Using the fairy tale format for the development of speech in preschoolers

Linguistic means of visualization and expressiveness in fairy tales

To make fairy tales interesting to children and have a lively narrative language, the authors use various means of expression. Over the centuries, a large number of them have been developed. A fairy tale is created thanks to the unity of all poetic means: epithets, metaphors, comparisons, personifications, etc. The main characters acquire the traits necessary for the author thanks to epithets: the fox becomes cunning, the piglets become sloppy.

For your information! With the help of personification, the author endows inanimate objects with human characteristics so that children's imagination can identify with the main character and empathize with him.

Features of Russian folk tales

Russian folk tales are written in bright, expressive language. They not only expand their vocabulary, but also help the child construct dialogues correctly and develop coherent speech. There are many figurative expressions and phraseological units in folklore. Folk tales are a kind of guide for mastering the norms of the Russian language.

Russian folk tales are divided into three groups:

• about animals, where animals behave like people, for example, “Cockerel is a golden comb”;
• everyday ones, the heroes of which are ordinary people - peasants, villagers, soldiers, for example, “Nikita Kozhemyaka”;
• magical ones, which represent an evil force and victory over it, for example, “Sivka-burka”.

Classic characters from Russian folk tales

Didactic fairy tales

Didactic tales are tales that can be invented to create positive motivation for the educational process, to “package” educational material. At the same time, abstract symbols (numbers, letters, sounds, prepositions) are animated, creating a fabulous image of the world in which they live. Educational tasks are “packaged” in the form of didactic fairy tales.

A didactic fairy tale is created using the following algorithm:

Introduction to a fairy-tale land in which an animated symbol lives. The story is told about the morals and rules of life in this country.

Destruction of well-being. Destroyers can be “evil” fairy-tale characters (Zukoeshka the Dragon, Fairy Bukvina, Koschey, etc.), natural disasters, evil witchcraft, severe psycho-emotional states (bored, sad, sad, lack of friends, etc.).

Appeal to children (child). Only children, smart, brave, sympathetic, kind, can save everything. Therefore, in order to save a character, a situation, a country, you need to pass tests, which means completing a certain task.

The introduction of a fairy-tale character into the speech therapy process, which will appear throughout the cycle of classes in different corners of the classroom, contributes to the development of positive character traits (desire to help, empathy, kindness).

For the senior speech therapy group of a kindergarten, it is better to take simple, seemingly familiar fairy tales, uncomplicated in plot and structure: “The Three Little Pigs”, “Turnip”, “Mitten”, “Princess Nesmeyana”, “The Magic Ring”, etc. This is due to the character speech disorders of the contingent of children in this group. Illustrations and pictures for these tales are required. After all, pictures are a visual representation of objects, their characteristics, as well as events, situations, episodes. Using the pictures, it is easier for the teacher to conduct a lively, relaxed conversation, during which all components of speech are practiced.

When starting to work with a fairy tale, a child needs to know what the fairy tale is about. Therefore, first you need to read the fairy tale to the children and ask:

• Does he understand everything?
• Did he like the fairy tale?
• Who is the story about?
• Who is good in a fairy tale and who is evil and why?
• Who did the right thing and who did the wrong thing and why?

During reading, it is necessary to explain the meaning of words that are outdated or incomprehensible to children (it is important that the explanation must be accessible). For example: hut - wooden house; Matchmakers are acquaintances of the groom who ask the bride’s parents to marry her off. It is also advisable to offer proverbs and sayings that are understandable in meaning to 5-year-old children (their meaning can be explained along the way), which allow them to understand the moral of the fairy tale. Children, for example, when asked: “Would a mouse alone be able to pull out a turnip, since it was only with it that they pulled it out?”, they give an affirmative answer. The fairy tale can be read again and draw attention to the heroes of the fairy tale by giving riddles about them. Riddles, for example, about animal heroes, should describe the actions of the animal and its signs, accessible to children’s understanding. After guessing them, you need to clarify what the animal does - how it talks, how it moves, eats, etc., what it is like. It is important to ask questions on the development of the grammatical subsystem of the speech functional system - in a fairy tale you need to find affectionate words (with diminutive suffixes) and words denoting large objects (with magnifying suffixes), it is proposed to unravel the etymology of the characters' nicknames (the cat Murka - because he purrs, Nesmeyana – doesn’t laugh). It is easy, for example, based on the fairy tale “Turnip,” to practice the use of prepositions FOR and BEFORE by asking appropriate questions.

One of the interesting types of work on a fairy tale is entertaining tasks. They can be performed after reading a fairy tale and as you read. In your work, it is necessary to pay attention to tasks that develop analytical and synthetic abilities and the possibility of series formation.

You can easily come up with a lot of interesting and correct questions. In the same fairy tale “Turnip” you can count the animal heroes, and then the human heroes; find domestic and wild animals among them; compare them by size, shape; find cunning, simple-minded, kind people in a fairy tale; exclude from a number of characters those who are unnecessary for a particular fairy tale; recognize a fairy tale by passage and characters; correct the “mistakes” of an adult (these mistakes can be semantic (the wolf planted a turnip), grammatical (the turnip began to pull the grandfather), phonetic (Zhurka the cat), etc. Children will be happy to guess the animals from their tracks, connect the numbers in sequence with the names of the days of the week, and receive contour images of fairy tale characters, etc. The teacher needs to be prepared for the fact that children may not complete the task exactly as you would do it, and give a different answer than is expected from them. For example, if you combined objects in pairs by color , he may well combine them according to form, purpose, etc. And to understand whether the child made a mistake or simply reasoned differently from you, ask him to explain why he decided this way. In the situation “Let's count how many tails the heroes of a fairy tale have.” Turnip”, the children gave the answer - 4. Everything was explained simply: the dog, the cat, the mouse and the TURNIP!

Children understand fairy tales as a tool for retelling. The ability to compose a narrative (based on verbs) and descriptive (based on adjectives) story is very important. In this type of work, pictures are needed: they need to be arranged in the required sequence, eliminate the extra ones or say what is missing, find the corresponding place of one of the pictures. You can connect cartoon episodes with lines, retelling the fairy tale at the same time. It is interesting for children to draw up diagrams of a fairy tale with a circular sequence of actions, i.e. the beginning and the end coincide (“The Heron and the Crane”, “The Old Man and the Wolf”, “The Bean Seed”). Knowing such a fairy tale, children reproduce the time sequence of episodes in it. When it was difficult to retell, the children and I used premise titles for episodes.

Much attention is paid to the development of fine motor skills: coloring pictures-episodes, characters, shading, making figures from fairy tales from matches and counting sticks. It is clear that work productivity depends on the mood and desire of the children. Or some kids just need a little more time. Therefore, it is advisable for the teacher not to present everything at once and not to use all the tasks, but to focus on the time when fairy tales give children pleasure, otherwise there will be no benefit from it.

To highlight a given sound from a text in literacy classes, G. Yudin’s fairy tales “The Poets”, “The Diver Mouse”, “General Gena”, etc. are used.

You can include “fairytale” tasks in your classes: the child will always be happy to switch to a fairytale mode (for example: children receive a letter from Dunno, help Cockerel, etc.). For some children, it is optimal to present the material in “small portions.”

To develop coherent speech, imagination, and creative thinking, didactic games are used: “Continue the joke with a fairy tale,” “Salad from fairy tales,” “Fairytale problems,” etc. During the telling and visual demonstration of a fairy tale well known to the child in an individual speech therapy lesson, it was offered to help characters by completing various tasks (knead dough with grandma, “run” along the path with Kolobok, outsmart the fox, etc.). During classes, an author’s fairy tale can also be used, which the speech therapist comes up with himself and acts out together with the child using pictures or toys.

The child not only watches and listens, but is also an active participant in the fairy tale, completing the tasks suggested by the speech therapist.

For example: a lesson on automating [l] in syllables and words can be conducted based on the fairy tale “Turnip”. To develop the pitch and timbre of the voice, you can invite the child to depict how a bear, she-bear, or little bear cub growls in the fairy tale “Three Bears” or to turn into a hare, a bear, or a fox from the fairy tale “Kolobok” and say: “Kolobok, Gingerbread Man, I’ll eat you!” - in different voices.

You can use excerpts from Russian folk tales that are well known to children and illustrations for them with unusual tasks. Some images are given in the form of overlapping contours. The child must look at the contour shapes and trace the desired image (for example, a round bun, not a square one) or choose an image of his own to trace (for example, trace his grandfather’s felt boots or bast shoes). This task is extremely useful for all children, since by practicing distinguishing between contour images, they will be less likely to confuse similar letter styles when learning to write.

Small exercises on drawing symmetrical figures and patterns with both hands at once will train children in the ability to coordinate their movements. In my work I actively use G. Yudin’s fairy tales to memorize words for given sounds.

Fairy tales by G. Yudin:

Remember the words with the sounds [m, m'], which you will encounter in the fairy tale by G. Yudin “The Poets”.

POETS Mouse Mouse and Misha the bear cub were lying in a clearing and eating raspberries. Mouse says:

- Let's come up with poems. Listen to what I composed: Every day and every hour We stubbornly repeat: There is no one in the world Better than ours... Raspberries! - Misha yelled.

What does “raspberry” have to do with it! I wanted to say: “Better than our mother.” That's great too! And now I’ll write... What about?

Well, at least about this fly agaric. Don't eat white pasta, but eat red fly agarics! ,

“What are you doing, what are you doing!” the little mouse was frightened. “You can’t eat fly agarics, you’ll end up in the hospital.” Here, listen to the poem about the doctor: There is no more important doctor in the forest than the lively red-haired one...

Aibolit!” the bear cub yelled.

Yes, not Aibolit, but an ant - Aibolit heals animals, and the ant heals the forest,

How do you know so much?

Using fairy tales to develop speech in preschoolers

In modern pedagogical activity, the development of any skills with the help of fairy tales is called fairy tale therapy. It is based on reading, listening, writing, and theatrical performances. It can be both individual and collective. Suitable for working with primary and secondary preschoolers, teenagers and high school students, adults and the elderly. A fairy tale can be analyzed, composed, rewritten, told, drawn, dramatized.

How to properly give speech therapy massage to a child at home

For your information! Fairytale therapy is a fairly innovative method of work that uses the potential of fairy tales. The main goal is to overcome barriers to communication, create opportunities for self-expression and relieve mental stress.

There are no specific instructions and conditions for work, but the main working methods are distinguished:

• Telling a fairy tale. This technique helps to work on the development of fantasy, imagination, communication and the ability to complement each other.
• Completing fairy tales. Contains important diagnostic material about the child’s internal state, his inclination towards certain heroes. Teaches children to negotiate and listen to each other. This method works well for developing the speech of middle and high school preschoolers.
• Staging using puppets. Working with dolls allows you to improve and express through a doll those emotions that a child cannot afford to express. With the help of dolls, children can communicate with each other, trying on different roles.

After listening to the story, it is important to discuss:

• what did you like, what does this story teach;
• positive and negative heroes, their actions;
• what children would do if they were in the place of the main character;
• If the ending upsets the children, then you can complete the story yourself.

Group lesson on fairy tale therapy

During a game lesson, the teacher can resort to the use of didactic materials, special notebooks, etc. It is also recommended to prepare the necessary materials: pencils, paints, dough, with the help of which children will be able to depict, sculpt characters, and play them out theatrically.

In the modern world, where a child’s book is replaced by a computer, the Internet and other means of technological progress, the issue of speech development in preschool children is especially acute.

Listening to adults, children remember many words, expressions, the way they are used, and in this way enrich their language. One of the tasks of reading and storytelling is to enrich the child’s vocabulary.

Psychologists say that preschool age is a sensitive period, which is the most favorable for the development of speech, as well as the formation of a child’s verbal communication culture.

Scientists such as L.S. Vygotsky, A.S. Leontiev, E.I. studied the problems of speech development in preschool children. Tikheyeva, O. I. Solovyova.

E.I. Tikheyeva, who is the founder of the method of speech development, believed that mastering all types and manifestations of speech means mastering the instrument of human mental development.

A.M. made a great contribution to the development of the problem of speech development. Leushin, who proposed to reveal the strong positive aspects of children's speech, to understand for oneself all the wealth of its potential possibilities in order, based on them, to develop what is already present in children's speech.

Practice shows that the development of speech in preschool children is a very labor-intensive and responsible process that requires a certain system and patience on the part of the teacher, selection of the most effective teaching methods and techniques. And given that the child spends almost the whole day in a preschool organization, the main responsible person is the teacher.

One of the effective means of speech development is a fairy tale, an absolutely necessary stage in the development of a child’s speech. The fairy-tale and folklore world is a system that is most optimal for the perception of understanding by a child - a preschooler, which fully corresponds to the age characteristics and needs of the child.

Based on our experience of working in kindergarten, we found out through questionnaires and individual interviews with parents that in the family adults do not read fairy tales to children, but go about their business, while children are distracted by TV or playing on a tablet or cell phone. Spending most of their free time with gadgets, children become saturated with unnecessary information, which makes them hyperactive, restless, unable to negotiate with each other, and communicate little. And the lack of verbal communication with peers and adults leads to the fact that children speak poorly and have a minimally meager vocabulary.

The adult generation understands the enormous importance of speech, which helps a small preschooler to explore the world around him, share his knowledge, and talk about his experiences. A small person who has a meager vocabulary in his active vocabulary is deprived of such an opportunity. As speech develops, the child's thinking processes develop. The inclusion of fairy tales in all types of activities when working with children in kindergarten and the use of traditional and non-traditional methods and techniques significantly influence the comprehensive development of a preschool child.

The development of a child, teaching him with the help of a fairy tale, is emancipation, this is the development of speech. Agree that when a child sits with his arms crossed, this is not very good. And when we force you to just listen, then there is no activity. He listened, but that doesn’t mean he heard. And when he plays a fairy tale, then you can be sure that from this fairy tale he will take something for himself, begin to understand the world around him, live in harmony with it, convey his mood with the help of emotions, gestures, and facial expressions. As teachers, I am faced with the task of building work with families to study fairy tales based on a dialogue of mutual trust and understanding. All this contributes to the development of the child’s personality and is the most important condition for successful work on the development of children’s speech. A fairy tale is an amazing phenomenon of folk art. Simple and uncomplicated in appearance, it is interesting for both small children and adults. A child enters the world of fairy tales in very early childhood, as soon as he begins to speak. Once woven to a child, a fairy tale remains with him forever as a miracle, as joy, as a memory. Currently, it is difficult to find a better way to raise children than by introducing them to oral folk art from early childhood. The fairy tale gives moral lessons of compassion, selflessness, empathy, love for all living things, an idea of ​​morality, justice, the need to fight evil, and expands the child’s life experience. Russian folk tales develop figurative thinking and expressiveness of speech, as they are rich in lyrical inserts, vivid character characteristics, rhythmic melodiousness, and dialogues. The fairy tale fosters love for the Motherland, introduces one to the native nature, customs, and way of Russian life. Listening to fairy tales, the child learns the sounds of his native speech and its melody. The older the child becomes, the more he feels the beauty and accuracy of the original Russian speech, is imbued with its poetry, the little person not only comprehends the Russian language, but also gradually becomes familiar with folk wisdom. A fairy tale contains the wisdom of the people, it teaches children to empathize, distinguish between good and evil, helping a friend expands the child’s life experience, preparing him for future independent life in society.

The word “fairy tale” itself means something that is told. The largest researcher and collector of fairy tales, A. I. Nikiforov, gave the following definition: “Fairy tales are oral stories that exist among the people for the purpose of entertainment, containing events that are unusual in the everyday sense and are distinguished by a special compositional and stylistic structure.”

“Fairy tales are brilliant, the best gold in the world, the gold that sparkles in children’s eyes, rings with laughter from children’s lips and the lips of their parents.” Of course, any educational process takes place together with parents, who take an active part in the development of the speech of their beloved child. In this regard, we would recommend that they:

-reading folk tales with changing voice and intonation;

-joint board games based on fairy tales;

-joint production of little books to enrich the group’s library;

-days without a gadget (turning off TVs, phones and computers for the whole day);

- staging and dramatization of a fairy tale by parents together with their children.

The development of speech in classes using fairy tales provides a comprehensive impact on the child’s speech sphere and helps the child enrich his active vocabulary. “Fairy tales can help educate the mind, give keys to enter reality in new ways, can help a child learn about the world and gift his imagination,” said the great teacher D. Rodari. By retelling and telling fairy tales, children develop grammatically correct speech, rich in complex sentences, with a variety of vocabulary: verbs that determine action; adjectives characterizing characters; adverbs. This promotes comprehension of the expressive details of the text, the merging of figurative and logical components.

Modern methods of speech development include various techniques for improving all aspects of the speech culture of preschool children.

There is also a well-known classification of fairy tales according to their content: Fairy tales. They reveal the best human qualities, the heroes are romantic. In such a fairy tale there is always a central positive hero, his assistants and magical objects. Heroes of fairy tales fight evil and injustice in the name of goodness and love. Examples include Russian folk tales about Ivan the Fool. Tales about animals. Here the main characters are animals (fox, wolf, bear, hare, etc.). Animals interact, each of them personifies one or another human quality, for example, a cat is smart, a fox is cunning, a bear is strong. Examples: “Teremok”, “Turnip”, “Kolobok”. Social fairy tales illustrate real life, the characters are shown from the point of view of their social status, and negative human qualities are ridiculed. The best qualities in such fairy tales are possessed by people from the people, who, as a rule, turn out to be smarter and more cunning than representatives of high social status (lords, priests). These tales are satirical and contain a lot of humor and puns. Examples of social fairy tales: “Porridge from an Axe,” “The Master and the Carpenter,” “The Peasant and the Priest.”

It is extremely important to create favorable conditions for the development of speech in accordance with the age characteristics of the child. The professional use of various pedagogical means, techniques and methods and their skillful combination can not only develop children’s speech, but also ensure harmonious education in accordance with modern requirements.

Modern methods of speech development contain a variety of techniques for improving all aspects of preschoolers’ speech. They can be used when introducing children to fairy tales. Let's look at some of them:

Reading aloud and telling fairy tales - they play a dominant role in introducing children to fairy tales in all age groups.

Modeling fairy tales. The use of geometric shapes, schematic images, as stimulus material for composing the plots of fairy tales.

For example,

fairy tale "The Three Little Pigs" -

"The wolf and the seven Young goats" -

The use of mnemonics for preschool children is becoming relevant, since diagrams and mnemonic tables greatly facilitate the process of mastering the literacy of structured speech for children, in addition, the presence of a visual plan + diagram makes fairy tales clear, coherent and consistent.

Rhythmization (tapping, clapping rhythm, reflecting the characteristics of the movement - fast, drizzling rain, the mood of the characters - “a sad little bear is walking”, “a cheerful bunny is jumping”)

Psycho-gymnastics - expressive conveyance in facial expressions and movements of emotional states (sketches “Grief”, “Joy”)

Musical accompaniment (fragments of classical works: A.I. Khachaturian “Sabre Dance”, P.I. Tchaikovsky “Waltz of the Flowers”)

Fairytale therapy is an integrated activity in which actions in an imaginary situation are associated with real communication aimed at activity, independence, creativity, and the child’s regulation of his own emotional states.

Verbal director's game - children's exercise in the sound design of a coherent statement (different strength of voice, tempo and rhythm of speech), the use of figurative expressions, fairy tale repetitions, as well as lexical means (adjectives, adverbs) in speech to determine their emotions, feelings from listening to a fairy tale , music.

Verbal drawing is the exact definition in words of the characters’ states (“the cockerel was offended”), the depiction of their poses, facial expressions, and gestures that are not disclosed in the context of a literary work (the eyes of the mice are joyful, they smile, dance).

Dramatization is “a game of children in a story that has been told or read” R. I. Zhukovskaya

I would like to end the article with the words of Shalva Amanashvili: “Children need fairy tales like air, because through fairy tales - smart, wise with incredible and ordinary events, fantastic and ordinary heroes - they comprehend the truth of life. Fairy tales crystallize the soul of a child and purify the soul of an adult.”

In our kindergarten, fruitful work is being done to develop the speech of preschool children. All teachers use in their work reading and dramatization of various fairy tales and many other forms and methods that contribute to the comprehensive development of children.

Bibliography

1. Deryagina L.B. Theatrical activities in preschool educational institutions., Childhood-Press, 2014.
2. Russian folk tales edited by Volkova T.S. , Labyrinth, 2015
3. Anikin V.P. Russian folk tale. - M., 1977
4. Bunyatova A.R. The role of fairy tales in the formation of spiritual and moral values ​​in preschool children. // Advances in modern natural science. - 2010. - No. 6
5. Zimina I.N. Folk tale in the system of education of preschool children. //Preschool education//.- 2005.- No. 5.
6. Zinkevich-Evstigneeva, T. D. Fundamentals of fairy tale therapy. — M.: Rech, 2006
7. Nikolaeva N. D. Possibilities of the magical world of fairy tales in teaching and education. // Ethnopedagogy in the context of modernization of Russian education. — Yakutsk, 2004
8. Koltsova I. N. Sociocultural functions of fairy tales. - N. Novgorod, 2000
9. Strelkova L.P. Fairy tale lessons. - M.: Pedagogy, 1989.
10. Pasternak N. A child needs fairy tales like air // Preschool education //.- No. 8-2008. -23-35s.

Speech development in preschool age

Communication is an activity that a child masters at an early age. Without communication, it would be impossible to exist in society, receive and transmit information, successfully socialize and interact with others.

For your information! Well-delivered speech of a preschooler has a positive effect not only on interaction with others, but also on the child’s self-esteem, its internal characteristics: the adequacy of ideas about oneself and one’s capabilities, self-confidence, and emotional comfort.

Speech development of preschool children is one of the structural units of the personality development program according to the Federal State Educational Standard. The compiled program assumes:

• mastery of speech as a means of communication and culture;
• expanding the child’s vocabulary;
• formation of correct dialogic and monologue speech;
• familiarity with fiction and various genres;
• timely correction of speech disorders.

Socializing with peers is a key activity

The role of fairy tales in the development of speech of preschoolers article on speech development

State budgetary preschool educational institution

Kindergarten No. 52, Kolpinsky district of St. Petersburg

Article

On the topic: “The role of fairy tales in the development of speech in preschool children.”

Prepared by: Zheleznyakova O.A.

St. Petersburg, Kolpino

2018

The speech development of preschool children is one of the most pressing and difficult to solve problems in modern pedagogy. In our age of universal computerization, adults are increasingly encouraging children to study with computers, tablets, phones..., and books are increasingly becoming an afterthought. We, teachers, have to make a lot of efforts to interest a child in literature. And here a fairy tale comes to the rescue...

A fairy tale brings variety to a child’s life, gives him joy and is one of the most effective ways to develop speech, in which the principle of learning is most clearly manifested: learning by playing.

A fairy tale helps expand a child’s vocabulary, as well as develop coherent logical speech. Thanks to fairy tales, the baby’s speech becomes more emotional, imaginative, and beautiful. These magical stories promote communication, develop the ability to ask questions, construct words, sentences and phrases.

One of the most important aspects of the role of fairy tales in a child’s life is that good always wins here. In the future, this will greatly help the child and teach him to overcome life’s difficulties. Life, of course, will make its own adjustments, but despite this, nothing will be lost in the child’s subconscious.

A fairy tale is one of the most accessible means of the full development of every child. It was, is, and will be so for many, many years. The role of fairy tales in the lives of children should not be underestimated - a correctly selected fairy tale has a positive effect on the emotional state of the child, corrects and improves his behavior, and also develops the child’s self-confidence and abilities.

A child enters the magical world of fairy tales at a very early age. Children become interested in fairy tales by the age of two. If a child lives in a loving and caring family, then he is prepared for this from infancy. First - lullabies, then - nurseries, poems and jokes. Listening to them, the baby, as if taking steps, comes to a fairy tale and stays with it for the rest of his life. His acquaintance with the world of literature, with the world of human relationships and with the entire surrounding world in general begins with a children's fairy tale. You ask: “Why a fairy tale? Isn’t it more logical to show children the world as it is, telling them real, instructive stories “from life”? Surprisingly, a fairy tale is as necessary a stage in a child’s mental development as, say, a game. And no loving parent can stop their child from playing.

We must remember that every age has its own fairy tale. But you can also re-read one fairy tale to different ages and find new values ​​each time.

Fascinating and magical stories are presented in preschool age not for the sake of speech development. But the influence of fairy tales on the development of children's speech occurs from the very beginning of their use. A fairy tale performs, as if by the way, important functions for the formation of speech:

• expands a child's vocabulary
• conveys ready-made artistic expressions and metaphors
• shows an example of composing various sentences
• naturally introduces grammatical basics.

A little later, the active role of fairy tales in relation to speech development begins. Children begin to retell passages that particularly impressed them, talk about the actions of the characters, and come up with their own versions of different developments of events. All this is extremely useful for the formation of coherent speech of a preschooler.

The forms of working with a fairy tale can be different:

• retelling
• writing fairy tales
• inventing your own ending
• adding a new hero
• Thematic conversations (individual or group) about reading
• Dramatization. Acting out scenes from a fairy tale, perhaps in the form of a quiz. Viewers can guess which hero this is, from which fairy tale.
• Comparison: who looks like whom, comparison of illustrations by different authors
• Word drawing illustrations…. Etc…

At primary preschool age, attributes that will be the heroes of a fairy tale are required. It is necessary to make maximum use of visual, effective and imaginative thinking. Only by picking up a toy can a child begin: “Once upon a time there was a Bear/Bunny...”. Next, Mishka can build a house, which cannot be built without the help of friends. A bunny can grow carrots by watering them with live water, etc.

4-year-olds will be able to write a short story if an adult encourages them to come up with further ideas. What is valuable is that the child is able to perceive the hint and formulate a complete sentence that fits the meaning of the emerging story. “The Bunny wanted to plant a tree... so that golden apples would grow on it... To do this, you need to water the tree with magic water.”

Children 5 years old are able to compose a fairy tale on their own if they are offered several pictures of the story.

Older preschoolers cope with more complex tasks.

A fairy tale can serve as a familiar template for various speech exercises. You can come up with tasks for formulating sentences or games with words and letters in a fairy tale context.

For example, for younger children it is fun to create a fairytale carriage that will set off if only the children complete certain tasks. Each visitor to the carriage is given an individual task for explanation and reasoning.

• Who can tell us what extraordinary places we are going to?
• What magic words need to be said for the carriage to set off?
• Who can name what gifts you can bring to your friends from a fairyland?

At an older age, a fairy tale will help to perceive the letter-sound composition of a word. For example, the resettlement of fairy-tale characters in Teremok. Invite the older preschooler to settle the Bear, Hare, Cat, Fox, Mouse and Hedgehog so that on the first floor of the Teremka there lives a character who has the most letters in his name, and above - with a gradually decreasing number of letters. It is more appropriate to populate the underwater Teremok with Crucian carp, Perch, Pike, and Catfish; in Yagodny - other residents.

Such games with a fairy-tale context are a familiar environment in which preschoolers develop new speech skills, expand their vocabulary, progress in mastering letter and sound analysis, and practice expressing their thoughts in understandable language.

Since ancient times, fairy tales have been an integral part of every child’s education. She will help parents teach their children about life in an accessible language, tell them about good and evil. For children, a fairy tale is much more understandable than the insipid and boring speeches of adults. That is why, in order to support the child, explain and teach him something, parents and teachers will have to remember the main language of childhood - a wise and very interesting fairy tale. A fairy tale occupies a very important place in the lives of children: with its help, children begin to speak very early and learn to express their thoughts competently, and it is also the best assistant in forming the foundations of communication and behavior.

MAGAZINE Preschooler.RF

Vinokurova Tatyana Nikolaevna, teacher, Kindergarten No. 118 of JSC Russian Railways , Samara

Abstract: The work will be of interest to educators working with children of primary and secondary preschool age. It reveals the types of work on speech development based on familiarity with fairy tales. Children who previously had poor command of speech began to talk more with adults, communicate more willingly with peers, more actively use antonyms, synonyms, comparisons, adjectives in their speech, and use sentences with homogeneous members.

Key words: fairy tale, means, speech development.

Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults. Children who have speech impediments feel them painfully; they may become withdrawn and shy; children may develop a sense of negativism.

L.S. Vygotsky wrote: “There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech . [2; 12]

In the methodology for developing the speech of middle preschoolers, there are many studies devoted to the use of fairy tales in the development of children’s speech: Z.A. Gritsenko, E.M. Strunina, O.S. Ushakova, L.A. Wenger, D.I. Sergeeva, Shorokhova O.A. and other teachers. All of them indicate the possibility of effectively using folk tales for the development of children’s speech.

Finding ways to shape the speech of preschoolers based on familiarity with folk tales became the goal of my work with children 4–5 years old.

Diagnostics of children's speech development was carried out according to the method of N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva based on observation, questioning and analysis of products of children's activities. [6; 256]. The diagnostic results showed that children have poor speech control, speak little, speech is inexpressive - 75%, has little emotion, and is intermittent. Pupils retell fairy tales poorly - 74%, retell with the help of a teacher - 26% and do not know how to take on roles when acting out scenes from fairy tales - 68%, act out fairy tales in roles - 32%.

Having outlined the sequence of our work, determined by the complexity of the content and appropriateness to the age of the children, we set goals and objectives.

Goal: theoretical justification and testing of methods and techniques for working with fairy tales aimed at developing the speech of preschoolers.

Objectives: develop grammatical structure, coherent, expressive speech, develop the sound culture of children’s speech, enrich the vocabulary;

• teach children to construct complete and expressive answers based on the content of the fairy tale they read
• develop a penchant for theatricality, the ability to take on roles when performing skits and performances based on folk and original fairy tales
• be able to use substitutes when retelling not only the entire tale, but also individual episodes
• cultivate positive interpersonal relationships
• cultivate the ability to distinguish fairy-tale situations from real ones (for middle-aged children).

Next, we defined the system of our work “Fairy tale in the speech development of middle-aged preschoolers”, thus:

We carry out cognitive and speech development through the following main activities of children:

1. Listening and remembering fairy tales.
2. Retelling a fairy tale by one child or one by one (in phrases) by a group of children.
3. Coming up with a continuation to a famous fairy tale or a different ending to a fairy tale.
4. Inventing fairy tales (group or individual).
5. Acting out fairy tales (dramatizations, puppet theater, musical performances).
6. Educational games based on fairy-tale images and plots related to nature and animals.
7. Plastic improvisations on the theme of fairy tales.

Illustrations of cognitive and speech development are photographs (Fig. 1

Rice. 1 Speech development through cognitive - speech development

The specially created socio-cultural space of the kindergarten contributes to a more effective perception of the fairy tale. Enriching the life experience of children with knowledge and impressions occurs through the creation of a single sociocultural space

Small folklore genres play a significant role in the development of children’s speech. Namely, choral pronunciation of poems, nursery rhymes, rhymed lines, saturated with a certain sound, guessing riddles, repeating tongue twisters, tongue twisters, memorizing poetry. [6] In parallel with this work, articulation and finger gymnastics are carried out using material on oral folk art.

The next important stage in the development of speech is artistic creativity - drawing fairy tales, appliqué, modeling. Children convey the simple plot of the fairy tale “Merry Bun” “Turnip” ; combine several objects in the drawing : “The bast and ice hut” , “Kolobok and the hare (other characters at the request of the children)” , select colors, sculpt plasticine fairy tales “Who lives in the little house?” They use various materials in their work: pencils, paints, crayons, salt dough, clay, colored paper, etc. Children’s work can be made into, for example, an album on the theme: “Children’s favorite fairy tales,” books for children, an album with riddles “Complete the hero of a fairy tale.” " , "Decorate the costume of a fairy-tale hero . Illustrations of speech development through artistic creativity are the photographs in Fig. 2

Rice. 2 Speech development through artistic creativity

It is important in the group to create all the conditions for the development of children’s play activities: various didactic games, cubes based on fairy tales, construction sets for playing fairy tales, attributes for role-playing games, theater and speech activity corners, hats, masks, bibabo dolls, and so on. . [1] When encouraging children to play together, it is necessary to take into account their friendly attachments with each other, support the individual interests and capabilities of children in the game.

The perception of a fairy tale has a strong impact on the emotional development of children; the process of speech development when becoming familiar with a fairy tale creates real psychological conditions for the formation of a child’s social adaptation. Reducing the level of anxiety and aggressiveness in children, the ability to overcome difficulties and fears is facilitated by warm-ups: “If you got angry - you came to your senses” , “If you quarreled - you made peace” , to express emotions - “Collecting kind words” (Children, throwing a ball to each other, remember kind words or good qualities of people).

The direct educational activities of children, using an integrative approach to speech development, can be combined with the group work “Visiting a Fairy Tale ,” which uses dramatization games. It is important to note that one game - dramatization is carried out in blocks over the course of a month.

1. block Getting to know a fairy tale (reading, telling, conversations, watching filmstrips, videos, looking at paintings and illustrations).
2. block Knowledge must be emotionally perceived by the child, therefore emotional feedback is required (retelling, table theater, outdoor games with fairy tale characters).
3. block Reflection in artistic activities: modeling, drawing, design, making attributes for games.
4. block Preparation for independent acting out the plot, preparing the necessary environment for creative play, acting out the plot of a fairy tale, theatrical play.

The development of children's speech using fairy tales is most effective if it continues in the family. For this purpose, conversations are held, a round table, consultations for parents and children, presentations, projects for joint activities, the publication of a photo newspaper of games - dramatizations, the production of attributes for games - dramatizations, exhibitions of handicrafts of parents with children, evenings of entertainment and leisure.

The result of the study of speech development through fairy tales with middle-aged preschoolers is presented in the diagram in Fig. 3.

Rice. 3 The result of diagnosing the development of speech of children 4 - 5 years old in preschool educational institution No. 118. in dynamics at the beginning and end of the school year

Based on the data in the diagram, we see that children who were previously poor in speech began to talk more with adults and communicate more willingly with peers. They try to answer the teacher’s questions in complete sentences. Most of the children know how to tell fairy tales on their own and try to compose their own fairy tales. They willingly participate in games - dramatizations, speech has become more expressive, there are fewer pauses. Emotional development gradually becomes more meaningful and submits to thinking. Children begin to distinguish between the emotions of other people; the number of manifestations of compassion, complicity, and mutual assistance has increased. All children experience the development of voluntary behavior skills: attentiveness, patience, diligence. If we look at the dynamics of speech development in middle-aged children, we will see that the percentage of speech development since the previous diagnosis increased by 24% by the end of the school year.

According to parents' reviews, all children are happy to recite familiar poems, nursery rhymes, and finger games at home; they like to look at picture books, tell stories, play fairy tales, dress up as heroes, ask their parents to take part in this process, and make crafts on their own initiative.

A fairy tale, with its rich, expressive language, is accessible to the perception of children 4–5 years old, and acts as a powerful means of developing children’s speech. Purposeful work in the sociocultural space of a preschool educational institution through the means of folk tales brings the child closer to understanding folk and literary speech, ensures faster mental, speech and artistic development of the child. [4; 45]

Literature

1. Bondarenko A.K. Word games in kindergarten. M: Enlightenment, 1977.
2. Wenger L.A. What is the story about? Preschool education. No. 5. 1994.
3. Gritsenko Z.A. Tell your children a fairy tale... Methods for introducing children to reading. – M.: Linka-Press. 2008. – 121 p.
4. Lingo T.I. Games, puzzles, riddles for preschoolers (riddles from fairy tales, p. 84, portraits of fairy tale heroes, p. 154). – Yaroslavl, 2008.
5. From birth to school. Basic general education program of preschool education / Ed. NOT. Veraksy, T.S. Komarova, M.E. Vasilyeva - M.: Mosaic - Synthesis, 2010. - 304 p.
6. Sergeeva D. “And how it speaks, it speaks as if a river is babbling”: Small folklore. Dosh. education, 1994 No. 9
7. Ushakova O.S. Development of speech and creativity in preschoolers: games, exercises, lesson notes. – M., 2001.
8. Shorokhova O.A. Let's play a fairy tale. Fairytale therapy and classes for the development of coherent speech in preschoolers. – M.: TC Sfera, 2008. -208 p.

Features of the development of figurative speech in children of older preschool age

The formation of figurative speech is of great importance for the development of coherent speech, which is considered the basis for the upbringing and education of children in the older preschool period. A child can more deeply comprehend the content of literary works and realize some peculiarity of the artistic form that expresses the content, therefore the possibility of forming figurative speech arises precisely in the senior preschool period.

According to the authors N.V. Gavrish, O.S. Ushakova, A.M. Borodich noted that preschool children can still understand all the features and subtleties of artistic speech, but their mastery of the most basic means of artistic expression is quite accessible to them. Of course, no logical definition or terms are given to children.

It is known that the most common figurative means of language is the so-called path - a technique for changing the basic meanings of words. They help the author to show the most ordinary subject in a new way (although artistic speech is not always decorated with a path, since this is not a mandatory feature of it).

The trope exists in popular speech, and the opportunity to create them, that is, combined words, to create a new combination of words, is limitless. The simplest type of trail can be understood by older preschoolers.

Research by the following psychologists A.N., Gvozdev, D.B. Elkonin, L.S. Vygotsky and others and methodologists (O.M. Dyachenko, O.S. Ushakova, A.M. Borodich, M.M. Alekseeva, T.V. Lavrentieva, V.I. Yashina, etc.) noted that the elders preschoolers can freely use intonation expressiveness in their speech: they can also read poetry cheerfully, sadly, solemnly.

Note that, in addition, children at this age already easily master narrative, interrogative and exclamatory intonation. The speech of an older preschooler is full of words denoting all parts of speech. At this age, it is actively engaged in word creation, inflection and word formation, and many neologisms are created. K.I. Chukovsky called this a special “linguistic flair.”

In the senior preschool period, the child makes the first attempt to voluntarily use a grammatical device and analyze the grammatical factor. Develops the semantic side of speech: generalizing words, antonyms, synonyms appear, shades of the meanings of words, the choice of an accurate, appropriate expression, the use of words in different meanings, the use of adjectives, antonyms.

As noted in the studies of A.A. Lyublinskaya, A.A. Leontyev, A.N. Gvozdev, D.B., Elkonina, and the thinking and perception of an older preschooler is at a level that will allow them to well understand what they read, answer questions about the content, and identify means of expression from a literary text.

S.L. Rubinstein pointed out that expressiveness is an important quality of speech. Its development goes through a long and unique path. The speech of preschool children often has vivid expressiveness.

It is often replete with iterations (increasing repetitions), inversions - violation of the usual word order, exclamatory phrases, intermittent constructions, hyperboles, etc. - in a word, all stylistic forms that express emotionality.