Pictograms in language teaching dows. Consultation on speech therapy on the topic: Using pictograms in working with preschool children

A preschooler is very flexible and easy to teach, but children are characterized by rapid fatigue and loss of interest in activities. Using pictograms creates interest and helps solve this problem.

The use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory.

Pictogram- (from Latin Pictus - to draw and Greek Γράμμα - record) - a sign that displays the most important recognizable features of an object, objects, phenomena to which it indicates, most often in a schematic form.

Non-speaking children and children suffering from speech underdevelopment have limited opportunities to develop communication skills and interaction with the social environment. Oral speech, playing main role in cognitive and emotional development child and is the basis social interaction, in most cases, is inaccessible to such children. Therefore, it is necessary to provide them with another communication system that will help

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Consultation with preschool teachers

Subject. “Using pictograms in working with children preschool age»

teacher-speech therapist

Vetrovoy Marina Vladimirovna

The relevance of using pictograms in working with preschoolers is that:

A preschooler is very flexible and easy to teach, but children are characterized by rapid fatigue and loss of interest in activities. Using pictograms creates interest and helps solve this problem.

The use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory.

Pictogram - (from Latin Pictus - to draw and Greek Γράμμα - record) - a sign that displays the most important recognizable features of an object, objects, phenomena to which it indicates, most often in a schematic form.

Non-speaking children and children suffering from speech underdevelopment have limited opportunities to develop communication skills and interaction with the social environment. Oral language, which plays a major role in a child’s cognitive and emotional development and is the basis of social interaction, is in most cases inaccessible to such children. Therefore, it is necessary to provide them with another communication system that will helpfacilitate communication, improve comprehensive development child, as well as to intensify his participation in pedagogical process and thereby will contribute to the integration of such children into the wider society.

The pictogram method was first developed by D.B. Elkonin, L.A. Wenger, N.A. Vetlugina, N.N. Poddyakov. This method used D.B. Elkonin and L.E. Zhurova to teach preschoolers literacy, i.e. using visual models to determine the sound composition of a word, word pattern, and sentence pattern. Pictograms for stories and fairy tales contribute to the development of coherent speech in children. Children not only hear their own speech or that addressed to them, but have the opportunity to see it.

Pictograms belong to non-verbal means of communication and can be used in the following capacities:

As a means of temporary communication, to maintain the child’s motivation and desire to communicate;

As a means of constant communication for a child unable to speak in the future;

As a means of facilitating the development of communication, speech, cognitive functions (symbolization, formation elementary ideas and concepts);

How preparatory stage to the development of writing and reading in children with developmental problems (word scheme, sentence scheme).

Thus, the content of pintograms is designed to provide the child with the opportunity to communicate at home, in kindergarten, classroom, in a variety of situations in everyday life.

Objects are depicted (on a blue background), their characteristics (on a green background) and actions with them (on a red background), which are often found in the social world surrounding the child.

Methodology L. B. Boryaeva, E. T. Logina, L.V. Lapatinnaya

"I speak!" , involves the following stages of teaching a child to work with pictograms:

1. Familiarize the child with the sign-symbol and clarify his understanding:

Symbol identification.

The adult consistently shows the child pictograms, offers to identify them and correlate them with a real object or with its realistic image in a picture;

Selecting the desired icon from a number of others.

From several pictograms, the child must recognize and show the one that the adult named;

Selecting two identical icons among a number of others;

Selecting the same icon among a certain number of others;

Constructing phrases using pictograms.

The adult invites the child to look at pictograms depicting the object of action, the process of action necessary for this object, etc. and pronounces a phrase corresponding to these images. The child selects and shows pictograms in the sequence in which the words are pronounced to form the desired phrase;

Selection (display) of several phrases made up of pictographic images, the one named by the adult.

2. Algorithm for establishing a connection between images of objects and their function:

Make a pair of pictograms.

First option : an adult invites the child to connect with an arrow a pictogram depicting an object with a pictogram reflecting the action that can be performed with this object.For example, doll -> play, apple -> eat.

Second option : an adult shows the child a pictogram depicting an action and asks him to connect this pictogram with an arrow to a pictogram on which the corresponding object is drawn.For example, listen -> ears, drink -> water;

Among a certain set of icons, select only those that belong to one thematic group, for example, to a group of clothes;

The fifth one is extra.

The adult shows the child five pictograms depicting four objects from one thematic group, and the fifth from another. The child finds an extra object and shows it;

Find and correct the error in pairs of pictograms by connecting the corresponding ones with an arrow.For example, ears -> see, eyes -> listen;

Find and correct the error in the phrase.

An adult shows a picto to a child graphic image phrase containing an error, and invites him to choose the one he needs from several icons to correct this error.

3. The sequence of logical construction of a phrase by independently selecting the required symbol:

Make up a phrase spoken by an adult from the pictograms;

Compose a phrase from pictograms, connecting them together according to their meaning with arrows;

Select a group of pictograms based on a given characteristic;

Make logical chains.

Thus, the system non-verbal means communication involves the formation of a logical chain:

the original concept of "sign"» (pictogram) ->general concept-> pinning skill independent actions with pictograms -> independentorientation in the sign system.

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“Use of pictograms in working with preschool children” Teacher – speech therapist Marina Vladimirovna Vetrova

The relevance of using pictograms in working with preschoolers is that: a preschooler is very flexible and easy to teach, but children are characterized by rapid fatigue and loss of interest in activities. (The use of pictograms arouses interest and helps solve this problem) the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory.

Pictogram - (from Latin Pictus - to draw and Greek Γράμμ α - record) - a sign that displays the most important recognizable features of an object, objects, phenomena to which it indicates, most often in a schematic form.

The relevance of using the pictogram method lies in the fact that it helps: - Facilitate communication. - Improve the all-round development of the child. - Activate speech and thinking activity (memory, attention, thinking).

Pictograms belong to non-verbal means of communication and can be used in the following qualities: - as a means of temporary communication, to maintain the child’s motivation and desire to communicate; - as a means of constant communication for a child unable to speak in the future; - as a means of facilitating the development of communication, speech, cognitive functions (symbolization, formation of elementary ideas and concepts); - as a preparatory stage for mastering writing and reading in children with developmental problems (word scheme, sentence scheme).

Methodology of L. B. Boryaeva, E. T. Logina, L.V. Lapatinna “I say!” involves the following stages of teaching a child to work with pictograms: 1. Familiarizing the child with the sign-symbol and clarifying its understanding; 2. An algorithm for establishing a connection between images of objects and their function; 3. The sequence of logical construction of a phrase by independently selecting the required symbol.

1. Familiarizing the child with the sign-symbol and clarifying his understanding: - identification of the symbol. The adult consistently shows the child pictograms, offers to identify them and correlate them with a real object or with its realistic image in a picture;

Selecting the desired icon from a number of others. From several pictograms, the child must recognize and show the one that the adult named; - selection of two identical icons among a number of others; - selection of the same icon among a certain number of others;

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Constructing phrases using pictograms. The adult invites the child to look at pictograms depicting the object of action, the process of action necessary for this object, etc. and pronounces a phrase corresponding to these images. The child selects and shows pictograms in the sequence in which the words are pronounced to form the desired phrase;

Selection (display) of several phrases made up of pictographic images, the one named by the adult. Girl eating in the kitchen

2. Algorithm for establishing a connection between images of objects and their function: - make a pair of pictograms. First option: the adult invites the child to connect with an arrow a pictogram depicting an object with a pictogram reflecting the action that can be performed with this object. For example, doll -> play, apple -> eat. Second option: the adult shows the child a pictogram depicting an action and asks him to connect this pictogram with an arrow to the pictogram on which the corresponding object is drawn. For example, listen -> ears, drink -> water;

Among a certain set of pictograms, select only those that belong to the same thematic group, for example, the clothing group;

The fifth one is extra. The adult shows the child five pictograms depicting four objects from one thematic group, and the fifth from another. The child finds an extra object and shows it; - find and correct an error in pairs of icons by connecting the corresponding ones with an arrow. For example, ears - see, eyes -> listen;

Find and correct the error in the phrase. The adult shows the child a pictographic image of a phrase containing an error and invites him to choose the one he needs from several pictograms to correct this error.

3. The sequence of logical construction of a phrase by independently selecting the required symbol: - compose a phrase spoken by an adult from pictograms;

Compose a phrase from pictograms, connecting them together according to their meaning with arrows;

Select a group of pictograms based on a given characteristic; - create logical chains.

Thus, the system of non-verbal means of communication provides for the formation of a logical chain: the initial concept of “sign” (pictogram) a generalizing concept, consolidation of the skill of independent actions with pictograms, independent orientation in the system of signs

The use of pictograms in the correction of developmental disorders in students.

Paul L.A. - teacher speech therapist,

Ryskalina T.E. - social teacher

Logical memory an adult is

“inwardly rotated mnemonic memory”

L.S. Vygotsky

The words “mnemonics” and “mnemonics” mean the same thing – a memorization technique. They come from the Greek "mnemonikon" - the art of memorization. The art of memorization is called the word “mnemonikon” after the ancient Greek goddess of memory Mnemosyne, the mother of the nine muses. It is believed that Pythagoras of Samos invented this word. Mnemonic techniques are special techniques that are designed to facilitate the memorization process. Here are just a few of them: The first technique is the technique of forming semantic phrases from initial letters memorized information. The second is rhythmization, that is, the translation of information into poetry, songs, rhymed or rhythmic lines. modern pedagogy this technique is successfully used to memorize spelling rules, multiplication tables and other educational material. Modern teachers willingly use this technique on various professional competitions demonstrate their works. (For example: Psihiatr and pediatr let's go to the theatertr .) The third is memorizing long terms using consonant words. The fourth is finding bright, unusual images, pictures, plots, which are connected using the “linking method” with memorized information. This method is used, for example, to memorize a number of words: So, for example, for foreign terms they look for Russian words that sound similar. This technique can be both a helper and a “pest”. Sometimes consonant words are remembered, but the meaning of the original cannot be restored. Fifth - Cicero's method. Imagine walking around your room, where everything is familiar to you. You mentally arrange the information that needs to be remembered as you move. You can remember it again by imagining the same room - where everything will be in the same places, walk along the route and collect everything that you “left” in last time. Mnemonics uses the natural memory mechanisms of the brain and allows you to fully control the process of memorizing, storing and recalling information. Modern mnemonics has made significant progress both theoretically and technically and makes it possible not only to fix the sequence of text material in memory, but also allows you to accurately remember any precise information that is traditionally considered unmemorable: lists telephone numbers, chronological tables, various numeric tables, personal data, complex educational texts containing a large number of terminology and numerical information, etc. Modern mnemonics allows one to accumulate a large number of accurate information, save time when memorizing, save memorized information in memory. This is a powerful training of attention and thinking. This is a real chance to quickly master several new specialties and become a professional in your field. This is the ability to use information: a person can apply knowledge only when it is in the head. This is just great gymnastics for the brain - the brain needs to be trained so that it does not atrophy. In our article we will dwell in more detail on one of the types of mnemonics, namely memorizing information using symbols and pictograms. The use of which, as our practice of working with schoolchildren with mental retardation and mental retardation allows you to achieve the greatest efficiency. Behind Lately In correctional schools, the number of children with moderate and severe mental retardation has increased. These are mostly speechless children. That's why acute problem for teachers became the socialization of children in this category. Often, even parents do not know how to help their children, and even just how to communicate and understand with them. From the very early stages development, communication involves close interaction between a child and an adult. The need for communication is not innate; it is formed during the child’s contact with the environment. Children with moderate to severe mental retardation often experience communication deficits (especially with autism), which negatively affects their further development. Due to damage to the central nervous system they are difficult to master colloquial speech, That's why aids communications are often more in a successful way communication of this category of children with others. This is where pictograms come to the rescue - simple drawings-symbols that are understandable to both children and adults.

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Our work shows that the use of pictograms in working with children with moderate and severe mental retardation, whose speech is significantly underdeveloped or completely absent, contributes to more successful formation of social and everyday skills, better assimilation of rules of behavior and the transformation of skills into stable habits. This is due to the fact that children do not have sufficient knowledge of their meaning, do not know the properties of certain objects well, or the property that the word denotes is associated with only one characteristic. The use of algorithms for dressing, washing and other self-care actions, recorded in the form of simple pictures, pictograms, in children with moderate and severe mental retardation, during correctional and developmental work, promotes more successful formation of social and everyday skills and their translation into sustainable habits. In addition, systematic knowledge of pictograms allows you to organize and supplement the existing knowledge of children, develop speech sphere, facilitate the child’s adaptation to environment. The study of pictograms by all children in the group, and not just those who have significantly underdeveloped or completely absent speech, contributes to the development of understanding and mutual assistance in the group of pupils. In addition, the use of pictogram cards is a means of alternative communication for people with disabilities, (cerebral palsy, speech problems, mental retardation). Pictograms are glued to thick paper or other thick material square shape size 10x10 cm. These cards can be placed wherever the child is: in the dining room, near the washbasin, etc. And in the future, having learned to recognize the meaning of symbols and having a set of pictograms at hand, a person will be able to communicate in a store, on the street, in the family and in other situations when it is difficult or impossible to communicate in the usual way. For this purpose, we introduce students to well-known pictograms that they can meet in life: at the station, on the bus, in the store and in others in public places.
Today, figurative speech, rich in synonyms, additions and descriptions, in school-age children is a very rare phenomenon. In speech children-students Special (correctional) school of type 8 has many problems:

Monosyllabic, consisting only of simple sentences speech. Inability to construct a common sentence grammatically correctly. Poverty of speech. Inadequate lexicon. Use of non-literary words and expressions. Poor dialogic speech: inability to formulate a question competently and clearly, or to construct even a short answer. Inability to construct a monologue. Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc. Poor diction.

enriching vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

Description of the presentation by individual slides:

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Using pictograms in speech development in working with preschool children

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K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.”

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For modern educational system problem mental education the younger generation is extremely important. The need to competently navigate a growing body of knowledge places different demands than it did 30-40 years ago. The task of forming creative personality capable of active mental activity. One of the important indicators of a child’s mental development is high speech development.

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One of the most promising methods of implementation speech education is modeling, since the thinking of a preschooler is distinguished by object-based imagery and visual concreteness.

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As practice shows, effective way method that allows you to satisfy a non-speaking child’s need for communication is visual modeling, which includes the pictogram method.

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Pictogram (from Latin Pictus - to draw and Greek Γράμμα - record) is a sign that displays the most important recognizable features of an object, objects, phenomena to which it indicates, most often in a schematic form.

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The relevance of using pictograms lies in the fact that a child’s thinking develops through visual and accessible form.

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Consequently, the relevance of using pictograms in working with preschoolers is that: firstly, a preschool child is very flexible and easy to teach, but children are characterized by rapid fatigue and loss of interest in activities. The use of pictograms creates interest and helps solve this problem; secondly, the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”; thirdly, using pictograms, we teach children to see the main thing and systematize the knowledge they have acquired.

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Pictograms help children master coherent speech, because... the use of substitute symbols and schemes facilitates memorization and increases memory capacity and, in general, develops speech and thinking activity.

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Using various schemes The nature of children’s activities changes: children not only hear their own speech or that addressed to them, but also have the opportunity to “see” it. When composing stories using pictures and pictograms, children more easily remember new words not mechanically, but through active use.

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Using pictograms in preschool pedagogy are called differently. Vorobyova V.K. – sensory graphic schemes, Tkachenko T.A. – subject-specific schematic models, Bolsheva T.V. – collage, Efimenkova L.N. - an outline for composing a story.

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Thus, having studied the psychological and pedagogical literature, I had a question about the need to use pictograms and the development of non-traditional technologies in the system preschool education for children of senior preschool age. The purpose of implementation in traditional process intellectual education educational institution- development of memory, imagination, thinking, improving the quality of speech and thinking activity, comprehensive development of the individual.

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Pictograms belong to non-verbal means of communication and can be used in the following qualities: As a means of temporary communication, to maintain the child’s motivation and desire to communicate; As a means of constant communication for a child unable to speak in the future; As a means of facilitating the development of communication, speech, cognitive functions (symbolization, formation of elementary ideas and concepts); As a preparatory stage for mastering writing and reading in children with developmental problems (word scheme, sentence scheme).

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Stages of learning to work with pictograms Familiarizing the child with the sign-symbol and clarifying its understanding Identification of the symbol (we show the child pictograms, offer to identify them and correlate them with a real object or its realistic image in a picture). Selecting the desired pictogram from a number of others (from several pictograms, the child must recognize and show the one that the adult named). Selecting two identical icons among a number of others. Selecting the same icon among a certain number of others. Constructing a phrase using pictograms (the child selects and shows pictograms in the sequence in which the words are pronounced to form the desired phrase). Select from several phrases the one the adult named.

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2. Algorithm for establishing a connection between images of objects and their functions. Make a pair of pictograms (we invite the child to connect with an arrow a pictogram depicting an object, with a pictogram reflecting the action that can be performed with this object: doll - play; apple - eat, or show the child the action and ask to connect with the object: listen - ears; drink - water ). Select those that belong to the same thematic group. The fourth one is extra. Find and correct the error in pairs of pictograms by connecting the corresponding ones with an arrow (ears - listen; eyes - look). Find and correct an error in a phrase (select the desired one from several icons).

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3. The sequence of logical construction of a phrase by independently selecting the required symbol. Make up a phrase spoken by an adult from the pictograms. Compose a phrase from the pictograms by connecting them together according to their meaning with arrows. Select a group of pictograms based on a given characteristic. Make logical chains.

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Thus, the system of non-verbal means of communication provides for the formation of a logical chain: 1. The initial concept of “sign” (pictogram). 2. General concept. 3. Consolidating the skill of independent actions with pictograms. 4. Independent orientation in the system of signs.

The ability to quickly memorize is very important for children who, while studying at school, are faced with the need to process large amounts of information. However, even with age, this property of the complex of higher mental functions does not lose its significance. There are several tests that examine the speed and quality of memorization. One of the most interesting is the method of A.R. Luria "Pictogram".

Description of the “Pictogram” test according to the method of A.R. Luria

Alexander Romanovich Luria is a follower of Lev Semenovich Vygotsky, one of the founders of Russian neuropsychology. The “Pictogram” test, developed by him as part of the development of this area of ​​science, allows us to identify the features of memorization through associative connections. The objectives of the study are:

• identifying the nuances of indirect memorization;
• assessment of memory productivity;
• determining the nature of mental activity;
• studying the level of development of imaginative thinking.

The technique is not used for diagnosing preschool children and junior schoolchildren, but is only suitable for testing among subjects with at least 6–7 grades of education.

Testing can only be carried out on children over 12 years of age.

Application of the methodology for testing schoolchildren

The stimulus material for the test is a set of 15–20 words or phrases of concrete (“hungry child”) or abstract content (“doubt”):

• fun party;
• hard work;
• development;
• delicious dinner;
• a brave deed;
• disease;
• happiness;
• parting;
• poisonous question;
• friendship;
• dark night;
• sadness;
• justice;
• doubt;
• warm wind;
• deception;
• wealth;
• hungry child.

Moreover, the technique does not involve the use of a standardized list of words; the experimenter can create his own set or replace only a few proposed options. Thus, the test can be carried out as many times as required by working with a particular subject.

The test organizer can come up with his own set of simple phrases for diagnosis

Diagnostics are organized both in group form and individually. To conduct the study, the subject will need to be given a piece of paper and a pen or pencil.

Instructions for schoolchildren aged 12–16 years:

1. The experimenter announces the conditions of the study: “We will examine your visual memory. I will begin to name the words, and your task is to draw a picture, which will then help you remember what you heard. Record and also depict individual letters it is forbidden".
2. Then the adult clearly and loudly names the words, stipulating before that serial number each expression. The interval between utterances should not be more than 1 minute.
3. While drawing, you can ask your child leading questions (“What are you drawing?” or “How will this help you remember the word?”).
4. 40–60 minutes after the end of the test, during which the experimenter allows the students to do other things, the subjects are provided with forms with their answers.
5. After this, the adult invites the children to independently reproduce all the words they heard, looking at the pictures shown (in the group form of the test, students will need to sign their pictograms, and in for an individual child It is recommended to name the concepts out of order).

For older subjects, words should be read at intervals of only 30 seconds.

During the work, the experimenter must draw the students’ attention to the fact that the test results do not depend on the level of their visual abilities.

Processing and interpretation of results

If the subject draws little people as illustrations of all concepts, then this indicates his sociability

• A - abstract (the drawn lines are not formed into a separate image);
• Z - iconic or symbolic (images are arrows, squares, trapezoids, and so on);
• K - specific (very specific objects are presented);
• C - plot (drawn pictures are united by a specific situation);
• M - metaphorical (the pictures are fiction subject; for example, for the concept of “joy” a jumping person is depicted).

The experimenter notes the type of each pattern and then counts the frequency of use of each type:

• If abstract and iconic images(more than 55%), then the person can be classified as a group of “thinkers” who are aimed at synthesizing the information received and generalizing. Such people have high degree development of abstract logical thinking.
• With frequent plot and metaphorical drawings, we can conclude that creative thinking schoolboy. Such subjects are called “artists.” This result is typical mainly for children 12–14 years old.
• When the images are mostly presented certain items the surrounding world, this indicates the predominance of a concretely effective way of thinking. Such people strive to approach all issues from a rational point of view. They are called "practitioners". But usually such results are observed only in adults (most often in teachers and executives).

Make a conclusion about the level of formation conceptual apparatus can be determined by how freely the test subject reproduces words from images in the final test.

Another additional parameter that can be determined is sociability. If the subject draws little people and remembers the words without hesitation, then he probably likes to be surrounded by people. But when it is difficult for a child to navigate by drawings of people, this indicates the immaturity of the person being tested.

The author of the technique, in addition to diagnosing the quality of memorization, also proposed assessing the exhaustion of attention. To do this, it is necessary to analyze the firmness of the pressure, as well as the increasing negligence in performing the task. The more pronounced the changes in these characteristics, the higher the exhaustion.

Assessment of qualitative indicators of thinking is carried out according to 4 criteria:

• Adequacy. To understand this property, just look at 1-2 pictures. Sometimes you need to pay attention to the author’s commentary. If a logical and substantiated connection between the concept and the image is noticeable, then the experimenter marks the pictogram with a “+” sign; if there is none, “-”. More than 70% positive marks are considered normal.
• The ability to restore images after a certain amount of time. The number of correctly named words in the final test is assessed. The norm is more than 80% of words and phrases.
• Icon Match real object. Concrete drawings are scored 1 point, abstract drawings - 3 points. If the image is difficult to classify, then 2 points are counted. Then it is determined average. The norm is more than 2 points.
• Originality. If the plot of the drawings of several test subjects matches, the image is scored 1 point, which indicates a mediocrity of the approach to completing the task. If the pictogram is unique, then 3 points are given for it. An intermediate option deserves 2 points. The norm, as in the previous case, is a result of 2 points.

The Luria pictogram allows you to evaluate not only the quality and speed of memorizing information, but also to get an idea of ​​the ability to build associative connections between a concept and its image and such an important indicator of attention as exhaustion. Thus, in a short period of time the experimenter receives full picture development of the basic properties of the test taker’s thinking.

Pictogram(from Latin Pictus - to draw and Greek Γράμμα - record) - a sign that displays the most important recognizable features of an object, objects, phenomena to which it indicates, most often in a schematic form. The “Pictogram” technique was developed in the early thirties and was used in psychological research. In the 60-70s, the use of this technique expanded.

The use of pictograms for child development has been used for quite some time. The pictogram method was first developed by . The relevance of using pictograms lies in the fact that a child’s thinking develops through a visual and accessible form. This method was also used by D. B. Elknin to teach preschoolers literacy, that is, the use of visual models to determine the sound composition of a word.

“Word diagram” pictograms help the child, focusing on visual image, count how many and what sounds are in a word, where the sound is (at the beginning, in the middle or at the end), sentence patterns - determine the number of words, develops interest in communication, improves speech-cognitive activity, masters the operations of analysis and synthesis.

Pictograms for stories and fairy tales are good for developing coherent speech in children. This contributes to the development of higher mental functions (thinking, imagination, memory, attention), activation of coherent speech, spatial orientation, and facilitates children’s familiarization with nature and the phenomena of the surrounding reality ( road signs, environmental signs, etc.). When using different schemes, the nature of children’s activities changes: children not only hear their own speech or speech addressed to them, but also have the opportunity to “see” it. When composing stories using pictures and pictograms, children more easily remember new words not mechanically, but through active use.

2. Use of pictograms when retelling fairy tales or short stories.

Retelling - an easier view monologue speech, because he adheres to the author’s position of the work, it uses a ready-made author’s plot and ready-made speech forms and techniques. This is to some extent reflected speech with a certain degree of independence. Retelling literary works in kindergarten is one of the activities in speech therapy classes.

The use of pictograms in teaching retelling makes it easier to remember the work, and then the retelling itself, based on a graphic image. Pictograms help the child understand the sequence of events and build the outline of the subsequent story.

Training stages:

1. Preparation for retelling. At the beginning, it is necessary to take into account the requirements for literary work:

· accessible and complete content;

· clear composition;

· small size;

· presentation in simple but rich language;

· genre diversity.

You should not retell a work without researching it.

2. First reading of the text without the mindset of remembering and retelling. It is intended for holistic emotional and artistic perception text by children.

3. When re-reading works The emphasis is on memorization followed by retelling, which is carried out by a speech therapist directly during the lesson on teaching retelling. After re-reading, it is necessary to talk with the children about the content, based on leading questions. Questions should be carefully selected and posed so that children can analyze the work they read, comprehend connections and draw independent conclusions. The purpose of the conversation is to assimilate the content of the work. The following techniques for working on text will help with this:

· examination of illustrations, pictures;

· laying out in sequence a series of plot pictures for a story, fairy tale;

· highlighting phrases for each picture from the text;

· getting to know the pictogram, comparing pictograms with story picture, illustration;

· finding the pictogram according to the text.

4. After the third reading, children are given the opportunity to retell the text using pictograms. When using pictograms, children develop the ability to replace characters with substitutes (model); transmit text based on subject modeling; the ability to draw up an internal action plan is formed speech utterance, ability to make inferences; imagination develops to create a model for independent stories.

3. Pictograms for retelling Russian folk tales.

Using pictograms for retelling is very helpful in working with children with general underdevelopment speeches, because mental processes(thinking, imagination) develop only on the basis various types perceptions and sensations. This means that the more channels of information perception a teacher can use, the better and faster children will be able to feel, analyze and systematize in a meaningful and speech aspect flow of incoming information.

It is better to start using models (pictograms) with familiar fairy tales: “Kolobok”, “Mashenka and the Bear”, “Turnip”, etc. Over time, children will want to independently model the work they like.

4. Games with pictograms.

Pictograms can be used for games:

“Don’t yawn, raise the desired pictogram,” the speech therapist reads the story, and the child raises the pictogram according to the text.

“Continue the story,” the speech therapist hands out pictograms, reads the story, and the child continues, relying on the pictogram.

“Place it right,” the speech therapist puts the pictograms in the wrong order and reads the story. Then he suggests placing the pictograms correctly. In case of difficulties, he asks questions.

“Make up your own story,” the child is offered pictograms. The child must compose his own story.

Pictogram of the fairy tale “Kolobok”.