Drawing up a story based on a series of plot pictures. A series of plot pictures for children A series of paintings paintings on the development of speech

The description of subject pictures is a coherent sequential description of the objects or animals depicted in the picture, their qualities, properties, actions, lifestyle.

The description of the plot picture is a description of the situation depicted in the picture, which does not go beyond the content of the picture. Most often, this is a statement of the type of contamination (both a description and a plot are given).

A story based on a sequential plot series of paintings.

In essence, the child talks about the content of each plot picture from the series, linking them into one story. Children learn to tell in a certain sequence, logically linking one event to another, master the structure of the narrative, which has a beginning, middle, end.

A narrative story based on a plot picture (conditional name), according to the definition of K. D. Ushinsky, "a story that is consistent in time." The child comes up with a beginning and an end to the episode depicted in the picture. He is required not only to comprehend the content of the picture and convey it in words, but also to create previous and subsequent events with the help of imagination.

Mood-inspired descriptions of landscape paintings and still lifes often include narrative elements. Here is an example of a description of the painting by I. Levitan “Spring. big water"A child of 6.5 years old:" The snow melted and flooded everything around. Trees stand in the water, and houses are on the hill. They didn't flood. Fishermen live in the houses, they catch fish.”

There are several stages in teaching children storytelling from a picture.

At a younger preschool age, a preparatory stage is carried out, which aims to enrich the vocabulary, activate the speech of children, teach them to look at pictures and answer questions about their content.

In the middle preschool age, children are taught to consider and describe subject and plot pictures, first on the questions of the educator, and then according to his model.

In older preschool age, the mental and speech activity of children increases. Children, on their own or with a little help from the teacher, describe subject and plot pictures, compose plot stories based on a series of pictures, come up with the beginning and end of the plot of the picture.

Young children are brought to storytelling in a picture gradually, through other classes, in which they learn to perceive the content of the picture, correctly name the objects and objects depicted on it, their qualities, properties, actions, answer questions and write a description with their help. This purpose is served didactic games with subject pictures: kids must match a pair to the indicated picture, name the object, say what it is, what they do with it.

"Hide and seek" - the pictures are hidden (placed in different easily accessible places), the children find them, bring them and call them.

In work with kids, subject and plot pictures are used that are close to the experience of children, causing an emotional response: "Cat with kittens", "Dog with puppies", "Cow with a calf", "Our Tanya". The main type of lesson in the picture in the younger group is a conversation. Before showing the picture, they find out the experience of children, arouse interest in it. In the conversation, the following parts can be distinguished: examining the picture (see above about the methodology for its implementation) and the educator's story about it.

Children gradually develop the ability to coherently, consistently talk about the content of the picture with the help of the questions of the educator, his additions, together with him according to a logical scheme: “Murka the cat lies on ... (rug). She has small ... (kittens). One ... (kitten) "etc. In the process of such storytelling, the children's vocabulary is activated (kittens, lapping, purring, basket with balls). The lesson ends with a short generalizing story of the educator, which combines children's statements. You can read any author's story. Thus, the content of the picture “Chickens” corresponds to the story of K. D. Ushinsky “The Cockerel with the Family”. Rhymes, riddles, short poems can be used at the very beginning, during the conversation, at its end.

It is important to motivate speech activity: show a picture and tell a new girl, doll, your favorite toy, mother about it. You can offer to look at the picture carefully again, remember it and make a drawing at home. In your free time, you need to consider the drawing and invite the child to tell about it. At the end of the fourth year of life, it becomes possible to move on to independent statements of children. As a rule, they almost completely reproduce the sample of the teacher's story with minor digressions.

The middle preschool age is characterized by the formation of monologue speech. At this stage, learning continues to describe the subject and plot pictures. The learning process goes on consistently here as well. Subject pictures are considered and described, a comparison is made of the objects and animals depicted in the picture, adult animals and their cubs (cow and horse, cow and calf, pig and piglet).

Examples of comparisons made by children: "A pig's tail is big, like a rope, with a squiggle, and a piglet's tail is small, with a squiggle, like a thin rope." “A pig has a big snout on its nose, and a piglet has a small snout.”

Conversations are held on plot pictures, ending with a generalization made by the teacher or children. Gradually, children are brought to a coherent, consistent description of the plot picture, which is initially based on imitation of a speech pattern.

For storytelling, pictures are given that were considered in the younger group, and new ones, more complex in content (“Cubs”, “Visiting Grandma”).

The lesson structure is simple. At first, the children silently examine the picture, then a conversation is held, clarifying the main content and details. Next, a sample is given and it is proposed to talk about the content of the picture. The need for a model is explained by the insufficient development of coherent speech, the poverty of the dictionary, the inability to consistently state events, since there is still no clear idea of the structure of the narrative. The sample teaches the sequence of presentation of events, the correct construction of sentences and their connection with each other, the selection of the necessary vocabulary. The sample should be short enough, presented lively, emotionally.

At first, the children reproduce the pattern, and later they tell on their own, introducing their creativity into the story.

Let us give an example of a sample story based on the painting “Cat with Kittens”. “One little girl had a cat Murka with kittens. One day the girl forgot to put away her basket of balls of yarn. Murka came with the kittens and lay down on the rug. One of the kittens, white with black spots, also lay down next to his mother cat and fell asleep. The gray kitten was hungry and began to eagerly lap up milk. And the playful red kitten jumped onto the bench, saw a basket with balls, pushed it with its paw and dropped it. Balls rolled from the basket. I saw a kitten how a blue ball was rolling, and began to play with it.

To begin with, you can invite one child to describe the kitten he liked, another child to describe the cat, and then tell about the whole picture.

In order of complication in the picture “Dog with Puppies”, you can give a sample description of one puppy, and let the children describe the other one on their own by analogy. The teacher helps with explanations that relate to the sequence of descriptions, vocabulary, sentence connections. According to the same picture, a plan for describing the whole picture is given, and a speech sample is offered at the end of the lesson.

The next stage of work - telling a series of plot pictures (no more than three) - is possible if children have the ability to describe pictures. Each picture from the series is considered and described, then the statements of the children are combined into one plot by the teacher or children. Moreover, already in the process of consideration, the beginning, middle, end of the plot developing in time are distinguished. For this purpose, the series “How Misha lost his mitten” is most suitable /

At the senior preschool age, the tasks of teaching monologue speech in the classroom with pictures become more complicated. Children should not only understand the content of the picture, but also coherently, consistently describe all the characters, their relationships, the environment, using a variety of language tools, more complex grammatical constructions. The main requirement is greater independence in stories based on pictures.

description and comparison of subject pictures;

Description of plot pictures;

narration based on a series of plot pictures.

The lesson begins with viewing or re-viewing the paintings, clarifying the main points of the plot. Depending on the skills of children, their level of description or narration, the teacher uses different methodological techniques: questions, plan, speech pattern, collective storytelling, discussion of the sequence of the story, creative tasks.

The main method of teaching is still the sample. As children master speech skills, the role of the model changes. The model is no longer given for reproduction, but for the development of one's own creativity. To some extent, imitation remains - children borrow the text construction scheme, means of communication, language features. In this regard, there are possible options for using the sample: it concerns one episode of the picture or individual characters; the sample is given according to one of the two pictures proposed for storytelling; offered as a beginning (children continue and finish it); may be given after several children's stories if they are monotonous; may not be used at all or be replaced by a literary text. In the latter case, other methods of leading children are needed.

For example, a plan in the form of questions and instructions. So, according to the painting “Winter Entertainment” (author O. I. Solovyova), children are invited to tell first about how children make a snowman, then about those who take care of the birds, then how they ride down the hill and, finally, what others do children.

V senior group continues learning to build a story based on a series of plot pictures. This type of storytelling contributes to the development of the ability to build a storyline of an utterance, forms ideas about its composition, activates the search for figurative means of expression and ways of intratextual communication.

Developed various options presenting pictures to compile a collective story based on a story series: a set of pictures with a deliberately broken sequence is put on the board. Children find a mistake, correct it, come up with the name of the story and the content for all the pictures; the whole series of pictures is on the board, the first picture is open, the others are closed. After describing the first one, the next one is opened in order, each picture is described. At the end, the children give the name of the series, select the most successful one. This option develops imagination, the ability to anticipate the development of the plot; children place incorrectly placed pictures in the correct sequence, then make up a story for a whole series. They agree among themselves who will tell in what sequence (the idea of the composition of the story is fixed).

The method of presenting pictures can be varied further. Each option solves a number of problems: the formation of ideas about the composition, the development of skills to describe the plot, to anticipate its development, to come up with a beginning and a middle when the end is known, etc.

Stories based on a series of plot pictures prepare children for creative storytelling based on a picture, for inventing a beginning and an end to the depicted episode.

In the preparatory group for school, children should be able to independently compose descriptions and narratives from pictures, with the correct transmission of content, in compliance with the appropriate structure, using figurative speech.

All types of pictures and all kinds of children's stories are used for teaching. Particular attention is paid to independence and creativity. Often used as a sample piece of art: short stories by L. N. Tolstoy, K. D. Ushinsky, E. Charushin, V. Bianchi.

In this group, teaching continues on storytelling based on a series of paintings, storytelling is carried out on multi-episode paintings (“Winter Entertainment”, “Summer in the Park”, “City Street”). Examination of paintings is carried out in parts, creative tasks are used, children are invited to ask questions themselves; the dictionary is activated, enriched with figurative expressions (epithets, comparisons, metaphors).

The teacher can start a story about one of the episodes, the children will continue. You can use instructions on who to start, what to tell first, in what sequence to develop the plot. After such explanations and instructions, the children take part in a collective storytelling.

E. P. Korotkova recommends organizing the compilation of stories and inventing fairy tales based on humorous pictures. She advises to conduct the review in such a way that the content for the stories is provided. The beginning of the conversation should not be traditional, but somewhat unusual (“Why is it fun to look at the picture?” Or “How did the picture cheer you up?”).

To come up with a creative story-narration (sequential in time), a picture familiar to the children (“The ball flew away”, “New Girl”, “Gifts to Mom by March 8”) is taken, its content is specified, and a description is drawn up. Then the children are asked to come up with what could have happened before, for example, how the girl Tanya came to kindergarten (based on the painting “New Girl”).

Until the children master the ability to come up with a beginning and an end to a picture, you can suggest a plot for development storyline(“Maybe Tanya often saw how children play in the kindergarten area, how much fun they have, and she also wanted to be with them. Or maybe one day mom came home from work and said: “Tomorrow, Tanya, you will go to kindergarten ". Was Tanya happy or upset? How was she going to?").

Immediately after that, you can come up with an ending. The teacher or children summarize children's stories into one narrative. It is possible to compose a collective story. The task of the educator is to give clear instructions. The task to tell about what is drawn leads to a description of the plot, the task to come up with a beginning and end to the plot obliges the child to compose something new.

To maintain children's interest in describing paintings, M. M. Konina advised using the compilation and guessing of riddles.

Of particular interest are classes using reproductions of landscape paintings and still lifes by masters of art. The technique of their consideration and description was developed by N. M. Zubareva. Let us dwell briefly on the features of this technique.

Perceiving a landscape or a still life, children should see the beauty of what is depicted, find words to convey beauty, respond emotionally, get excited about what the artist is excited about, and realize their attitude to what they perceive.

Viewing landscape paintings must be combined with observations of nature (autumn and winter forest, sky, shades of green colors in different sunlight, etc.) and with the perception of poetic works describing nature. The stock of direct observations of natural phenomena helps children perceive works of art and experience aesthetic pleasure.

N. M. Zubareva recommends original techniques for viewing landscape paintings. It enhances the emotional perception of the picture by looking at it accompanied by music (“ Golden autumn" by I. Levitan and "October" by P. I. Tchaikovsky). The very form of the lesson causes joy and satisfaction in children.

Simultaneous viewing of two pictures different artists on the same topic Birch Grove» by I. Levitan and A. Kuindzhi) helps children to see various compositional techniques used by artists to express their ideas. The proposal to mentally enter the picture, look around, listen stimulates creativity and gives a complete sense of the image. Next, a description of the paintings by children is organized.

Similar work is carried out on the examination and description of still life. Its aesthetic perception is facilitated by examining dishes, flowers, vegetables, fruits, getting to know their color, shape, texture, smell and composing “living still lifes” on the table from them. So the children are brought to the description of the still life (“Flowers” by D. Nalbandyan, “Lilac” by I. Levitan).

Using pictures in speech development classes

Compiled by: Karamysheva Ksenia Igorevna

Educator MBDOU "DSKV No. 68"

2015

1. The value of paintings in familiarizing children with the environment and development

vocabulary, in teaching children storytelling…………………………………… 3

2.Selection of paintings for each group, requirements for selection……………… 6

3. Types of classes with pictures…………………………………………………. 9

4. The structure of classes and methods of conducting………………………………… 6

5. Requirements for stories based on pictures………………………………………. .9

PRACTICAL ASSIGNMENTS…………………………………………………20

Summary of a lesson on compiling stories based on a picture

List of used literature…………………………………………….... 23

The meaning of paintings in familiarizing children with the environment and the development of the vocabulary, in teaching children storytelling.

The famous teacher K.D. Ushinsky said: "Give a child a picture, and he will speak."The upbringing of highly educated people includes the mastery of all the riches of the native language. Therefore, one of the main tasks of the kindergarten is the formation of the correct oral speech of children on the basis of their mastery of the literary language of their people.

In the methodology for the development of speech of preschoolers, according to researchers O.I. Solovyova, F.A. Sokhina, E.I. Tiheeva and others, the use of paintings plays a leading role. The picture in its various forms (subject, plot, photography, illustration, reproduction, filmstrip, drawing), and the plot in particular, with skillful use, can stimulate all aspects of the child's speech activity. It is known with what enthusiasm even the smallest children look at illustrations in books, magazines and ask countless questions to adults.

There are many types of painting work. The same picture canserve as material for a wide variety of activities. The objects presented in the picture are united by a certain logical situation, a certain relationship that speaks for itself. The language task is to clarify and enrich the vocabulary of children, to exercise them in constructing an utterance, to lead them to the practical assimilation of certain concepts.

The problem of developing coherent speech and especially teaching storytelling based on pictures (illustrations) has been and remains in the focus of attention of psychologists, linguists, teachers and methodologists (L.S. Vygotsky, A.V. Zaporozhets, A.A. Leontiev, D.B. Elkonin and others). Indeed, the value of stories is enormous. Live in stories folk customs rituals, proverbs and sayings are preserved in them. From stories, children memorize expressions and new words that they use in everyday life, master new phrases, phrases, such as sentences.

The special role of pictures in the development of the child and in the development of children's speech preschool age took E.I. Tikheev. She described that the pictures as a factor in the mental development of the child should begiven a place of honor from the first years of his life. The picture causes active work of thinking, memory and speech. Looking at the picture, the child names what he sees, asks about what he does not understand, recalls a similar event and object from his personal experience and talks about it.

With the help of the picture, the teacher brings up different feelings in children; depending on the content of the picture, this can be interest and respect for work, love for native nature, sympathy for comrades, a sense of humor, love for beauty and always a joyful perception of life.

The use of the picture, according to K.D. Ushinsky, is that children learn to closely associate the word with the idea of the subject, learn to logically and consistently express their thoughts, that is, the picture simultaneously develops the mind and speech. V.P. Glukhov noted: “Try to tell two equally capable children about the same incident, one with drawings, the second without drawings - and then you will appreciate the full significance of drawings for children.”

Thus, "preschool age is the period in which the greatest feeling for linguistic phenomena is observed - this is firmly established fact”, concludes D.B. Elkonin. Stories enrich children with knowledge about the history, culture of their people, develop speech. And since teaching storytelling in kindergarten is based on visual material, and above all on pictures, illustrations through which the horizons of children are enriched, their figurative thinking and coherent speech develop, then they are the most valuable material in working with preschoolers for the development of speech.

Pictures, drawings, illustrations for literary and folklore works are used in educational process as a means of mental (acquaintance with environment, development of imagination, perception, attention, thinking, speech, the formation of intellectual abilities, sensory development), aesthetic (development of artistic and aesthetic perception, formation of emotional sensitivity, enrichment of the emotional and sensory sphere) and speech education (development of artistic and communicative abilities, stimulation of initiative statements, mastery of various types of coherent speech).

2. Selection of paintings for each group, selection requirements

The kindergarten must make sure that it has a selection of pictures that can satisfy all the demands of the current work.

Painting Requirements

Interesting, understandable content, educating positive attitude to the surrounding.
Realistic image.
The picture must be highly artistic.
Availability of content and images (lack of multiple

details, strong reduction and obscuration of objects, excessive shading, incomplete drawing).

Pictures can be b: demonstration, handouts (a set of postcards on various topics, children's stories from pictures).

subject paintings- they depict one or more objects without any plot interaction between them (furniture, clothes, dishes, animals; "Horse with a foal", "Cow with a calf" from the series "Pets" - author S. A. Veretennikova, artist A. Komarov).

Story paintings, where objects and characters are in plot interaction with each other. And prompts the child to a story related to the interpretation of the action. A series or set of paintings connected by a single plot content, for example, (story in pictures) "Stories in Pictures" by N. Radlov

Reproductions of paintings by masters of art are also used:

landscape paintings: A. Savrasov "The Rooks Have Arrived"; I. Levitan “Golden Autumn”, “Spring. Big Water”, “March”; K. Yuon " March sun»; A. Kuindzhi "Birch Grove"; I. Shishkin "Morning in pine forest», « Pine forest”,“ Forest felling ”; V. Vasnetsov "Alyonushka"; V. Polenov "Autumn in Abramtsevo", "Golden Autumn" and others;

· still life: K. Petrov-Vodkin "Bird cherry in a glass", "Glass and apple branch"; I. Mashkov "Ryabinka", "Still life with watermelon"; P. Konchalovsky "Poppies", "Lilac at the Window".

When choosing a picture for a lesson, the teacher should take into account that children know:

About the characters of the picture (girl, boy, bun);
Their actions (walk, play, eat);
About the scene (Where? In the forest, at home);
About the time of action (When?).

Children love to look at paintings individually, guided by their own interests and choices, and therefore there should be paintings for the free use of children. Their content should be as diverse as possible and accessible to the understanding of children. Pictures for the free use of children are laid out in a shifting order on certain period in places where children take them at their discretion. For the sake of ease of use of paintings, it is necessary to thoroughly think over the technique of their storage. Each topic should have its own place: an envelope, a box, a place in a closet, etc. Only in this case, the teacher will be able to find the right picture at any time.

The main requirements put forward by the methodology for the picture and work with it.

The picture is selected in advance, taking into account the interest of children, taking into account educational work, taking into account the time of year, local conditions (first one's own area, then another).

The picture should hang at the level of the children's eyes.

A pointer or other attributes are selected in advance.

Think about the placement of children: not always in a semicircle; in a checkerboard pattern; taking into account the hearing, vision, growth of children; in a circle.

The teacher and children who go to the picture should stand to the right of the picture.

After class, the paintings remain in the group room for several days, the teacher encourages the children to examine them.

Requirements for the selection of paintings younger age(3-5 years).

The composition of the picture should be simple i.e. pictures are one planned.

Number of characters from 1 to 4.

Senior age (5-7 years).

The composition is complex, that is, multifaceted.

The number of characters can be quite large.

The construction of the lesson and the methodology for its implementation.

In order to correctly and effectively examine the picture, the educator must come up with what knowledge he will consolidate, what knowledge he will give to children.

3. Types of activities with paintings

In accordance with the "Kindergarten Education Program", painting classes are held in all age groups. But if children of younger and middle age learn to describe pictures, based on the questions of the teacher, then in the older and preparatory groups for school, the main attention is paid to independent storytelling.

Painting classes:

looking at a picture;
storytelling about her.

For a coherent, consistent story about a picture, it is necessary to understand it when looking at the picture. entity, establish links:

recognition;
establishing cause-and-effect relationships between actors, understanding facial expressions, actions.
temporary connections: taking into account the place of action, time, situation.

For a coherent story, you need:

take care of the content side;
clear selection or logicalization of images;
mastering the forms of monologue speech.

Types of paintings.

Object pictures (one or several objects without contact connections).
Story and multi-episode pictures. The plot pictures depict objects in certain plot connections.
A series of paintings connected by one plot.
Landscape paintings.
Still lifes.
Pictures with humorous content.

The following occupations for teaching storytelling through pictures.

Compilation of a descriptive story based on a subject picture.
Compilation of a descriptive story based on a plot picture.
Inventing a narrative story based on a plot picture.
Compilation of a story based on a sequential series of paintings.
Drawing up a descriptive story based on a landscape painting and a still life.
Collective storytelling.

Difficulty from group to group.

middle group

Senior group

preparatory group

1. Descriptive story according to the subject picture.

2. A descriptive story based on a plot picture.

3. A descriptive story based on a plot series of pictures.

1. Drawing up a narrative story based on a plot picture.

2. Narrative stories based on a series of pictures on humorous topics.

3. Collective compilation of a story.

1. A descriptive story based on a landscape painting and a still life.

Requirements for children's stories:

accurate transmission of the plot; independence; imagery;
expediency of using language means (exact
designation of actions); the presence of links between sentences and parts
story; expressiveness; ability to intonate;
emphasizing the most meaningful words; fluency of speech;
phonetic clarity of each phrase

4. The structure of the classes and the methodology of conducting: on viewing pictures; compiling stories from pictures;

The task of the teacher is to teach children to perceive the picture, to lead from random examination to consistent, to highlight the essential; expand the vocabulary of children; to educate the feelings of children, i.e. to cause the right attitude to what is drawn

The structure of the lesson on familiarization with the paintings

They consist of three parts, and preferably combined: lesson + fine arts, lesson + music, lesson + native language.

Part I - introductory (1-5 min.): Set up children for perception (conversation, riddles), the teacher still reveals the content of this picture to younger children in order to interest them.

Part II - the main part (from 10-20 minutes depending on the age of the children): questions to the children. This part ends with an exemplary story of the teacher, confirming the essence of the picture or reading fiction(description). For children 5-7 years old, a child's story can be a model. If the picture is the first time in a group, then only the teacher's story can be a model.

Part III - the result of the lesson: surprise moments, a word game (mobile), a lesson in fine arts after viewing.

The main vocabulary technique during the lesson is questions to children:

The main vocabulary in this lesson is the question. There are different types of questions:

1. For clarification common sense paintings: what is the painting about? What shall we call her? Did the children meet the new girl correctly?

2. To describe items: what? Which? Where? What is he doing? What does it look like?

3. To establish links between parts of the picture: why? What for? For what? Whose? How are they similar?

4. To go beyond the picture: what do you think will happen next? What happened before? How did you guess about it?

5. Questions about the personal experience of children, close to the content of the picture: do you have such toys? And who recently joined our group? How did we meet the new one?

6. To activate the dictionary, older children are asked a question for the selection of synonyms: how else can you say about this? (Courageous, timid, frightened, etc.) Questions in form can be not only direct and suggestive, but also suggestive, especially in younger groups: is it a kitten? Is it a ball?

In older groups, you can use the techniques developed by E. I. Tikheeva. Exercises such as the game “Who will see more?” Children name the details of the depicted object without repeating themselves. This is important for the development of observation, attention and vocabulary activation. A good method of comparing pictures (How are they similar and how are they not similar?).

The purpose of looking at the picture, the purpose of asking questions is to find out its main content; in this case, it is necessary to activate not a dictionary in general, but a certain group of words. Therefore, you should ask about the main thing.

Junior group.

Preparatory stage for teaching storytelling.

Children Features:

Children are limited to listing objects, individual systems and actions.

Tasks:

Teaching children to look at a picture and developing the ability to notice equals in it.
A gradual transition from classes of a nomenclature nature to classes that exercise children in coherent speech (answering questions and compiling short stories).

The structure of classes to familiarize children with the picture:

Making a picture and viewing it by children on their own.
Examining the picture for questions.
The final story is an example of a teacher.

Classes can begin with a small introductory conversation, its purpose is to find out the ideas that children have and create an emotional mood.

Methodical methods:

Questions.
Artistic word.
Game tricks.
Choosing an object and talking about it.
Associating a drawn object in a picture with showing a toy.

Paintings:

depicting individual objects;
pets;
scenes from childhood.

Middle group.

There are separate classes for teaching storytelling.

For teaching storytelling, classes are held once a month, but if you think that a lot of work is required, then their number increases.

Paintings:

Baturin "We play".
Solovieva's series "Our Tanya".
Veretennikov "Pets".

The structure of classes.

The actual content of the picture (the content of the picture is studied, the children learn the most important connections, ask few questions).
Learning to write a story.
Children's stories, evaluation of stories.

Methodical work.

Questions - 3-4 minutes.
Examples of teacher's story.

The teacher's story should cover the entire content of the picture.
Must be built according to the rules literary story, the sequence, time, plot is observed.
The story should contain figurative expressions, direct speech, punctuation marks.
The presentation must be lively, clear and expressive. To do this, it must be thought out in advance.

Complication - in Art. groups, you can use a literary image.

The teacher's story should consist of 7-8 sentences and the beginning of the image is given for complete copying. The place of the sample gradually decreases - it moves to the middle and to the end of the lesson. After the sample, a plan is given.

requirements for this part.

The teacher must know who he will ask: 1-2 good talkers, then children who find it difficult and finish with good talkers. Just ask 5 to 9 children.

Be sure to monitor the attention of children and diversify the techniques by introducing toys, children's additions, taking into account the desires of children.

Requirements for the evaluation of children's stories.

The first independent stories based on the picture may consist of 2-3 sentences. Some children reproduce the most important thing, while others reproduce what is interesting to them, the stories of third children do not characterize the essence of the pictures.

By the middle of the year, the stories become longer (6-8 sentences), acquire a sequence, approach the model, and at the end of the year, the children transmit the sample almost verbatim.

At the end of the year, you can listen to 7-9 stories.

Senior and preparatory group.

In the senior and preparatory groups, the requirements for children's stories increase.

The content of the story should be enriched with details, the story increases.
The child of the preparatory group must comply with all 3 parts. Beginning and end are clearly marked.
Pay attention to the choice of clear and precise words.

When evaluating, one should distinguish the dignity of the story, the details that make it different from the other. In Art. The children themselves are involved in the assessment.

Complication in the method of viewing the picture.

In older preschool age, the picture is considered in advance or in the first part of the lesson.

New tasks for viewing the picture.

Help children understand the essence of the picture, establish all connections and dependencies.

Direction to the accumulation of verbal material, work in progress to find the exact words to characterize actors, action.

Systematization of material for storytelling.

Structure.

Making a picture and viewing by children (perception as a whole).
Examination of the picture under the guidance of a teacher.
The final story is an example of a teacher.

Methodical methods.

A series of questions to identify the content, to establish connections, to examine the picture in detail and search for the exact words. The method of closing part of the picture is used.
Reception of inventing the name of the picture and generalization of the educator.

Tasks for teaching storytelling in older groups become more diverse and depend on the content of the picture.

Learn to understand the content of the picture.
Cultivate feelings.
Learn to write a coherent story based on a picture.
Activate and expand vocabulary.

In Art. groups 10 lessons on teaching storytelling.

Paintings "Hedgehogs", "Our Tanya", "Pets". The same picture can be used repeatedly and complicate the tasks.

Types of occupations in Art. storytelling groups.

Descriptive story based on subject and plot pictures.
Stories based on a series of pictures on humorous themes.
Narrative story.

V preparatory group added:

Descriptive story based on a landscape painting.
writing a collective story.
A story based on a series of pictures.

Requirements for the structure of the lesson.

The model should serve as a means of transferring children to a higher level of development of the ability to tell.

Story update.
Storytelling training.
Children's stories and assessment.

Methodical methods.

Questions and establishment of content or connections in the picture.
Sample - complication of moving it to the end of the lesson.

In Art. group, if the children are good at telling, then instead of the sample, the children use the plan on their own.

The complexity of methodological techniques.

middle group

Senior group

preparatory group

1. questions

2. sample familiarization with sample move sample.

3. plan after the sample and as you master it instead of the sample.

4. children's stories - sample reproduction, from 2-3 sentences to 6-8.

5. assessment is given by the teacher.

1. questions

3. the children make the plan.

4. increasing the amount of detail in the story.

5. children are involved.

1. questions

2. a sample of a means of translating to a higher level and the use of a literary image.

3. the children make the plan.

4. the sequence of the story, time, place of action, the presence of 3 parts of the story, the clarity of words are observed.

5. children and educators.

Collective compilation of a story based on the picture "Teaching children to describe the landscape.

Lead up gradually.
Before these classes, accumulate experience related to the perception of natural phenomena - observation of the beauty of nature.

Receptions.

Questions aimed at identifying the main
Comparison and comparison of objects or phenomena,
Didactic games - who will see more.
Fiction, poetry, riddles, fairy tales, stories.
Examining illustrations, drawing a landscape seen on the street.

When the experience is gained - teaching storytelling.

Examining the picture.
Storytelling training.
Children's stories.

Receptions.

A conversation is introduced - aimed at the perception of a work of art.
Use of Tchaikovsky's music.
Relying on the experience of children in order to understand the mood of the picture.
The use of poetry to understand the picture.
Reception of introduction to the picture (let's take a walk in this grove).

In the second part, a literary sample, a plan.
Grade.

5. Requirements for stories based on pictures

General requirements for the organization of work with the picture:

Work on teaching children creative storytelling in a picture is recommended to be carried out starting from the 2nd junior group kindergarten.

When choosing a plot, it is necessary to take into account the number of objects drawn: the younger the children, the fewer objects should be shown in the picture.

After the first game, the picture is left in the group for the entire time of studying with it (two to three weeks) and is constantly in the field of view of the children.

Games can be played with a subgroup or individually. At the same time, it is not necessary that all children go through every game with this picture.

Each stage of work (a series of games) should be considered as intermediate. The result of the stage: the child's story using a specific mental technique.

In kindergarten, two types of such classes are held: looking at pictures with a conversation about them and compiling stories by children based on pictures.

At first, preschoolers master predominantly dialogic speech: they learn to listen to the teacher's questions, answer them, ask; the latter contribute to the development of monologue speech: children acquire the skills of compiling a story in which all parts are contextually related to each other, logically and syntactically combined.

Looking at pictures, according to E. I. Tikheeva, has a triple goal: an exercise in observation, the development of thinking, imagination, logical judgment and the development of a child’s speech.

Thus, viewing the picture encourages the child to speech activity, determines the theme and content of the stories, their moral orientation.

But the child can tell about the content of the picture only if he understood it. The degree of coherence, accuracy, completeness of the stories largely depends on how correctly the child perceived, comprehended and experienced what was depicted, how clear and emotionally significant the plot and images of the picture became for him.

In order for the children to better understand the content of the pictures, the teacher conducts a preliminary conversation with them, in which personal experience guys, memories of events similar to those depicted in the picture. In the process of review, the vocabulary is activated and refined, the dialogic speech: the ability to answer questions, justify your answers, ask questions yourself.

Therefore, the purpose of the conversation on paintings e - to bring children to the correct perception and understanding of the main content of the picture and at the same time the development of dialogical speech.

Children do not know how to look at pictures, they cannot always establish relationships between characters, sometimes they do not understand how objects are depicted. Therefore, it is necessary to teach them to look and see an object or plot in a picture, to develop observation skills. Children are taught to notice details in a picture: background, landscape, weather conditions, include a description of nature in their story + art word(poem, excerpt from prose, riddle, tongue twister).

The transition from the introductory conversation to the examination of the picture itself should be logically consistent and smooth. The questions “Who do you see in the picture?”, “What does the girl carry in her hand?” the teacher switches the attention of the children to the picture, immediately highlighting the central image in it. Examining the pictures prepares the children for compiling descriptions and narrative stories.

By conveying in the story what is depicted in the picture, the child, with the help of the educator, learns to correlate the word with the visually perceived material. He begins to focus on the selection of words, in practice he learns how important the exact word-designation is, etc.

The great Russian educator Ushinsky justified the value of a picture by the fact that the image of an object excites the child’s thought and causes the expression of this thought in an “independent word”.

PRACTICAL TASKS

Theme "Compilation of stories based on the painting "Cat with Kittens"

Target: Practice solving riddles. To form the ability to carefully consider the picture, to reason about its content (with the help of questions from the educator). To form the ability to compose a detailed story based on a picture, based on a plan. Exercise in the selection of words that are close in meaning; choose words that describe the actions of objects. Develop a sense of collectivism, healthy rivalry.

Material: sheets, pencils, a ball, two easels, two drawing paper, felt-tip pens.

Stroke: Today we will learn how to compose a story based on a picture of a pet. What kind of animal you will talk about, you will find out when each of you guesses his riddle and quickly sketches the answer. I will make riddles in my ear.

Sharp claws, soft pillows;

Fluffy fur, long mustache;

· Purrs, laps milk;

Washes his tongue, hides his nose when it's cold;

Sees well in the dark, sings songs;

She has good hearing, walks inaudibly;

· Able to arch the back, scratches.

What guess did you get? So, today we will make up a story about a cat, or rather about a cat with kittens.

Look at the cat. Describe her appearance. What is she? (large, fluffy). Look at the kittens. What can be said about them? What are they? (small, also fluffy). How are kittens different from each other? What do they have different? (one kitten is red, the second is black, the third is motley). That's right, they differ in coat color. How else are they different? See what each kitten is doing (one is playing with a ball, the second is sleeping, the third is drinking milk). How are all kittens alike? (all small). Kittens are very different. Let's give nicknames to the cat and kittens so that you can guess from them which kitten is in character.

Kitten: (gives her name) is playing. How else can you say about him? (frolics, jumps, rolls a ball). Kitten: (gives her name) is sleeping. How else can you say? (drowsing, closed eyes, resting). A kitten named: laps milk. How else can you say? (drinks, licks, eats).

I suggest you stand in a circle. I will take turns throwing the ball to you, and you will choose answers to the question: “What can cats do?”

Let's get back to the picture. Listen to a plan to help you write a story.

· Who is in the picture? Where is the action taking place?

Who could leave a basket of balls? And what happened here?

· What can happen when the mistress returns?

Try to use in the story the words and expressions that you used when looking at the picture.

Children take turns making up 4-6 stories. Others choose whose story turned out better and justify their choice.

At the end of the lesson, the teacher offers to split into two teams. Each team has its own easel. Each team will need to draw as many kittens or cats as possible in a certain time. At the signal, team members take turns running to the easels.

Summary of the lesson.

Abstract of the lesson on examining the picture in the younger group.

"Dog with Puppies"

Purpose: - to form the ability of children to answer the questions of the educator when looking at the picture;

To form in children an idea of \u200b\u200bthe animal world;

Cultivate kindness towards animals

Material: dog toy, dog with puppies painting

Lesson progress

Children sit on chairs.

Educator: Guys, someone came to visit us. Do you want to know who it is?

Children: Yes, we want (children's choral answers).

Educator: Then guess the riddle: “He barks loudly, but doesn’t let him in the door”

Children: Dog (children's choral answers)

Educator: Right. Well done. The teacher brings a dog toy into the group. The dog has a large bundle in its paws.

Dog: Hello guys (children greet the dog).

Dog: Woof, woof. My name is "Bug" Woof, woof. What is your name? (asks individually)

Dog: Ah, I didn’t come alone, but with my girlfriend. Would you like to see? (takes out a small dog from the bundle). Here is my girlfriend. Her name is Smart. This is because, she is very obedient, very well behaved.

The teacher sits on a chair and creates a trusting environment, facilitating conversation. Examine the picture.

Educator: I will now tell you about a dog named Clever. She lives in a booth. The dog is big. She has a head, body, tail, four legs. The dog has a nose and ears on its head. The dog's body is covered with hair. She has two puppies, these are her children. They are small. Dog Umnitsa takes care of the puppies. A dog is a pet, it lives next to a person. The man takes care of the dog. He brings her food. Now you tell me about the dog. I will ask you questions and you will answer.

Educator: Look, guys, is the dog big or small?

Children: Big

Educator: What is it? (shows a dog's head in the picture) Children: Head

Educator: What is it? (shows the torso in the picture) Children: The torso.

Educator: What is on the dog's head? (ask 3-4 children individually) Children: Ears, eyes, nose.

Educator: Show (ask 3 - 4 children individually).

Educator: Does the dog have any puppies: big or small?

Children: small

Teacher: What is the name of this house? Children: Booth

Children who do not speak show the answers in the picture.

Dog: Oh, what good fellows!

Educator: "Bug", and the guys know a poem about you. Do you want to listen?

Dog: Yes, I do.

The teacher asks 3 - 4 children. Poem: "Here is the dog Bug"

Dog: Well done, well done! I don't want to leave, I want to play with you.

Educator: Children, let's play a game with the Bug.

The game "Shaggy Dog" is being held

Dog: Guys, can you talk like a dog?

Children: Woof-woof-woof

Educator: A. How do puppies bark?

Children: (gently) Woof-woof-woof

Dog: Well done guys. I had so much fun playing with you, I will definitely come to you again.

Educator: Guys, say goodbye to the dog "Goodbye!"

Bibliography

1.Arushanova, A.G. Speech and verbal communication of children: A book for kindergarten teachers. - M.: Mosaic-Synthesis, 2009. -187 p.

2.Gusarova, N.N. Conversations on the picture: The seasons. - St. Petersburg: CHILDHOOD-PRESS, 2001. -132 p.

3. Korotkova, E.P. Teaching preschool children to storytelling: A guide for the educator of children. garden. - M .: Education, 2nd ed., 2002. -291 p.

4. Korotkova, E.P. Teaching storytelling in kindergarten. - M., 2008. -371 s

5. Development of the speech of preschool children: A guide for the educator for children. garden. / Ed. F. Sokhin. - 2nd ed., - M.: Enlightenment, 2009. -261 p.

6. Savo, I.L Teaching preschoolers to storytelling from a picture as one of the areas of work on the formation of coherent speech / Preschool Pedagogy - No. 6, 2009. - p. 14 - 16.

7. Tkachenko, T.A. Teaching children creative storytelling from pictures: A guide for a speech therapist. - M.: Vlados, 2006. - 121 p.

8. Tyshkevich, I.S. Development of speech and creativity of older preschoolers // Innovations and education. Collection of conference materials. Series “Symposium”, issue 29. St. Petersburg: St. Petersburg Philosophical Society, 2003. -184 p.

9. Development of speech of preschool children // Ed. F. A. Sokhina. - 2nd ed., - M.: Enlightenment, 2006. -281 p.

Theme: Narration based on the painting "Horse with a foal", from the series "Pets", author S.A. Veretennikova.

At the beginning of the lesson, the children easily guessed the riddle about the horse:

She is slim and proud

There are hooves, there is also a mane.

The children were able to justify the answer. Bringing the picture into the lesson caused a lot of emotions. The picture "Horse with a foal" made a great impression on the children, so they were happy to talk about it. In the process of storytelling, we were able to achieve complete answers, saturated with epithets and various turns, demonstrating our sample of the story.

With interest passed the game "Who has whom?". The children were not mistaken in naming the baby animals, only "lamb" and "piglet" caused difficulty.

Analyzing the answers of children to questions based on the story of E.I. Charushin "Horse", we are faced with the fact that not all children can answer questions such as: What did you like about the story? Why do you think so? Therefore, I gave my sample answer to the question, giving the child the opportunity to answer subsequent questions on his own, based on my example.

Children freely named baby animals in singular. Difficulties caused the names of animals in the accusative case plural. For example: a lot of tiger cubs, wolf cubs. We had to repeatedly correct the children. In the end, we got all the children correct answers.

Children with great desire described the hare and picked up epithets for the mood of the hare.

The work on compiling stories based on plot pictures was also interesting. We listened to the stories of three children. All stories were different and interesting. In the course of the story, we asked clarifying questions: Why did the hare return to the mink? What else could he come back for?

In the process of storytelling, we observed the grammatical correctness of speech: we corrected the children's mistakes and asked them to repeat the correct word.

Pictures depicting animals, in the names of which the sound "l" occurs, the children called correctly - the children have developed phonemic hearing.

Descriptive story.

A descriptive story based on pictures depicting a hare and a bear. From the picture with the image of a hare, we told ourselves, thereby giving a sample

story. The children added to our story. After our own story, we

were asked to tell two children from the same picture. According to the picture with the image of a bear, the children have already told on their own. We paid attention to detail, to the selection of epithets for the image of a bear. We think that this work was successful.

Comparative story.

A comparative story based on pictures with the image of two birds: a magpie and a sparrow.

Based on previous experience (descriptive stories), taking into account our requirements, the children described birds in great detail, figuratively and compared them: they found similarities and differences. We encouraged the children to compare not only the appearance, but also the habits, and what the sparrow and the magpie eat. After reading the poem by I. Grishashvili "Protect the birds", we had a conversation about how to protect the birds, take care of them.

The word game is nonsense.

The children enjoyed the word game a lot. The kids were fun and interesting. The following tales have been proposed:

The horse flies through the sky

The fish are walking across the field.

The bird floats on the sea

The ship is moving across the field, etc.

Children easily corrected fables, replacing words. After the fables we proposed, the children came up with their own, for example:

The hedgehog floats in the sky

The legs are walking across the field.

(This fiction was invented by Demin Kostya).

The game is a fiction, it was interesting not only for children, but also for us.

Individual work.

Drawing up a story based on a plot picture. Children were offered stories: N. Nosova " living hat"and N. Artyukhov "Coward".

The story "The Living Hat", the children retold after reading the work, based on the pictures. Then the task became more complicated: the children had to divide the story, which consisted of 6 pictures, into three parts - the beginning, the main part, the ending. The children tried to title each part, but the titles were not very successful, for example: "How the children saw the running hat" (Murashov D.); "When the boys ran away from the sofa" (M. Lobova). Seeing that children are unable to name parts of the story, we, as an example,

read a short story "The Whale" by S. Sakharnov and asked to come up with a title for the story. Then they read the real title of the story, and asked: Why is it called that? Together with the children, we divided the story into parts, and titled each.

The story "Coward", the children came up with pictures without reading, they themselves gave names to their story. For example: "Girl and dog", etc.

Then the task became more complicated: children need to divide the story, consisting of 4 pictures into three parts - the beginning, the main part, the ending.

Story poem "The Eagle and the Frog" using pictures.

Each word corresponded to a picture (except for conjunctions and prepositions). This method of memorizing a poem proved to be very effective: the children memorized the poem with ease. Usually, memorizing poems does not give children pleasure, and pictures allow you to learn a poem quickly and with interest.

Working with parents. Screen.

The screen includes 4 parts:

1. Appeal to parents, the topic of the screen and its rationale, statements by L.V. Vygotsky;

2. "You can develop coherent speech with the help of subject pictures." This section provides an example of descriptive and comparative stories ("Mushrooms");

3. "You can develop coherent speech with the help of plot pictures". This section provides an indicative list of questions that parents can ask their children to describe the plot pictures;

4. "Play with the child." Game-fiction "Is this true or not?". L. Stancheva. Literature is also indicated here, in which parents can find other fiction games for the development of children's speech.

The screen stood in the dressing room for two weeks, and was available to all parents. Mama Zvereva Y. asked: "What other pictures can be used to develop coherent speech?", "Is it possible to use illustrations in books for storytelling?"

Drawing a conclusion, we can say that the screen for parents was not made in vain.

Children's Program

Description of the picture: "Horse with a foal."

Charushin "Horse"); fix the names of cubs of wild and domestic animals; to cultivate interest in viewing the picture; to cultivate a desire for storytelling in a picture; educate the culture of speech communication. Activation of the dictionary, clarification and consolidation of the dictionary (mane, hooves, horseshoe, cart, nostrils); vocabulary enrichment (farmer, dairy farm, harnessed).

Looking at scene pictures.

Purpose: To teach children to compose plot story by picture; develop the ability to independently invent events preceding the depicted and subsequent ones; continue to learn to guess riddles and explain their riddles; fix the names of animals and cubs; to exercise children in the use of the names of baby animals in genitive case singular and plural, in the selection of comparisons and definitions for a given word, as well as synonyms and antonyms; to fix the correct pronunciation of the sound "l" in words and phrasal speech. To cultivate interest in looking at pictures, the desire to compose an independent story from pictures, the ability to work in pairs, the culture of verbal communication. Activation, clarification, consolidation and enrichment of the dictionary (weaving, wandering).

A descriptive story based on pictures depicting a hare and a bear.

Purpose: To continue to teach children to look at pictures in detail; develop connected speech; answer the teacher's questions; activate the speech of children; select epithets for images of a hare and a bear; learn to speak emotionally, expressively; enrich vocabulary. To cultivate interest in looking at pictures, a desire to tell from a picture, a culture of verbal communication.

A comparative story based on pictures depicting two birds: a magpie and a sparrow.

Purpose: To develop the connected speech of children; activate the speech of children; learn to answer the teacher's questions; describe the paintings, observing the details; teach children to compare two birds; continue to learn to select epithets; enrich vocabulary. To cultivate interest in looking at pictures, a desire to tell from a picture, a culture of verbal communication.

Word game - fiction

Purpose: To acquaint children with fables; to teach children to find inconsistencies between fiction and reality; teach children to invent fables on their own; continue to activate speech; continue to teach children to answer the teacher's questions. To cultivate interest in fables, the desire to independently compose fables, the culture of speech communication.

Individual work

Drawing up a story based on plot pictures based on the work of N. Nosov

"Living Hat"

Purpose: To teach children to compose a story based on a work; independently title parts of the story; describe the characters of the characters, their moods; teach children to come up with their own ending to the story; to form the skills of selecting epithets, figurative expressions; teach children to answer the teacher's questions. To cultivate interest in storytelling from pictures, the ability to listen to a story, the culture of verbal communication, the ability to emotionally tell, empathize with the characters.

Drawing up a story based on pictures.

Purpose: To teach children to compose a story based on plot pictures; independently build the plot of each picture; title the story and each part; activate verbs expressing different states; to form skills to describe the characters of the characters and their moods; invent a story, going beyond the pictures (past, future); learn to answer the teacher's questions. To cultivate interest in storytelling from pictures, the culture of verbal communication, the desire to empathize with the characters.

The story of the poem "The Eagle and the Frog"

Purpose: To introduce children to a new poem; develop the memory and thinking of children; activate speech; teach to tell a poem based on pictures; arouse interest and desire to tell a poem from pictures.

2.3. The program of the forming experiment.

		Description
1. "Journey with signs."	Formation in preschool children of the ability to find similarities between objects, compare objects according to several criteria; development of the imagination; educating the ability to listen to each other, wait their turn, follow the rules of the game.	The speech therapist invites the child to choose a picture and connect it to the train with the help of a sign wheel. Baby calls than two objects are similar in this feature. The game continues similarly as long as there are signs and children's interest. For example: How are a snail and a leaf similar? The back of the snail is rough in relief and the leaf is rough in relief. And how can a leaf and a boat be similar in terms of humidity? The ship is wet because it is in the water, and the leaf is wet after the rain.
2. "Describe the object."	Formation of the ability to describe an object according to the available features.	Children choose a card, name an object of natural or man-made world, lay out signs and describe the object according to the available signs.
3. “Track of features”	Development of the ability to describe an object using the names of features in speech; correlate the meaning of the name of this attribute with a graphic designation; the formation in children of the ability to focus attention, to cultivate the skills of benevolence, independence.	Children choose cards with a sign and, on a signal, select the necessary objects according to their sign. Children choose cards with a sign. The host shows the picture and asks: “Who has a fragrant pear?” (blue car, rubber ball, fluffy cat). The child explains his answer, and if it is correct, he receives a picture, if not, then the children correct the mistake and the card is not counted. The winner is the one who first collected the track.
4. “Train of sounds”	Formation of the ability to build a line of objects according to a given sound, explain your choice.	We offer the child to select pictures of objects according to a given sound at the beginning of a word (further complication: in the middle, at the end of a word) and distribute them among the cars. At the next station, another sound is lucky - a letter and the children select other objects. And compose a story in which they will be present pictures-titles objects.
5. "Train of time".	To form the ability to build a line of development of events in time, in a logical sequence and encourage them to compose a story.	Invite the child to choose from 3 or more pictures, arrange them in the desired sequence and make up a story.
6. "Cryphers".	To develop the child's speech through the naming of the names of signs and their meanings. Talk about an object using icons - signs. Develop logical thinking, orientation in space, knowledge of directions clockwise, counterclockwise, left, right.	The child, using the chosen cipher card, finds the location of three signs. For example, the first red is clockwise, the second blue is counterclockwise, the third yellow is clockwise. We open the encrypted feature schemes and describe the object using them.
7. “Tell me about your new neighbor”	Exercise children in the ability to select a meaning for a sign, talk about an object using signs, develop coherent speech.	Children take a card, put a picture in an empty cell between the icons - signs and talk about a neighbor - an object in the picture according to nearby signs.
8. "Journey around the world."	To develop coherent speech, expand the horizons of children, consolidate knowledge about the natural and plant world.	With the help of an arrow, the child chooses any corner of the planet and tells the story according to the plan in the form of pictures-schemes.
9. "Sunshine"	Teach children how to read syllables, fix the sounds of speech.	The child reads a syllable, invents a word with a syllable, a sentence with this word, composes a story.
10. “Smart tablets”	To consolidate the idea of children about the proposal, to exercise in making sentences from words according to a given scheme.	The child is asked to choose a picture, then the child inserts the picture into the bottom pocket of the first side, the adult gives the task to come up with a sentence according to the scheme, with an object and a sign on the card. V initial stage, the sentence scheme consists of two words, a sign and an object. Then the sentence becomes more complicated, and it is made up of three words - object, sign and action. When the child has mastered the composition of a sentence of three words, an adult suggests putting a sentence of 4 words, where the fourth word is a preposition.
11. “Come up with rhyming lines”	Teach children to make rhyming lines for a given phrase.	The speech therapist invites the children to choose any rhyming pair (to begin with - nouns) and compose a rhyme as follows: “There lived - there was someone and looked like something.”
12. “Magic words”.	Develop the ability to form, change, coordinate words.	The child is offered a card with which he can complete the appropriate task. The most convenient thing is that all these tasks can be used on any speech material, when working with any group of sounds. It is possible to approach the task differently, knowing the characteristics of children. This is a universal manual that can be used in all types of work (individually, with a group of children and frontally). First, children work with a color set, then with black and white
13. "Make a proposal."	To promote the development of the ability to distinguish between the structural components of speech, to develop the ability to build sentences of various structure.	This model helps the child to understand more easily, more consciously and faster the complex hierarchical structure of human speech (text, sentence, word, syllable, letter and sound); and learn the order of words in sentences of various types.
14. “Mnemonic Tracks”	Development of the ability to compose sequential retellings and stories, based on mnemonic tracks.	The child is invited to compose a story, the plan of which is laid out in the course of the story. Speech is accompanied by a mnemonic track
15. “Ask questions”	To promote the formation of skills to ask various types of questions to objects or processes, classifying them.	The child, using a card with a certain type of questions, learns to ask different types of questions and formulate them correctly. Particular attention is paid to the place of the question word in the formulation of the question.
16. Rings of Lull	To contribute to the enrichment of the vocabulary of children, the formation of the correct grammatical structure of speech, the development of coherent speech of children.	The child is invited to combine the sectors on the large and small circles and complete the task (for example, “What first, what then ?, “Count the objects”, “Think up a story” .
17. "System operator".	Contribute to the assimilation of the object systematization model.	The table with nine screens offered to children helps children understand how to organize objects. Introduces children to the system (the object in the present, past and future), above the system (the place of the object in the present past and future) and the subsystem (parts of the object in the present, past and future). First, the children complete the table together with the teacher. Then, as you master the skills of schematization, independently.
18. "Composing a story according to the scheme."	Teach children to make descriptive stories about objects according to the scheme.	The child is invited to describe the object (natural or depicted in the picture) according to the scheme.
19. "Describe an object or phenomenon." (toys, animals, birds, clothes, vegetables and fruits, seasons, dishes)	Contribute to the assimilation of the model of compiling a descriptive story.	The child is asked to compose a story based on the diagram. This model is for the child a plan for compiling a descriptive story. Helps to fill it with content.
20. “Drawing up a story based on reference pictures”.	Formation of a coherent speech statement based on reference pictures.	The teacher writes a story. After the story, asks the children questions and helps them answer using other reference pictures. After that (perhaps in later sessions) some of the children could be asked to repeat the entire story.

The main goal pursued by plot pictures for compilation short story, - the desire for the development of speech and thinking of children. Looking at the picture, the guys try to describe what is depicted on it, striving to compose a single, logically coherent story. Unfortunately, the speech of today's young people is far from perfect. Children, teenagers read little, communicate. Therefore, the development of correct literary speech should be given attention by the family, teachers, all adults surrounding the child. For this there is great amount ways.

How can they be used?

One of them, already mentioned, is pictures for composing a short story. On our site you will find plot pictures for children. It is extremely important that the images are subject to a single theme, which means that the child, looking at them, will be able to compose a coherent message or play role-playing games for preschoolers. It is not for nothing that when teaching a foreign language, students are asked to describe a picture, come up with a dialogue according to the situation presented, and create role-playing games. This technique is also applicable when teaching the native language in a kindergarten or an aesthetic center. You can download the illustrations for your short story and print them out to work with.

The technique for developing speech based on pictures for compiling a short story is simple. We advise parents to play role-playing games with the baby, lay out illustrations in front of him, come up with some kind of story together, a story in which the baby's family or friends will be involved. Make sure that when describing, the child does not jump from one action, object to another, but expresses thoughts consistently, logically. After conducting such a lesson once, return to the worked out picture after a while: ask the baby if he remembers the story he compiled, what details he did not take into account, what he could add. A series of plot pictures for compiling a short story are good for lessons on the development of speech in primary school, in the lessons of a native or foreign language. Description of the illustration, role-playing games, a story based on it can be a good basis for creative work. Usually, children respond to such tasks with pleasure, since the children's fantasy is not yet rooted, its flight is free and unhindered.

The method of working with pictures for children will require attention and regularity of classes from parents. It is the family that should be interested in the development of the baby. They should help him write a story, role-play for preschoolers, and then discuss them together.

A series of pictures for kindergarten or home use for children are focused on different topics. For example, you can compose a story on the topic "Family", "Seasons", "Forest", "House", etc. The methodology for the development of speech for children involves a comprehensive coverage of topics on which a story can be compiled. Also, the technique involves the use of a game for kindergarten, in which there will be illustrations or a story on the chosen topic. As a result of a series of such activities, kids begin to speak much more coherently, logically, a single thread can be traced in their speech.

Educational materials on the topic

Kindergarten

Pictures on different topics

Children's Program

Description of the picture: "Horse with a foal."

Purpose: To introduce children to a new picture; learn to compose a related story based on a picture; continue to teach children to guess riddles and justify guesses; to form the ability to explain the meaning of the saying; continue to teach children to answer questions about the read work (story by E.I. Charushin "Horse"); fix the names of cubs of wild and domestic animals; to cultivate interest in viewing the picture; to cultivate a desire for storytelling in a picture; educate the culture of speech communication. Activation of the dictionary, clarification and consolidation of the dictionary (mane, hooves, horseshoe, cart, nostrils); vocabulary enrichment (farmer, dairy farm, harnessed).

Looking at scene pictures.

Purpose: To teach children to compose a plot story from a picture; develop the ability to independently invent events preceding the depicted and subsequent ones; continue to learn to guess riddles and explain their riddles; fix the names of animals and cubs; to exercise children in the use of the names of baby animals in the genitive case of the singular and plural, in the selection of comparisons and definitions for a given word, as well as synonyms and antonyms; to fix the correct pronunciation of the sound "l" in words and phrasal speech. To cultivate interest in looking at pictures, the desire to compose an independent story from pictures, the ability to work in pairs, the culture of verbal communication. Activation, clarification, consolidation and enrichment of the dictionary (weaving, wandering).

A descriptive story based on pictures depicting a hare and a bear.

A comparative story based on pictures depicting two birds: a magpie and a sparrow.

Word game - fiction

Individual work

Drawing up a story based on plot pictures based on the work of N. Nosov "The Living Hat"

Drawing up a story based on pictures.

The story of the poem "The Eagle and the Frog"

Conclusion.

The purpose of my work was to study literary sources on the issue: the use of pictures and pictures in the development of coherent speech in preschool children. An analysis of the literature showed that there are many points of view and research on this issue.

This issue was once dealt with by many well-known teachers - E.I. Tiheeva, E.A. Flerina, L.A. Pelevskaya, E.I. Rodina, M.M. Konin and psychologists - S.L. Rubinstein, A.A. Lyublinskaya, V.S. Mukhin.

I believe that everyone is right in their own way and have made a significant contribution to the development of coherent speech. We think that storytelling from pictures and pictures at the senior preschool age undoubtedly plays a very solid role in the development of the correct, free and aesthetically beautiful speech of children.

It remains to be said with complete certainty that the purpose of our study was derived from the literature we selected and studied. Based on the material I read, I found that the level of influence of paintings and pictures on the overall development of children as harmonious personalities and, in particular, their invaluable benefit for the value of speech development, is extraordinary, useful and high.

Some of the information on the topic I have chosen, I received by studying the works of A.M. Borodich "Methods of development of children's speech" and E.I. Tikheeva "Development of children's speech". the above-mentioned sources describe in detail and in an accessible manner the techniques and methods for developing coherent speech when working with pictures and pictures. This issue is devoted to a large section in the book of A.M. Borodich. E.I. Tiheeva assigns a special place to the picture in the life of a child and emphasizes its importance in the formation of speech skills.

Classes with children in pictures and pictures belong to the method of speech development, which takes precedence. When looking at pictures, the child willingly brings his experiences to life. Children are always happy to look at pictures and participate in a conversation about them.

By doing this, I was able to significantly improve my professional level. I learned how to easily establish contact with children, determine the degree of their interest in the classroom, more correctly select material for classes in accordance with the program and the interests of the children. the knowledge gained while working on the topic "The development of coherent speech in the classroom with pictures and pictures at preschool age", as well as the material selected in preparation for the classes, can be used by me when working in kindergarten.

Bibliography

1) Alekseeva M.M., Yashina V.I. "Methodology for the development of speech and learning

native language of preschoolers"; Moscow, 1997.

3) Belobrykina O.A. "Speech and communication"; Yaroslavl, 1998

12) Kozyreva L.M. "Speech development. Children from birth to five years";

Yaroslavl, 2001

15) Psychology of a preschooler.

16) Rubinshtein S.L. "Fundamentals of General Psychology"; Moscow, 1989

17) Smirnova M.A., Ushakova O.S. "Using a series of plot

pictures in the development of coherent speech of older preschoolers",

"Psychological and pedagogical issues of speech development in kindergarten";

Moscow, 1987