The technique is carried out in several stages. The methodology is based on the assimilation of simple material and techniques, which subsequently develop into complex classes. However, the gradual complication of tasks for children goes unnoticed. And after just a few sessions you can see positive results.

It is precisely gradually complicated tasks that are very well absorbed by the child and very effectively influence his further development. speech development.

IN preschool institutions They use a lot of techniques that help children actively develop and improve their knowledge and skills. However, there are some children who need individual approach, where the problem will be clearly identified and its solution will depend on the correctly selected methodology and technology.

The following factors should be considered when identifying the problem:

• Child's age;
• Peculiarity;
• Baby's skills and abilities.

In addition, genetic predispositions should be studied. For example, if one of the parents had a speech delay or other speech problems in childhood. All this will help direct the technique to an effective result.

Techniques for speech development of preschool children

Each technique according to Ushakova’s method is designed for the individual characteristics of the child, which involve performing certain tasks and exercises.

Thus, given psychological state the child, his acquired skills and abilities, a positive result is possible.

Today, some methods are actively used in practice in kindergartens and even at home. For the most effective speech development, constant participation from parents is required.

Ushakova O.S. developed methodological manuals for preschool teachers and school institutions, which describes in detail each stage and method of working with a child. The entire technique is designed to improve and correct the baby’s speech.

Each technique has a specific goal and a structured plan, which involves learning from simple exercises to more complex ones. In all processes, the reasons why the child has certain deviations that do not allow the child to fully develop his speech must be taken into account.

Such factors may be:

• Insufficient attention from adults. That is, they communicate little with the child, do not read books to him, do not voice the actions taking place;
• A child whose attention is distracted;
• · Children with psychological characteristics. It could be genetic diseases, congenital speech retardation.

It is an individually selected technique that allows you to establish a correct, and most importantly, effective process of speech development in a child. It is the correct diagnosis of the problem that significantly increases the chances of the baby’s full development.

What parents should pay attention to

Every parent must remember that the child's development largely depends on them. And timely determination of any speech problems can be eliminated.

It is in preschool age that it will be easier for a child to improve his speech, learn to use new information and formulate sentences beautifully.

Every child begins to publish from an early age various sounds and syllables, and by the age of one and a half years he can say some simple words. Children at the age of three can already calmly formulate sentences and can explain what they need or what they don’t like.

If parents note that it is easier for the baby to express his thoughts through gestures or crying, then it is worth seeking advice from a speech therapist. The sooner you do this, the faster you can fix the problem.

Parents should not rely on the fact that the child will talk out over time. You should help him, and then he will be able to fully communicate and live in society.

How to help a child develop speech at home?

First of all, the child’s speech development depends on the parents themselves. At correct communication and with enough attention you can avoid unwanted problems:

• Parents should talk to their child correctly, even if he is very small. Do not distort your speech; every situation or subject must be stated clearly and correctly;
• Constantly read books to the baby and tell fairy tales;
• During the game, say the name of this or that object;
• Ask your child to repeat simple words after you;
• At incorrect pronunciation or try to correct the wording;
• Sing more songs. It is the song form that promotes quick memorization of words;
• Talk to your child everywhere. Even if you are busy with something, you can tell your child about the work done during the process. In this case, the baby will even be interested. This may provoke him to some questions or actions;
• During games, use a variety of toys and various objects.

All this will become faithful assistant in the speech development of preschool children.

Today, almost every kindergarten has speech therapy groups, where the main task of the specialist is to develop the child’s speech and eliminate deficiencies.

It is worth remembering that the correct speech of a preschooler is the main criterion of his readiness for school.

The main signs that determine readiness for school

There are several main criteria by which you can determine whether your child is ready for school or not:

• The child must be able to listen to the interlocutor;
• Perceive information correctly;
• Be able to express your actions;
• Display information;
• Use your verbal knowledge as a means of influence;
• Retell a short text or fairy tale.

All these points determine that the child will be able to fully learn and develop.

All methods of child speech development involve the help of parents. That is, classes with specialists alone will not give one hundred percent results without the participation of parents.

This or that program should be consolidated and worked out at home. If you follow all the recommendations and pay full attention to the baby, then soon the child will begin to please his parents with his skills.

Each lesson should take place in the form of a game. Otherwise, the child may simply refuse to study. If the baby is tired, then you can postpone the tasks for another time.

All children really enjoy communication and active games. Therefore, spend more time with your kids, talk to them and play.

2.1 Methodology for using small forms of folklore

in the speech development of the child.

The previous chapter examined theories of speech development, including the use of small forms of folklore. To test the effectiveness of the developed complex, a pedagogical experiment was conducted at the preschool educational institution "Solnyshko" in the village of Berezovka, Pervomaisky district. Before we began to determine the main methods and forms of their use in the development of speech skills in preschoolers, we analyzed the situation in the group. We were interested in the level of development of speech skills in children and how proficient they are in small forms of folklore. For this purpose, we chose the methodology (semantic method) of O.S. Ushakova and E. Strunina.

They consider the most important condition for the development of the speech structure of preschool children to be work on the word, which is considered in conjunction with the solution of other speech tasks. Fluency in a word, understanding its meaning, and accuracy of word usage are necessary conditions for mastering the grammatical structure of a language, the sound side of speech, as well as developing the ability to independently construct a coherent statement.

Practice verbal communication confronts children with words of different meanings: antonyms, synonyms. In preschool children, the orientation toward semantic content is very developed: “For a child, a word acts, first of all, as a carrier of meaning and meaning.”

To identify older preschoolers’ understanding of the meaning (meaning) of a word, O. Ushakova and E. Strunina offer different tasks, on the basis of which we compiled our diagnostics (Appendix 1).

The following speech skills were diagnosed: accurately use words (tasks 3, 4, 5) in various grammatical forms and meanings; understand the different meanings of a polysemantic word; independently select synonyms and antonyms (tasks 3, 7, 8); level of awareness of semantic relationships between words (task 9); smoothness and fluency of presentation, absence of intermittency and repetition, hesitations, pauses in coherent speech (task 12); the ability to isolate sounds in words (task 6); level of development of speech skills - evidence (task 1); level of orientation to the semantic side of the word (task 2) and expression (task 2, 4, 5).

In addition, the diagnosis shows how well children understand and master the genres of small forms of folklore.

The level of speech skills using small forms of folklore was assessed according to the following criteria:

High level. The child makes up a sentence of three (or more) words. Correctly selects synonyms and antonyms in proverbs, in a speech situation (a nursery rhyme - task 8) selects two or three words different parts speech (adjectives and verbs). The child notices inaccuracies in the fable (“They don’t say that,” “Wrong”). Correctly determines the meaning of a word by the function of the object (“Forest – people go there to pick mushrooms and berries”) or by generic concept (“Forest is a place where many trees, mushrooms, berries grow, where there are many animals and birds”). Correctly explains the meaning of a proverb and can come up with a story. He knows how to prove the answer. In addition, he knows a lot of proverbs, sayings, rhymes, etc.

Average level. The child makes up a sentence or phrase of two words. Correctly selects synonyms and antonyms according to their meaning, but not in the required grammatical form. In a speech situation, names one word at a time. Gives his own options, correcting inaccuracies in the fable. Instead of defining the meaning of a word, it gives a description of an object, talks about something specific (“I was in the forest,” “And I know where the forest is”). Can give an explanation of the meaning of the proverb, but not entirely accurately. Composes a story using individual words from a proverb. Guess the riddle correctly, but does not use all the signs in the proof. Names one or two examples for each proposed genre.

Low level. The child does not make a sentence, but repeats the word presented. He cannot find synonyms, but when choosing antonyms, he uses the particle “not” (“A person gets sick from laziness, but doesn’t get sick from work”). In a speech situation, he selects words that are inaccurate in meaning, or also uses the particle “not.” Doesn't notice the inaccuracy in the fable. The child cannot determine the meaning of words and proverbs. He guesses the riddle incorrectly and does not prove the answer. Composes a story without taking into account the assignment. Practically does not know proverbs, riddles, counting rhymes, etc.

It should be noted that ten children from the control group and ten children from the experimental group took part in the experiment.

The diagnostic results are shown in Table 1, where a high level is 3 points per answer, intermediate level– 2 points, low level – 1 point.

The table data indicates an approximate equivalence in the composition of the groups. In the control and experimental groups, the ratio between children in terms of the level of speech development of children was approximately the same. For children of both groups, tasks 2, 4, 5 and 10 turned out to be very difficult and were completed at a low level.

Children know a lot of rhymes and offer their own versions, but they are not familiar with other genres. They ask: “What are proverbs?” They confuse each other: “I don’t know proverbs, but I know sayings,” and she called poddevki (Nastya D.). There are very few children who can explain the meaning of proverbs and prove the answer. Children practically do not know lullabies. When asked “what lullabies do you know,” they sing any songs, calling them “affectionate” or “Tired toys are sleeping...”. All this speaks of insufficiently organized work with small forms of folklore.

Children made mistakes in the formation of various grammatical forms (“I’m running” to mom); they had difficulty constructing sentences correctly, since at this age these skills begin to form. Some children use words and expressions without accurately understanding their meaning. This suggests that they have a relatively small active vocabulary while having a significant passive vocabulary. Some children, while pronouncing sounds correctly, find it difficult to distinguish them by ear, which can lead to further difficulties in mastering literacy. This is also due to age-related individual characteristics and insufficient work of the teacher to develop children's sound culture of speech.

In percentage terms, the levels of development of children in the control and experimental groups are presented in Table 2. The table shows that the difference in both groups is insignificant and even in the control group the level of speech development is ten percent higher, which, however, does not play a special role. This is clearly presented in the form of a diagram (Diagram 1), so we can assume that, other things being equal, at the initial stage of the experiment, the level of development of children in the control and experimental groups was approximately the same.

Table 1

Results of diagnosing children's speech skills (ascertaining section).

Table 2

Levels of development of children's speech skills

(ascertaining cut).

Diagram 1

In addition, we compiled questionnaires for parents and teachers of the study group (Appendix 2). We were interested in whether small forms of folklore are used in working with children in kindergarten and at home, for what purpose and what. Twenty parents and two teachers were interviewed. As a result, it turned out that parents practically do not use small forms of folklore with children of senior preschool age, they practically do not know a single lullaby (“We used to sing, but now we are already big”), except for “Bayu - bayushki-bayu, don’t lie down on the edge.” ..." and not completely. This is also emphasized in the studies of O.I. Davydova. Families know these works of oral folk art less and less; now they remember only a few riddles and sayings, and among the nursery rhymes they call one “Magpie - white-sided...”.

As for the teachers’ answers, they try to use these genres a little more widely. When organizing outdoor and other games, various rhymes are used; in classes of various cycles - riddles in order to motivate for upcoming activities and maintain interest; for organizing children - finger games, games - fun. But they also believe that lullabies, nursery rhymes, and jokes are used only in early preschool age, and when working with older children this is no longer useful. When talking about the importance of small forms of folklore for the development of speech, only tongue twisters are mentioned.

Thus, we found out that work on the use of small forms of folklore with older preschoolers is not sufficiently organized. Parents and teachers do not fully use their developmental potential, including for speech development. So, we are once again convinced that a comprehensive methodology for developing the speech of children of senior preschool age using small forms of folklore is simply necessary.

Analyzing the methodological aspects of speech development using small forms of folklore, for the formative experiment we conventionally identified two stages of work:

Preparatory stage.

Main stage (direct training):

in class;

V everyday life.

At the first stage, we consider the methods and techniques of G. Klimenko. She recommends keeping an album and writing down expressions of folk wisdom already known to children. Then make an album - a moving album, in which you write down only new proverbs and sayings. Children learn them from their parents and from books. As a result, almost every child gets the right to take the album home, write down a new proverb with the help of their parents, and draw a picture for it (Appendix 3). In their work, following this system, in the first album they recorded not only proverbs and sayings, but also all the small forms of folklore that the children knew.

The album was moved according to proverbs and sayings. The children enjoyed drawing pictures for these forms of folklore and explaining what they mean and in what cases they are used. Parents also became interested in this issue, and if they learned some new proverbs and sayings, they asked for the album to take home and wrote them down together with their children.

At the second stage of the formative experiment, first of all, we organized work in the classroom. N. Gavrish recommends using proverbs and sayings in classes to familiarize yourself with fiction, offering methods and techniques such as:

analysis of a proverb or saying precedes reading works of art, leading children to understand his idea;

correct understanding children can show the ideas of the work and the meaning of the proverb when discussing its name;

When preschoolers have already accumulated a certain stock of proverbs and sayings, they can be asked to choose one that matches the content and idea of ​​a certain fairy tale.

In our experimental work we followed these methods and techniques. For example, before reading the fairy tale by H.K. Andersen's "Flint" we found out how children understand the expression "true friend". Then they asked to explain the meaning of the words “rainy day.” The children said how they understand the proverb “Bad friends are bad until a rainy day.” (A proverb about bad friends, because they only make friends until trouble, and then abandon their friend). After summarizing the answers, they asked to listen carefully to the tale and decide whether the soldier had real friends. In the process of discussing the content of the tale, they clarified: “Do you think the residents of the city have become true friends of the soldier?” And they emphasized: “It’s not for nothing that people say: “Friends are bad until a rainy day.” Then they came up with another name for this fairy tale - “The Trusting Soldier”, “Bad Comrades”.

After reading the Nanai fairy tale “Ayoga,” they turned to the children: “Tell me briefly, what is the fairy tale about? Remember the proverbs that would fit it.” The children called: “As it comes around, so it will respond,” “He who does not love others destroys himself,” “What goes around comes around.”

In addition, children were introduced to the stories of B.V. Shergin, each of which reveals the meaning of the proverb. “Proverbs in stories” - this is how their author defined them. In a form accessible to children, he talks about how ancient proverbs live in our language today, how they decorate our speech, and in what cases they are used. The children got acquainted with new proverbs and sayings and learned how to compose stories using them. This made it possible to move on to work in classes on speech development, where the children themselves tried to compose certain stories using a proverb or, after composing a story, remember and select the proverb that would fit this story. These techniques are suggested by N. Gavrish, M.M. Alekseeva, V.I. Yashina. They contribute to a deeper understanding of the meaning of proverbs, and develop in children the ability to correlate the title of a text with the content, select linguistic means in accordance with the genre, etc.

N. Gavrish also suggests illustrating this or that proverb (saying) with children in class. The ability to convey an artistic image in a drawing expands the possibility of expressing it in words. In this case, the children's stories based on the proverb were more expressive and varied.

In addition, work was also carried out to enrich children’s speech with phraseological units, where proverbs and sayings acted as tools. In his work, following N. Gavrish, M.M. Alekseeva, V.I. Yashina, N.V. Kazyuk, A.M. Borodich et al. tried to help children understand the figurative meaning of words and phrases. Familiarizing children with the elements of Russian phraseology relates to the content of vocabulary work. “Phraseological units are stable, indecomposable phrases, original expressions that cannot be translated literally into another language. They serve as a means of creating emotional, expressive speech, as a means of evaluating certain phenomena or events.”

Children of preschool age, especially older ones, should be taught to perceive, that is, to hear, understand and partly remember and use, individual, simple in content, accessible expressions from folk colloquial phraseology (proverbs and sayings). It is difficult for children to learn the general meaning of a phrase, which does not depend on the specific meaning of the words that make it up (“over the moon,” etc.). Therefore, the teacher must include in his speech expressions, the meaning of which will be clear to children in a certain situation or with an appropriate explanation, for example: “here you go,” “a drop in the bucket,” “a jack of all trades,” “you can’t spill water,” “control yourself”, etc.

In their experimental work, they taught children to consider the literal and figurative meaning of statements, selecting situations from the child’s life (simple and accessible) for each proverb, using the clarity of the literal and figurative meaning of phraseological units, fiction, and engaging in practical activities (playing out proverbs). They explained to the children that in our language there are many words that denote objects (table, nose) and actions performed (luggage, chop, hack). But, if you combine such words in one expression (“Hack on the nose”), then they will have a completely different meaning. “Notch on the nose” means to remember. Or this expression - “Hang your head.” How do you understand it? How can you say it differently?

We analyzed with children several expressions such as “Lead by the nose”, “Give free rein to your hands”, “Hang your nose”. Then they made a generalization: in order to correctly understand the proverb, you do not need to determine the meaning of each word. The main thing is to think about what we are talking about here. There is a proverb: “To say it is to tie it in a knot.” We explain to the children its meaning: once you have promised, you need to fulfill it, keep your word firmly. And they have been saying this since ancient times, when many people did not know how to write or read, and in order not to forget about something, they tied a knot on a handkerchief as a keepsake (demonstrating a handkerchief with a knot). Now they don’t do that anymore, but the proverb remains.

Thus, children develop lexical skills. They learn to understand the etymology of words and expressions, and select proverbs and sayings that are close and opposite in meaning. The main thing is for children to understand that phraseological units (proverbs and sayings) are an indivisible unit that gives a certain meaning. If something is removed or swapped, then it is lost and a completely different phrase is obtained.

G. Klimenko recommends planning work with proverbs once a week in the second part of the lesson on the native language, and the forms and methods of work should be very different. For example, games - competitions in rows: who can say the most proverbs. Didactic game “Continue the proverb”: the teacher says the beginning, and the children continue; then the beginning of the proverb is pronounced by one child, and the other finishes it.

Gradually the tasks should become more difficult. Children are given pictures, and they name a suitable proverb (Appendix 4). Then invite the children to select proverbs according to their meaning: about honesty, courage, mother, etc. Using these methods and techniques in our work, we noticed that gradually the children themselves began to use expressions of folk wisdom in the right situation.

To improve diction in speech development classes A.S. Bukhvostova, A.M. Borodich and other methodologists recommend using a specific exercise - learning tongue twisters. A tongue twister is a difficult to pronounce phrase (or several phrases) with the same sounds occurring frequently. The didactic task when using tongue twisters is unobtrusive and exciting.

In our work, we adhered to the methodology of A.M. Borodich. First of all, we selected the required number of tongue twisters for a long period of time, distributing them according to difficulty. The author recommends memorizing one to two tongue twisters per month - that’s eight to fifteen for the school year.

The new tongue twister was pronounced by heart at a slow pace, clearly, highlighting frequently occurring sounds. We read it several times, quietly, rhythmically, with slightly muffled intonations, first setting a learning task for the children: listen and watch carefully how the tongue twister is pronounced, try to remember, learn to say it very clearly. Then the children pronounce it independently in a low voice (if the text is very easy, this moment is omitted).

To repeat the tongue twister, we first call children with good memory and diction. Before their answer, the instruction is repeated: speak slowly, clearly. Then the tongue twister is pronounced by the choir, by everyone, as well as in rows or small groups, again by individual children, by the teacher himself. During repeated lessons with tongue twisters, if the text is easy and the children immediately mastered it, we diversified the tasks: pronounce the memorized tongue twister louder or quieter, without changing the tempo, and when all the children have already learned it correctly, change the tempo.

The total duration of such exercises is three to ten minutes. Gradually these activities were diversified with the following techniques. Repeat tongue twisters “according to the requests” of the children, assigning the role of the leader to different children. Repeat the tongue twister in parts in rows: first row: “Because of the forest, because of the mountains...”; second row: “Grandfather Yegor is coming!” If a tongue twister consists of several phrases, it is interesting to repeat it by role - in groups. First group: “Tell me about your purchases.” Second group: “What kind of purchases?” All together: “About shopping, about shopping, about my shopping!” All these techniques activate children and develop their voluntary attention.

While repeating the tongue twister, the children were periodically called to the table so that others could see their articulation and facial expressions. When assessing the answers, they pointed out the degree of clarity of pronunciation, and sometimes paid attention to the quality of the movements of the child’s lips in order to once again attract the children’s attention to this.

S.S. Bukhvostova suggests using entertaining exercises to change the place of logical stress in the text. By performing such exercises, children begin to feel well the dynamics of the semantic content of the same phrase depending on changes in mental stress. Using this method in our work, we saw that children easily, freely and with pleasure perform such tasks. Other exercises are also quite worthwhile. They have a unique form of dialogue, built on the “question-answer” type. For example. Question: “Does the weaver weave fabrics for the Tanya scarf?” Answer: “A weaver weaves fabrics for a Tane scarf.”

All of the exercises listed above have their main and initial purpose to ensure the development of clear diction of the child. These are speech technique exercises. But as children assimilate the content of the texts themselves, master the ability to pronounce them clearly, changing the tempo and strength of the voice, S.S. Bukhvostova recommends offering them tasks of an increasingly creative nature. Convey, for example, your attitude to the content of the reproduced text, express your mood, your desires or intentions. For example, a child is given the task of expressing disappointment (“The crow missed the crow”), surprise (“Large grapes grow on Mount Ararat”), a request, tenderness or affection (“Our Masha is small, she is wearing a scarlet fur coat”).

In our work for this purpose, we used not only tongue twisters, but also proverbs and nursery rhymes. For example, the content of a text such as

"Don - don - don - don,

The cat's house caught fire" -

obliges to convey anxiety, excitement on the occasion of the event.

To develop good diction, distinct and clear pronunciation of S.S. Bukhvostova also recommends using onomatopoeia exercises. The teacher reads the text, the children turn on and pronounce individual sounds, words or sound combinations. Taking into account the content of the text, its rhythmic or expressive features, as in working with tongue twisters, children are offered various options for tasks: change the strength of the voice, the pace of speech, more clearly express interrogative or exclamatory intonation, convey some intention. For example,

"Our ducks in the morning:

Quack - quack - quack!..."

The pedagogical task when reproducing this text is to attract the child to onomatopoeia, to imitate the voices of birds. We drew the children's attention to the different strength of the sound of their voices: the cockerel crows loudly, the loudest of all, the geese also cackle loudly, the ducks quack abruptly, like the geese, but not so loudly, etc. Thus, in our work we tried to use all the possibilities of works of oral folk art to develop the sound culture of a child’s speech.

In parallel, we organized work to develop children's speech skills - evidence and speech - description through riddles. This technique is proposed by Yu.G. Illarionova. Children gradually master the techniques of constructing speech - evidence, the specific vocabulary inherent in it. Typically, preschoolers do not use these constructions in their speech ("Firstly..., secondly...", "If..., then...", "Once..., then...", etc.) but it is necessary to create conditions for them understanding and development at the next stages of childhood - at school.

In order to arouse in children the need for proof, it is necessary to set a specific goal for the child when solving riddles: not just to guess the riddle, but to prove that the answer is correct. Children should be interested in the process of proof, in reasoning, in the selection of facts and arguments. To do this, the author recommends organizing a competition: “Who can prove it more correctly?”, “Who can prove it more completely and accurately?”, “Who can prove it more interestingly?” It is necessary to teach children to perceive objects and phenomena of the world around them in all the completeness and depth of connections and relationships, to familiarize them in advance with those objects and phenomena about which riddles will be offered. Then the evidence will be more valid and complete.

Following this system, when asking riddles for children, we repeated them several times so that the children would remember them better and identify the signs. They offered the children a plan of proof by posing a question sequentially in accordance with the structure of the riddle. For example: “Who has a mustachioed muzzle and a striped fur coat? Who washes himself often, but without water? Who catches mice and likes to eat fish? Who is this riddle about?”

If the child missed any sign or connection in his proof, he was asked questions of a debatable nature, revealing the one-sidedness of his answer. For example, when guessing the riddle: “I, red, long, sweet, grow in the ground in a garden bed,” a child proves based on one sign: “This is a carrot because it grows in the ground in a garden bed.” We show the inconsistency of the evidence: “Is it really only carrots that grow in the garden? After all, onions, beets, and radishes grow in the ground.” Then the child paid attention to other signs (red, long, sweet), which made the answer more conclusive.

To change the content and methods of proof, Yu.G. Illarionova recommends offering different riddles about the same object or phenomenon. This activates the children’s vocabulary, shows how they understand the figurative meaning of words, figurative expressions, and in what ways they prove and confirm the answer. When teaching children to compare riddles about the same object or phenomenon, we relied on the system of E. Kudryavtseva, who examined this aspect in more detail and proposed the use of didactic games. She also considers it necessary to teach children to consciously identify and remember the various signs of a mystery. If there is no complete and correct analysis of the riddle material, then it will be difficult or impossible to guess and compare them.

To solve riddles with negative comparisons, it is advisable to teach preschoolers to use the technique of regrouping features. A child should be able, according to E. Kudryavtseva, to identify a group of signs present in a hidden object or phenomenon. Thus, the riddle “Liquid, not water, white, not snow” (milk), after rearranging the signs, will have the following form: liquid, white; not water, not snow.

In combined riddles with precisely named and encrypted features, when guessing, the author recommends using the technique of clarifying the features, for which the already existing precisely named features are highlighted and allegories are revealed. Thus, in the riddle “In the middle of the field lies a mirror, blue glass, green frame”:

precisely named signs: in the middle of a field, blue, green;

deciphered signs: the hidden object has a flat surface in which everything is reflected (mirror); the hidden object is transparent (glass); the dream is surrounded on all sides by green (green frame).

To answer correctly, based on accurately named and deciphered signs, it is easier for children to draw the necessary conclusion that there is a blue lake or pond on the green field.

E. Kudryavtseva identifies several types of children’s activities in didactic games with riddles: asking riddles; guessing riddles; proof of the correctness of the guesses; comparison of riddles about the same thing; comparison of riddles about different things. Following this system, we have successfully used all types in our work (Appendix 5), following the following conditions, which are highlighted

before comparison, the riddles were purposefully guessed by the children;

preschoolers observed what was hidden in the compared riddles;

children remember the content of the riddles well and can repeat them before comparison;

children have sufficient knowledge about what is hidden in the compared riddles;

no more than two riddles are compared at the same time;

the teacher clearly explains what exactly needs to be compared in riddles;

Preschoolers know what questions to answer when comparing riddles.

Children's conscious attitude to solving riddles and selecting evidence develops independence and originality of thinking. This happens especially when solving and explaining those riddles, the content of which can be interpreted in different ways. In such cases, Yu.G. Illarionova recommends not asking children to give a traditional answer, but, seeing the correct course of their reasoning, emphasizing the possibility of different answers and encouraging them.

Thus, using the above methods and techniques, we are convinced that the witty and entertaining form of the riddle makes it possible to teach reasoning and proof easily and naturally. The children developed a keen interest, they were able to independently analyze the text of the riddle, which indicates the ability to search and find ways to solve the problem.

To develop children's descriptive speech skills Yu.G. Illarionova suggests analyzing the language of the riddle. After the children guessed the riddle, we asked: “Do you like the riddle? What did you especially like and remember about it? What is incomprehensible and difficult about it? What words and expressions seem incomprehensible? Does it look like the object in the riddle is well described? ?What words convey movements, sounds, smells, colors?" They also found out how children understand this or that expression, phrase, what the object is compared to, etc.

The structure of a riddle requires specific linguistic means, so we also paid attention to the construction of the riddle: “What words does the riddle begin with? How does it end? What does it ask?” Questions like these develop children’s sensitivity to language, help them notice expressive means in riddles, and develop the child’s speech. It is important that children not only remember the figurative expressions of the riddle, but also create a verbal image of the objects themselves, that is, they try to find their own versions of descriptions. Thus, analyzing a riddle helps not only to better understand and guess it faster, but also teaches children to pay attention to the word, arouses interest in figurative characteristics, helps to remember them, use them in their speech and create an accurate, vivid image themselves.

To fully utilize the developmental potential of small forms of folklore, we used them in special moments in order to create a favorable speech environment, since this is one of the conditions for the speech development of children. First of all, having selected content and language accessible to children, we used proverbs and sayings for this purpose.

E.A. Flerina, A.P. Usova, G. Klimenko, N. Orlova, N. Gavrish noted that the most important condition for the use of proverbs and sayings is relevance, when there are facts and circumstances illustrating them, the hidden meaning becomes clear to the child. The child must feel that these are exactly the words with which he can best express his thoughts: with a well-aimed word, stop a braggart, a scoffer; give an apt description of a person or his activity. Proverbs reveal to children certain rules of behavior and moral standards; with their help, one can emotionally express encouragement, delicately express reproach, or condemn an ​​incorrect or rude action. Thus, they are our faithful assistants in shaping the moral qualities of children, and, above all, hard work and friendly relations with each other.

From the many Russian proverbs and sayings, we have chosen those that can accompany children’s work activities and, of course, enrich their speech. In context labor activity under appropriate conditions, children learn to understand the meaning of proverbs and clearly formulate their thoughts. Let's give an example of such a situation. The children play, look at books, and two boys, unable to find something to do, sit on the carpet. We say: “Out of boredom, take matters into your own hands” and give some kind of assignment. The children are eager to get down to business. And after the work is finished, we praise and ask why they say this. Thus, we help to comprehend the proverb and the result of our work.

It is very important that proverbs or sayings are pronounced expressively, with different intonations (with surprise, condemnation, regret, joy, satisfaction, reflection, affirmation, etc.), and are also accompanied by gestures and facial expressions. This helps to understand the essence of the proverb and encourages the desired action. Thus, the use of proverbs and sayings in classes and in everyday life activates the child’s speech, contributes to the development of the ability to clearly formulate his thoughts, and helps to better understand the rules of worldly wisdom.

Riddles were also widely used in everyday life. This is indicated by M. Khmelyuk, Yu.G. Illarionova, M.M. Alekseeva, A.M. Borodich and others. The objectivity, specificity of the riddle, and focus on detail make it an excellent method of didactic influence on children. In our work, we offered children riddles at the beginning of classes, observations, and conversations. In these types of work, the riddle arouses interest and gives rise to a more detailed conversation about the object or phenomenon that interests us. These forms of folklore bring a certain “spice” to classes; they force you to take a fresh look at certain objects, to see something unusual and interesting in things that have long been familiar.

SOUTH. Illarionova recommends using riddles as a means of testing and consolidating knowledge in an entertaining way. Then it is appropriate to use them during children's activities. So, in order to make the usual washing process attractive for children, we made riddles about toilet items, then asked: “What is the riddle about? What should you do to wash yourself?” The children performed the actions indicated in the riddle. When getting ready for a walk, we asked the children riddles about the toys and objects that we were supposed to take with us. Children must prove that these are the items that are mentioned in the riddle that they brought.

Methodists suggest using riddles not only at the beginning and during the activity, but also at its completion. For example, by examining objects, comparing and contrasting them, finding similarities and differences between them, children come to conclusions and express them in words. A riddle can serve as a kind of completion and generalization of the process of activity, helping to consolidate the signs of an object in the minds of children. This technique helps to concretize children's ideas about the characteristic properties of an object or phenomenon. Thus, riddles help children understand how, succinctly and colorfully, using linguistic means in different ways, one can say the same thing.

M. Zagrutdinova, G. Shinkar, N. Krinitsyna point out the special significance of folklore during the adaptation period of a child in kindergarten. He misses home, his mother, and still cannot communicate well with other children and adults. A well-chosen, expressively told nursery rhyme sometimes helps to establish contact with a child, arouse in him positive emotions, sympathy for a still unfamiliar person - the teacher. After all, many folk works allow you to insert any name without changing the content. This makes the child happy and wants to repeat them.

Nursery rhymes help when preparing for bed, while dressing for a walk, while washing, and during play activities. N. Novikova suggests accompanying folklore works with actions or, conversely, accompanying actions with reading and acting them out. It is only important to choose them well and tell them emotionally so that the child feels the adult’s attitude towards the situations described. For example, in our work, when combing girls’ hair and braiding their hair, in order to evoke a joyful mood, we accompanied this process with words of nursery rhymes.

All this helps children remember and reproduce the fun nursery rhyme in the future. And then use it during role-playing games. This significantly enriches children’s vocabulary and makes their speech emotionally expressive.

Practice shows that for the comprehensive development of children, games - fun using folklore - become of particular importance. We tried to introduce nursery rhymes well known to children into the games to give them the opportunity to demonstrate speech activity. For example, the didactic game “Find out a nursery rhyme” (you need to remember the work based on the content of the picture) helps to consolidate the skills of intonation expressiveness and the ability to convey the features of the actions of various characters.

A.M. Borodich, A.Ya. Matskevich, V.I. Yashina et al. recommend using small forms of folklore in theatrical activities (games - dramatizations, concerts, holidays), where children strengthen their storytelling skills, activate their vocabulary, and develop expressiveness and clarity of speech.

Children of senior preschool age can organize concerts for kids on their own. They draw up the program themselves, assign roles, conduct rehearsals, and prepare the premises. Such a concert lasts ten to fifteen minutes. Its program is varied: reading nursery rhymes known to children of the younger group using visual material (toys, objects, pictures); retelling a fairy tale known to children; reading new nursery rhymes for kids; game - dramatization or puppet theater; folk games; telling riddles. The children leading the concert invite the spectators - the kids - to perform at will, pronounce onomatopoeia in chorus, etc.

Holidays can be prepared by teachers. Sometimes it is prepared as a surprise for children. It is especially valuable, methodologists believe, to prepare a matinee with children in advance. It is this kind of preparation that helps solve many problems of mental, moral and aesthetic education. Thus, by organizing entertainment for children, we activate small forms of folklore in children’s speech. This contributes to the development of imagery and expressiveness of their speech.

So, the use of small forms of folklore in the development of children’s speech is carried out by a combination of various means and forms of influence on them.

A large section of the oral creativity of the Russian people is the folk calendar. In our work, we tried to adhere to it and organized calendar and ritual holidays: “Kuzma and Demyan”, “Oseniny”, “Christmas”, “Maslenitsa” (Appendix 6). In addition, we conducted a series of cognitive cycle classes where speech problems were solved in order to enrich the vocabulary and to draw children’s attention to genre and language features:

“I live in a painted mansion, I will invite all guests to my hut...” (introduction to proverbs, sayings, jokes about Russian life and hospitality);

"Russian nursery rhymes";

“Visiting the hostess” (introduction to riddles);

"Happy Shaky";

“Bay, bye, bye, bye! Go to sleep quickly.” Etc. (Appendix 7)

In speech development classes, tongue twisters ("Telling with Tongue Twisters") and nursery rhymes were widely used in order to develop phonemic awareness and form the grammatical structure of the language. These classes allow you to use works of folklore of various genres (one of them is leading, and the others are auxiliary), a combination of various types of activities (verbal with musical, visual, theatrical and gaming). Thus, the classes are integrated. As an organizing point in each lesson, the proverb was used: “There is time for work, an hour for fun,” setting the children up for subsequent work.

Thus, during the lesson “Happy Flutter” they were introduced to the life and traditions of the Russian people. The children were asked to remember the crib in which each of them sleeps. Then the teacher began the story that a long time ago children also had their own cribs, but they were very different from modern ones and were even called differently: cradle, zybka, cradle. The story was accompanied by a display of illustrations depicting cribs. They explained why they were called that. Then the children were told that in these cribs they not only rocked babies, but sang a song to them. The children were asked to think and say the name of the song that was sung to the child before bed. Correct answers were rewarded. Then the teacher himself gave the definition of a lullaby, trying to arouse interest in it. After the story, they offered to listen to a lullaby and perform their favorite ones themselves. This activity evoked a positive emotional response to these songs, a desire to hear and remember them again. Later, in lullabies, we used images that were well known to children (the image of a cat) when teaching children the formation of cognate words.

Of course, when we started singing lullabies before bed, the older preschoolers reacted to their performance with some irony, saying that they would not listen to such songs because they were not little. And this, in our opinion, is due precisely to the fact that they are little used in raising children at this age. However, later on, with no less pleasure than the kids, they listened to these songs and asked to repeat well-known and beloved ones, which was largely facilitated by the reduction technique used in lullabies and the special rhythmic organization, which play a certain role in creating psychological comfort.

During the week, two or three songs were sung to the children, which the children remembered well. The next week they sang two or three more songs that were unfamiliar to them. But they did not forget about lullabies, which were well known to children, but were performed in combination with new ones. It should be noted that children’s interest in lullabies increased after we started using them in class. We offer a number of texts of lullabies that were used in our work, as well as other small forms of folklore (Appendix 8).

In addition, a consultation was held with parents on the topic “Bayu-bayushki-bayu...” (how to put a child to sleep) (Appendix 9). Text material from various small forms of folklore was displayed in a folding folder so that parents could repeat them at home with their children. Parents were also involved in organizing folklore festivals and children's performances. With their help, a museum of antiques and a gorenka was created in the kindergarten, folk costumes were sewn for children, which was a great help in our work.

So, small forms of folklore in educational work with children were used in an integrated form both in the classroom and in the process of independent activity (game, leisure, walk, individual routine moments). We based our work on the following basic principles:

To verify the effectiveness of the methodology we use, we again conducted a diagnostic of speech skills using the same form, parameters and indicators. The results are presented in Table 3.

A comparative analysis of both groups showed that the children of the experimental group significantly increased their level of speech skills during the experiment and outperformed the control group in terms of performance. Thus, in the experimental group, at the end of the study, one child received the highest score (there were none), seven children received an average score (there were six), and three children with a low score (there were four). In the control group, small progress can also be observed, but it is not as noticeable. The results obtained are listed in analytical Table 5, which compares the data at the beginning of the experiment and after its completion.

Answering diagnostic questions, the children of the experimental group were able to analyze the meaning of the proverb. So, about the proverb “Labor feeds, but laziness spoils” the guys say: “He who works, he works, he is respected”; “Whoever does not want to work often begins to live dishonestly”; “They pay him money for his work”; "Laziness spoils a person." Analyzing the meaning of the proverb “May is a cold year, a grain-growing year,” the children answer: “There will be a big harvest.”

They also named a lot of other small forms of folklore, and were able to compose short stories based on proverbs. For example, in response to the proverb “As it comes around, so it will respond,” Vanya K. composed the following story: “We found someone else’s puppy and took it for ourselves, and the owner of the puppy is looking for him and crying. But we have a puppy, and someone can take him , and then we will cry." We see that the child has composed a story from complex sentences, constructing them in a grammatically correct form.

Analysis of the results of the experimental group before and after the formative experiment clearly demonstrates the effectiveness of the complex of methods and techniques we developed (Diagram 2). The experimental group improved their results. The percentage of children with a low level of development decreased by ten percent. Accordingly, the number of children with an average and high level of development increased by twenty percent.

Table 3

Results of diagnostics of children's speech skills (control section).

Table 4

Levels of development of children's speech skills (control section).

Diagram 2

Table 5

Levels of development of children's speech skills at primary

and the final stages of the experiment.

Conclusion.

Our work was focused on identifying optimal conditions for the speech development of children of senior preschool age using small forms of folklore. In connection with this goal, the first chapter of our study examines the state of the problem under study in psychological and pedagogical science, analyzes the features of the development of speech in older preschool children and the influence of small forms of folklore on the development of speech in children of older preschool age. We have given a definition of small forms of folklore, which consists of a set of works created unprofessionally by the people. With their help, it is possible to solve almost all problems of speech development methods and, along with the basic methods and techniques of speech development of older preschoolers, this rich material of verbal creativity of the people can and should be used.

The second chapter examines well-known methods of work on the use of small forms of folklore, techniques and forms of work that were proposed by Yu.G. Illarionova, E.I. Tikheyeva, A.M. Borodich, S.S. Bukhvostova,

O.S. Ushakova, A.P. Usova, A.Ya Matskevich, V.V. Shevchenko and others.

Analysis of theoretical provisions and methodological conclusions made it possible to present the results of experimental work carried out on the basis of the preschool institution "Solnyshko" in the village of Berezovka, Pervomaisky district, on the use of small forms of folklore in the process of developing children's speech. We tracked the dynamics of changes in the level of speech development in the process of experimental work. All other things being equal, at the initial stage of the experiment, the level of development of children in the control and experimental groups was approximately the same. Analysis of the results of the experimental group before and after the formative experiment indicates the effectiveness of the complex of methods and techniques we developed. The experimental group improved their results. The percentage of children with a low level of development decreased by ten percent. Accordingly, the number of children with an average and high level of development increased by twenty percent.

During the work, the following changes were noticed:

Children's interest in oral folk art has increased; they use proverbs and sayings in their speech, role-playing games- nursery rhymes, independently organize folk games - fun with the help of rhymes.

parents also noticed increased interest to the use of small forms of folklore in the speech development of children at home. They enjoy learning with children and selecting proverbs and sayings, explaining their meaning to children.

Of course, our study does not claim to be sufficiently complete, since the issue still remains relevant. However, in terms of developing methods for working with small forms of folklore, well-known methodological aspects have been revised and adapted for children of senior preschool age in the specific conditions of the preschool institution "Solnyshko" in the village of Berezovka, Pervomaisky district.

Small forms of folklore in educational work with children were used in an integrated form both in classes and in the process of independent activity (game, leisure, walk, individual routine moments). We based our work on the following basic principles:

firstly, on a careful selection of material, determined by the age capabilities of children;

secondly, integration of work with in various directions educational work and types of children’s activities (speech development, familiarization with nature, various games);

thirdly, the active inclusion of children;

fourthly, use the developmental potential of small forms of folklore in creating a speech environment to the maximum.

Based on the analysis of experimental work, we can come to the conclusion that our hypothesis that the level of speech development of children of senior preschool age increases if:

preschool teachers will be interested leaders in the speech development process;

special training will be organized native speech using small forms of folklore not only in special classes on speech development, but also in other regime moments;

small forms of folklore will be selected appropriate to the age of children for learning and speech development, it was confirmed.

If systematic work is organized for older preschoolers, small forms of folklore are accessible to their understanding and awareness. The use of small forms of folklore in the development of children's speech is carried out by a combination of various means and forms of influence on them. Thus, the use of small forms of folklore in the speech development of children is fully justified.

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Applications

Appendix 1

Diagnosis of speech skills of children of senior preschool age using small forms of folklore (based on the diagnosis of speech development by O. Ushakova, E. Strunina)

1. Guess the riddle:

Tail with patterns,

Boots with spurs,

Sings songs

Time is counting. (Rooster)

Why do you think it's a rooster?

What other riddles do you know?

2.What is said in the proverb “Fear wolves, don’t go into the forest”?

What does the word "forest" mean? How do you understand it? What proverbs and sayings about work do you know? About friendship?

3.Pick up a proverb that is close in meaning to “The other day a curious person had his nose pinched in the doorway.” How can I say it differently?

Make up your own sentence using the word "nose".

4.What is said in the proverb “May is a cold year, a grain-growing year.” Make up your own sentence using the word "cold".

5.What is said in the proverb “Fear the wolf and run from the squirrel.”

Make up your own sentence using the word "run".

6.Repeat after me “The crow missed the little crow.” What sounds are most common here?

What other tongue twisters do you know?

7.Complete the proverb:

“A person gets sick from laziness, but from work...(he gets healthier).”

“February builds bridges, and March…(spoils) them.”

“Labor feeds a person, but what spoils it? (laziness).”

8.Listen to the nursery rhyme:

Ay, dudu, dudu, dudu!

The man lost his arc.

I rummaged and rummaged - I couldn’t find it,

He cried and left.

And he didn’t go home, but... How can I say it differently? His mood was... And if he had found the arc, he would not have gone home, but... .

And he would be in a mood...

What other nursery rhymes do you know?

9.Listen to the poem:

Chiki - chiki - chikalochki,

A man rides on a stick

Wife on a cart -

He cracks nuts.

Is it possible to say that? How to say it correctly?

What fables do you know?

10.What lullabies do you know?

11.What kind of rhymes do you know?

12. Come up with a short story based on the proverb “When you’ve finished your work, walk boldly.”

Appendix 2

Questionnaire for parents and teachers.

What small forms of folklore do you know?

Which ones do you use with children? For what purpose?

Do you tell your children riddles? How often?

What nursery rhymes do you know?

Do you sing lullabies to your children?

What do you think is the importance of small forms of folklore in a child’s life?

Appendix 3

Children's drawings for proverbs, sayings, nursery rhymes.

During the classes, it was proposed to illustrate this or that proverb (saying) with the children. The ability to convey an artistic image in a drawing helped expand the possibility of expressing it in words. In this case, the children's stories based on the proverb were more expressive and varied.

Appendix 4

Illustrations for proverbs and sayings, nursery rhymes.

They were used to consolidate and activate these forms of folklore in children’s speech, using them as visual material. Several proverbs and sayings are selected for each illustration.

Didactic game "Guess and compare riddles about animals."

Preparing for the game. Observation of animals during walks, excursions, visits to the zoo. Conversation about animals.

Material and equipment. Toy animals, drawings of animals that are discussed in riddles.

Rules of the game. The preschooler names the guessed animal, proves the answer, and says whether it is domestic or wild. Before comparing two guessed riddles about the same animal, the child repeats them. A chip is given for a correct comparison.

Description of the game. The teacher reminds the children about the differences between wild and domestic animals, then asks riddles. If the answer is correct, the corresponding toy or drawing is placed next to images of a tiger or horse, symbolizing wild and domestic animals.

Preschoolers make and guess riddles and prove the correctness of their answers. Then compare pairs of riddles about a squirrel, a hare, a dog, etc.:

He washes his face often, but doesn’t know how to use water. (Cat.)

To be born with a mustache, and to hunt those with mustaches. (Cat.)

She knows the owner and goes for walks with him. (Dog.)

He barks, bites, and won't let him into the house. (Dog.)

Laughed so hard that my lip cracked. (Hare.)

White in winter, gray in summer. (Hare.)

These riddles differ in that the first part talks about a split cleft lip, and the second talks about the change in color of his fur in winter and summer. The riddles are similar in that they talk about the same animal.

Game "Guess and compare riddles about fruits and vegetables."

Preparing for the game. Growing vegetables in the garden, fruits in the garden. Conversation about fruits and vegetables.

Material and equipment. Fruits and vegetables or their dummies, drawings.

Rules of the game. Preschoolers are divided into “sellers” and “buyers”: the first guess, the second guess. Before comparing the riddles, the child repeats them.

Description of the game. The teacher invites the children to play in an unusual “Fruits and Vegetables” store, where purchases require riddles rather than money. Preschoolers make and guess riddles, using known ones and inventing their own. Then they compare riddles about the same fruit or vegetable:

Balls hang on the branches, blue from the heat. (Plum.)

Blue clothes, yellow lining, and sweet inside. (Plum.)

Scarlet, small, with a bone and a cane. (Cherry.)

The round, red ball hid perfectly in the sweet and sour.

Heavy and sweet, dressed in green with red lining. (Watermelon.)

Green, not grass, round, not the moon, with a tail, not a mouse.

There was a patch on a patch, but I didn’t see the needle. (Cabbage.)

Countless clothes, and all without fasteners. (Cabbage.)

Game "Guess and compare riddles about transport."

Preparing for the game. Observing various cars during walks and excursions. Looking at pictures and toys. Conversation about means of transportation.

Material and equipment. Toy cars, planes, ships or drawings. Pictures depicting the road, sea and sky.

Rules of the game. The guesser must name the type of transport and say whether it is land, water or air; passenger, cargo or special. You need to repeat the guessed riddles before comparing them. For a correct comparison, the preschooler receives a chip.

Description of the game. The teacher invites the children to guess riddles about various means of transportation. If the answer is correct, preschoolers take the corresponding toy or drawing on the table and place it next to the image of a road, sea or sky, indicating the transportation environment of the specified vehicle.

Children make and guess riddles about vehicles and prove the correctness of their answers. Then pairs of guessed riddles about the same vehicle are compared:

I can only stay on the move, and if I get up, I’ll fall. (Bike.)

There are legs and two wheels running along the road. (Bike.)

In iron boots he runs through the city holding on to a rope. (Tram.)

He rings loudly and runs along the steel path. (Tram.)

It doesn’t flap its wings, but flies above the clouds. (Airplane.)

It's a cricket, not a grasshopper, it's a bird that flies, it's not a horse that's lucky. (Airplane.)

Game "Guess and compare the riddles about the "two brothers"."

Preparing for the game. Familiarization of preschoolers with hidden objects and phenomena.

Material and equipment. Drawings, a “magic box” with two identical drawn men and the inscription “Two brothers”.

Rules of the game. The person guessing the riddle notes that the riddle talks about the appearance, location, and actions of “two brothers.” The correctness of the guess must be proven. Before comparison, the riddles are repeated.

Description of the game. The teacher says that riddles can also contain expressions, for example, “two brothers.” In each riddle there are two “brothers”, and they can be both similar and completely different. Preschoolers are asked to carefully examine and describe in detail the pictures that show different “brothers.” After this, the drawings are put away in a “magic box”. If the answer is correct, the corresponding drawing is taken out of the box.

Children make and guess riddles about the “two brothers” and prove the correctness of their answers. Then the riddles about different “brothers” are compared in pairs:

Two brothers look into the water, they will never meet. (Shores.)

Two twins, two brothers sit astride their noses. (Glasses.)

Two brothers live across the street, but don’t see each other. (Eyes.)

Two brothers are running in front, two brothers are catching up. (Automobile.)

Two brothers always run together, one in front, the other behind.

(Bicycle.)

Two brothers: one shines during the day, and the other at night. (Sun and moon.)

Two brothers: one everyone sees, but does not hear,

Everyone hears the other, but does not see. (Thunder and lightning.)

When comparing such riddles, you need to be very careful to correctly identify the signs of their similarities and differences.

Summary of holidays and entertainment.

Topic: "Autumn."

Decoration: upper room.

A Russian folk melody sounds and the hostess comes out.

On the rubble, in the light

Or on some logs

Gathered gatherings

Old and young.

Did you sit by the torch?

Or under the bright sky -

They talked, sang songs and

They did a round dance.

And how they played! In "Burners"

Ah, the “burners” are good!

In a word, these gatherings

It was a feast for the soul!

The owner comes out to the accompaniment of a Russian folk melody.

Owner: Hey, good people! Should you sit at home today and look out the window? Should you feel foggy, sad and sad today?

Hostess: We are glad to see you as a guest, in our room. Here for you, for our dear guests, there will be a great holiday, a joyful holiday, according to custom, in the old days, it is called “gatherings”.

Host: Welcome, dear guests! Have fun and joy!

(Children and adults walk in to a Russian folk tune. Say hello.)

Hostess: Hello! Dear guests! Please go to the hut. A red guest gets a red seat. Come in, make yourself at home.

Educator: Don’t worry, hostess, we don’t stay at home and don’t visit guests.

Child: We did not come empty-handed. They brought you a dish of pies. Cabbage pies are very, very tasty.

Child: We were going to visit you and tried to bake something delicious. Try some pies and talk to us.

Hostess: Oh, thanks kids, come here.

(The second subgroup of children enters.)

Educator: Leap onto the porch, grab the ring. Are the owners at home?

Owner: Home, home! Come in, dear guests!

Child: We came to visit you and brought gifts.

Child: We weren’t lazy all summer, we all worked and worked hard. The beets came out smooth and the carrots were sweet.

Child: Here is a dish of vegetables for both soup and cabbage soup. The vinaigrette will be delicious, there is nothing better than our beets!

Host: Thank you guys, sit down here in order!

Educator: The guests are forced people, where they put them in, they sit there.

(The third subgroup of children enters. They say hello.)

Hostess: Hello! An unexpected guest is better than two invited ones.

Educator: You’re right, mistress! The named guest is light, but the invited one is heavy. It is necessary to please the one invited. And we came to visit you and brought mushrooms!

Child: Seryozha and Tanyushka collected honey mushrooms and volushki and were not lazy. We almost got lost in the forest. Oh, mushrooms are good, kids give them to you!

(The children sit down. The fourth subgroup of children enters. They say hello.)

Host: Come in, dear guests! Honor to the guest - honor to the owner!

Educator: Sitting at home, not being able to sit through anything. We decided to look at people and show ourselves.

Hostess: Welcome, dear guests! We have been waiting for you for a long time, we don’t start speeches without you.

Child: We enjoyed the sun all summer, and baked pancakes like the round sun.

Child: Eat pancakes with honey or sour cream, and then you will become beautiful and kind.

Owner: And we have a sip of water from the well for everyone.

Hostess: There are gifts for every taste: for some a fairy tale, for others a true story, for others a little song. And bread and salt just like in the old days.

Owner: Any joke is good over bread and salt, where it’s more crowded, it’s more fun.

Hostess: In cramped conditions, but no offense. Let's sit down next to each other and talk amicably! The autumn work and worries are over, the harvest has been harvested, the cabbage has been salted, the garden has been dug up, and you can rest.

Everyone sings: So let’s take a walk on our holiday, you won’t find a more beautiful holiday anywhere.

Educator: The men here are masters, they deftly manage all matters, and women will not give in to them!

Educator: As the holiday approaches, all the people go for a walk. Here are the girls - beautiful and kind - well done, starting a round dance.

(They perform the round dance “Oh, there is a garden in the yard”, a Russian folk song. Knocking is heard.)

Hostess: Hear someone knocking. These are the fables in the faces that sit in the towers and in the light rooms. They crack nuts and create ridicule. Well, which one of you is a master at telling tall tales?

Children: - Tyukha, do you want to eat?

No, I had a snack.

What did you eat?

Yes, I ate a crust of bread!

Would you soak it in a pot with sour cream?

Yes, it didn’t fit into the pot!

Well, repeat!

And your nose is full of honey!

Eh, I caught you, Fedya! And there is dirt under your feet! Don't bow, I'm not your prince!

Foma, why aren’t you coming out of the forest?

Yes, I caught a bear!

So bring it here!

Yes, he won't let me in!

Owner: Well, what nonsense! Oh yes, well done! And what, guys, can’t we live without?

can not a single holiday get by in Rus'?

All: No songs.

Hostess: That’s right, it’s not without reason that they say: “Russian songs invigorate the spirit, where the song is sung, life is fun.”

(They perform the Russian folk song “Along and Along the River”).

Hostess: In Rus' it’s such a thing that talented people are their own Swiss, a reaper, and a fife player. He himself will shoe a flea and build a good house. The utensils will handle everything around the house, that house will become a full cup.

Educator: Among us there are carpenters, jack-of-all-trades workers.

(They perform the song “Look, yes, in our workshop.”)

Educator: You have carpenters, and we have blacksmiths, brave fellows.

Owner: Forges are always needed. What can you do?

Child: We can do everything. And now we will show our skills.

(They perform the song “In the Forge.”)

Educator: And we have needlewomen who are skilled at all trades. And sew, and mend, and knit, and cook. And to amuse you.

Educator: Hey, ladies - start singing ditties, little girls.

Sing quickly to make it more fun.

(Chastooshkas are performed.)

Hostess: Let no one sit at home today, come out, honest

people, let's have fun!

(Russian folk dance is performed - adults.)

Child: Give it up, people, everyone is dancing. We can’t stand still, we just want to dance.

(Russian dance is performed by children.)

Educator: We sang and danced, but didn’t play a game.

(Game "Where have you been, my black sheep.")

Educator: And now I’ll tell all the kids a riddle.

I know, I know in advance you are a savvy people.

Riddles about musical instruments:

Wrinkled Titus amuses the whole village.

She grew up in the forest, was taken out of the forest, cries in her hands, and whoever listens dances.

A wooden friend, without her we are like without hands, she is cheerful in her spare time and feeds everyone around her. He puts the porridge directly in his mouth and doesn’t let you get burned.

Child: Our orchestra has a little bit of everything: the bell rings,

The spoons were already singing. Our orchestra has a little bit of everything. Our palms will also help the orchestra.

Educator: Where the song flows, life is fun. Sing a funny song, a joke song.

(The song of the Russian people “A mosquito sat on an oak tree” is performed.)

Educator: Well, children, it's time for us to say goodbye. Thank you, owner

hostess for the fun, for your hospitality. We sat and had fun, it’s time to know the honor.

Everyone stands up and sings:

We had a nice walk

On our holiday

You won't find it anywhere

You are more beautiful than the holiday.

So be healthy, live richly,

And we leave for home, for the hut.

Theme: "Christmas".

With the song "Kolyada" the children run into the hut. They're knocking.

Children. The carol has arrived, open the gates!

Mistress. Who's there?

Children. We are the carolers.

Mistress. Come in, dear guests!

Children. Hello, hostess! (Bow.)

1st child. Let me enter the little room.

2nd child. Enter the little room and sit on a bench.

3rd child. Sit on a bench and sing a song. (They sing “Carol”)

Kolyada, Kolyada

Serve the pie

Give me a damn, give me some guts,

pork leg,

A little bit of everything.

Carry it, don't shake it!

Come on, don't break it!

1st child. What will you give us, hostess?

2nd child. A bag of money or a pot of porridge?

3rd child. A jug of milk or a piece of pie?

4th child. Pennies for candy or kopecks for gingerbread?

Mistress. Hey, you cunning guys, guess the riddles. (Make riddles.)

Girl. If you give us gifts, we will praise you,

If you don’t give us a gift, we will reproach you.

From a good man

Rye is born good:

A spikelet of thick

And the straw is empty.

From a stingy guy

Rye is born good:

The spikelet is empty,

And the straw is thick.

Mistress. I’ll give you another task - to sing a song about a sparrow. (Staging of the song "Sparrow".)

Sparrow. Do you think I'm such a klutz? I'm a master of having fun. Gather people, in a round dance, in a round dance. (Round dance “Tell the sparrows.”)

Mistress. Now the game is not entertainment, but with greater, greater meaning. So that the spikelet will last long, so that the flax will grow high, jump as high as possible, you can jump higher than the roof. (Game "Jump rope".)

Mistress. Even though it’s a game, there’s a hint in it, a lesson for good fellows!

A song is heard:

We're already walking, we're wandering

Along the alleys and back streets.

We are already searching, and we are searching,

That Sergevnin’s yard is bright.

Mistress. Here is Sergeevnin’s yard, it’s bright. Come in, dear guests.

Girl. The owner and the hostess

Get off the stove

Light the candles

Open the chest

Take out the snout.

(Children sing "Kolyada".)

The carol arrived on the eve of Christmas!

Give me the cow and the butterfly head.

And God bless whoever is in this house.

Rye is thick for him, rye is tight.

Serve - don't break, don't bite!

If you don't give me the pie, we'll take the cow by the horns!

The housewife began to fuss, looking into the oven to see if there were enough cakes for everyone, counting the carolers.

Carolers. If you don’t give me a pie, we will take the cow by the horns.

If you don't give me your guts, we'll give you a pig by the neck.

If you don't give me a blink, we'll kick the owner!

The hostess stamped her foot, not angrily, but laughing, and said:

They didn’t dance and didn’t sing -

Would you like some treats?

Wait, wait,

Sing a song first.

Song "In the upper room, in the new one." The devil comes running in the form of a mummer and says:

Kolyada, Kolyada! Give me some pie!

Or a loaf of bread, or half a piece of money,

Or a hen with a tuft, a cockerel with a comb,

Or a sheaf of hay - or a pitchfork to the side!

1st girl. Don’t give, don’t give him anything, let the good fellow play with us first!

The devil looks at everyone slyly and flirts with the girls.

Crap. E-them! How cute and fat they all are! Which one to choose?

(The devil is blindfolded. The game "Blind Man's Bluff". At the end, a costumed broom is served, the devil kisses it. The devil's tail falls off.)

If you don't give me a nickel, I'll take the cow by the horns.

If you don’t give me a hryvnia, I’ll give you a horse’s mane.

2nd girl. Yes, this is the devil! Drive him away.

Crap. Tausen! Tausen! Light the hut on all four sides.

(The devil takes a broom instead of a cross, a bast shoe instead of a censer. At the icon, the devil falls and shakes.)

3rd girl. Damn it indeed! Ugh, evil spirit, perish! (The devil is pushed out.)

1st girl. Wow, I scared you so much! They kicked me out by force.

2nd girl. This is good. We cleared the way for the new year, drove all the evil spirits out of the house.

3rd girl. Then let's sing for joy.

(The song “Volodya’s on the current” turns into general ditties.)

Mistress. You danced in surprise, you deserve a treat!

The hostess treats the children. Adults sing:

What a bright month -

And our master too.

Like the red sun -

That's his owner.

As often as stars -

Those are his kids.

Give, Lord,

To our hostess

It's lived, it's been,

It rained a lot in the yard!

Children. The housewife has children, chickens, ducklings, goslings, goats, piglets, and calves in her house.

All. Happiness and love! Bread and salt! Yes, advice for a long time!

Thanks to this house

Let's go to another one.

(They leave with the song “Kolyada.”)

Appendix 8

Folklore works used in the work.

Proverbs and sayings.

The bird is strong with its wings, and man with its friends.

A man without friends is like an oak tree without roots.

A man without friends is like a sprout in the desert.

A man without friends is like a falcon without wings.

The world is not nice if there is no friend.

A good friend is more valuable than a treasure.

A strong friendship cannot be cut with an axe.

Bad friend, like a shadow: on a sunny day you won’t be able to get rid of it, but on a stormy day you won’t find it.

It is not beauty that adorns, but intelligence.

They meet you by their dress, they see you off by their intelligence.

There is no shame in remaining silent when you have nothing to say.

What you teach a child is what you will receive from him.

Don't teach a fish to swim.

When you want to know a lot, you don’t need to sleep a lot.

Speech is red by listening.

What's the point of treasure, if there is harmony in the family?

It's warm in the sun, good in mother's presence.

Kalacha cheese is whiter, and the mother of all friends is cuter.

Parents are hardworking - children are not lazy.

White hands love other people's works.

Winter is red with snow, and autumn with bread.

Spring and autumn – there are eight weather conditions per day.

Summer is for trying, and winter is for partying.

Don't expect a long summer, but wait for a warm one.

Labor feeds a person, but laziness spoils him. Etc.

Lullabies.

Bai - bai - bayushok,

My daughter will lie down on her fluff,

On a down bed.

My daughter will sleep soundly. | 2 rub.

And I will hum,

Rock the cradle.

Bye bye, it's time to sleep.

Guests are coming from the yard,

They are going home from the yard

On a black horse.

Bye - bye, bye - bye,

Go to sleep quickly.

Bye - bye, sleep - sleep,

Take you away.

Bye-bye, bye-bye,

Put the beech tree under the barn,

Put the beech tree under the barn,

Don't disturb the baby's sleep.

Lyuli - lyuli - lyulenki,

The little ones have arrived.

They sat down to coo,

They began to rock the girl and lull her to sleep.

Oh, you little gray cat,

Your tail is white

Scram, cat, don't go!

Don't wake up my baby. Etc.

Give me milk, Burenushka,

At least a drop on the bottom.

Kittens, little guys, are waiting for me.

Give me a spoonful of cream and a little cottage cheese.

Cow's milk gives everyone health.

Grow, braid, to the waist,

Don't lose a hair.

Grow, braid, to your toes -

All the hairs are in a row.

Grow up, braid, don't get confused,

Mom, daughter, listen.

Our ducks in the morning -

Quack - quack - quack! Quack - quack - quack!

Our geese by the pond -

Ha - ha - ha! Ha - ha - ha!

And the turkey in the middle of the yard -

Ball - ball - ball! Bullshit - bullshit!

Our little walks above -

Grru - grru - y - grru - y - grru - y!

Our chickens through the window -

Kko - kko - kko - ko - ko - ko!

And how is Petya a cockerel?

Early - early in the morning

He will sing to us ku-ka-re-ku!

Lesson notes on speech development.

Abstract 1. Topic: "Happy shaky."

Program content. Maintain a positive emotional attitude, develop interest in lullabies. To form children’s knowledge about the traditions of the Russian people. Enriching children's vocabulary: shaky, cradle. Develop descriptive language skills when composing the story “My Crib.” Develop aesthetic education of folklore works.

Preliminary work. Conversation with children about family. Selection of visual material. Selection of riddles. Vocabulary work: cradle, shaky, cradle.

Progress of the lesson. The teacher invites the children to get acquainted with how the children themselves lived. He draws the attention of children to the fact that people have always treated children with great love, as evidenced by the proverbs of the Russian people: “A mother has a child, a cat has a cat, everyone has a sweet child,” so adults created the conditions for so that children grow up healthy and happy. Then the teacher offers to look at how the place where the children slept was arranged. To do this, he takes the children to a corner decorated in folk style, where one of the attributes is a cradle. You are asked to remember your bed and describe it. After listening to the children's answers, the teacher concludes that each child has his own crib, and it is not like the crib of another, and even more so is not like the one in which children slept in ancient times. Then the teacher asks you to think and say what the names of the beds in which the kids slept were called. After listening to the children’s answers, he sums it up: “The crib for babies was called “cradle”. This word comes from the old Russian word “kolybat”, which means to rock. It was also called “zybka”. The word “zybka” is also old and comes from the word “Zybat”, which also means “to rock.” There is also another name - “cradle”. . Summarizes the children’s answers: “They were called lullabies because they were sung when the children were put to bed.” Then the teacher asks the children to remember the lullabies that their mothers sang to them and gives them a lullaby to learn:

Sleep, little baby,

Scarlet dove,

My baby will sleep

And I will hum.

The teacher offers to sing this lullaby and those that the children themselves know. After the conversation, he concludes: “These are the kind songs mothers sang to their babies, with which they wished their children happiness, health, and joy.” At the end of the lesson, the teacher invites the children to play the game “Family”.

Abstract 2. Topic: “I live in a painted mansion,

I’ll invite all the guests to my hut...”

(Acquaintance with proverbs, sayings, jokes

about Russian life and hospitality).

Program content. Intensify proverbs and sayings about Russian life and hospitality in children’s speech. Sound culture of speech: practicing the sounds “zh”, “sh”. Enriching children's vocabulary: chest of drawers, floorboard, comb. Foster love and respect for the history of folk culture. Develop speaking-evidence skills.

The hostess meets you at the entrance to the hut.

Mistress. Wooden Rus' is an expensive land,

Russian people have lived here for a long time.

They glorify their native homes,

Razdolny Russian songs sing... (A song sounds.)

Mistress. Why is Rus' called wooden?

The children answer.

Mistress. A long time ago in Rus', people built their homes from logs. They were called huts. And everything in the hut was made of wood: the floors, the ceiling, the walls, the furniture, and the dishes... Our hut greets us with a beautiful wooden carved gate. (They go into the hut.)

Mistress. Our hut is exactly warm,

Living at home is not sewing a basket,

Living at home means walking around with your ears open,

Living at home means grieving about everything.

How many craftsmen were there in Rus'? (The hostess pours tea.)

Drinking tea is not cutting wood! (After the treat, the children thank, stand up and bow.)

Boy. Eh, I’ll pick up the balalaika,

May I amuse my mistress!

Let's sit down, brothers, all in a row

Let's sing ditties! (Performance of ditties.)

Mistress. My pies cheered you up, my tea warmed you. And my assistants helped me with this: the stove-lady, the samovar - a friend who has a hole on top, a hole on the bottom, and in the middle there is fire and water.

Yes, these four brothers:

Belted with one sash,

They stand under the same hat. (Points to the table.)

And these are my doves,

Which place is at the cutting hole. (Arranges spoons.)

These are the kind of assistant friends I have.

Did you like my place, dear guests?

Educator. Our hostess in the house is like pancakes in honey. She cleans, she serves, she alone is responsible for everyone.

Mistress. Oh! I live in a painted mansion,

I will invite all guests to my hut!

I walk, walk, walk, carrying a samovar in my hands.

I carry a samovar in my hands and sing jokes.

Eh, tea, tea, tea...

Well, you, gossip, meet me,

Greet with a joke. (Takes pancakes and pies out of the oven.)

How did I cook it for you, my friends?

Ninety-two pancakes, two troughs of jelly,

Fifty pies - no eaters to be found!

Amuse the hostess - eat my pies!

The hut is not red in its corners, but red in its pies! (Guests are treated to food.)

Mistress. They could cut out a box like this from an ordinary log in which we store small items. And how beautiful a wooden chest of drawers looks, trimmed with twisted wooden planks.

What a Russian hut without creaking floorboards! Without the multi-colored home-woven rugs that were woven on this wooden loom.

Listen! What subject am I going to tell you about now?

For curls and tufts

As many as twenty-five cloves,

And under each tooth

The hair will lie in a row. (Children answer.)

Mistress. In the old days, this item was called a comb. Here it is! It's also made of wood. What does he look like? (Children answer.)

Mistress. But here are collected ancient items necessary for working in the field. Russian people also came up with riddles about them:

I lead twenty wooden horses with one rein. (Rake.)

Shines, sparkles, walks across the field, cuts off all the grass. (Braid.)

Who takes hay with three teeth? (Pitchfork.)

Educator. Beautiful maidens and kind fellows,

Get ready, dress up,

Go on a party.

Thank you, hostess!

The Lord would grant you

And living and being,

And healthy.

Abstract 3. Topic: "Russian nursery rhymes."

Program content. Intensify Russian nursery rhymes in children’s speech. Activation of the dictionary: hut, shaky, rocker. To consolidate children's knowledge about the utensils of a Russian hut. Develop a sense of language.

Preliminary work:

Learning Russian nursery rhymes "Fedul and Proshka".

Introduction to folk games “Like Uncle Griffin”, “Burners”, “Teterka”.

Learning riddles about ancient Russian utensils.

Game in Russian folk instruments(spoons, tambourine, rattles, whistles).

Two buffoons are children, participants in a dramatization circle.

Fedul. Buffoons were sitting under a bush by the path.

Proshka. I am the buffoon Proshka.

Fedul. And I’m Fedul, a buffoon.

Proshka. Fudul, and Fedul, did he pout his lip?

Fedul. The caftan was burned.

Proshka. Is it possible to fix it?

Fedul. It’s possible, but there’s no needle.

Proshka. Is the hole big?

Fedul. One gate remains.

Proshka. Buffoons were sitting under a bush by the path.

Fedul. They cut a twig, they made a beep. (Both hum.)

Buffoons. You guys and girls are having fun!

(Children playing Russian folk instruments to a folk melody.)

Proshka. I, the buffoon Proshka, have a basket full of games and fun!

Fedul. Gather people, stand in a round dance, without crowding, without haste.

Round dance "Like Uncle Griffin".

Proshka. Burn, burn clearly so that it doesn’t go out.

Fedul. Stand by, look into the field - trumpeters are riding there and eating rolls.

Proshka. Look at the sky - the stars are shining, the cranes are flying.

Fedul. One, two, don't be a crow, run like fire!

Together. Game of "Burners".

Educator. "Burners" is an old Russian game. For several centuries, the game of "Burners" was one of the most favorite games of the Russian people. It has survived in many places to this day. Our grandparents loved to play this game. (Children play.)

Buffoons hold a riddle competition.

Proshka. There is a mansion, in the mansion there is a box, in the box there is a torment, in the torment there is a Bug. (Hut, stove, ash, heat.)

Fedul. Two brothers look at each other, but they don’t get along together. (Floor and ceiling.)

Proshka. Without arms, without legs, he bows in all directions. (Unsteady, cradle.)

Fedul. Two bellies, four ears. (Pillow.)

Proshka. The black horse gallops into the fire. (Poker.)

Fedul. Neither light nor dawn went, bent over, from the yard. (Yoke.)

Proshka. The mother is fat, the daughter is red, the son is a falcon gone to heaven. (Bake.)

Fedul. For curls and tufts

As many as twenty-five cloves,

And under each tooth

The hair will lie in a row. (Crest.)

Proshka. It's bright, clean - it's nice to look at. (Mirror.)

Fedul. Four brothers

Belted with one sash,

They stand under the same hat. (Table)

Buffoons. There is another game - "Golden Gate".

Teterka walked through them, led the little children, and left one behind.

Game "Golden Gate".

General dance "Like ours at the gate."

Proshka. Once upon a time there was a cat Kolobrod, he planted a vegetable garden.

Fudul. The cucumber is born. The games and songs are over!

Abstract 4. Topic: “Bay, bye, bye, bye! Go to sleep quickly!”

Program content. Intensify Russian nursery rhymes in children’s speech. Develop interest in lullabies. Develop the ability to form words with the same root. Foster a love of oral folk art.

The baby still doesn’t know how to say “mama,” but he is already being put to sleep with a cozy song. The teacher swaddles the doll and says:

Bye - bye, bye - bye,

Go to sleep quickly.

He puts him in the cradle, rocks him and sings a lullaby:

Oh, lyuli, lyuli, lyulenki! Let Vanechka sleep.

The little ghouls have arrived, the first ghoul says:

The little ones arrived, “We need to feed them some porridge,”

They sat down near the cradle. And the second one says:

They started cooing, “You should tell Vanya to go to sleep.”

Don't let Vanya sleep. And the third ghoul says:

Oh, you ghouls, don’t coo, “We should go for a walk.”

This is the kind of affectionate song a mother sings to her son, and the words are so affectionately chosen: “gulenki”, “lulenki”. And they sound especially smooth. Lullabies often mention a cat that purrs so pleasantly, cooing pigeons - ghouls, sleep, dozing, calm. The lullaby song always tries to create an image of peace, silence... Let’s sing a lullaby song for Vanechka.

Bye - bye, bye - bye!

You little dog, don't bark.

And don't sound the horn.

Don’t wake up our Vanya...

Our Vanyusha is fast asleep... Mother will go to the garden. A girl-nanny sits at the cradle. She rocks the cradle and sings:

You will grow big

Lack of time will sleep -

We need to work:

Plow, harrow,

Fence the garden,

Wander into the forest for berries,

Walk on the cow.

The nanny girl seems to “fall asleep” herself.

Educator. And when the nanny is completely tired and angry that Vanyushka is being capricious in the cradle, she can scare:

Bye - bye, bye!

I'll milk the beaters,

Twenty-five beaters -

Vanya will sleep better.

Educator. And Vanya is already raising his head and wants to sit down. Mom comes and says: “It’s enough for our Vanyushka to sleep, it’s time to wake up and do exercises.” Vanya wakes up, his arms and legs are numb. Oh, how tightly mother swaddled our Vanya. His mother turns him around and starts stroking his tummy, giving him a massage, as they say now:

Stretch, stretch, stretch!

Across - fatties,

And there are walkers in the legs,

And in the hands there are little grabbers,

And in the mouth - a talk,

And in the head - reason.

What good, kind words, right? And they are smart, they teach the baby, and our Vanechka watches with his eyes where his legs are, where his mouth is. They put Vanya on his legs, hold him by his sides, throw him up and say:

Ay, dybok, dybok, dybok.

Vanechka will soon be one year old!

And the little brother puts Vanyushka on his leg, rocks him and also says:

Let's go, let's go

With nuts, with nuts.

Let's gallop, gallop

With rolls, with rolls.

Leap, skip,

Over the bumps, over the bumps,

Thump into the hole!

The little brother pretends to drop the baby off his feet. But grab, no, he holds Vanyushka tightly. Guys, do you know nursery rhymes or any games for such little ones? Children play games with Vanyushka: “The Horned Goat is Coming,” “Ladushki-Ladushki,” “Magpie-Crow.” That's how many nannies our Vanyushka has. Vanechka was not bored with them.

Appendix 9

Consultation for parents "Bay - bayushki - bay..."

(How to put your baby to sleep.)

Waking up and falling asleep are very important moments in the lives of children. Waking up is always like being born again a little. How do you start your morning? With a smile, a kiss, a touch. You are calm, your eyes say to each other: we are both so glad that we exist in this world!

Now you can get up, wash your face, dry yourself with a damp towel, and do some exercises together. You definitely need to have a snack, something with hot tea, even if the child goes to kindergarten. And the day began.

Putting your child to bed in the evening also does not tolerate fuss and haste. It would be good if the whole procedure had some kind of constant order, a clear sequence, and would become a kind of ceremony.

First of all, give your child the opportunity to calmly finish the game: “It’s late, it’s time to go to bed, play for five more minutes and we’ll go to bed.” The introduction of a clear rule simplifies life: after the program “Good night, kids!” immediately wash your face and go to bed.

Some children fall asleep quickly. With others you need to sit longer, stroke them, whisper something quietly, something like “the arms are tired, the legs are tired, everyone wants to sleep, the little eyes are closing, the eyes are tired, everything is resting.” To help the child calm down, it is better to stroke him from top to bottom along the arms (from shoulder to hand), legs (from hip to foot), tummy, back, forehead. If you do this for at least a month and sit with your child every day for as long as he requires, he will begin to fall asleep faster and more calmly. At some point, he may even suggest leaving him alone.

It is very important in what condition the adult is sitting next to the baby. If you are in a hurry and want to quickly finish the entire styling procedure, nothing will work out. As if on purpose, the child will fall asleep for a very long time, be capricious and ask to drink, eat, go to the toilet, or read. You are nervous, and he sees it, understands that they want to get rid of him as quickly as possible. He feels that, at least physically close, your thoughts are far away, and with his whims he tries to bring you back to him. If you want your child to calm down and fall asleep quickly, calm down yourself.

N.A. Dmitrieva, S.S. Bukhvostova A.P. Usova, O. Ushakova, we have developed an experimental program of work on the development of speech of children of primary preschool age using folklore. Goals of the formative stage: - Stimulate the emotional, speech and multisensory development of children of primary preschool age using folklore. - Form the correct and...

The people have a different way of life, they begin to be interested in the natural world. All this is in the fairy tales of different peoples, purposefully selected in the program. Chapter 3. Experimental study of the influence of Russian folk tales on the development of coherent speech in children of senior preschool age 3.1 Analysis of the development of coherent speech in children of senior preschool age The study was conducted on the basis of MDOU No. 43 “...

And by the presence of these means of imagery in the text of a Russian folk tale, we will identify the possibilities of using Russian folk tales as a means of development figurative speech in older preschoolers. 1.3 Russian folk tale as a means of developing figurative speech in children of senior preschool age, the Russian folk tale, being understandable to a child of senior preschool age, is...

The third technique, developed by O.S. Ushakova, on the basis of which the experiment was carried out. Level of speech and communicative development preschoolers can be detected both at the beginning of the school year and in the middle (or at the end). The examination can be carried out by methodologists or educators. The examination is carried out individually with each child. A conversation with a child can be recorded on a voice recorder or directly into the protocol (one adult conducts the conversation, the other records). If children are well acquainted with the adult interviewing them, they easily make contact and willingly answer questions. If an unfamiliar adult comes, then you should get to know the children in advance, establish emotional contact, so that they enter into verbal communication with pleasure.

Assessment for all tasks is given in qualitative (children's answers are recorded) and quantitative expression (in points). Despite the conventionality of quantitative assessments for statements of varying completeness and correctness, they help to identify levels of speech development: I (high), II - average (sufficient) and III (below average):

Methodology for identifying the level of speech development.

The examination technique allows us to identify the child’s success in mastering program tasks for speech development, the degree of proficiency in phonetics, vocabulary, grammar and speech coherence when constructing different types of statements.

Indicators of speech development in children of senior preschool age

Phonetics.

• 1. Pronounces correctly all the sounds of the native language, hard and soft, dull and voiced, distinguishes between whistling, hissing and sonorant sounds. Aware of the shortcomings of sound pronunciation in the speech of others and in his own speech.
• 2. Pronounces words and phrases clearly, uses by various means intonation expressiveness (rate of speech, voice control, smooth presentation of the text), depending on the content of the statement.
• 3. Understands the terms “sound”, “syllable”, can carry out sound analysis words.

• 1. Correctly names objects, their actions and qualities, distinguishes between specific and generic concepts, uses generalizing words in speech;
• 2. Understands the semantic side of the word (can select antonyms, synonyms, correctly understands the meanings of polysemantic words of different parts of speech).
• 3. Accurately uses words in coherent statements depending on the context.

Grammar.

• 1. Morphology. Correctly agrees nouns and adjectives in gender, number, case, uses difficult grammatical forms (imperative verbs, nouns plural in the genitive case).
• 2. Word formation. Forms new words in different ways, selects words with the same root.
• 3. Syntax. Constructs sentences of different types (simple, common, complex).

Connected speech

• 1. Has the ability to compose different types texts: description, narration or reasoning;
• 2. Makes up a coherent statement based on a series of plot paintings. Able to determine the topic and content, structure the text in a logical sequence, connect parts of a statement using different methods of connections, construct sentences grammatically correct. Uses figurative words and expressions in the story.
• 3. Presents the text clearly, emotionally, with expressive intonation.

20 children of senior preschool age took part in the study.

Methodology O.S. Ushakova consists of three series with tasks (Appendix No. 1).

Series I - tasks to identify the level of development of vocabulary and grammar;

Series II - tasks to identify the level of development of speech sound culture;

Series III - tasks to identify the level of development of coherent speech.

Questions were asked to children individually and scored on a 3-point basis. point system according to the method of O.S. Ushakova. The results are included in the summary table of the survey of speech development of children of senior preschool age

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Progress of the examination

I series of tasks (vocabulary and grammar)

1. You already know a lot of words. What does the word doll, ball, dishes mean?

1) The child correctly explains the meaning of words (they eat and drink from it, these are toys);

2) calls individual signs, actions;

3) names 1-2 words.

2. What is deep? small? tall? low? easy? heavy?

1) Completes all tasks, names 1-2 words to the Adjective (deep hole, deep sea);

2) selects words for 2-3 adjectives;

3) selects a word for only one adjective ( high fence).

3. What is the word pen called?

1) Names several meanings of this word (The pen writes. The child has a pen. The door has a pen);

2) names two meanings of this word;

3) lists objects that have a handle (1-2 words).

4. Come up with a sentence with the word pen.

1) Compose a grammatically correct sentence of three words;

2) names two words (phrases);

3) names only one word (pen).

5. A pen is needed to... (write, hold a cup, hold a bag, etc.). You can use a pen... (write, open the door).

1) Correctly completes different types of sentences;

2) names two words;

6. An adult offers the child a situation: “The little bunny took a walk in the forest. He is in a cheerful mood. He returned home like this... (joyful, animated, satisfied). And if the little hare was cheerful and joyful, then he didn’t just walk, but... (rushed, rushed, flew).”

1) The child correctly selects words that are close in meaning (synonyms);

2) names 2-3 words;

3) selects only one word.

The teacher gives a different situation: “The bunny’s other brother came sad, he was offended. For the word cheerful, choose words that are opposite in meaning (sad, sorrowful, offended). And if the bunny was offended, he didn’t just walk, but... (trudged, dragged, wandered),”

1) Correctly selects words that are opposite in meaning (antonyms);

2) names 2-3 words;

3) selects only one word.

7. What would the bunny do if he met a wolf (fox)? (I would run away, hide, would be scared.)

1) Correctly names all words in the subjunctive mood;

2) selects two words;

3) names only one word.

8. Tell the bunny to jump, hide, dance.

1) Names the words correctly imperative mood;

2) selects two words;

3) names one word.

9. Tell me, who is the hare’s cub? (Hare.) Cubs? (Little bunnies.) The hare has a lot of... (bunnies).

Similar questions are asked about other animals: “A fox..., a wolf..., a bear, a hedgehog...”

1) The child names all the babies in the correct grammatical form;

2) names only one form correctly;

3) does not complete the task.

10. Name the cubs of a dog, cow, horse, sheep (dog - puppy - puppies, many puppies; cow - calf - calves - two calves; horse - foal - foals - many foals; sheep - lamb - lambs - many lambs).

1) The child names all the words correctly;

2) names two or three words;

3) says one word.

11. Where do animals live? (To the forest.) What words can be formed with the word forest? (Forester, forester, forest, little forest, forester, forester, forester.)

1) Names more than two words;

2) names two words;

3) repeats the given word.

12. What is called the word needle! What other needles do you know?

1) The child names the needles of a Christmas tree, a hedgehog, a pine needle, a sewing needle and a medical needle;

2) names only one meaning of this word;

3) repeats the word after the adult.

13. What kind of needle does a hedgehog have? (Spicy.) What are we talking about: spicy, spicy, spicy?

1) The child names several objects (sharp knife, sharp saw, sharp scissors);

2) chooses two words correctly;

3) names one word.

14. What can you do with a needle? What is it for?

1) The child names different actions(sew, embroider; prick);

2) names two actions (prick mushrooms, sew);

3) names one action (sew).

15. Make a sentence with the word needle.

1) The child makes up a complex sentence (A needle is needed to sew);

2) makes up a simple sentence (An injection is made with a needle);

3) names one word.

16. An adult says that children from another kindergarten said this: “Daddy, go in a whisper,” “Mommy, I love you loudly,” “I put my shoes on inside out.” Is it possible to say that? How to say it correctly?

1) The child correctly corrects all the sentences (Dad, walk quietly. Mommy, I love you very much. I put my shoes on the wrong foot);

2) correctly corrects two sentences;

3) repeats sentences without changes.

II series of tasks ( sound culture speech).

1. Which animals have the sound l in their names? (Horse, wolf, elephant, squirrel); Is it sound? (Lion, fox, leopard.)

2. Which animals have the sound p in their names? (Tiger, cow, ram, giraffe.) Sound rar? (Turtle, chicken.)

3. Name words that contain the sounds s and sh. (Old lady, Sasha, drying.) Sounds z and z? (Iron.)

1) The child distinguishes between solid and soft sounds, differentiates hissing sounds;

2) names more than two words;

3) names one word.

4. A tongue twister is given, which must be pronounced quickly - slowly, quietly - loudly - in a whisper. “Thirty-three cars in a row, chattering, rattling” (or any other).

1) The child speaks clearly, changes the pace of speech, regulates the strength of his voice;

2) does not pronounce clearly enough;

3) does not have the ability to slow down or speed up the pace.

5. Say the phrase “I’m going to school” so that we can hear that this makes you happy, surprises you, or that you are asking about it.

1) The child conveys the given intonations;

2) conveys only interrogative intonation;

3) repeats the narrative intonation.

6. Come up with the end of the phrase so that it turns out coherently: “Hedgehog-hedgehog, where were you walking? (I was picking mushrooms.) Hedgehog-hedgehog, where have you been? (I kept wandering through the forest).”

1) The child finishes the phrase rhythmically;

2) responds by breaking the rhythm;

3) says one word.

III series of tasks (connected speech).

1. The teacher asks the child to describe the hedgehog (based on the picture).

1) the child composes a description in which there are three part structures: beginning, middle, end. This is a hedgehog. It is brown and prickly. The hedgehog has sharp spines on its back. The hedgehog needs them to prick mushrooms and berries. The hedgehog takes care of his hedgehogs;

2) tells, omitting the beginning (or end);

3) lists individual qualities.

2. The teacher offers a series of pictures (3-4), united by a plot, invites the child to arrange them in sequence and compose a story.

1) The child arranges the pictures into correct sequence, makes up a coherent story;

2) tells with the help of an adult;

3) lists what is drawn in the pictures.

3. The teacher invites the child to compose a story (fairy tale) on a independently chosen topic.

1) The child comes up with a story (fairy tale), gives its name;

2) composes a story with the help of an adult;

3) fails to cope with the task.

Results: low level 1-25 points, average level 26-50 points, high level 51-75 points.

At diagnostic examination children, it was revealed that preschoolers have problems with vocabulary, insufficient level of development of coherent speech, undeveloped grammatical skills correct speech. 25% (5 people) of the children in the group have a low level of speech development, 75% (15 people) of the pupils have an average level of speech development. No high level of speech development was detected in children. For clarity, we will place the diagnostic results on a graph and a summary table of children’s development.

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1 METHODS FOR DETECTING THE LEVEL OF SPEECH DEVELOPMENT IN PRESCHOOL CHILDREN (Ushakova O.S., Strunina E.M.) The level of speech development in preschoolers can be determined both at the beginning of the school year and in the middle (or at the end). The examination can be carried out by educators, methodologists, and parents. If children are well acquainted with the adult interviewing them, they easily make contact and willingly answer questions. The examination is carried out individually with each child (the conversation should not exceed 15 minutes). If an unfamiliar adult comes, then he should get to know the children in advance, establish emotional contact, so that the children enter into verbal communication with pleasure. Assignments must be given in an interesting, intonationally expressive form. Correct answers should evoke approval and support; in case of difficulty, you should not show the child that he failed, but simply give the answer himself (for example, the child could not name a generalizing word, and the adult himself says: “this can be called the word clothes”), but note the failure in the protocol. It is best to offer tasks to children when looking at well-known toys or objects, and if isolated words are taken (without visualization), their meaning should be known to children. To check the level of speech development of children of primary and secondary preschool age, visual aids (objects, pictures, various toys) are widely used. For older preschoolers, tasks can be presented without visual aids, but in familiar words. Here the precise wording of questions is of great importance, this is especially important when performing speech tasks to identify: the ability to select synonyms and antonyms for adjectives and verbs; ability to use words accurately (in terms of meaning); skills in performing various creative tasks (speech situations); skills in composing different types of statements. The questions follow a logical sequence, which sometimes causes incompleteness of the formulation. Assessment for all tasks is given in quantitative terms (points). Given the convention of quantitative assessments for statements of varying completeness and correctness, they (assessments) help to identify levels of speech development: I high, II average (sufficient) and III (below average). 3 points are given for an accurate and correct answer, given by the child on one's own. A child who makes a minor inaccuracy and responds to leading questions and clarifications from an adult receives 2 points. 1 point is given to the child if he does not correlate the answers with the adult’s questions, repeats the words after him, or demonstrates a lack of understanding of the task. 1

2 Approximate (possible) answers of children are given after each task in the following sequence: 1) correct answer; 2) partially correct; 3) inaccurate answer. At the end of the test, points are calculated. If the majority of answers (over 2/3) received a score of 3, this is a high level. If more than half of the answers have a score of 2, this is an average level, and with a score of 1, the level is below average. SENIOR PRESCHOOL AGE CHARACTERISTICS OF SPEECH DEVELOPMENT In children of senior preschool age, speech development reaches high level. Most children correctly pronounce all the sounds of their native language, can regulate the strength of their voice, the pace of speech, the intonation of a question, joy, and surprise. By older preschool age, a child has accumulated a significant vocabulary. Vocabulary enrichment continues ( vocabulary language, a set of words used by a child), the stock of words that are similar (synonyms) or opposite (antonyms) in meaning increases, polysemantic words. Thus, the development of the dictionary is characterized not only by an increase in the number of words used, but also by the child’s understanding of different meanings of the same word (multiple meanings). Movement in this regard is extremely important, since it is associated with children’s increasingly complete awareness of the semantics of the words they already use. In older preschool age it is mostly completed the most important stage speech development of children, acquisition of the grammatical system of the language. The proportion of simple common sentences, complex and complex sentences is increasing. Children develop a critical attitude towards grammatical errors, the ability to control your speech. The most striking characteristic of the speech of children of senior preschool age is the active development or construction of different types of texts (description, narration, reasoning). In the process of mastering coherent speech, children begin to actively use different types of connections between words within a sentence, between sentences and between parts of a statement, observing its structure (beginning, middle, end). At the same time, one can note such features in the speech of older preschoolers. Some children do not pronounce correctly all the sounds of their native language, do not know how to use intonation means of expression, or regulate the speed and volume of speech depending on the situation. Children also make mistakes in the formation of various grammatical forms (this is the genitive plural of nouns, their agreement with adjectives, different ways 2

3 word formations). And, of course, it is difficult to correctly construct complex syntactic constructions, which leads to incorrect connection of words in a sentence and connection of sentences with each other when composing a coherent statement. The main disadvantages in the development of coherent speech are the inability to construct a coherent text using all structural elements(beginning, middle, end), connect parts of a statement. Speech tasks in relation to children of senior preschool age, they will include the same sections as in previous ages, however, each task becomes more complicated both in content and in teaching methods. Dictionary The skills are revealed: 1) to activate adjectives and verbs, to select words that are accurate in meaning to the speech situation; 2) select synonyms and antonyms for given words of different parts of speech; 3) understand and use different meanings polysemantic words; 4) differentiate general concepts (wild and domestic animals). Grammar 1) Form the name of young animals (fox, fox, cow, calf); select words with the same root, agree on nouns and adjectives in gender and number; 2) form difficult forms of the imperative and subjunctive mood (hide! dance / would look); genitive case(hares, foals, lambs); 3) build complex sentences of different types. Phonetics 1) Differentiate pairs of sounds s-z, s-ts, sh-zh, ch-sch9 l-r> distinguish between whistling, hissing and sonorant sounds, hard and soft; 2) change the strength of the voice, rate of speech, intonation depending on the content of the statement; 3) select words and phrases that sound similar. Coherent speech 1) In the retelling of literary works, intonationally convey the dialogue of the characters, the characteristics of the characters; 2) compose a description, narrative or reasoning; 3) develop storyline in a series of paintings, connecting parts of the statement with different types of connections. 3

4 PROGRESS OF THE SURVEY I series of tasks (vocabulary and grammar). 1. You already know a lot of words. What does the word doll, ball, dishes mean? 1) The child correctly explains the meaning of words (they eat and drink from it, these are toys); 2) names individual signs and actions; 3) names 1 2 words. 2. What is deep? small? tall? low? easy? heavy? 1) Completes all tasks, names 1 2 words to the Adjective (deep hole, deep sea); 2) selects words for 2 3 adjectives; 3) selects a word for only one adjective (high fence). 3. What is the word pen called? 1) Names several meanings of this word (The pen writes. The child has a pen. The door has a pen); 2) names two meanings of this word; 3) lists objects that have a handle (1 2 words). 4. Come up with a sentence with the word pen. 1) Compose a grammatically correct sentence of three words; 2) names two words (phrases); 3) names only one word (pen). 5. A pen is needed to... (write, hold a cup, hold a bag, etc.). You can use a pen... (write, open the door). 1) Correctly completes different types of sentences; 2) names two words; 3) selects only one word. 6. An adult offers the child a situation: “The little bunny took a walk in the forest. He is in a cheerful mood. He returned home like this... (joyful, animated, satisfied). And if the little hare was cheerful and joyful, then he didn’t just walk, but... (rushed, rushed, flew).” 1) The child correctly selects words that are close in meaning (synonyms); 2) names 2 3 words; 3) selects only one word. The teacher gives a different situation: “The bunny’s other brother came sad, he was offended. For the word cheerful, choose words that are opposite in meaning (sad, sorrowful, offended). And if the bunny was offended, he didn’t just walk, but... (trudged, dragged, wandered)”, 1) Correctly selects words that are opposite in meaning (antonyms); 2) names 2 3 words; 3) selects only one word. 7. What would the bunny do if he met a wolf (fox)? (I would run away, hide, get scared.) 1) Correctly names all the words in the subjunctive mood; 2) selects two words; 4

5 3) names only one word. 8. Tell the bunny to jump, hide, dance. 1) Correctly names words in the imperative mood; 2) selects two words; 3) names one word. 9. Tell me, who is the hare’s cub? (Hare.) Cubs? (Little bunnies.) The hare has a lot of... (bunnies). Similar questions are asked about other animals: “A fox..., a wolf..., a bear, a hedgehog...” 1) The child names all the cubs in the correct grammatical form; 2) names only one form correctly; 3) does not complete the task. 10. Name the young dogs, cows, horses, sheep (dog puppy puppies, many puppies; cow calf calves two calves; horse foal foals many foals; sheep lamb lambs many lambs). 1) The child names all the words correctly; 2) names two or three words; 3) says one word. 11. Where do animals live? (To the forest.) What words can be formed with the word forest? (Forester, forester, forest, forest, forester, forester, forester.) 1) Names more than two words; 2) names two words; 3) repeats the given word. 12. What is called the word needle! What other needles do you know? 1) The child names the needles of a Christmas tree, a hedgehog, a pine needle, a sewing needle and a medical needle; 2) names only one meaning of this word; 3) repeats the word after the adult. 13. What kind of needle does a hedgehog have? (Spicy.) What are we talking about: spicy, spicy, spicy? 1) The child names several objects (sharp knife, sharp saw, sharp scissors); 2) chooses two words correctly; 3) names one word. 14. What can you do with a needle? What is it for? 1) The child names different actions (sewing, embroidering; injecting himself); 2) names two actions (prick mushrooms, sew); 3) names one action (sew). 15. Make a sentence with the word needle. 1) The child makes up a complex sentence (A needle is needed to sew); 2) makes up a simple sentence (An injection is made with a needle); 3) names one word. 5

6 16. An adult says that children from another kindergarten said this: “Daddy, go in a whisper,” “Mommy, I love you loudly,” “I put my shoes on inside out.” Is it possible to say that? How to say it correctly? 1) The child correctly corrects all the sentences (Dad, walk quietly. Mommy, I love you very much. I put my shoes on the wrong foot); 2) correctly corrects two sentences; 3) repeats sentences without changes. II series of tasks (sound culture of speech). 1. Which animals have the sound l in their names? (Horse, wolf, elephant, squirrel); sound? (Lion, fox, leopard.) 2. In the names of which animals is the sound /> heard? (Tiger, cow, ram, giraffe.) Sound! (Turtle, chicken.) 3. Name words that contain the sounds s and sh. (Old lady, Sasha, drying.) Sounds coming from? (Iron.) 1) The child distinguishes between hard and soft sounds, differentiates hissing sounds; 2) names more than two words; 3) names one word. 4. A tongue twister is given, which must be pronounced quickly, slowly, quietly in a loud whisper. “Thirty-three cars in a row, chattering, rattling” (or any other). 1) The child speaks clearly, changes the pace of speech, regulates the strength of his voice; 2) does not pronounce clearly enough; 3) does not have the ability to slow down or speed up the pace. 5. Say the phrase “I’m going to school” so that we can hear that this makes you happy, surprises you, or that you are asking about it. 1) The child conveys the given intonations; 2) conveys only interrogative intonation; 3) repeats the narrative intonation. 6. Come up with the end of the phrase so that it turns out coherently: “Hedgehog-hedgehog, where were you walking? (I was picking mushrooms.) Hedgehog-hedgehog, where have you been? (I kept wandering through the forest).” 1) The child finishes the phrase rhythmically; 2) responds by breaking the rhythm; 3) says one word. III series of tasks (connected speech). 1. The teacher asks the child to describe the hedgehog (based on the picture). 1) the child composes a description in which there are three part structures: beginning, middle, end. This is a hedgehog. It is brown and prickly. The hedgehog has sharp spines on its back. The hedgehog needs them to prick mushrooms and berries. The hedgehog takes care of his hedgehogs; 2) tells, omitting the beginning (or end); 3) lists individual qualities. 6

7 2. The teacher offers a series of pictures (3 4), united by a plot, invites the child to arrange them in sequence and compose a story. 1) The child arranges the pictures in the correct sequence and composes a coherent story; 2) tells with the help of an adult; 3) lists what is drawn in the pictures. 3. The teacher invites the child to compose a story (fairy tale) on a independently chosen topic. 1) The child comes up with a story (fairy tale), gives its name; 2) composes a story with the help of an adult; 3) fails to cope with the task. The development of coherent speech is assessed, in addition to the general indicators indicated above, according to special criteria that characterize the main qualities of a coherent statement (description, story based on a series of plot paintings or on an independently chosen topic). Let us recall these indicators: 1. Content (in the narration, the ability to come up with an interesting plot, develop it in a logical sequence; in the description, the disclosure of micro-topics, signs and actions). If a child comes up with an interesting story, he gets 3 points; if the plot is borrowed 2 points; if the characteristics are listed 1 point. 2. Composition of the statement: the presence of three structural parts (beginning, middle, end), arranging the plot in a logical sequence 3 points; the presence of two structural parts (beginning and middle, middle and end), partial violation of the logic of presentation 2 points; lack of beginning and end 1 point. 3. Grammatical correctness of construction of simple and complex sentences, correct agreement of words in word combinations and sentences 3 points; use only simple sentences 2 points; similar designs ( nominative sentences) 1 point. 4. Various ways of connections between sentences 3 points; using methods of formal coordinative communication (through conjunctions a, and, adverb then) 2 points; inability to connect sentences with each other 1 point. 5. Variety lexical means(use of different parts of speech, figurative words definitions, comparisons, synonyms, antonyms) 3 points; some violation of the accuracy of word usage 2 points; monotony of vocabulary, repetition of the same words 1 point. 6. Sound design of the statement (smoothness, intonation expressiveness, presentation at a moderate pace) 3 points; intermittent presentation, minor hesitations and pauses 2 points; monotonous, inexpressive presentation 1 point. The teacher gives an assessment of the completion of all tasks by calculating total quantity points. 7

8 Methodology for identifying the level of development of figurative speech (Research by H.B. Gavrish) Speech culture is the most important condition education of general and internal culture people. Proficiency in literary language, improvement of skills speech culture constitutes a necessary component of human education and intelligence. Speech culture is usually understood as compliance with norms literary language, the ability to convey one’s thoughts in accordance with the purpose and purpose of the statement, grammatically correct, logical, accurate, expressive. The most important sources for the development of expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, phraseological units, riddles, tongue twisters). At the same time, scientists note a significant discrepancy between children’s ability to perceive figurative structure literary and folklore works and the ability to figuratively express one’s thoughts, impressions, and experiences in one’s own writings. Finding ways to form the imagery of coherent speech of preschoolers based on the use of different genres of literature, oral folk art, and phraseological units is the main goal of our research. Identification of the level of imagery of children’s speech in independent coherent statements, the peculiarities of perception of literary works, including small folklore forms (proverbs, sayings, phraseological units, riddles), can be carried out in the form of individual conversations with each child using five series of tasks. The first series of tasks reveals the ability of children to come up with a story or fairy tale on their own, using means of expression. It is checked whether the child can logically consistently develop the plot, in accordance with the topic that he himself has chosen, what means of expression he will use in his composition. After introductory conversation The child is asked to come up with a story or fairy tale about his favorite books; Give a name to the statement, define the genre and explain your choice. Children's ideas about the genre (fairy tale, story, poem), the ability to choose a topic, and develop the plot in a logical sequence are assessed; Compliance with the composition (presence of a beginning, middle, end) and the use of lexical, syntactic, and stylistic means of artistic expression are also assessed. A significant part of children's essays are characterized by a violation of the logical sequence, composition of the text, and a discrepancy between the content and the topic. In the process of analysis creative stories there is some dependence between the level of connectivity as qualitative characteristics text and level of imagery. 8

9 In their coherent utterances, children use a variety of figurative means: syntactic (nominal and non-conjunctive sentences, inversion, direct speech, clarifications, repetitions), lexical (epithets, definitions, emotional evaluative vocabulary). Metaphors and comparisons not only in stories, but also in children's fairy tales are found in isolated cases. At the same time, there are facts indicating the influence of the language of literary texts on children's writings: children use specific fairy-tale turns and expressions. Analysis of children's essays from the point of view of figurativeness shows the existence of a connection between the level artistic perception literary works and the level of expressiveness of children’s creative stories. The second series of tasks is aimed at identifying the characteristics of children’s perception of literary works of different genres. Children are offered literary works of different genres: poems by A. Balonsky “In the Forest” and I. Bunin “Leaf Fall” (excerpt), M. Prishvin’s story “A Clearing in the Forest” (excerpt), the fairy tale “The Three Little Pigs” adapted by SV. Mikhalkova. There may be other works, but the main selection criterion should be high degree imagery, saturation with means of artistic expression. Questions are asked: “What did they read to you? Why do you think this is a fairy tale (story, poem)? What does it say in...? What does the author call...?” The ability to distinguish a genre and understand it is assessed specific features, determine the theme and main content of the work. Analysis of children's responses shows that they have not formed clear ideas about genre features literary works. The closest and most understandable genre to children is the fairy tale. Children cope most easily with isolating and reproducing epithets. Perceiving and highlighting comparisons in the text causes them significant difficulties, and understanding metaphors is the most difficult task. Other means of artistic expression (metonymy, personification, hyperbole) are noticed by children in rare cases. The third series of the task determines the children’s understanding of the meaning of phraseological units: like being in the water, giving the floor, a hare’s soul, pouting your lips, headlong, in the sweat of your brow, speeding up. First, each expression is given to the child in isolated form, it becomes clear how he understands it, then the same phraseological unit is offered in context. The depth of a child’s understanding of phraseological units can be tested through the task: “Come up with a sentence or story in which someone could say that.” Correct, literal, negative answers, accuracy of word usage, and the ability to come up with sentences with a given expression are recorded and assessed. An analysis of the features of understanding the meaning of phraseological units shows that a significant proportion of children experience difficulties in perception and 9

10 understanding the figurative content of phraseological units. At the same time, the survey results show the possibility of teaching children to understand the figurative content and generalized meaning of phraseological units. The IV series of tasks reveals the understanding of proverbs: A wolf stumps a cowardly bunny. Emelya is coming, but wait a week for him. Poor Vanyushka has only pebbles everywhere. The child is asked to remember or invent a little story, in which one of the heroes could say such words. The proverb is given to children first outside the text, and then in the text, which circles around its understanding. The analysis evaluates not only the ability to explain the meaning of a proverb, but also the ability to include it in the appropriate speech situation. The survey results show that children of senior preschool age can understand the general meaning of proverbs. Series V of tasks reveals children’s ability to perceive and understand the figurative content of riddles, and to isolate means of artistic expression from the text of the riddle. Children are offered three riddles. The text reads: “A quick flame flashed behind the trees, behind the bushes. It flashed, ran, there was no smoke, no fire.” (Fox.) The child guesses (or not) the riddle, and then he is asked questions: “How did you guess that it was a fox? (Understanding the metaphor.) What is the fox compared to? Why is a fox compared to a flame? (Highlight comparisons.) How can you say something different about the fox? What can it be compared to? Children's understanding is assessed artistic image, contained in a riddle, isolating comparisons, epithets, awareness of metaphors. Analysis of the characteristics of children's perception of different genres of literary works (poems, stories, fairy tales), small folklore forms (riddles, proverbs, sayings, phraseological units) allows us to establish the levels of children's perception of figurative speech. Such a survey allows us to conclude that an important factor in the formation of children’s figurative speech is the relationship between work on speech classes, in the process of becoming familiar with fiction, as well as in everyday life. Familiarization with small folklore genres (riddles, proverbs, sayings, phraseological units), the use of special exercises and creative tasks leads children to the conscious transfer of formed ideas into verbal creativity. The formation of figurative speech should be carried out in unity with the development of other qualities of a coherent utterance, based on ideas about the compositional and genre features of a fairy tale, story, fable, poem, on sufficient supply figurative vocabulary and understanding the appropriateness of its use in literary text. 10

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