the middle group, during the first lessons, you can not interrupt the child’s speech in case of deviation from the plan. However, subsequently you need to gradually begin to point out to the children the incompleteness or inconsistency of the story, and to involve them in complementing each other’s answers.
At the same time, the teacher not only notes the narrator’s deviation from the topic or plan, but also involves the children in monitoring their friend’s story (What should we talk about now? What is better to tell first, so that everyone understands?).
In a preschool group, such an additional technique as reproducing a plan by children is useful (the teacher, without using the term “plan,” invites everyone to repeat silently what and how they will talk about now, and calls one or two children to answer out loud). The plan should be communicated clearly, separating one point from another with semantic pauses, emphasizing supporting words in phrases.
Here is an example of a plan for a creative story on the topic “Seryozha took his puppy for a walk”: “Listen to what needs to be said at the beginning of the story, in the middle and at the end. First, you need to tell in detail what kind of puppy Serezha had, then what interesting things happened on the walk when the boy was walking with his puppy, and at the end tell how Serezha’s walk ended.”
In a preparatory group for school, along with a ready-made plan proposed by the teacher, children can be led to independently think about and choose a plan for the future narrative.
A sample story is the easiest teaching method; a story plan is more difficult. This is a common and important technique and is used in most storytelling activities.
To make it easier for children to compose stories according to plan and to enrich the content of their statements in advance, collective analysis of the plan is used. This technique is used mostly in the first stages of teaching children to invent stories (inventing stories based on a picture or on a given topic).
What is the essence of this technique? Before starting the task, the teacher discusses with the children some issues of the plan, showing the possible diversity of the content of their future stories. To the same point in the plan, for example, “What kind of puppy did the boy find?”, the teacher invites several children to answer from their seats, encouraging each one to describe the puppy in his own way and remember what kind of dogs there are. This technique helps to revive children’s initiative, to activate the necessary vocabulary in advance, i.e., it teaches preschoolers the complex process of independently creating a story.
When preparing for a lesson, the teacher must think through the plan of the story, select for collective analysis with the children those points that may be difficult, as well as those that are important from an educational point of view.
Collective composing of a story is a unique technique used mainly at the very first stages of learning creative storytelling. Consistently analyzing the story plan outlined in advance, the teacher and children listen to individual answers, discuss which of them are the most successful, and the teacher repeats them as the beginning of a future story. Then the best answers to subsequent questions are chosen, and the teacher combines the phrases into a whole narrative, including his own sentences. In conclusion, the teacher repeats the entire story, and then one of the children does it.
The advantage of this technique is that all children actively participate in the work. In the process of joint activity, they get a clear idea of what it means to come up with a story, and their imagination is gradually formed. But this technique also has a drawback: the speech activity of preschoolers is limited only to composing phrases and selecting words; they do little practice in monologue speech. Therefore, the use of the above technique is limited.
In some classes, you can use composing a story in parts. This technique makes the task of storytellers easier, since the volume of tasks is reduced. Thanks to him, the lesson becomes more varied, interesting, and the content of the stories is fuller and deeper; In addition, it is possible to ask a larger number of children.
Paintings are described in parts, where it is easy to highlight some objects without destroying the overall plan, for example, “Chickens” (from the series “Domestic Animals.” Author S. A. Veretennikova), “May 1st Holiday in Kindergarten” (from series “Pictures for the development of speech and expansion of ideas of children of the second and third year of life” Authors E. I. Radina and V. A. Ezikeeva) and others.
It is advisable, based on the children’s experience, to divide the topic of the story into subtopics, and then offer children specific plans for each subtopic. For example, the teacher says: “We will talk about our hedgehog, but not about everything at once, but in order, so that we can remember everything in detail. First, remember what the hedgehog is covered with, what kind of face it has, how it moves.” After a description of the animal’s appearance has been compiled, its habits, food, and cage are described.
In the set of techniques, an essential place is occupied by instructions on how the story should be: tell in detail or briefly, think through the entire story from beginning to end, change your voice when different characters speak, etc. Instructions can be addressed to all children or one child.
When teaching certain types of storytelling, a technique such as children finishing a story started by the teacher (according to the proposed plan, and then without it) finds its place.
The development of imagination in children is facilitated by the suggestion of options (plot, circumstances of the action, etc.). The teacher resorts to this technique when encountering the monotony and poverty of children’s responses.
Questions play a secondary role in teaching storytelling. They are asked mainly after the story has been compiled, to clarify or supplement it. In the process of storytelling, in the event of any mistake by the child, it is better to use a hint of a word or sentence, correcting the mistake, which will less disrupt the coherence of the story than a question.
Assessment is also a teaching technique. It is used to ensure that children imitate what the teacher praised and avoid what he condemned. The assessment should influence not only the child whose story is being assessed, but also the subsequent stories of other children. Therefore, assessments given at the end of class are essentially useless; in addition, it is difficult for children to retain in their memory the advantages and disadvantages of all the stories they have heard; It should also be taken into account that by the end of the lesson they are tired and cannot perceive the instructions of the teacher.
It is not necessary to use a detailed assessment of each story as a teaching technique, but still, in some stories it is certainly necessary to highlight some merits. So, you can note something new or especially valuable in content, in form, in the manner of presentation (vocabulary, strength of voice, posture, etc.). Evaluation can also be indirect - in the form of comparing the child’s story with a model, with a good answer from a friend.
Sometimes children are involved in analyzing a friend’s story. This technique is used in preschool groups, since a six-year-old child is already able to note the completeness, expressiveness and other qualities of a story.
So, the methods of teaching storytelling are quite varied. The teacher-methodologist helps teachers choose a set of leading and additional techniques for a specific lesson, guided by the level of children’s skills, the novelty and difficulty of educational tasks.
When teaching certain types of stories, other specific, additional techniques are used, which will be discussed in the relevant sections.