Report "games that develop fantasy and verbal creativity in preschool children." The development of imagination and verbal creativity in children of senior preschool age
One of the most accessible and effective means of developing creative speech skills in preschoolers is folklore, in particular, a folk tale.
For the development of communication monologue speech it is necessary to form ideas about the composition of the story, the ability to connect sentences and parts of the statement, to use a variety of lexical and stylistic means. However, the concept of "verbal creativity" is much broader than "creative storytelling", as it includes active writing, inventing fairy tales, stories, poems, riddles, scenarios, not only in the classroom, but also in free self-study. activities.
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DEVELOPMENT OF VERBAL CREATIVITY OF PRESCHOOL CHILDREN
E.Yu.Galochkina - teacher
(ANO DO "Planet of Childhood" Lada "DS No. 187 "Solnyshko", Togliatti)
One of the priority areas pedagogical science at the present stage is the study of the creative activity of the child, the search for ways to form it. Studies by psychologists (L.S. Vygotsky, B.M. Teplov) and teachers (N.A. Vetlugina, N.P. Sakulina, E.A. Flerina, Dybina O.V., Tanina L.V.) prove that creative activity meets the needs and abilities of the child, is accompanied by the activity of his emotional and intellectual forces.
In studies devoted to the problem of verbal creativity, folklore, in particular, a folk tale (M.M. Konina, L.M. Pankratova, O.I. Solovieva, etc.) .). The authors note the obvious influence of individual elements of the fairy tale on the composition of children. At the same time, the studies note that the correspondence of the specifics of folk tales to the peculiarities of children's perception does not yet ensure the positive impact of folklore on the development of children's verbal creativity. statements (violation of the structure of the narrative, limited use of stylistic means). The psychological prerequisites that determine the possibilities of children in the field of speech creativity, on the one hand, and the difficulties that arise when constructing a fairy tale narrative, on the other hand, are a problem that arises when organizing work with children to develop the verbal creativity of preschoolers.
In Russian pedagogy, verbal creativity is considered as a two-pronged process: the accumulation of impressions in the course of cognition of reality and their creative processing in verbal form (N.A. Vetlugina, O.S. Ushakova).
In a special study on teaching creative storytelling, performed by N.A. Orlanova, the following conditions for teaching creative storytelling are highlighted:
Enriching the experience of children;
The richness of the dictionary and the ability to use it;
Mastering the ability to coherently tell, knowledge of the structure of the story: beginning, climax, end;
Children's correct understanding of the "think up" task.
Development dynamics children's creativity under the influence of learning, traces S.K. Alekseeva in her study. She justifies the following learning sequence:
Stage 1: To teach children to subordinate their experience to a certain plan, to draw children's attention to compositional language features stories (enrichment of the life and literary experience of the child, familiarization with linguistic means of expression, analysis of the compositional structure of the work);
Stage 2: Determine the correct balance between the child's desire to show himself in creative activity and the ability to find suitable means to express his intention. Draw the attention of children to the evaluation of stories (inventing the beginning and ending of the story, describing the environment in which the action takes place, independent artistic addition to the stories);
Stage 3: To put the child in front of the need to act more consciously, to use conditional methods of verbal creativity more independently (independent selection of plot, compositional and linguistic means, a deeper analysis of the proposed works, familiarization with new linguistic means);
Stage 4: Improve children's ability to combine and
transform the received ideas and perceptions, describe
action in the sequence of its development of a logical connection.
For the development of creative activity of children, it is necessary to create special pedagogical conditions:
a) selection of literary works, taking into account the possibility of a specific embodiment of their content;
b) holding special creative tasks developing theatrical abilities of children (combining movements with expressiveness of speech, facial expressions and gestures);
c) the active participation of children in the preparation of the script and the preparation of performances.
At preschool age, a child is able not only to perceive works of art, to express his attitude towards characters, but also to comprehend their behavior, generalize, analyze, experiment, and on this basis create something new for himself and his peers. Artistic imagination plays a special role in this.
K.D. Ushinsky repeatedly emphasized the importance of developing speech and abilities by means of art, starting with preschool age. It is not enough if children understand the content of the work, it is necessary to feel its expressive features of expression and about different words. In the future, they will perceive literary works more deeply, learn to subtly distinguish the semantic shades of the word and transfer them to their work.
Of course, for the development of coherent monologue speech, it is necessary to form ideas about the composition of the story, the ability to link sentences and parts of the statement together, to use a variety of lexical and stylistic means. However, the concept of "verbal creativity" is much broader than "creative storytelling", as it includes active writing, inventing fairy tales, stories, poems, riddles, scenarios, not only in the classroom, but also in free self-study.
activities.
exemplary artistic text from the standpoint of the structural and semantic unity of content and form is a folk fairy tale.
Numerous researchers folk tale(V.A. Bakhtina, N.M. Vedernikova, R.M. Volkov, N.V. Novikov, A.I. Nikiforov, E.V. Pomerantseva, etc.) fantastic start. The unity of the magical and the fantastic makes the fairy tale especially attractive to a children's audience. A peculiar combination of real and fictional is the content of a fairy tale.
The style of a fairy tale is a single system of interrelated techniques and means. Traditional language forms are the subject of study of folklore phraseology. Among the typical means of the poetics of a fairy tale are, first of all, stable verbal formulas, traditional formulas, poetic clichés, which are important element construction of fairy tales of this type (sayings, beginnings, endings) and performing various functions in the narrative.
Another stylistic device of the tale is the use constant epithets, serving as decoration of the work. The probability of using one or another combination in an epic or song epic is associated with the features of the reflection of the outside world in various genres. According to O.A. Davydova, 38.7% of certain combinations of a fairy tale are not actually fairy tales, that is, they are recorded in other folklore genres"violent head", "hot arrow".
The traditional poetic means of a fairy tale also include: the use of synonyms "with that, the wedding was played in a good way, in a good way" and paired combinations of words expressing one concept "let's go with bread and salt to meet, maybe we will make peace", the use of antonyms "not much , no little time has passed" or amplification "willy-nilly had to agree", the use of general language proverbs and sayings "the pike is sharp, but do not eat the ruff from the tail", the use of various comparisons "Ivan sat on the wolf. The wolf ran like an arrow"; lexical and syntactic turns that form parallel syntactic constructions “It is written on the pillar: “To go on the right road - you will not see good, and to go on the left road - you will not be alive.”
M.M. Konina distinguishes two types of children's compositions: creative processing famous fairy tales and actually creative fairy tales and notes the presence in them characteristic features fairy tales (typical plots, miraculous transformations and heroic elements, miraculous objects, fairy rituals).
In her opinion, "the development of children's verbal creativity goes along the line of qualitative growth under the influence of the quantitative accumulation of new fairy-tale images."
The folk tale traditionally refers to the circle " children's reading and is one of the genres most loved by children. A fairy tale has a huge impact on the moral and aesthetic development of a preschooler. A colorful, romantic image of the fairy-tale world, the idealization of positive characters, an obligatory happy ending, fascination, combined with instructiveness - all this evokes a vivid aesthetic reaction in children, contributes to the development of aesthetic feelings. A fairy tale embodies the high ideals of the people, their wisdom. The dynamics of a fairy tale requires intellectual tension, a comparison of facts and events in the assimilation of the semantic line of the plot, i.e. stimulates cognitive activity.
To identify the features of the perception of a fairy tale by children of senior preschool age and to determine the level of verbal creativity in coherent speech of preschoolers, we used the methodology of O.S. Ushakova, highlighting the criteria and indicators.
Criteria
1. Features of the perception of a fairy tale
Name of essential features
Determining the content of a fairy tale
Highlighting Structural Parts of Text
Preservation of language means of expression
2. Features of verbal creativity
The ability to subdue storyline common theme
The use of techniques for revealing the images of characters and features of the plot of a fairy tale
Ability to use different types of sentences
The ability to formulate a statement according to the laws of the composition of a fairy tale
Using expressiveness
3. Determination of the development of coherent speech
The ability to determine the topic of the utterance and correctly reproduce its content
Ability to use different types of communication between sentences
Use of different types of offers.
First task. In order to determine the features of the perception of a fairy tale in the unity of its content and artistic form, the fairy tale "Sister Alyonushka and brother Ivanushka" was proposed.
Second task. To identify the level of verbal creativity, the situation "Continue the tale" was proposed.
Third task. Determining the level of development of coherent speech was carried out on the example of the fairy tale "Geese-swans".
To enhance the motivation of the statement, various speech situations were used (“A conversation about a fairy tale”, “A fairy tale on the phone”, “Compose a fairy tale”). The choice of fairy-tale material was determined by the requirements of the methodology for the development of speech for the selection works of art with the principles of pedagogy and aesthetics.
The incorrect answers of the children consisted in the indistinguishability of a fairy tale and a story.
The diagnostic results showed that children from the age of seven do not have a clear understanding of the genre features of the fairy tale, which, in our opinion, should be reflected in the children's writings.
Children's understanding of the content of a fairy tale was determined by identifying the ability to recognize the theme of this statement. No cases were identified during the survey. high level understanding the content, which requires the child to have elementary skills in analyzing the work. Based on the diagnostic results,levels of children's perception of folk tales.
I level (high).Determine the genre of the story. Call it essential features. Summarize the content of the story. They see the boundaries of the structural parts of the text. Strive to keep language tools expressiveness.
II level (intermediate).They correctly define the genre of a fairy tale, but in the order of argument they put forward both its essential and formal features. Determine the topic of the story. Often they experience difficulties in isolating the main parts of the composition. Use additional language tools.
III level (low).Difficult to define genre affiliation works and in identifying hallmarks fairy tales. They do not understand the content of the work. They do not see the boundaries between the plot, the development of actions and the denouement of a fairy tale. Do not single out the means of expressiveness of the tale.
A necessary condition for the verbal creativity of preschoolers is the formation of coherent speech skills, therefore the purpose of task 2 was to determine the level of development of coherent speech when reproducing the content of a fairy tale.
Criteria for the analysis of retellings children have become traditional indicators in the methodology of speech development:
- Understanding the topic
- Scope and grammar of the utterance
- Vocabulary of the utterance
- Means of communication
- Structural organization of each part
- Fluency and independence of presentation.
The data obtained made it possible to determine the followinglevels of coherent speech of preschoolers.
I (high). They generally determine the topic of the statement and correctly reproduce its content. Use different types of sentences, there are no grammatical errors. They use their exact word substitutions, a variety of ways to link between sentences. Correctly frame the statement. Independently retell the text without pauses.
II (medium). Determine the topic of the speech. Minor deviations from the text are allowed. Limited use of complex sentences, single grammatical errors are possible. Refer to individual means of language expressiveness. Communication methods are not diverse. In case of difficulty, use a small number of pauses and need additional questions.
III (low). Do not define the topic of the speech. Events are schematically conveyed without using expressive means. They make grammatical errors. When the content is transmitted, the compositional integrity is violated. They do not know how to retell the text on their own (they pause, repeat, need hints).
The children were given the task: “Imagine that you are a storyteller and come up with a fairy tale with miracles and magic.” No instructions were given to complete the tasks. Children's compositions were recorded and considered according to a number of indicators aimed at assessing both the content and the artistic form of the composition.
The second group of indicators consisted of some generally acceptedcreativity criteria:
Fluency is the ability to generate more ideas expressed in verbal formulations or drawings.
Flexibility is the ability to come up with a variety of ideas, move from one aspect of a problem to another, and use a variety of problem-solving strategies.
Originality is the ability to come up with an idea.
Authenticity is the correspondence of the emotional reaction to the needs, values and interests of the subject.
The results obtained during the assignment may serve as the basis for determininglevels of verbal creativityolder preschoolers.
I (high). Subordinate the storyline to a common theme. The techniques of revealing the images of characters and the features of the plot of a fairy tale are used in an original way in the composition. They turn to the traditional figurative and expressive means of a fairy tale.
II (medium). They try to stick to the chosen topic, inaccurate selection of the title. They use individual elements of a fairy tale in essays with an independent plot and simple content. They find it difficult to structure the narrative (one of the parts of the composition is missing).
III (low). They mostly adhere to the topic, but find it difficult to disclose it, there is no name. They schematically convey the events of the narrative or retell a well-known fairy tale without change.
An analysis of the results obtained showed a low level of development of children's verbal creativity and made it possible to determine the ways for further work.
We have developed and tested a system of classes and games with the inclusion of a fairy tale, created situations for game improvisations and involving children in the preparation of attributes, performances, exhibitions of children's creativity, which contributed to a significant increase in the level of verbal creativity of older preschoolers.
Game library around the family.
Dear parents! You are offered games that will help your child make friends with the word, teach you to tell, find interesting words, and possibly make your child’s speech richer and more diverse.
These games can be interesting and useful for all family members. They can be played on weekends, holidays, weekday evenings, when adults and children gather together after another working day.
While playing with the word, take into account the mood of the Child, all the possibilities and abilities.
Play with the Child as equals, encourage his answers, rejoice in the successes of small victories!
"ONLY Merry Words".
It's best to play around. One of the players determines the topic. It is necessary to name in turn, for example, only funny words. The first player says: "Clown". Second: Joy. Third "Laughter", etc. The game moves in a circle until the words run out.
You can change the subject and call only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones (for example, clock, bun, wheel, etc.)
"PODBERISLOVO".
The child is invited to pick up words denoting signs for any subject, object, phenomenon. For example,winter,which?(cold, snowy, frosty).snow, what? (white, fluffy, soft, clean)
"WHO CAN DO WHAT?"
The child is invited to pick up as many action words as possible for any subject, object. For exampleWhat can a cat do? (purr, arch its back, run, jump, sleep, scratch, lap).
"AUTOBIOGRAPHY".
In the beginning, one of the Adults takes the leading role and introduces himself as an object, thing or phenomenon, and tells the story on his behalf. The rest of the players must listen carefully and, through leading questions, find out who or what they are talking about. The one of the players who guesses this will try to take on the role of the Leader and reincarnate in some object phenomenon.
For example, "I am in every person's house. Fragile, transparent. I die from a careless attitude, and it becomes dark not only in my soul ... (light bulb)".
"MAGIC CHAIN".
The game is played in a circle. One of the Adults names a word, for example, "honey",asks the player standing next to him what he imagines when he hears this word?
Then one of the family members answers, for example, "bee". The next player after hearing the word"bee", must name a new word that is similar in meaning to the previous one, for example,"pain"etc. What can happen?Honey - bee - pain - red cross - flag - country - Russia - Moscow.
"WORD BALLS".
Children and an adult play in pairs. An adult throws balls to a child at the same time pronounces the word, say, "quiet". The child must return the balls to say the word with the opposite meaning"loud". Then the players switch roles. Now the child is the first to pronounce the word, and the adult selects a word with the opposite meaning for it.
"FUNNY RHYTHMS".
The players must match the words with rhymes.
Candle - ... stove; pipes - ... lips; racket - ... pipette; boots - pirogues, etc.
" IF SUDDENLY …".
The child is offered some unusual situation, from which he must find a way out, express his point of view.
For example , If suddenly on Earth disappear:
* all-buttons; * all-knives; * all-matches; * all books, etc.
What will happen? What can replace this? The child can answer: "If all the buttons suddenly disappear on the Earth, nothing terrible will happen, because they can be replaced: with ropes, Velcro, buttons, a belt, etc." You can offer the Child and other situations, for example,if I had:
* living water; * flower - seven-flower; * carpet - plane, etc.
Didactic games for the development of verbal creativity
2. "Let's tell a story together"
3. "Magic Glasses"
4. "Casket with fairy tales"
5. "Magic Trumpet"
6. "Help Kolobok" (1 option)
7. "Help Kolobok" (2 option)
8. "Let's play Turnip"
9. "An old fairy tale in a new way"
10. "Invent an Unusual Creature"
11. "Magic Tree"
12. "Who came to the New Year's carnival?"
13. "Magic Items from a Miraculous Pouch"
14.
15. "Nonsense"
16. "Transformations"
17. "How to escape from the sorcerer?"
18. "Make up a story"
19.
20.
21. "Pantomime"
22. "Fix the mistake"
1. Lotto "Journey through Russian folk tales"
(for children from three years old)
Target:Arouse in children the need for communication, develop visual attention.
Equipment:6 large lotto sheets with the image of 6 fairy tale characters, 36 small cards with the same images.
The second part of the game is carried out as follows: the child is given a lotto sheet, then the leading player chooses one of the small cards, placed face down, and shows the image, names the character. The child who has the lotto sheet with this image takes a small card and covers the image on a large card. The winner is the one who first closes all the images on the loto sheet.
2. "Let's tell a story together"
(for children from three years old)
Target:Continue to develop verbal communication skills in children, strive to ensure that children enter into genuine communication, i.e. act emotionally.
Equipment:Pictures depicting successive episodes of fairy tales.
3. "Magic Glasses"
(for children from five years old)
Target:Development of creative speech skills, creative imagination; mastery of the concept of time.
4. "Casket with fairy tales"
(for children from four years old)
Target:The development of coherent speech, fantasy, creative thinking.
Equipment:8 - 10 different figures, box.
Content: The facilitator offers to randomly take out the figures from the box. We need to figure out who or what this object will be in a fairy tale. After the first player has said 2-3 sentences, the next player takes out another item and continues the story. When the story is over, the items are put together and a new story begins. It is important that each time a complete story is obtained, and that the child in different situations came up with different options for actions with the same subject.
5. "Magic Trumpet"
(for children from four years old)
Target:vocabulary development, imagination, cognitive function; the development by the child of the opposite character traits of fairy-tale characters.
Equipment:A magazine or piece of paper rolled up into a tube.
Content: The host shows the “magic pipe” and says that if you look at a fairy-tale character through it, he will change his character traits, for example, to the opposite ones. The host asks the kid to look through the pipe at the characters and tell how they have changed.
6. "Help Kolobok" (1 option)
(for children from four years old)
Target:development of coherent speech, creative imagination, thinking, memory; determining the sequence of events.
Equipment:Cards with a plot from the fairy tale "Gingerbread Man" (made from two baby books - one card for each plot).
Content: The host reminds the child of the fairy tale "Gingerbread Man", shows the cards. Then the pictures are mixed, the child pulls out any of them and continues the story from the place to which the picture corresponds.
If the child did well, invite him to tell the story in reverse order, as if the tape had been rolled back. If possible, show on the VCR what this means.
7. "Help Kolobok" (2 option)
(for children from five years old)
Target:Education of good feelings; development of imagination, creative thinking, coherent speech.
Equipment: Fairy tale "Kolobok", cards made from two baby books, multi-colored circles: yellow (Kolobok), gray (wolf), white (hare), brown (bear), orange (fox).
Content: The host asks the children to remind him of the fairy tale about Kolobok, using pictures or colorful circles. Ask the kids to think of a way to save Kolobok. Let the children come up with what will happen to Kolobok if he escapes from the fox, with whom he will be friends, where his house will be. These and other leading questions will help your child come up with an interesting story.
8. "Let's play Turnip"
(for children from five years old)
Target:Development of speech and creative imagination; learning to symbolically play the plot; color designation of the heroes of a fairy tale; assimilation sequence of events.
Equipment:Mugs: yellow (turnip), green (grandmother), brown (grandfather), Content: The facilitator tells a tale-confusion. Starts with "Turnip", includes characters from other fairy tales. The child will notice mistakes and, as a result, retell "Turnip".
At first, you can allow the use of hint pictures. When the child has answered, ask him to come up with some kind of fairy tale with these new characters. Children who successfully completed the task come up with stories from two or three sentences, notice almost all the mistakes.
9. "An old fairy tale in a new way"
(for children from four years old)
Target:Development of coherent speech, imagination, creative thinking.
Equipment:fairy tale "Three Bears", circles denoting bears (brown of different sizes), red circle (girl).
Ask the child to come up with a "fairy tale in reverse":
a) the bears got lost and got to the girl. What would they do?
b) the bears turned out to be kind, but the girl is evil. How would they behave?
The host offers to play a new fairy tale with the help of circles.
You can use other stories as well.
10. "Invent an unusual creature"
(for children from five years old)
Target: The development of word creation, imagination, the ability to analyze and distinguish between real and fantasy images; expanding horizons.
Equipment:A set of cards depicting various objects, plants, birds, animals, flowers, heroes of fairy tales, etc.
Content: Give the child two cards at once. Let the kid come up with a character that combines the properties of two characters at once. For example, when adding animals of a dinosaur and a pig, we get other non-existent animals: a pigosaurus or a dinya. Thus, you can add different words (oak + rose = oak forest, dragonfly + goat = dragonfly, etc.). Do not limit the imagination of the baby, however, as well as your own! Properties can be taken from various plants, birds, animals, objects, etc., as long as the source is named.
11. "Magic Tree"
(for children from three years old)
Target:Expansion of the volume of the dictionary and horizons; development of creative speech skills, the ability to guess riddles.
Equipment:Wood made of cardboard with picture pockets; a set of images of objects on the studied lexical topic.
Pictures are laid out in front of the children. An adult makes a riddle about one of the objects shown in the picture. A child who correctly guesses the riddle looks for the corresponding image and “hangs” this picture on the “Wonder Tree”.
Complication (for children from five years). Invite the children to come up with new properties of objects placed on the “magic tree”: “Try to think of how magical property will possess the item on our magic tree."
12. "Who came to the carnival?"
(for children from four years old)
Target: Expansion of the volume of the dictionary and horizons; development of figurative memory, verbal creativity.
Equipment:Image of a Christmas tree with pockets around the tree for "fairytale characters"; a set of fairy-tale characters from the studied fairy tale.
Complication.After all the characters "take" their places, the children are invited to come up with the content of the conversation. fairytale heroes. “Try to think of what fairy-tale characters will talk about at the New Year's carnival.”
13. "Magical items from a wonderful bag"
(for children from five years old)
Target:Expansion of the volume of the dictionary, development of tactile perception, clarification of ideas about the features of the subject; development of creative thinking, verbal creativity.
Equipment:Smartly designed bag, small toys.
Content:Previously, children get acquainted with toys: consider, name, highlight their qualities. The first player puts his hand into the bag, gropes for one toy, recognizes it and calls it: “I have a cup.” Only after these words can the child pull the toy out of the bag, examine it, show it to all the children and talk about its new magical qualities.
Complicated option : before taking an object out of the bag, it is necessary to determine its shape (round, oblong), the material from which the object is made (rubber, metal, plastic, wood), surface quality (smooth, rough, cold, slippery).
14. "Make up a riddle about a magical animal"
(for children from four years old)
Target:Development of creative thinking, the ability to compose descriptive stories about animals; clarification of ideas about the actions of animals.
Equipment:Object pictures, tokens, a reference diagram for describing animals.
Low level of difficulty. Children are given subject pictures (4 pieces each). One player chooses and "guesses" any picture from the four. An adult asks him questions about the animal: “What animal is in size, color, where does it live?” “What kind of wool, ears, tail?” “What can an animal do?” The child who guessed the animal replies: “The animal is small, gray, lives in the forest, can jump. The wool is thick, the ears are long, the tail is short.” Questions are asked until one of the players guesses which animal is guessed. A chip is given for a correct answer.
Medium difficulty level. The game uses 4 pictures. Questions to the player are asked by the children in turn. “What color is the animal?”, “What size?” etc. Children play without the participation of an adult.
High level of difficulty. An adult distributes more than 4 pictures to each participant. The child talks about the peculiarities of the hidden animal (“comes up with a riddle”) on his own.
Complication (for older preschoolers). Invite the children to think of what magical actions the animals will have. “Try to think of what magical action an animal can perform.”
15. "Nonsense"
(for children from four years old)
Target:Development of the ability to distinguish between reality and fantasy fiction; clarification of ideas about the subject, natural phenomena.
Equipment:The same black-and-white plot pictures depicting absurdities (by the number of children), colored pencils.
Low level of difficulty. Each child is given a black and white picture of nonsense. Children look at the picture. The adult invites the children to name what is shown incorrectly in the picture. Then the adult offers to color with colored pencils only those images that correspond to the truth, which may actually be.
Medium difficulty level. Children compete to see who can see the most and name the absurdities. A variant of using the help of an adult is the presence of reference words indicating an error and the correct option. In accordance with the named pair of words, the children find an error in the picture. At the end of the task, the children color what is shown in the picture correctly.
High level of difficulty. Children complete the task without the help of an adult. Pointing out the absurdities, they give the correct options. After that, the children color what is shown correctly in the picture.
16. "Transformations"
(for children from four years old)
Target:Development of the ability to highlight the essential features of objects.
Equipment:Kaleidoscope, subject pictures (cup, cap, jug, bottle, sofa, chair, armchair).
An adult draws the attention of children to the fact that the presence or absence of certain details in an object is an important sign by which we recognize this object and call it one word or another.
17. "How to escape from the sorcerer?"
(for children from five years old)
Target:development of coherent speech, imagination, creative thinking.
Equipment:a set of small toys or subject pictures of 8-10 pieces (substitutes can be used later).
After that, the child is invited to combine the objects into a single plot. If the child understood the task, then he can immediately be given a set of toys or pictures.
If the child experiences any difficulties, it is necessary to help him. For example, take the first two cubes that come across and come up with your own story: “Once a butterfly met a hedgehog, was very surprised and asked him why the hedgehog does not fly. The hedgehog replied that he did not know how to fly, but he knew how to curl up into a ball. And he offered to teach this butterfly. Since then they have become friends."
18. "Make up a story"
(for children from five years old)
Target:Development of understanding and activation of words with a generalizing meaning; development of coherent speech, verbal creativity.
Content:An adult invites the child to come up with a story (story, fairy tale) about vegetables, pets, dishes, transport, etc. An adult gives a sample of the story, helps to come up with a beginning. Stages of plot development (“Once there was a commotion in the village ...”, “One night the toys came to life and ...”). In this game, the child not only consolidates the understanding of generalizing words, but also updates the vocabulary on the topic, develops verbal (verbal) creativity.
19. “It happens - it doesn’t happen” (1 option)
(for children from four years old)
Target:Development of the conceptual aspect of the meaning of words with a generalizing meaning, clarification of their meaning; development of creative thinking.
Complication.Invite the children to come up with a false or true judgment on their own. “Try to come up with a sentence in which there will be truth, i.e. what could be, and a lie, i.e. which cannot be."
Sample speech material:
· fruits grow on trees;
· vegetables grow on bushes;
· jam is made from berries;
· shoes warm the human body in the cold season;
· the store sells products;
· wild animals live in the forest;
· migratory birds fly south in spring;
· furniture is needed for the convenience of a person;
· clothes are worn on the legs;
· puddles are covered with ice in summer, etc.
20. “It happens - it doesn’t happen” (option 2)
(for children from five years old)
Goals:Formation of semantic fields, expansion of the dictionary of antonyms; development creativity.
Sample speech material:
· Thumbelina is taller than Snow White, and Gulliver is shorter than Lilliputians;
· Bird Talker loves to be silent loudly;
· The Snow Queen loves summer because it snows in summer;
· Winnie the Pooh loves honey because it is bitter;
· Papa Carlo is shorter than Pinocchio because he is small;
· Woof the kitten meows loudly, and the cat meows softly;
· The fairy tale "Gingerbread Man" has a happy ending, but the fairy tale "Turnip" does not.
21. "Pantomime"
(for children from five years old)
Target:Formation of semantic fields, expansion of the dictionary of antonyms, development of general motor skills, creative abilities.
Sample speech material:
· bad wolf - good bear;
· a stupid frog is a smart rabbit;
· swift deer - slow turtle;
· a brave lion cub is a cowardly hare;
· strong tiger - weak mouse;
· fat hamster - thin heron;
· a joyful person is a sad person;
· straight tree - crooked tree;
· heavy bag - light snowflake;
· cold ice - hot fire.
22. "Fix the mistake"
(for children from five years old)
Target:Formation of semantic fields; consolidation of ideas about fairy-tale characters.
Content:An adult pronounces a sentence in which two objects (objects) are compared. The fallacy of the judgment is that in the first part of the sentence one sign of comparison is indicated, and in the second part - on the other (little granddaughter, old grandmother). The child needs to correct the mistake by offering two correct versions of the judgment. For example: “Chalk is white, and soot is liquid. The first part of the comparison is about color, and the second part is about hardness. It will be correct like this: the chalk is white, and the soot is black, or the chalk is hard, and the soot is soft.
Sample speech material:
· the granddaughter is small, and the grandmother is old;
· Eeyore is big, and Winnie the Pooh is fat;
· The fox is cunning, and the Gingerbread Man is yellow;
· Gulliver is tall and Thumbelina is small;
· The hare is gray, and the cockerel is bold;
· Winnie the Pooh loves honey, and Piglet is pink;
· Thumbelina is light, and the swallow is large;
· Piero has long sleeves, and Malvina has blue hair, and so on.
Elena Alexandrovna Korneva
GDOU kindergarten No. 27 of the administrative district of St. Petersburg
teacher speech therapist
The development of imagination and verbal creativity in children of senior preschool age
MBDOU "Child Development Center - Kindergarten No. 178"
city of Cheboksary, Chuvash Republic
Verbal creativity is the most complex view creative activity of the child. The possibility of developing creative speech activity arises at the senior preschool age, when children have a fairly large stock of knowledge about the world around them, children master complex forms of coherent speech, a vocabulary is developed, and they have the opportunity to act according to plan. From a previously reproductive, mechanically reproducing reality, the imagination turns into a creative one.
In older preschool age, the emotional and expressive function of speech is significantly enriched and complicated. The child learns the meaning of words expressing an emotional state, emotional attitude to objects and phenomena, learns the meaning of words associated with emotional experiences, understands the meaning of words denoting socially significant characteristics of a person. At this age, the assimilation of words by a child occurs with a deeper and clearer difference in signs, objects and phenomena.
One of the manifestations of creative imagination is children's verbal creativity. There are two types of vocabulary.
Firstly, these are the so-called new formations in inflection and word formation (children's neologisms). Secondly, this writing is an integral component of artistic and speech activity.
We all know that children love to compose fairy tales, stories, poems, fantasize, there is a tendency to "obvious absurdities", "shifters". In "shifters", fables, the child, through imagination, "breaks" the links between objects and phenomena, their permanent features, "pulls away" from them, and then connects them into new combinations, "enters" the depicted circumstances, selects speech means to build a coherent statement. In this way, stereotypically established associations are "shattered", thinking and imagination are activated. In a word, verbal creativity is understood as the productive activity of children, which arose under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions - fairy tales, stories, poems, fables, rhymes, etc.
With the help of verbal creativity, the child experiments with words and sentences, tries to change something, come up with something - in a word, create. He is interested in this activity, as it allows him to become more fully aware of his capabilities and replenish his luggage with something new. Verbal creativity enriches and develops thought, makes it more logical and figurative. The feeling of joy and satisfaction from what has been achieved, emotional tension make the creative process itself attractive. Children's word creation is the most complex type of creative activity of a child.
According to many scientists, the verbal creativity of older preschoolers can be developed, taking into account the following factors:
One of the factors influencing the development of verbal creativity is the enrichment of children's experience with impressions from life in the process of purposeful observation of the surrounding reality. Observation of the work of adults, natural phenomena, forms can be different: watching movies, looking at paintings, albums, illustrations in books and magazines, etc. (In the process of observing nature, we note the aesthetic side, highlight the beauty natural world, note the colors. It’s good if, in parallel, we introduce you to how the authors describe nature in their works, what expressions and words they use).
An important factor is the enrichment of literary experience, the reading of various books, especially of a cognitive nature, which enrich children with new knowledge and ideas about people's work, about the behavior and actions of children and adults, this deepens moral feelings, provides excellent examples. literary language. Works of oral folk art contain a lot artistic techniques(allegory, dialogue, repetitions, personifications), attract with a peculiar structure, art form, style and language. All this affects the verbal creativity of children.
Another important condition for successful teaching of creative storytelling is considered to be the enrichment and activation of the vocabulary at the expense of definition words;
words that help describe experiences, character traits actors.
For example, observing a winter landscape, children, with the help of a teacher, give various definitions of the qualities and conditions of snow: white, like cotton wool; slightly bluish subtree; sparkles, shimmers, sparkles, glitters; fluffy, falling in flakes.
Then these words are used in the children's stories (“It was in winter, in the last month of winter, in February. When last time snow fell - white, fluffy - and everything fell on the roofs, on trees, on children, in large white flakes.
Another condition is the children’s correct understanding of the “invent” task, i.e. to create something new, to talk about something that actually did not exist, or the child himself did not see it, but “thought it up” (although in the experience of others there could be a similar fact). The topic should be close to the experience of children (so that a visible image arises on the basis of imagination), accessible to their understanding and interesting. Then they will have a desire to come up with a story or a fairy tale.
The development of poetic hearing, the ability to distinguish between genres, understanding their features, the ability to feel the components of an artistic form and realize their functional connection with the content.
To develop verbal creativity, it is effective to use techniques that stimulate creativity, imagination and interest in children:
inventing the end of a fairy tale begun by the teacher, its beginning or middle,
composing using a subject-schematic model, a picture (this is a little more difficult, because the child must act on a certain algorithm).
an essay on the topic using reference words-mnemonic tables.
Creative storytelling according to a literary model - with the replacement of heroes, scenes or with inventing a new plot with the same heroes and others.
Usage didactic games on the development of fantasy, imagination (“Funny rhymes.” Pick a rhyme Candle - ... stove; pipes - ... lips; racket - ... pipette; boots - pies, etc. “Revive the object.” This game involves giving objects of inanimate nature abilities and qualities of living beings, namely: the ability to move, think, feel, breathe, grow, rejoice, multiply, joke, smile.
What living creature would you turn a balloon into?
What do your shoes think?
What is furniture thinking?
Fairy tale collage. Any heroes of fairy tales are chosen (Vasilisa the Beautiful, Baba Yaga, Serpent Gorynych and Boy-with-a-finger) for independent composition of a fairy tale (you can use any magic tool in a fairy tale that leads questions to combine fragmentary episodes into a single composition.)
Write a story about an unusual creature. (A butterfly that had transparent wings, but she wanted to have multi-colored wings, like her girlfriends).
The use of proverbs, sayings (Until recently, it was believed that it was difficult for preschoolers to understand the figurative meaning of proverbs and sayings. However, studies have shown the inconsistency of this thesis. In order to help children understand the figurative meaning of small folklore, a fairy tale was selected where moral education was revealed with the help of an appropriate saying For example, to the fairy tale “Teremok” “Mitten” the saying was selected: “In cramped quarters, but not offended”, to the fairy tale “Zayushkina’s hut” the saying “Do not have a hundred rubles, but have a hundred friends”).
Thus, the development of verbal creativity is a complex and dependent process that appears in direct connection with the development of mental processes, requiring the active work of imagination, thinking, speech, manifestations of observation, volitional efforts, and the participation of positive emotions.
People say: "Without imagination, there is no consideration."
Albert Einstein considered the ability to imagine higher than knowledge, because he believed that without imagination it is impossible to make discoveries. A well-developed, bold, controlled imagination is an invaluable property of original non-standard thinking.
Children subconsciously learn to think - in the game. This should be used and developed imagination and fantasy from early childhood. Let the children "reinvent their own bicycles". Who did not invent bicycles in childhood, he will not be able to invent anything at all. Fantasizing should be fun! Remember that the game is always immeasurably more productive if we use it to put the child in pleasant situations that allow us to perform heroic deeds and, while listening to a fairy tale, see our future full and promising. Then, enjoying the game, the child will quickly master the ability to fantasize, and then the ability to imagine, and then to think rationally.
Verbal creativity - effective remedy development of a creative personality.
Department of Education of the city of Sevastopol
State budgetary educational institution
vocational education
city of Sevastopol "Sevastopol Pedagogical
college named after P.K. Menkov"
Department of preschool education
Course work
Topic: "The formation of verbal creativity in older children in the process of learning to compose stories
description of nature"
Supervisor
Taranenko Svetlana
Mikhailovna
Teacher
__________________________
signature
"____" ______________ 2017
Student group DO-14-1z
Ivanova Alevtina
Andreevna
___________________________
signature
"____" ______________ 2017
Sevastopol 2017
CONTENT
INTRODUCTION……………………………………………………………………. ..3
Chapter 1. Theoretical basis the formation of verbal creativity in preschoolers…………………………………………………………………….........7
1. The development of creative abilities in preschool children in the process of getting to know nature………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2. The role of nature in the development of the creative abilities of older children
preschool age…………………………………………………………….9
Chapter 2. Development of verbal creativity in older preschoolers……….15
1. Features of children's verbal creativity in older preschoolers…………………………………………………………………………….15
2. The essence and methodology of teaching descriptive stories about nature ...... 18
Conclusion……………………………………………………………………...24
References……………………………………………………………..25
INTRODUCTION
The development of imagination is one of the leading lines in the mental development of a preschool child. In addition to the ability to transform images, impressions, which is recognized as the main mechanism for the functioning of the imagination, an important role in its development is played by the assimilation of speech. L. S. Vygotsky noted that speech frees the child from his immediate impressions, makes it possible to imagine an object that he has not seen, and think about it.
One of the manifestations of creative imagination is children's verbal creativity. There are two types of word creation (A. G. Tambovtseva, L. A. Wenger, and others), these are the so-called neoplasms
inflection and word formation (children's neologisms). And second, this
writing is an integral component of artistic and speech activity. In the latter case, verbal creativity is understood as the productive speech of children that arose under the influence of works of art,
impressions from the surrounding life and expressed in the creation of oral
compositions - fairy tales, stories, poems, etc. . The creation of compositions implies the ability to modify, transform memory representations and create new images and situations on this basis, determine the sequence of events, establish connections between individual events, "enter" the depicted circumstances, select speech means to build a coherent statement.
According to V.T. Kudryavtsev, children's word creation is valuable not only for the development of speech, but also for mastering the native language. The scientist assures that children's linguistic experiments are a universal mechanism for "entering" culture.
The issues of the formation of children's verbal creativity were studied by E.I. Tiheeva, E.A. Flerina, M.M. Konina, L.A. Penevskaya, N.A. Orlanova, O.S. Ushakova, L.M. Voroshnina, E.P. Korotkova, A.E. Shibitskaya and a number of other scientists who developed the topics and types of creative storytelling, techniques and sequence of teaching.
According to Vikhrova N.N., Sharikova N.N., Osipova V.V. The peculiarity of creative storytelling is that the child must independently come up with content (plot, imaginary characters), based on the topic, his past experience and wrapping it in a coherent narrative. The possibility of developing creative speech activity arises at the senior preschool age, when children have a sufficiently large stock of knowledge about the world around them. They have the opportunity to act according to the plan.
L.S. Vygotsky, K.N. Kornilov, S.L. Rubinstein, A.V. Zaporozhets consider creative imagination as a complex mental process, inextricably linked with the life experience of the child. creative imagination in preschool childhood, it has the greatest plasticity and is most easily amenable to pedagogical influences.
Creative storytelling of children is considered as a type of activity that captures the personality of the child as a whole: it requires active work of imagination, thinking, speech, manifestation of observation, strong-willed efforts, participation of positive emotions.It is creative storytelling that brings the child closer to the level of monologue speech that he will need to move on to a new leading activity - study, since it provides great opportunities for the child to independently express his thoughts. The conscious reflection in speech of various connections and relations between objects and phenomena plays an important role in the development of verbal and logical thinking, contributes to the activation of knowledge and ideas about the environment. To teach how to compose a descriptive story about nature means not only to arouse his interest in what he is talking about, but also to help the child understand, feel the beauty of the object or phenomenon being described, and thereby arouse in him the desire to find the necessary words and expressions to convey it. in his speech.
Even K. D. Ushinsky emphasized the role of nature in the development of logical thinking and coherent speech. He considered the logic of nature the most useful, accessible and visual for the child. It is the direct observation of the surrounding nature “... that will constitute those initial logical exercises of thought on which logic depends, i.e. the truth of the word itself, and from which logical speech and understanding of grammatical laws will then follow by itself. The process of cognition of nature in all its diversity contributes to the understanding and use of various grammatical categories denoting names, actions, qualities and helping to analyze an object and phenomena from all sides.
Currently high social significance The development of verbal creativity in children makes us take a different look at the issues of education and training in kindergarten, at the relevance and necessity of compiling developmental classes for the development of creative abilities in children.
The pedagogical impact on children, that is, the creation of conditions and the use of various methods, methods and forms of organizing work to develop the creative abilities of preschoolers in the process of getting to know nature.
It follows from this that children should be specially taught to talk about nature:
1. Give them sufficient knowledge to make a relatively complete and accurate story about any object or natural phenomenon;
2. To develop the ability of children to formulate their thoughts, imagination, thinking, manifestation of observation;
The relevance of the topic is related to the problem of the child mastering the skills of verbal creativity in the speech of a preschooler. The shortest way to emotionally liberate a child, relieve constriction, teach feeling and artistic imagination is the path through play, fantasy, writing and creating a holistic system for teaching verbal creativity.
Object of study: verbal creativity of children of senior preschool age in the description of nature
Subject of study: the formation of verbal creativity in the process of learning to compose stories based on the description of nature.
Research objectives:
Features of the development of verbal creativity in children of senior preschool age.
The development of creative abilities in preschoolers in the process of getting to know nature;
The role of nature in the development of children's creative abilities;
To study ways of developing coherent speech based on familiarization with nature, enrichment and activation of the vocabulary on this issue.
Teaching kids about nature.
Methodical techniques that prepare children for compiling descriptive stories about nature.
Target term paper:
The study of methods and techniques for teaching children to compose stories about nature.
Chapter 1. Theoretical foundations for the formation of verbal creativity in preschoolers
1. Development of creative abilities in preschool children in the process of getting to know nature.
It is known that teaching children creative storytelling is a gradual and rather complex process. It proceeds most successfully under the guidance of teachers, parents who help children master these skills, as on a special basis. organized classes as well as during daily life. Preschoolers at an older age have access to a creative story about events from the surrounding life, about relationships with friends, on topics from personal experience, inventing stories, fairy tales.
Creative storytelling of children is considered as an activity that captures the personality of the child as a whole. It requires active work of the imagination, thinking, speech, manifestation of observation, strong-willed efforts, participation of positive emotions. It is creative storytelling that brings the child closer to the level of monologue speech that he will need to move on to a new leading activity - study, since it provides great opportunities for the child to independently express his thoughts. The conscious reflection in speech of various connections and relations between objects and phenomena plays an important role in the development of verbal and logical thinking, contributes to the activation of knowledge and ideas about the environment. To teach how to compose a descriptive story about nature means not only to arouse his interest in what he is talking about, but also to help the child understand, feel the beauty of the object or phenomenon being described, and thereby arouse in him the desire to find the necessary words and expressions to convey it. in his speech.
The ability to compose creative stories independently, while observing all the necessary norms (literacy, structure, integrity, etc.), is, according to the definition of A. M. Leushina, "the highest achievement of the speech development of a preschooler." When compiling a story, the child's speech should be meaningful, detailed, logical, consistent, coherent, competent, lexically accurate, phonetically clear.
ON THE. Vetlugina noted thatin his work "the child discovers something new for himself, and for others - something new in himself" .
The possibility of developing creative speech activity arises at the senior preschool age, when children have a sufficiently large stock of knowledge about the world around them, which can become the content of verbal creativity. Children master complex forms of coherent speech, vocabulary. They have the opportunity to act according to the plan. “Imagination from a reproductive, mechanically reproducing reality turns into a creative one,” this is due to the acquired ability of children to operate with their ideas, generalize, analyze, and conclude.
L. S. Vygotsky, K. N. Kornilov, S. L. Rubinstein, A. V. Zaporozhets consider creative imagination as a complex mental process, inextricably linked with the life experience of the child. Creative imagination in preschool childhood has the greatest plasticity and is most easily amenable to pedagogical influences.
Verbal creativity is the most complex type of creative activity of a child. There is an element of creativity in any children's story. Therefore, the term "creative stories" is a conventional name for stories that children come up with on their own. Features of creative storytelling lie in the fact that the child must independently invent content (plot, imaginary characters), based on the topic and his past experience, and clothe it in the form of a coherent narrative. Not less than difficult task- accurately, expressively and entertainingly convey your idea. Creative storytelling is to some extent related to the present literary creativity. The child is required to be able to select individual facts from the available knowledge, introduce an element of fantasy into them and compose a creative story.
Another important condition for successful teaching of creative storytelling is considered to be the enrichment and activation of the vocabulary. A fairly rich and varied vocabulary is the basis for the development of coherent speech, consisting of correctly composed sentences. Children need to replenish and activate the dictionary due to the words-definitions; words that help describe experiences, character traits of characters. Therefore, the process of enriching the experience of children is closely related to the formation of new concepts, a new vocabulary and the ability to use the available vocabulary. For the development of coherent speech, it is very important to teach how to make sentences of different types. A.N. Gvozdev repeatedly emphasized this and attached great importance to mastering the syntax complex sentences, because they "provide exclusively" a variety of opportunities for expressing connections and relationships of thoughts. The transfer of knowledge about nature requires the mandatory use of complex sentences. So, observing a winter landscape, children, with the help of an educator, give various definitions of the qualities and conditions of snow: white, like cotton wool; slightly bluish under the tree; sparkles, shimmers, sparkles, glitters; fluffy, falling in flakes. Then these words are used in the children's stories: “It was in winter, in the last month of winter, in February. When the last snow fell - white, fluffy - and everything fell on the roofs, on the trees, on the children, in large white flakes.
2. The role of nature in the development of creative abilities of children of senior preschool age.
Nature at all times served as the content of fine art. N. E. Rumyantsev, a famous Russian teacher, wrote that nature is “eternally alive, renewing, great in its diversity ... it is always a living spring of poetic creativity.” V. A. Sukhomlinsky wrote: “The world surrounding the child is, first of all, the world of nature with an unlimited wealth of phenomena, with inexhaustible beauty. Here in nature eternal source children's mind and creativity. K. D. Ushinsky wrote: “A beautiful landscape has such a huge educational influence on the development of a young soul, with which it is difficult to compete with the influence of a teacher.”
.
Nature surrounds the child early years, is one of the main means of aesthetic education of children.The beauty of nature does not leave indifferent even the smallest children.
The diversity of the surrounding world, objects of nature allows the educator to organize interesting, useful, cognitive activities for children. Aesthetic perception is provided by direct, "live" communication of children with nature. In the course of games, observations, labor, children get acquainted with the properties and qualities of objects and natural phenomena, learn to notice their change and development. They develop curiosity. Observation of the beauty of nature - sunrise and sunset, spring drops, flowering gardens and much more - a source of artistic impressions that knows no bounds. Acting on the emotions of the child with its beauty - the perfection of form, varied and (depending on the time of day, year, lighting) changeable color, nature evokes aesthetic feelings. The aesthetic perception of nature evokes in children a feeling of careful, caring attitude towards plants, animals, the desire to care for and care for them. This enables the teacher to develop students' logical thinking, voluntary attention, and most importantly, creative abilities. The expansion of ideas about the world of nature occurs in preschoolers every day, in direct educational activities, on walks, during observations. For the formation of creative abilities in children, it is necessary to use various expressions, comparisons, epithets that can be found in poetic works during the moments of observation, because the pictures of nature inspired many poets and writers. Also, the works of landscape painters help the child to know the beauty, truth, goodness. Colorful images of works landscape painting children are taught to fantasize, they have a desire to create something similar themselves. When introducing children to nature, it is important to give them the right ideas about the life of animals, plants, the beauty of their appearance in an interesting, accessible form. Animals attract the attention of children with their habits, mobility, habitat, and what they are connected with humans. It is necessary to show children the diversity of the animal world, to allow them to observe and study animals (on the street, in the zoo, at home). Some guys have pets at home, and, of course, they are happy to draw them and talk a lot about them. This always evokes a positive response from them, and also helps to clarify their knowledge about the objects of nature and a positive attitude towards it.
Nature is a source of knowledge, and knowledge of various natural phenomena is closely related to mastering the art of speech.N.F. Vinogradova argues that nature with all the variety of forms, colors, sounds is the richest source for the development of the preschooler's vocabulary and aesthetic experiences of the child.Children always and everywhere in one form or another come into contact with nature. Green forests and meadows, bright flowers, butterflies, beetles, birds, animals, moving clouds, falling snow flakes, streams. Even puddles after rain - all this attracts the attention of children, pleases them, provides rich food for their development.In the process of contemplating nature, the child has the opportunity to correctly determine the size of an object, its shape, symmetry, colors, their harmonious combination and contrast of colors, or disharmony, determine the shades of color at different degrees of illumination at different periods of the day, season, etc. But a child can do all this only if his dictionary contains the corresponding names of objects, objects and phenomena, as well as the formation of the corresponding ideas.
Even K. D. Ushinsky emphasized the role of nature in the development of logical thinking and coherent speech. He considered the logic of nature the most useful, accessible and visual for the child. It is the direct observation of the surrounding nature “... that will constitute those initial logical exercises of thought on which logic depends, i.e. the truth of the word itself, and from which logical speech and understanding of grammatical laws will then follow by itself. The process of cognition of nature in all its diversity contributes to the understanding and use of coherent speech of various grammatical categories denoting names, actions, qualities and helping to analyze an object and phenomena from all sides.
Nature gives the richest, emotional experience to children.“Nature is not only a great teacher, but also a great educator. Beauty in nature is limitless and inexhaustible. Therefore, nature is the source of creativity. Beauty in nature has been and remains the subject of its artistic development. Therefore, great artists have always been the discoverers of beauty in the world around us.
Interest in nature also needs to be nurtured. Showing children what and how to observe in animals and plants, drawing their attention to appearance, movements, habits, the teacher forms not only knowledge about nature, but also the attitude of children towards it.
The ability to see nature is the first condition for education through nature. It is achieved only through constant communion with nature. To feel yourself a part of the whole all the time, you have to be in relationship with this whole. That is why the harmony of pedagogical influences requires constant communication with nature.
In direct contact with nature, along with observation, curiosity develops.
The child must be taught to see nature. After all, looking is not the same as seeing. Far from everything that is imprinted in the retina of the eye is perceived, but only what attention is focused on. We see only when we are aware. Children need to be taught to see. This means not only to show, but also to describe verbally. For example, describe the colors and shades of the sunset sky and dawn, describe the shape of the clouds and their color, describe the starry sky and the moon, show all this. If the inhabitants of high floors can see the sky from a window or balcony, then others will see it when they go out into the courtyard. The sky is extremely varied and always beautiful. To contemplate it every day, throughout life, cannot get bored, just as it cannot get tired of breathing. On the contrary, every day such contemplation, even for a few minutes, refreshes the soul. You also need to “see” snowfall or rain, or a thunderstorm. There should always be flowers in the house, for which the child looks after, observes and whose beauty rejoices. Cities have trees, boulevards, squares, parks. And here you need to teach children to “see” trees, flowers, shrubs: to notice the features and shades of petals, leaves, to observe how buds swell and bloom or leaves begin to turn yellow, how flowers bloom and seeds ripen. It is necessary that the child choose a tree in the immediate environment that seems to him the most attractive, and watch his withering and winter sleep. Let him treat his beloved tree as a friendly creature - visit him, notice new shoots, help him.
The main task in the development of creative abilities by means of nature is the awakening in children of an emotional attitude towards it. Emotional attitude to nature helps to make a person higher, richer, more attentive. Nature is one of the factors influencing the development and formation of creative abilities. It is an inexhaustible source of impressions and emotional impact on a person. In people's lives, nature occupies a significant place, contributes to the formation and development of creative skills.
A large role in the development of creative abilities of preschoolers by means of nature belongs to the teaching staff. kindergarten. The most efficient workflow is:
Direct perception of nature;
Organized observation of nature during walks and excursions.
Observation of the surrounding reality has a profound effect on comprehensive development child's personality. In the process of observation, the child includes all analyzers: visual - the child sees the size, color of the object under study; auditory - the child hears the sound of the wind, the splash of water in the river, the sound of raindrops, the rustle of leaves, the murmur of the stream - all this is charming for the child's hearing. The taste allows you to subtly distinguish between the sweet taste of honey and the salty taste of sea water, the taste of spring water. The sense of touch is the child's second eye. Feeling objects of nature, the child feels all the roughness of the bark of trees, grains of sand, scales of cones. Smells also excite the child's imagination. To develop observation in children is the task that confronts educators.
In the work on the development of creative abilities by means of nature with children of preschool age, the educator must be well aware of the characteristics of this age. Children of this age have a great desire for independence, creativity. They want to see everything, to discover everything themselves. This interest encourages children to vigorous activity. But its direction in relation to nature can be different.
Chapter 2. The development of verbal creativity in preschoolers.
1. Features of children's verbal creativity in older preschoolers.
Verbal creativity is a process associated with the overall development of the child. There is a direct relationship between the development of children's speech and their creativity. Creativity itself is inconceivable without mastering the child, the richness of the language in which he speaks and thinks. Of course, we understand this mastery in accordance with the characteristics of preschool age.
The concept of "verbal creativity" can be applied to any case of creativity associated with the word. At the same time, it refers to two, although related, but still fundamentally different areas: creativity in speech and creativity in language.
In pedagogical research devoted to the problem of the formation of verbal creativity, it is proved that creative speech activity is successfully carried out at senior preschool age under the influence and as a result of special education, an important condition for which is the choice of means (L.M. Voroshnina, E.P. Korotkova, N A. Orlanova, O. N. Somkova, E. I. Tikheeva, O. S. Ushakova, E. A. Flerina and others).
At the heart of verbal creativity, O. S. Ushakova notes, “is the perception of works fiction, oral folk art, including small folklore forms (proverbs, sayings, riddles, phraseological units) in the unity of content and artistic form. She considers verbal creativity as an activity that arises under the influence of works of art and impressions from the surrounding life and is expressed in the creation of oral compositions, stories, fairy tales, poems.
The verbal creativity of children is expressed in various forms: in writing stories, fairy tales, descriptions; in the composition of poems, riddles, fables; in word creation (creation of new words - neoplasms).
For the methodology of teaching creative storytelling, understanding the features of the formation of artistic, in particular verbal, creativity and the role of the teacher in this process is of particular importance.
N. A. Vetlugina noted the legitimacy of the extension of the concept of "creativity" to the activities of the child, delimiting it with the word "childish". In the formation of children's artistic creativity, she singled out three stages.
The first stage is the accumulation of experience. The role of the teacher is to organize life observations that affect children's creativity. The child must be taught to visualize the environment.
The second stage is the actual process of children's creativity, when an idea arises, searches are underway. artistic means. The emergence of a plan in a child passes if an attitude to a new activity is created (let's think of a story). The presence of a plan encourages children to search for means of its implementation: the search for a composition, highlighting the actions of the characters, the choice of words. Great importance here they have creative tasks.
At the third stage, new products appear. The child is interested in its quality, strives to complete it, experiencing aesthetic pleasure. Therefore, it is necessary to analyze the results of creativity by adults, his interest. Knowledge of the features of the formation of children's verbal creativity makes it possible to determine the pedagogical conditions necessary for teaching children creative storytelling.
Since the basis of creative storytelling is the process of processing and combining ideas that reflect reality, and the creation on this basis of new images, actions, situations that have not previously taken place in direct perception. The only source of combinatorial activity of the imagination is the surrounding world. Therefore, creative activity is directly dependent on the richness and diversity of ideas, life experience providing material for fantasy.
One of the conditions for the success of children in creative activity is the constant enrichment of the experience of children with impressions from life.
This work may have different character depending on the specific task: excursions, observing the work of adults, looking at paintings, albums, illustrations in books and magazines, reading books. So, before describing nature, systematic observations of seasonal changes in nature and reading literature describing natural phenomena are used.
Reading books, especially of a cognitive nature, enriches children with new knowledge and ideas about people's work, about the behavior and actions of children and adults, deepens moral feelings, and provides excellent examples of the literary language. The works of oral folk art contain many artistic devices (allegory, dialogue, repetitions, personifications), attract with a peculiar structure, artistic form, style and language. All this affects the verbal creativity of children.
Creative storytelling is a productive activity, the end result of which should be a coherent, logically consistent story. Therefore, one of the conditions is the ability of children to coherently tell, to master the structure of a coherent statement, to know the composition of the narrative and description.
Subject creative stories should be connected with the general tasks of educating children in the right attitude to life around them, cultivating respect for elders, love for the younger, friendship and camaraderie. The topic should be close to the experience of children (so that a visible image arises on the basis of imagination), accessible to their understanding and interesting. Then they will have a desire to come up with a story or a fairy tale.
Creative stories can be conditionally divided into the following types: stories of a realistic nature; fairy tales; descriptions of nature.
The most difficult task is the creation of descriptive texts about nature, since it is difficult for a child to express his attitude to nature in a coherent text. To express his experiences related to nature, he needs to master a large number of generalized concepts, to a greater extent be able to synthesize.
In the process of learning coherent speech, children master the ability to compose stories various kinds. E.P. Korotkova singles out factual, creative, descriptive and plot stories.
Education mother tongue, in particular, teaching creative storytelling is one of the main tasks of preparing for school. A lot of research has been done on the formation of coherence, imagery and other qualities of monologue speech - different types of storytelling, including creative. O.I. Solovieva, E.I. Radina, V.A. Ezikeyeva, E.G. Baturina, Yu.S. Lyakhovskaya, G.A. Tumakova, V.V. Research in preschool pedagogy has developed general ideas about the areas of work for the development of creative storytelling among preschoolers.
Creative stories require the child to be able to modify his existing experience, to create from this material relatively new (for the child-narrator himself) images and situations. Moreover, creative stories can also be based either on a visual basis (come up with events with the characters of the picture that go beyond the limits depicted; come up with a fairy tale about a toy squirrel and a hare that the child holds in his hands), or on a verbal basis (come up with a story on a topic suggested orally"How Seryozha helped Natasha").
Children show great interest in independent composition. At the same time, it is necessary to create certain conditions for the development of creative speech skills of children:
- compiling various types of creative stories;
AT senior group- inventing a continuation and end to the story, stories by analogy, stories according to the plan of the educator, according to the model;
AT preparatory group- stories, fairy tales on the topic proposed by the educator, modeling the story;
Identification of the child's individual abilities for creative speech activity.
One of the important methodological issues of teaching creative storytelling is the choice of plots. The plot can be approved if it makes children want to come up with a story, a fairy tale with a clear compositional construction, with the inclusion of elementary descriptions in them, if they correspond to the experience of the child, the level of his speech development, affects moral and aesthetic feelings, activates the imagination, deepens interest in speech activity.
2. The essence and methodology of teaching descriptive stories about nature.
The ability to talk about nature is formed in children gradually. For this, it is necessary to specifically teach children to talk about nature:
It is necessary to give the child the necessary knowledge that will help to compose a relatively complete and accurate story about any object or natural phenomenon;
To develop the ability of children to formulate their thoughts and present their information as logically and consistently as possible.
N.F. Vinogradova offers several types of stories that are taught to children to describe nature. This sequence of types of stories provides a gradual complication of work with children.
1. A plot story based on direct perception or labor in nature (“How we arranged a flower garden”, “Who dined in the bird canteen”);
2. A plot and descriptive story based on the generalization of knowledge gained as a result of conversations, reading books, looking at paintings (“How animals live in winter”, “What happened to the cubs”).
3. A descriptive story based on a comparison of different seasons (“Forest in spring and winter”);
4. Descriptive story about the season as a whole "Why I love summer";
5. Descriptive story about separate subject or natural phenomenon
("Bouquet of daisies") .
The least difficulty for children is descriptive stories built on a comparison of different seasons. Children describe objects and phenomena that they have repeatedly observed on excursions and walks. To compose such a story, you can use landscape paintings. famous artists, for example: I. Shishkin "Morning in a pine forest", the teacher can offer the task: "Tell me what would be drawn in the picture if the artist wanted to depict the evening."
A plot story about nature based on direct perception or labor is available to children of the fifth or sixth years of life, since it should reflect specific situations familiar to them. Such a story on the model of a teacher is already possible in middle group kindergarten.
The most difficult of all stories about nature is a descriptive story about a single object or natural phenomenon. Children in such descriptions often list the features and properties of the object, and not their attitude to the described object.Compiling plot stories about nature is much easier for children than compiling descriptive ones. Therefore, the process of learning to talk about nature is different from learning about other topics.
To teach a child to compose a descriptive story about nature means not only to awaken him to what he is talking about, but also to help him understand, feel the beauty of the described object or phenomenon and thereby arouse in him the desire for the necessary words and expressions to convey in his speech.
Descriptive storytelling is one type of creative storytelling.
To teach children how to compose descriptive story about nature, it is necessary to develop the expressiveness and figurativeness of children's speech, to develop the ability to convey their attitude to what they are talking about.
A kind of impetus to educating the expressiveness of children's speech is the vivid diverse impressions of the world around them. Watching the pictures of nature together with the educator, listening to his explanations, necessarily figurative, expressive, children perceive this beauty. She makes them think and then talk. The role of the teacher is very important here.
N. A. Vetlugina noted that in her work “the child discovers something new for himself, and for others - something new about himself.” .
Child Mastery figurative speech should not be limited to the accumulation of epithets in their dictionary, and the ability to compose syntactically complex sentences. It involves the ability to choose the right, bright word in the context, insert homogeneous members, isolation, comparison into your story. The selection of a figurative word or expression is a necessary condition for the correct and deep characterization of an object or phenomenon. Emotional attitude, noted B. M. Teplov, is brought up from small things: from elementary “likes”, “dislikes”, “pleasant”, “unpleasant” to mastering a whole range of aesthetic assessments.
N. A. Vetlugina identified 3 stages for the development of the expressiveness of children's speech:
1. Tasks that give an orientation to new ways of action for children: compose, invent, change. At this stage, children act together with the teacher, independently applying only elements of creative actions.
2. Tasks that force children to find new combinations based on old ones, already known solutions;
3. Tasks, performing which the children themselves plan their activities from beginning to end, choose artistic means.
O. S. Ushakova suggested using lexical exercises for the selection of epithets, metaphors, comparisons, synonyms and antonyms, which help children feel the beauty of the verse, compare non-poetic and poetic language, and develop their poetic ear. Also, one of the types of creative tasks is the compilation of stories by children - sketches about nature and natural phenomena.
V.A. Sukhomlinsky called such works "small works about nature." He taught children to feel nature and convey their impressions in speech.
The story-etude is a short story on the proposed topic, a kind of verbal sketch. The purpose of these stories is to develop the figurativeness and accuracy of the language, to develop the ability to characterize an object or phenomenon in a few sentences, to find the most expressive words to describe it.
Conventionally, stories - sketches are divided into groups:
A story is an etude compiled during an observation, an excursion;
Story - a sketch about one or more objects of nature, compiled during a conversation;
A story is a sketch about one or more objects of nature, the compilation of which takes place as an independent lesson.
Compiling stories - sketches arouses children's interest in the language. They always willingly learn to “invent beautiful stories”, they are happy to pick up figurative expressions, insert them into colloquial speech.
Purposeful work, in the process of which the acquaintance of children with nature is used to develop their logical thinking and coherent speech, leads to the fact that the stories of older preschoolers become accurate, clear, quite rich and linguistically diverse, emotional. Children master all kinds of descriptive storytelling about nature.
As the knowledge of children expands, generalizing words appear in their stories (“rooks are the first spring birds”), participles and participles (“babbling brooks”, “blooming spring nature”), vivid epithets and comparisons (“dandelion, like the sun, green sky and lots and lots of sun”). All this speaks of the development of the ability to use the means of language creatively enough to express one's thoughts and feelings.
The development of the imagery of the language is helped by the child's attraction to rhymed speech. In this regard, in older groups it is advisable to give tasks more often: “Come up with a riddle”, “Together we will come up with poems”. So, in the classroom, considering any objects, the teacher makes riddles about them, and then invites the children to come up with riddles themselves.
Such activities develop the creative imagination of children. As K. D. Ushinsky said, logical thought in the soul of a child grows together with a poetic image, the development of the mind goes hand in hand with the development of feelings, logical thought finds a poetic expression for itself. Children's interest in a well-aimed, bright word, as it were, is focused.
With the thoughtful work of the educator, the intonations of the child's speech and their posture during the story change noticeably. The teacher should teach children, speak expressively, address all listeners. Along with the enumerative and narrative intonations typical of children's speech, intonations of reasoning, joy, admiration, and surprise appear. In the process of learning, the nature of the behavior of children-listeners changes: they are attentive, focused, critical. When evaluating the stories of comrades, their requirements for the content of the story, its reliability, and clarity become more complicated (“I invented everything, it doesn’t happen like that”, “You won’t understand anything from him, he’s in a hurry”). Children make sure that the answer corresponds to the task of the teacher (“You were told“ tell ”, and you said one word”).
All this indicates that the learning process has a positive effect not only on the content and form children's story, but also on the attitude of children to the story itself: gradually, preschoolers develop a sense of the word and develop a love for their native language.
CONCLUSION
Knowledge of the features of the formation of children's verbal creativity makes it possible to determine the pedagogical conditions necessary for teaching children creative storytelling. It is known that the basis of creative storytelling is the process of processing and combining representations that reflect reality, and the creation on this basis of new images, actions, situations that had not previously taken place in direct perception. The only source of combinatorial activity of the imagination is the surrounding world. Therefore, creative activity is directly dependent on the richness and diversity of ideas, life experience, which provide material for fantasy. One of the conditions for the success of children in creative activity is the constant enrichment of the experience of children with impressions from life.
Communication with nature contributes to the development of creative speech activity of preschoolers. Learning, observing nature and its phenomena, the child develops observation and curiosity, replenishes vocabulary. Watching nature, watching pictures of nature together with the teacher, listening to his explanations, obligatory figurative, expressive, children perceive this beauty. Along with this, verbal creativity develops, which is expressed in various forms: writing stories, fairy tales, descriptions; writing poems, riddles, fables; word creation (creation of new words - neoplasms).
There is a direct relationshipbetween the development of children's speech and their creativity. Creativity itself is inconceivable without mastering the child, the richness of the language in which he speaks and thinks. The baggage of knowledge in children should correspond to the characteristics of preschool age.
The development of creative speech activity occurs at the senior preschool age, when children have a sufficiently large stock of knowledge about the world around them, which can become the content of verbal creativity. But in order for the child to express his thoughts and feelings, it is necessary to constantly enrich and activate the vocabulary.From this we conclude thatverbal creativity arises and develops where there is a purposeful management of this activity, where all the conditions for this activity are created.
BIBLIOGRAPHY
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