Didactic syncwine in working with preschoolers with
Speech disorders
Modern speech therapy is in constant active search ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions, which are typical for children with special needs educational needs. Solving speech problems is hot topic in preschool age. Today there are many technologies aimed at timely diagnosis and the maximum possible correction of speech disorders.
These include well-known technologies:
Speech therapy examination;
Sound pronunciation corrections;
Formations speech breathing at various violations pronunciation side of speech;
Development of the intonation side of speech;
Corrections of the tempo-rhythmic aspect of speech;
Development of the lexical and grammatical aspects of speech;
Speech therapy massage.
Being on the border of contact between pedagogy, psychology and medicine, speech therapy uses in its practice, adapting to its needs the most effective, non-traditional methods and techniques related sciences helping to optimize the work of a speech therapist teacher (kinesitherapy, hydrogymnastics, Su-Jok therapy, herbal medicine, fairy tale therapy.) In my opinion, these methods cannot be considered in speech therapy as independent, they become part of generally accepted time-tested technologies, and bring into them the spirit of modernity, new ways of interaction between teacher and child, new incentives, serve to create a favorable emotional background, contribute to the inclusion of intact mental functions and the activation of impaired mental functions.
Working with older children preschool age with OHP, I was in search of methods and techniques of work that would improve thinking abilities preschoolers with speech impairments and would allow them to think more productively. Thinking, like other qualities of the mind, can be developed. Therefore, I began to use the didactic syncwine method in my work. The innovation of this technique is the creation of conditions for the development of a personality capable of thinking critically, i.e., eliminating the unnecessary and highlighting the main thing, generalizing, classifying. I teach children how to compose didactic syncwines in the form of a game. This technology does not require special conditions for use and organically fits into the work on the development of lexical and grammatical categories in children with SLD.
The innovativeness of this technique is the creation of conditions for the development of a personality capable of thinking critically, i.e., eliminating the superfluous and highlighting the main thing, generalizing, classifying.
Let me remind you that the word syncwine comes from French word"five", which means almost literally "a poem of five lines". The history of the emergence of syncwine is quite young; according to the main version, this genre of poetry was invented at the beginning of the twentieth century American poet Adelaide Crapsey. It began to be introduced into domestic pedagogy from the late 1990s, thanks to a group of enthusiasts from the Legal Reform Foundation. The main task of syncwine is to learn to think as succinctly as possible, while you also need to be able to express your thoughts briefly and clearly. For this purpose, there are two basic rules for composing syncwines; the first rule for composing classical syncwines is to strictly count the syllables in each of the five lines. And the second rule, it is also a more modern and more widespread didactic one, which has become so widely used in educational institutions many countries in educational purposes. Didactic syncwine is based on the content and syntactic specificity of each line. Compiling a didactic syncwine is a form free creativity, which requires children to be able to find information material the most essential elements, draw conclusions and formulate them briefly. These abilities are in great demand in modern life. Compiling a didactic syncwine, a short summary based on large amounts of information, is useful for developing analytical abilities. Sinkwines are also an excellent way of control and self-control.
The procedure for compiling a didactic syncwine allows you to harmoniously combine elements of all three main educational systems: informational, activity-based and person-oriented. This method can easily integrate with others educational areas correctional program, and the simplicity of constructing a syncwine allows you to quickly get results. When composing a didactic syncwine, the number of syllables in each line no longer matters. In didactic syncwine, the most important thing is the semantic content and part of speech that is used in each line. We can say that this is free mini-creativity, subordinate certain rules. The basic rules for compiling a syncwine include the following:
The first line should contain the topic of the didactic syncwine, usually this is the phenomenon or subject about which we're talking about. Most often, only one word is written in the first line, but sometimes a small phrase is written. In terms of part of speech, this is a pronoun or a noun, and answers the questions: Who? What?
In the second line there are already two words, sometimes phrases, that describe the properties and characteristics of this object or phenomenon. In terms of speech, these are usually participles and adjectives that answer the questions: Which one? Which?
The third line already contains three words (sometimes phrases) that describe the usual actions for this phenomenon or object. In terms of speech, these are verbs and gerunds that answer the question: What does it do?
In the fourth line, the child directly expresses his opinion about the topic raised. Sometimes it can be simple famous aphorism, phrase or something similar, sometimes even a short verse. The most traditional option is when this phrase consists of four words.
The fifth line again contains only one word or phrase. This is like a summary of the entire poem, reflecting the essence of the subject or phenomenon discussed in the didactic syncwine, and the author’s opinion about it. Usually it is also a noun or pronoun as a part of speech and answers the question: Who? What?
Of course, the ability to compose a didactic syncwine requires a certain preparation from the child, and carefully thought-out, systematic work from the speech therapist teacher. Preliminary work on creating a speech base for compiling a didactic syncwine does not contradict the “Program speech therapy work on overcoming general speech underdevelopment in children” T. B. Filicheva and G.V. Chirkina and that part of it that concerns the development of lexical and grammatical categories in children with ODD level 3 and serves as a means of optimizing the educational process.
I use didactic syncwine in working with preschoolers with OPD, starting from the second half of the first year of study, when children have already mastered the concepts of “word-object”, “word-action”, “word-attribute”, “sentence”. We compose a didactic syncwine at the end of each lexical topic, when children already have sufficient vocabulary on this topic. Tasks for children may be different. This includes the compilation of a didactic syncwine by all children for one word-subject on a lexical topic, and the compilation of didactic syncwines for different words-subjects related to each other lexical topic. It is possible to compile short story according to a ready-made didactic syncwine using words and phrases included in this syncwine. Children need everything they have vocabulary find the right words-signs, action words, make a common sentence with these words, choose a word that is associated with this concept. The higher the level speech development child, the more interesting the syncwines are. I do not limit children in the number of invented words according to the rules for constructing a didactic syncwine. It is possible that in the fourth line the sentence may consist of 3 to 5 words, and in the fifth line, instead of one word, there may be two words. Other parts of speech are also allowed. Traditionally to international day March 8th, we are publishing a newspaper with children's syncwines about mothers.
The apparent simplicity of the form of this technique hides a powerful, multifaceted tool for reflection. After all, assessing information, expressing thoughts, feelings and ideas in a few words, in fact, is not so easy even for an older student. But this is difficult and fruitful work, both for the speech therapist teacher and for his students. I think that colleagues who use this technique in correctional work, will agree that poems created by children often become the “highlight” of immediate educational activities.
Examples of children's didactic syncwines.
Lexical topic: “New Year”
1. New Year.
2. Joyful, long-awaited.
3. Comes, amuses, pleases.
4. I love this holiday.
5. Gifts.
Lexical topic: “Our city”
1. Lipetsk.
2. Large, clean.
3. Grows, becomes prettier, develops.
4. I live in this city.
5. Lipetsk is a city of metallurgists.
1. Mom.
2. Smart, beautiful, kind.
3. Reads, knits, cooks, cleans.
4. Loves me and dad.
5. Family.
Lexical topic: “Time of year”
1. Winter.
2. Snowy, cold.
3. Freezes, sweeps, delights.
4. Covers the earth with silvery snow.
5. Sorceress.
“Speech development of preschool children
method of didactic syncwine"
(consultation for educators)
Organization: MBDOU kindergarten No. 52 of the city of Belovo
Locality: Kemerovo region, city of Belovo
Introduction……………………………………………………………3
Didactic syncwine as a teaching method……………......4
Rules for compiling a syncwine…………………………………5
Examples of syncwines……………………………………………..7
References……………………………………………………………………...9
Applications………………………………………………………..10
Introduction
In the century modern technologies adults pay very little attention to their children in terms of communication. Children have forgotten how to speak the “rich and powerful” Russian language. Every family today has computers, televisions, tablets, Cell Phones and other technology that replaces communication between an adult and a child. Parents cannot understand why, when talking with their child, they cannot replace computer games or watching cartoons, even if they are educational in nature. Children do not know how to talk because they are not given due attention at home - parents do not have time for this. Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. There are many problems in children's speech: poor vocabulary, inability to compose a story based on a picture, retell what they read, it is difficult for them to learn a poem by heart, and also to use not only simple but also complex ones in speech grammatical structures. Therefore, the problem of child speech development is more relevant today than ever. AND pedagogical impact when developing the speech of preschoolers - painstaking, daily, necessary work.
Goal: development of coherent speech in preschoolers by compiling syncwine using models.
Objectives: 1. Reinforce the concepts: object, sign of an object, action of an object. 2. Teach to use noun, adjective and verb models when composing sentences. 3. Teach independent work on composing a syncwine based on an algorithm model.
Didactic syncwine as a teaching method
In older preschool age, you can use such a modern, interesting method in teaching children to tell stories as syncwine.
Sinkwine(from French - template) - a five-line poetic form that arose in Russia at the beginning of the twentieth century under the influence Japanese poetry. Later it began to be used (since 1997 in Russia) in didactic purposes How effective method development figurative speech, which allows you to quickly get results. The procedure for compiling a didactic syncwine allows you to harmoniously combine elements of all three educational systems: informational, activity-based and student-oriented. This method can be easily integrated with other educational areas educational program, and the simplicity of constructing a syncwine allows you to quickly get results. Didactic syncwine in working with preschoolers can be used starting from the second half of the year in the senior group, when children have already mastered the concepts of “word-object”, “word-action”, “word-attribute”, “sentence”. The richer the child’s vocabulary, the easier it will be for him to construct not only a syncwine, but also to retell the text and express his thoughts.
It is appropriate to compose a didactic syncwine at the end of each lexical topic, when children already have sufficient vocabulary on this topic. At first, when compiling a syncwine, it is planned to work with children in pairs, in small groups, and only then – individually. It is necessary to encourage syncwines that contain the most accurate characteristics various sides topic or subject.
When composing a didactic syncwine, the number of syllables in each line no longer matters. In didactic syncwine, the most important thing is the semantic content and part of speech that is used in each line. We can say that this is free mini-creativity, subject to certain rules. The syncwine method can be used not only by group teachers, but also in speech therapist classes, artistic and creative activities, and music.
2.Rules for compiling syncwine
1 line– one keyword– the title of the poem, title, theme, usually a noun defining the content (name of the subject, work, name of the hero, etc.);
2nd line- two words (adjectives or participles). This is a description of the characteristics of an object or its properties, revealing the theme of syncwine; words can be connected by conjunctions or prepositions.
3 line– three words (verbs). Actions related to the topic.
4th line– four words – a sentence. A phrase that shows the author's attitude to the topic.
5 line– one word – a summary word, an association, a synonym that characterizes the essence of the topic, a philosophical generalization, expresses the author’s personal expression and emotion towards the topic in the first line, an ordinary noun.
Strict adherence to the rules for writing syncwine is not necessary. To improve the text, you can use three or five words in the fourth line, and two words in the fifth line. It is possible to use other parts of speech.
Composing a syncwine is like a game, because composing is fun, useful and easy! Interest in the world around us, speech, thinking, memory develops.
One of the goals of compiling a syncwine is to achieve the ability to highlight main idea text, as well as briefly express your thoughts.
What is the effectiveness and significance of syncwine? Firstly, its simplicity. Sinkwine can be anything. Secondly, in composing a syncwine, every child can realize his creative and intellectual capabilities. Cinquain is gaming technique. Compiling syncwine is used as final task on the material covered, as well as for reflection, analysis and synthesis of the information received.
Examples of syncwines
Who? Dog
Which? Hairy, big
What is he doing? Sleeps, plays, barks.
Offer. I like to play with the dog
Association. Friend
Sly, fluffy, red
Sneaks, catches, jumps
I don’t like it - he cheats and cheats
Ate a bun
An example of writing a story using syncwine:
White, fluffy.
Afraid, frightened, runs away.
I feel sorry for the hare.
Wild animal.
Story: “The hare is white, fluffy. Lives in the forest. The hare is afraid of the wolf and the fox, he gets scared and runs away from them. I feel sorry for the hare. Life is difficult for wild animals in winter.”
Conclusion
Sinkwine helps improve your vocabulary.
Sinkwine teaches short retelling.
Sinkwine helps develop speech and thinking.
Writing a syncwine is a creative process. This interesting activity Helps children express themselves through writing their own unrhymed poems.
Sinkwine teaches you to find and highlight the main idea in a large volume of information.
Sinkwine facilitates the process of mastering concepts and their content.
Sinkwine is also a way of control and self-control (where children can compare syncwines and evaluate them).
Outstanding Soviet linguist A. N. Gvozdev wrote: “The construction of grammatically formatted sentences is the culminating process of speech formation in children.” This statement allows us to emphasize the importance and necessity of working with children using the syncwine method.
Bibliography
N.D. Dushka Sinkwine in her work on the development of speech in preschoolers. Journal "Speech therapist", No. 5 (2005).
AND ABOUT. Zagneev, S.I. Zaire Bek Critical thinking: technology development. Publishing house "Skifia", "Alliance-Delta". St. Petersburg 2003
AND ABOUT. Zagneev, S.I. Zaire-Bek, I.V. Mushtavinskaya We teach children to think critically. – St. Petersburg: Alliance-Delta Publishing House, 2003.
Writing syncwines and working with them. Elements of innovative technologies Med Bio (Department of Medical Biology and Genetics KSMU).
SPO: log: Russian Academy Education, 2013, No. 7.
Application
Scheme:
Lexical topics that older children learn serve as the topics of syncwines. Their own works (syncwines) children senior group drawn up in the form of graphic drawings. The word watermelon
Graphic diagrams help children more specifically sense the boundaries of words and their separate writing. In this work I use various pictures and objects.
The use of syncwine allows the teacher to harmoniously combine in their work the elements of three main educational systems: informational, activity-based and personality-oriented, which is especially important when working with children.
Cinquain was invented at the beginning of the 20th century by Adelaide Crapsey, an American poet. Inspired Japanese haiku and tanka, Crapsey came up with a form of five-line poem, also based on counting the syllables in each line. The traditional one she invented had syllable structure 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, the poem should have had 22 syllables in total.
Didactic syncwine was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic specificity of each line.
The classic (strict) didactic syncwine is structured like this:
, one word, noun or pronoun;
second line – two adjectives or participles, which describe the properties of the topic;
third line - or gerunds, telling about the actions of the topic;
fourth line – four word sentence, expressing the personal attitude of the author of the syncwine to the topic;
fifth line – one word(any part of speech) expressing the essence of the topic; a kind of resume.
The result is a short, unrhymed poem that can be devoted to any topic.
At the same time, in a didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described in compound words.
Compiling a syncwine
Coming up with syncwines is quite a fun and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.
For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let’s try to create a syncwine using the topic “soap” as an example.
Respectively, First line- "soap".
Second line– two adjectives, properties of an object. What kind of soap? You can list in your mind any adjectives that come to mind and choose two that are suitable. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap that the author uses (baby, liquid, orange, purple, etc.). Let’s say the end result is “transparent, strawberry” soap.
Third line– three actions of the item. Here schoolchildren often have problems, especially when it comes to syncwines dedicated to abstract concepts. But we must keep in mind that actions are not only the actions that an object produces in itself, but also what happens to it and the impact it has on others. For example, soap can not only lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you can wash yourself with it. What else can soap do? Let's remember and choose three verbs in the end. For example, like this: “It smells, it washes, it bubbles.”
Fourth line– the author’s personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can you have towards soap if you are not a fan of cleanliness, who really loves to wash, or not, who hates soap. But in in this case Personal attitude refers not only to the emotions experienced by the author. These could be associations, something that, in the author’s opinion, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or tried making soap yourself. Or he associates soap with the need to wash his hands before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: “Wash your hands before eating.” Or, if the author ever as a child tried to lick soap with a delicious smell - and was disappointed, the fourth line could be: “The smell, the taste is disgusting.”
And finally last line– summary in one or two words. Here you can re-read the resulting poem, think about the image of the object that has arisen, and try to express your feelings in one word. Or ask yourself the question - why is this item needed at all? What is the purpose of his existence? What is its main property? And the meaning last line strongly depends on what has already been said earlier. If the fourth line of the cinquain is about washing your hands before eating, the logical conclusion would be “ ” or “hygiene.” And if the memories of bad experience eating soap - “disappointment” or “deception.”
What happened in the end? An example of a classic didactic syncwine of strict form.
Soap.
Transparent, strawberry.
It washes, it smells, it bubbles.
The smell is sweet, the taste is disgusting.
Disappointment.
A small but entertaining poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.
After practicing on simple objects, you can move on to more complex, but familiar topics. For training, you can try to compose a cinquain on the theme “family” or a cinquain on the theme “”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by schoolchildren junior classes, can be a good basis for a postcard in honor of the 8th of March holiday. And syncwin texts written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or New Year, schoolchildren can make a poster or newspaper with a selection of thematic poems written in their own hand.
Why make a syncwine at school?
Compiling a syncwine is a rather exciting and creative activity, which, despite all its simplicity, helps children themselves. of different ages develop systems thinking and analytic skills, isolate the main thing, formulate your thoughts, expand your active vocabulary.
In order to write a cinquain, you need to have knowledge and understanding of the subject - and this, in addition to everything, makes writing poems effective form testing knowledge in almost any subject school curriculum. Moreover, writing a syncwine on biology or chemistry will take less time than a full-fledged one. test. A cinquain on literature dedicated to any of literary heroes or literary genre, will require the same intensive work of thought as writing a detailed essay - but the result will be more creative and original, quick (5-10 minutes are enough to write a syncwine for children who have mastered the form well) and revealing.
Sinkwine - examples in different subjects
Sinkwine in Russian can be dedicated to different topics, in particular, you can try to describe parts of speech in this way.
An example of a syncwine on the topic “verb”:
Verb.
Returnable, perfect.
Describes an action, conjugates, commands.
In a sentence it is usually a predicate.
Part of speech.
In order to write such a syncwine, I had to remember what forms there are, how it changes, and what role it plays in a sentence. The description turned out to be incomplete, but nevertheless it is clear from it that the author remembers something and understands that.
In biology, students can write syncwines dedicated to certain species animals or plants. Moreover, in some cases, to write a syncwine on biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge acquired during the lesson.
An example of a syncwine on the theme “frog”:
Frog.
Amphibian, chordate.
Jumps, spawns, catches flies.
Sees only what moves.
Slippery.
Synquains in history and social studies allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.
For example, cinquain on the theme "war" could be like this:
War.
Terrible, inhumane.
Kills, ruins, burns.
My great-grandfather died in the war.
Memory.
Thus, syncwine can be used as part of the study of any subject in the school curriculum. For schoolchildren, writing thematic poems can become a kind of “creative break”, adding pleasant variety to the lesson. And the teacher, having analyzed the creativity of students, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the attitude of the students to the topic, understand what interested them most. And, perhaps, make adjustments to plans for future classes.
Human society develops, the mechanisms of interaction between people change, and the social institutions, such as family. The traditional family was characteristic of an agrarian society; the industrial one was characterized by its nuclear type, but in modern world a new phenomenon is born - the post-industrial family.
Traditional family
The family is the unit of society. Everyone has heard this phrase since childhood. It is this view of the family that is characteristic of its traditional understanding. The traditional family was formed when people lived on a subsistence or semi-subsistence basis. That is, they had to do everything themselves: grow food, keep livestock, and even spin fabric for clothing. If the family coped well with its tasks, then all its members were well-fed and did not die of hunger. The feelings of people getting married, as a rule, were not taken into account too much. The economic component was considered the priority in the family.
Personal life each was controlled by societies and other family members. There was a single head of the family, and the rest were subordinate to him. The patriarchal type of family is considered traditional, when three or more generations lived in the same house at the same time. The newlyweds could not "" and occupy a separate house.
The attitude towards children and women in a traditional family was sometimes quite. Children were considered as labor force. They started working at an early age. If people believed that the child would have “an extra mouth,” then they simply stopped feeding him; this was especially often done with babies who were not yet able to work and help the family survive. For example, L.N. writes about this. Tolstoy, as well as researchers of peasant life.
A woman in a patriarchal family is always subordinate. No matter what character she had, no matter how smart or strong she was, she still depended on the decisions of her husband, who, in turn, depended on the decisions of her father.
A traditional family is characterized by a lack of responsibilities among elders to those of junior rank, but an exaggeration of the responsibilities of juniors to elders. Domestic violence - beating of wife and children - has always been characteristic of traditional families in all countries of the world.
Nuclear family
As soon as people acquired the opportunity to work and be independent, their income and well-being ceased to depend on coordinated actions within the family. Therefore, there are significantly fewer tools for family control over each person.
Love and the decision with whom to start a family became personal matter everyone. The need to live in a large group has disappeared, and the nuclear family, that is, consisting of a couple and small amount their children has become widespread. Despite the fact that some consider this transition a disaster, as researchers note, it has a lot of positive points, For example, domestic violence in families is gradually fading away.
In an industrial society, spouses are faced with the need to educate and provide for their children, while at the same time, child labor ceases to be used. Therefore, the birth rate naturally falls.
However, raising children and the monopoly on sex still belong to the family. The roles of men and women have not changed: the husband earns money, and the wife raises children and takes care of the house.
Post-industrial family
Thanks to the ever-growing economic independence of women, marriage has lost its attractiveness for them from the point of view of organizing their future. The “sexual revolution” took place, so the family also lost its monopoly on sex. Thus, in the post-industrial world, the family, in comparison with the traditional one, has fully retained only the function of raising children.
The world, its objects, phenomena and processes represent complex system. In order to correctly reflect all the features of reality, human thinking must also have systemic nature. Systems thinking is characterized by a holistic perception of phenomena, taking into account their inherent mutual connections.
A system is usually understood as some specially organized set of elements interconnected into a single whole. At the same time, the characteristics of the system cannot be reduced to the properties of its constituent elements. Being an organized unity of its constituent parts, the system has its own special qualities.
Any phenomena of reality, including material objects And social processes, scientific theories, artistic images and so on, represent a system. Its elements are interconnected by stable or temporary connections and function so that the entire system can fulfill its purpose. But ordinary thinking is not always able to fully reflect the complexity of relationships in systems.
Helps to form a correct picture of reality system organization thinking. It is based on the provisions systematic approach, which has long been used in science. With such an organization of perception and analysis of reality, the world appears before a person in all the diversity of its connections. Systems thinking is characterized by integrity and comprehensiveness.
At the core systems thinking lies the concept of contradiction. But here we are not talking about confused and confused thought, but about a dialectical contradiction, reflecting the duality in the state of any phenomenon. The presence of opposing tendencies is driving force development of each system. A conscious search for contradictions in order to eliminate them is a distinctive quality of strong thinking that is systemic in nature.
Systems thinking is characterized by the consistent use of analysis and synthesis operations. At the first stage, thought reveals internal structure phenomenon, breaks it down into its component parts. After such an analysis, connections are established between the elements of the system and at different levels her hierarchical structure. A holistic image of a phenomenon helps to create the operation of synthesis, combining parts into a single and interconnected whole.
Systems thinking allows you to see reality in development. Each system has its own past, present and future. One of the tools that helps to imagine the development of an object over time is the so-called system operator. Conventionally, it can be represented in the form of several mental screens, on which images appear that describe the state of the object itself, its subsystems and more common system, of which this object is included as a component. Such screens are projected into the past, present and future.
“Multi-screen” thinking is just one way to reflect the system and the stages of its development in integrity and time dynamics. Unfortunately, during evolution, nature did not provide built-in mechanisms for systems thinking. Lead mental operations The system is helped by the correct, systematic and purposeful organization of mental activity, based on the recognition of the fact that the world has a systemic nature.
Composing syncwines - short, unrhymed poems - has become a Lately very popular view creative assignment. School students, students of advanced training courses, and participants in various trainings encounter it. As a rule, teachers ask you to come up with a syncwine on a given topic - to specific word or phrase. How to do it?
Rules for writing syncwine
Cinquain consists of five lines and, despite the fact that it is considered a type of poem, the usual components poetic text(the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when composing a syncwine, you must use certain parts of speech.
Scheme for constructing a syncwine is this:
- first line – syncwine theme, most often one word, a noun (sometimes the topic can be two-word phrases, abbreviations, first and last names);
- second line – two adjectives, characterizing the topic;
- third line – three verbs(actions of an object, person or concept designated as a topic);
- fourth line – four words, a complete sentence describing the author’s personal attitude to the topic;
- fifth line – one word, summing up the syncwine as a whole (conclusion, summary).
Deviations from this rigid scheme are possible: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; Instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides how strictly his students should adhere to the form.
How to work with the syncwine theme: first and second line
Let's look at the process of inventing and writing a syncwine using the topic “book” as an example. This word is the first line of the future poem. But a book can be completely different, so how can you characterize it? Therefore, we need to specify the topic, and the second line will help us with this.
The second line is two adjectives. What's the first thing that comes to mind when you think of a book? For example, it could be:
- paper or electronic;
- sumptuously bound and richly illustrated;
- interesting, exciting;
- boring, difficult to understand, with a bunch of formulas and diagrams;
- old, with yellowed pages and ink marks in the margins made by grandmother and so on.
The list can be endless. And here we must keep in mind that there cannot be a “correct answer” here - everyone has their own associations. Of all the options, choose the one that is most interesting to you personally. This could be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, “books of Russian classics”).
Now write down two characteristics specifically for “your” book. For example:
- exciting, fantastic;
- boring, moralizing;
- bright, interesting;
- old, yellowed.
Thus, you already have two lines - and you already have an absolutely accurate idea of the “character” of the book you are talking about.
How to come up with the third line of syncwine
The third line is three verbs. Here, too, difficulties may arise: it would seem that what can a book “do” by itself? To be published, to be sold, to be read, to stand on the shelf... But here one can describe both the impact that the book has on the reader and the goals the author set for himself. A “boring and preachy” novel, for example, might enlighten, moralize, tire, put to sleep and so on. “Bright and interesting” book for preschoolers – entertains, interests, teaches reading. Exciting fantasy story - captivates, excites, awakens the imagination.
When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it “fascinates,” you will feel like you are “marking time.” In this case, it is better to replace one of the words with a similar meaning.
Let’s formulate the fourth line: attitude to the topic
The fourth line of the syncwine describes a “personal attitude” to the topic. This causes particular difficulties for schoolchildren who are accustomed to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I think books are useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.
In essence, here you need to briefly outline what is most important for you in the topic. This may be relevant to you personally and your life (for example, “ Began reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think the main disadvantage of books is that they use a lot of paper to produce, for the production of which forests are cut down, you don’t have to write “I” and “condemn.” Just write that " paper books – tree graves" or " book production is destroying forests”, and your attitude to the topic will be quite clear.
If it is difficult for you to immediately formulate a short sentence, first express your thought in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of " I love so much fantasy novels that I often can’t put it down and read them until the morning"It might turn out, for example, like this:
- I can read until the morning;
- I often read all night long;
- I saw a book - I said goodbye to sleep.
How to sum it up: the fifth line of syncwine
The task of the fifth line is to briefly, in one word, summarize all the creative work of writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and re-read what you got.
For example, you thought about the variety of books, and you came up with the following:
Book.
Fiction, popular science.
Enlightens, entertains, helps.
So different, everyone has their own.
The result of this statement about the endless variety of books can be the word “ library"(a place where many different publications are collected) or " diversity».
In order to isolate this “unifying word”, you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the “main word”. Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " thus we see that books are an important part of culture", simply write - " culture».
Another common option for the ending of a syncwine is an appeal to one’s own feelings and emotions. For example:
Book.
Fat, boring.
We study, analyze, cram.
Classic is a nightmare for every schoolchild.
Yearning.
Book.
Fantastic, fascinating.
Delights, captivates, deprives you of sleep.
I want to live in a world of magic.
Dream.
How to learn to quickly write syncwines on any topic
Compiling syncwines is a very exciting activity, but only if the form is well mastered. And the first experiments in this genre are usually difficult - in order to formulate five short lines, you have to seriously strain.
However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.
Therefore, in order to quickly compose syncwines, it is better to practice the form on relatively simple and well-known material. For training, you can try to take, for example, your family, home, one of your relatives and friends, or a pet.
Having dealt with the first syncwine, you can work on a more complex topic: for example, write a poem dedicated to any of the emotional states(love, boredom, joy), time of day or season (morning, summer, October), your hobby, hometown, and so on.
After you write several such “test” works and learn to “package” your knowledge, ideas and emotions into a given form, you will be able to easily and quickly come up with syncwines on any topic.
MUNICIPAL PUBLIC INSTITUTION
ADDITIONAL EDUCATION "CHILDREN'S HEALTH - EDUCATIONAL
SOCIAL AND PEDAGOGICAL CENTER"
MASTER CLASS:
“Didactic syncwine as an innovative technology used in correctional and pedagogical work for children with severe speech impairments.”
Prepared and conducted:
teacher speech therapist
Kostakova E.A.
Purpose of the master class:
to give an idea of the use of the innovative technology for speech development “syncwine”, the importance of this technology in the system of correctional and developmental work for children with severe speech impairments.Determination of correctional paths and psychological and pedagogical conditions for the effectiveness of the formation of lexical grammatical structure children's speech through didactic syncwine
Relevance.
Experience working with children with general speech underdevelopmentIII – IVlevel shows that even after completing a course of correction and speech development in children with good diagnostic indicators, there are difficulties associated with the speed of updating existing knowledge and their own speech utterance, they need more time to think and formulate an answer
Innovation.
Applied to pedagogical process, innovation means introducing something new into the goals, content, methods and forms of education, organization joint activities teacher and child. The main criterion for the “innovativeness” of a technology is to increase the efficiency of the educational process through the use of this technology.
What is "Sinquain"?
"Cinquain" comes from the French word for "five". This is a specific poem without rhyme, consisting of five lines that summarize information on the topic studied. Despite the unpronounceable and mysterious name, syncwine technology is very effective and easy to use already in preschool age for children with general underdevelopment speech.
Stages of work.
Innovative technologies in speech therapy practice, this is only an addition to generally accepted, time-tested technologies. Today I will talk about the practical implementation of syncwine technology in the correctional pedagogical process.
For the work to be successful, the impact must be systemic, describing and covering the entire correction process. Preliminary work is necessary to create a speech base for composing syncwine, which does not contradict the program of Tatyana Borisovna Filicheva and Galina Vasilyevna Chirkina and that part of it that concerns the development of lexical and grammatical categories in children with SLD 3rd level and serves as a means of optimizing the educational process.
To correctly compose a syncwine, a preschooler needs:
have sufficient vocabulary within the topic,
concepts: word - object (living, not living), word-action, word-attribute,
learn to understand and ask questions correctly,
possess the skill of generalization,
coordinate words in a sentence,
correctly formulate your thoughts in the form of a sentence.
Corrective pedagogical work on syncwine begins at the end of the lexical week. At first, when compiling a syncwine, I work with children either in subgroups, then in pairs and only then individually.
At the first stage of work When teaching how to compose a syncwine, the vocabulary of preschoolers is clarified, expanded and improved. Children become familiar with the concepts of “a word denoting an object” and “a word denoting the action of an object”, thereby preparing a platform for subsequent work on a sentence. By giving the concept of “a word denoting a characteristic of an object,” I am accumulating material for expanding the sentence by definition. Children master the concepts of “living and inanimate” objects, learn to correctly ask questions to words denoting objects, actions and signs of an object.
1st line “Who? What?" - noun, one keyword defining the content (Title of the work, name of the hero);
2nd line “Which one? Which? Which?" - two adjectives characterizing the first line;
3rd line “What does it do?” - three verbs denoting action related to the topic;
Exercise “Match the diagram to the word”
I teach mnemonic memorization techniques using the selection of associations (pictures). What is necessary to form a system of connections between lexical units.
At the second stage work continues to enrich and activate the dictionary; composing a sentence of several words, showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the described subject or object, subject (plot) picture. At this stage, it is very important to teach children to express their personal attitude to a topic in one phrase; as well as use knowledge of proverbs and sayings on a given topic. Children make sentences based on pictures using diagrams.
4th line of syncwine - four words, a key phrase that shows the author’s personal attitude to the topic or its essence
5th line – one word noun (or phrase) – association (synonym), which repeats the essence of the topic in the 1st line.
Main stage. Compiling syncwines.
“Essays” are written once a week, or twice, and have various topics, which is reflected in long-term planning. The lexical topics that children learn serve as the topics of syncwines. They can be dedicated to a person (his qualities), natural phenomena, animals, birds, holidays, etc.
Variability in the use of syncwine technology.
I use syncwine in class to reinforce the lexical topics I have learned.
Birch.
2. Thin, white-trunked.
3. Grows, turns green, makes you happy.
4. Birch is a symbol of Russia.
5. Wood
In classes on the development of coherent speech: using words from syncwine, come up with a story.
1. Hare.
2. White, fluffy.
3. Hides, is afraid, runs away.
4. I feel sorry for the hare.
5. Wild animal.
A white fluffy hare lives in the winter forest. The hare's life is difficult; he is afraid of the wolf and the fox; when he sees them, he hides or runs away. I feel sorry for the hare. Life is difficult for wild animals in winter.
Various variations for composing syncwine contribute to the diversified composition of tasks.
Compose a syncwine according to subject picture(story) pictures,
Compilation short story using a ready-made syncwine (using words and phrases included in the syncwine);
Based on a story or fairy tale you heard;
Cinquain is a mystery. Analysis of an incomplete syncwine to determine the missing part (for example, a syncwine is given without specifying the topic - without the first line, it is necessary to determine it based on the existing lines):
1. ?
2. Vowels, consonants.
3. We hear, pronounce, highlight.
4. Sounds form words.
5. Speech
You can give homework for joint activities between the child and parents: draw an object and compose a syncwine.
Children who can type can create their own syncwine on a piece of paper, while children who cannot type can create their own syncwine in the form of oral compositions.
Compiling a syncwine is used as the final task for the material covered.
Compiling a syncwine is used for reflection, analysis and synthesis of the information received.To reinforce concepts learned in pre-literacy classes.
This is also a way of control and self-control (children can compare syncwines and evaluate them).
Considering that the leading activity for preschoolers is play, it is necessary to organize the process of learning new words during the game. Compiling a didactic syncwine is a fun and interesting game. The child must also be able to read his own work. And no matter how bad or good he does it, he always has a desire to sit in a poet’s chair and read his composition out loud to everyone.
The work of composing syncwines is a source of inexhaustible creativity for children and adults. With creative, non-directive use of syncwine in the classroom, it is perceived by preschoolers as an exciting game, as an opportunity to express their opinion, agree or disagree with the opinions of others, and come to an agreement. The effectiveness of using syncwine lies in quickly obtaining results and consolidating them, facilitating the process of mastering concepts and their content, expanding and updating vocabulary, learning to express one’s thoughts, selecting the right words, and developing the ability to analyze.
For parents, it is proposed to conduct a consultation “Use of the syncwine method in the development of speech of children of senior preschool age”, a master class “Learning to compose a syncwine”.
A piggy bank is being created - samples of children's syncwines.
Making colorful individual albums for children with hand-printed syncwines.
Experience shows that already at the end of the first year of study, most older preschoolers gradually master the skill of composing a syncwine, practicing selecting actions and signs for objects, improving their ability to generalize, expanding and clarifying their vocabulary.
Advantages. The effectiveness and significance of syncwine technology.
Firstly, its simplicity. Anyone can make a cinquain.
Secondly, in composing a syncwine, every child can realize his creative and intellectual capabilities.
Sinkwine is a gaming technique.
Composing a syncwine is like a game, because composing is fun, useful and easy!
This method can be easily integrated with other areas of the Program.
The syncwine technology does not require special conditions for use and fits organically into the work on the development of lexical and grammatical categories in preschoolers with SLD.
It fits harmoniously into the work on the development of speech therapy; the use of syncwine does not violate the generally accepted system of influencing speech pathology and ensures its logical completeness.
Contributes to the enrichment and updating of the dictionary, clarifies the content of concepts.
It is a diagnostic tool that allows the teacher to assess the child’s level of mastery of the material covered.
It has the nature of a complex effect, not only develops speech, but contributes to the development of HMF (memory, attention, thinking).
II. Practical part:
- Collaboration with teachers “Sinquain about cinquain”
1. Sinkwine.
2. Creative, activating.
3. Develops, enriches, clarifies.
4. Cinquain helps you learn.
5. Technology.
- Independent work of teachers.
- Discussion of the results obtained.
- Summarizing.
Bottom line.
New technology– opens up new opportunities. Didactic syncwine allows you to create conditions for the child to freely choose activities, make decisions, express feelings and thoughts, thanks to it it is possible to support the individuality and initiative of each child, and this, in turn, creates social situation for the development of the child, which is relevant in connection with the introduction of the Federal State Educational Standard for preschool education.
The use of didactic syncwine in speech therapy practice allows you to harmoniously combine in your work the elements of three main educational systems: information, activity and personality-oriented, which is especially important when working with children with special educational needs.
The Didactic Syncwine technology can be successfully used in speech therapy practice.
Margarita Anikina
Didactic syncwine in working with preschoolers with speech disorders.
Modern speech therapy is in a constant active search for ways to improve and optimize the process of learning and development of children at different age stages and in various educational conditions that are typical for children with special educational needs. Solving speech problems is a hot topic in preschool age. Today there are many technologies aimed at timely diagnosis and the maximum possible correction. speech disorders.
These include the well-known technologies:
Speech therapy examination;
Sound pronunciation corrections;
Formations speech breathing at different violations pronunciation side of speech;
Development of the intonation side of speech;
Corrections of the tempo-rhythmic aspect of speech;
Development of the lexical and grammatical aspects of speech;
Speech therapy massage.
Being on the border of contact between pedagogy, psychology and medicine, speech therapy uses in its practice, adapting to its needs the most effective, non-traditional methods and techniques of related sciences that help optimize, work as a speech therapist teacher(kinesitherapy, hydrogymnastics, Su-Jok therapy, herbal medicine, fairy tale therapy.) In my opinion, these methods cannot be considered in speech therapy as independent, they become part of generally accepted time-tested technologies, and bring into them the spirit of modernity, new ways of interaction between teacher and child, new stimuli serve to create a favorable emotional background, promote inclusion in work preserved and activated impaired mental functions.
Working with children of senior preschool age with special needs development, I was in search of such methods and techniques work that would improve thinking abilities preschoolers with disabilities speech and would allow you to think more productively. Thinking, like other qualities of the mind, can be developed. That's why I'm in mine work started using the method didactic syncwine. The innovativeness of this technique is the creation of conditions for the development of a personality capable of thinking critically, i.e., eliminating the unnecessary and highlighting the main thing, generalizing, classifying I teach children to compose didactic syncwines in the form of a game. This technology does not require special conditions for use and fits seamlessly into work on the development of lexical and grammatical categories in children with special needs development.
The innovativeness of this technique is the creation of conditions for the development of a personality capable of thinking critically, i.e., eliminating the superfluous and highlighting the main thing, generalizing, classifying.
Let me remind you that the word syncwine comes from the French word "five", which means almost literally "five line poem". History of origin syncwine is quite young According to the main version, this genre of poetry was invented by the American poet Adelaide Crapsey at the beginning of the twentieth century. It began to be introduced into domestic pedagogy from the late 1990s, thanks to a group of enthusiasts from the Legal Reform Foundation. The main task syncwine learn to think as succinctly as possible, while you also need to be able to express your thoughts briefly and clearly. For this purpose, there are two basic rules for compiling syncwines, the first rule of composing classical syncwines, consists of strictly counting the syllables in each of the five lines. And the second rule, it is also more modern and more widespread didactic, which has become so widely used in educational institutions in many countries for educational purposes. Didactic syncwine is based on the content and syntactic specificity of each line. Compilation didactic syncwine is a form of free creativity that requires children to be able to find the most significant elements in information material, draw conclusions and formulate them briefly. These abilities are in great demand in modern life. Compilation didactic syncwine, a short summary based on large amounts of information, useful for production analytical abilities. Cinquains They are also an excellent way of control and self-control.
Compilation procedure didactic syncwine allows you to harmoniously combine elements of all three main educational systems: informational, activity-based and person-oriented. This method can be easily integrated with other educational areas of the correctional program, and the ease of construction syncwine allows you to quickly get results. When compiling didactic syncwine the number of syllables in each line no longer matters. IN didactic syncwine the most important thing is the semantic content and part of speech that is used in each line. We can say that this is free mini-creativity, subject to certain rules. To the basic rules of compilation syncwine include the following:
The first line should contain the topic itself didactic syncwine, usually this is the phenomenon or object in question. Most often, only one word is written in the first line, but sometimes a small phrase is written. In terms of part of speech, it is a pronoun or noun, and responds to questions: Who? What?
In the second line there are already two words, sometimes phrases, that describe the properties and characteristics of this object or phenomenon. In terms of parts of speech, these are usually participles and adjectives that respond to questions: Which? Which?
The third line already contains three words (sometimes also phrases) which describe the actions usual for this phenomenon or object. In terms of speech, these are verbs and gerunds that respond to question: What is he doing?
In the fourth line, the child directly expresses his opinion about the topic raised. Sometimes it can just be a well-known aphorism, phrase or something similar, sometimes even a short verse. The most traditional option is when this phrase consists of four words.
The fifth line again contains only one word or phrase. This is like a summary of the entire poem, reflecting the essence of the object or phenomenon that is discussed in didactic syncwine, and the author’s opinion about it. Usually also a noun or pronoun as a part of speech and responds to question: Who? What?
Of course, the ability to compose didactic syncwine requires a certain preparation from the child, and carefully thought-out, systematic preparation from the speech therapist teacher work. Preliminary work on creating speech basis for compiling didactic syncwine does not contradict"Speech therapy program work on overcoming general speech underdevelopment in children” T. B. Filicheva and G.V. Chirkina and that part of it that concerns the development of lexical and grammatical categories in children with ODD level 3 and serves as a means of optimizing the educational process.
I use didactic syncwine in working with preschoolers with special needs development, starting from the second half of the first year of study, when children have already mastered the concept "word-object", "word-action", "sign word", "offer". Didactic syncwine We compose them at the end of each lexical topic, when children already have sufficient vocabulary on this topic. Tasks for children may be different. This and compilation didactic syncwine all children to one word-subject on a lexical topic, and compiling didactic syncwines to different words-objects related to each other by lexical theme. It is possible to compose a short story based on a ready-made didactic syncwine using words and phrases included in this syncwine. Children need to find the necessary sign words, action words from their entire vocabulary, compose a common sentence with these words, choose a word that is associated with this concept. The higher the level child's speech development, the more interesting it turns out syncwines. I do not limit children in the number of invented words according to the construction rules didactic syncwine. It is possible that in the fourth line the sentence may consist of 3 to 5 words, and in the fifth line, instead of one word, there may be two words. Other parts of speech are also allowed. Traditionally, for the International Day of March 8th, we publish a newspaper with children's syncwines about mothers.
The apparent simplicity of the form of this technique hides a powerful, multifaceted tool for reflection. After all, assessing information, expressing thoughts, feelings and ideas in a few words, in fact, is not so easy even for an older student. But it is complex and fruitful Job, both for the speech therapist teacher and for his students. I think that colleagues who use this technique in correctional work, will agree that poems created by children often become "highlight" direct educational activities.
Examples of children's didactic syncwines.
Lexical topic: "New Year"
1. New Year.
2. Joyful, long-awaited.
3. Comes, amuses, pleases.
4. I love this holiday.
5. Gifts.
Lexical topic: "Our town"
1. Lipetsk.
2. Large, clean.
3. Grows, becomes prettier, develops.
4. I live in this city.
5. Lipetsk is a city of metallurgists.
2. Smart, beautiful, kind.
3. Reads, knits, cooks, cleans.
4. Loves me and dad.
Lexical topic: "Season"
2. Snowy, cold.
3. Freezes, sweeps, delights.
4. Covers the earth with silvery snow.
5. Sorceress.
Literature
1. Akimenko V. M. Developmental technologies in speech therapy. Rostov n/ D: Phoenix, 2011.
2. Glukhov V. P. Formation of coherent speech in children preschool age with general speech underdevelopment. M.:ARKTI, 2002.
3. Dushka N. D. Sinkwine in work on the development of speech in preschoolers. Magazine "Speech therapist", №5 (2005) .
4. Lalaeva R. I., Serebryakova N. V. Correction of general speech underdevelopment in preschoolers(formation of vocabulary and grammatical structure) St. Petersburg 1999.
5. Filicheva T. B., Chirkina G. V. Preparing children for school with general speech underdevelopment in special conditions kindergarten. M., 1999.
6. http://ru.wikipedia.org/wiki/ Sinkwine
