Verbal techniques. Verbal methods and teaching techniques in the process of directing visual activities are inseparable from visual and gaming ones

With the help of words, the teacher organizes the activities of children and communicates with them. Verbal methods and techniques activate the learning process, as they contribute to the formation of more complete, clear ideas. With the help of words, knowledge is communicated and results are analyzed. The following instructions are given for using the word: methodological recommendations:

a) the semantic content of the word used must correspond to the characteristics of the students and the learning objectives (before studying - a preliminary explanation, when studying the basics of the technique - detailed description);

b) in a word, it is extremely important to emphasize the effectiveness of the motor action being studied (they climb freely at will, more complex coordinations are difficult, explain their effectiveness);

c) using a word to indicate the relationship between separate movements;

d) with the help of a word they indicate the moment of application of basic efforts; for this purpose they use brief instructions in the form individual words;

e) the word used must be figurative. This will make it visual and more understandable for students;

f) it is inappropriate to tell students about those movements that are automated;

g) the emotionality of the word used enhances its meaning, helps to understand and understand the meaning.

Almost all verbal methods used are general pedagogical, but their use in physical education differs in some features.

The description creates in the child an idea of ​​the action, and a list of signs of the action is provided. It is reported how to do it, why it should be done. The method is used when creating an initial representation, when studying simple actions, while trainees can rely on their knowledge and experience.

The explanation points to the basis of the technique and answers the question “why?” Promotes the emergence conscious attitude to action.

An explanation accompanies the display of movements and helps clarify individual elements.

Indication of precise orientation in methods of solving a motor task, in methods of correcting errors. Given in short form without justification.

A story is a narrative form of presented material, used by a teacher when organizing activities in game form(for preschoolers - figurative, plot).

Conversation – preliminary introduction new exercises, helps increase activity. Helps students develop the ability to express their thoughts. The conversation can take place in the form of questions (teacher) and answers (students) or in the form of free clarification of knowledge and views (about the game, clarification of rules, game actions).

Commands and orders. Commands take the form of an order to immediately perform an action, to complete it, or to change the tempo of movements. Commands require a certain intonation and dynamics. The order is formed by the teacher.

Counting allows you to set the required pace. Counting is done by voice using counting with monosyllabic instructions (one, two - inhale, exhale).

Verbal assessment is the result of an analysis of the execution of an action. In this case, the action can be evaluated by comparing it with the standard execution technique. Applies to initial stages training.

The performance of exercises by one child is assessed in comparison with others. This helps stimulate interest, but is not an indicator of quality. The effectiveness of the action can be assessed.

Categories of assessment can be expressed in various comments from the teacher, expressing approval or disapproval (good, right, wrong, wrong, don’t bend your arms, etc.). Also, comments should be motivated by the teacher.

Verbal instruction - formulated by the teacher verbal task. It contributes to the child’s greater awareness of the exercise and the creation of an image of the exercise being studied.

Verbal methods promote conscious perception and reproduction of movements by children.

Gaming methods and techniques learning is caused in children increased interest, positive emotions, help to concentrate attention on the educational task, which becomes not imposed from the outside, but a desired, personal goal. Solving a learning task during a game involves less expenditure of nervous energy and minimal volitional efforts.

These methods make it possible to direct the ability to direct not only the mental activity of children, but also motor activity. Motor activity contributes to the formation of rich associative connections, which facilitates the acquisition of knowledge and skills. In a game situation, perception processes occur in the child’s mind more quickly and accurately.

Signs:

· they carry educational action V conditional plan, which is specified by the corresponding system of rules or scenario;

· the child is required to fully enter into the play situation, => and the teacher must play with the children and refuse direct educational influence, comments, and reprimands.

Gaming methods and techniques are quite diverse. The most common is didactic game. It has two functions in the learning process (A. P. Usova, V. N. Avanesova):

1) improvement and consolidation of knowledge. At the same time, the child does not simply reproduce knowledge in the form in which it was learned, but transforms, transforms it, learns to operate with it depending on game situation. For example, children distinguish and name colors, and in the didactic game “Traffic Light” this knowledge is rearranged in accordance with the assimilation of traffic rules.

2) children acquire new knowledge and skills of different content. For example, in the game “North, South, East, West” (author I. S. Freidkin), preschoolers learn to navigate by compass and use models (route diagrams).

As game method used imaginary situation in expanded form: with roles, game actions, corresponding gaming equipment. For example, to improve knowledge about plants, develop coherent speech, the game “Flower Shop” is played, to clarify knowledge about hometown- a travel game, to enrich ideas about creative arts and crafts - the games “Exhibition”, “Souvenir Shop”, “Journey to the Past”. Sometimes it is advisable to use a game component such as a role in teaching. Grandma Riddle asks riddles, the Absent-Minded Man, as always, confuses everything, and the children correct him. A toy can also “play” the role. For example, Parsley asks the children to teach him polite words, rules of conduct.

Important To increase the activity of children in the classroom, they use such play techniques as the sudden appearance of objects, toys, and the teacher performing various play actions. These techniques, with their unexpectedness and unusualness, evoke an acute sense of surprise, which is the prologue to any knowledge (suddenly the teacher “turned” into a Fox with a rolling pin and on her behalf talks about his “adventures”, suddenly there was a knock on the door and Winnie the Pooh came in).

Classes, including dramatizations, take place with great emotional excitement short stories, poems, everyday scenes, elements of dramatization.

TO gaming techniques include making and guessing riddles, introducing elements of competition (in older groups), creating a game situation (“Let’s show the bear our toys”; “Let’s teach Parsley to wash his hands”; “Let’s help the bunny arrange the pictures”).

Verbal methods and techniques allow in the shortest possible time convey information to children, set them a learning task, and indicate ways to solve it. Verbal methods and techniques are combined with visual, gaming, practical methods, making the latter more effective. Purely verbal methods in teaching preschoolers have limited value. Working with children preschool age When only initial ideas about the surrounding world are formed, it is not enough to just read and tell - it is necessary to show the objects themselves or their image. As children gain experience, the volume of visual material may decrease, as they gradually develop the ability to understand educational material, which is presented primarily in verbal form.

Teacher's story- the most important verbal method that allows you to present educational material in a form accessible to children. In the story, knowledge of different contents is conveyed in figurative form. These could be stories about current events; about the seasons; about writers, composers, artists; about their hometown, etc. Literary works are used as material for stories (stories by K.D. Ushinsky, L.N. Tolstoy, V.V. Bianka, V.A. Oseeva, etc.). The teacher’s stories from personal experience “My first teacher”, “How I learned to read”, “Games of my childhood”, “My favorite toy”, “My friends”, etc. are very interesting for preschoolers.

The story is one of the most emotional methods verbal learning. Usually it has a strong impact on the child, since the teacher puts his own attitude towards the events he narrates. Fluency educational material gives the teacher the opportunity to easily communicate with children, notice their reaction, enhance or, on the contrary, dampen it, using facial expressions, gestures, and verbal expressive means.

A story achieves its purpose in teaching children if it clearly shows main idea, a thought, if it is not overloaded with details, and its content is dynamic, consonant with the personal experience of preschoolers, evokes a response and empathy in them. Of no small importance for the perception of the story are the artistry of its form, the novelty and unusualness of the information for children, and the expressiveness of the adult’s speech. If the story meets these requirements, it encourages children to exchange impressions about the content not only in the form of remarks and value judgments, but also in the form of coherent statements that are in tune with the story they heard. Such reactions allow the teacher to draw a conclusion about the effectiveness of the work done.

Before the story, the teacher puts in front of the children educational and cognitive task. In the process of telling the story with intonation, rhetorical questions focuses their attention on what is most important.

The ability to understand a story, that is, the ability to listen, respond to content, answer questions, and simply retell it, develops in the third year of life. IN junior groups the story is accompanied by a demonstration of visual material (objects, their images). This clarifies the images of the characters and makes it easier to perceive the sequence of events. Visual material is also used in teaching middle-aged and older children, when the story tells about events that did not happen in personal experience children (feats of Russian heroes, space flights etc.). In such cases, verbal images rely on visual ones. But in older groups it is not recommended to overuse visual material: children should be taught to think based on words, develop the ability to learn orally, without relying on visuals, when we're talking about about those objects that are familiar to them from past experience.

Conversation is used in cases where children have some experience and knowledge about the objects and phenomena to which it is dedicated. During the conversation, children's knowledge is clarified, enriched, and systematized. Participation in a conversation instills a number of useful skills and abilities: listening to each other, not interrupting, complementing but not repeating what has already been said, tactfully and kindly evaluating statements. Conversation requires concentrated thinking, attention, and the ability to manage one’s behavior. It teaches you to think logically, express yourself definitely, draw conclusions and generalizations. Through the content of the conversation, the teacher educates the children’s feelings and forms an attitude towards the events in question.

Conversation - dialogic method training, which assumes that all participants in the conversation can ask questions and answer, and express their point of view. The teacher’s task is to structure the conversation in such a way that the experience of each child becomes the property of the entire team (E. A. Flerina).

Ethical Conversations have the goal of cultivating moral feelings, forming moral ideas, judgments, and assessments. The topics of ethical conversations can be: “About politeness”, “How to behave at home and on the street”, “About friend and friendship”, “My beloved grandmother”, etc. Ethical conversation It is advisable to combine it with reading a work of art, showing illustrative material, or showing a film.

Topics educational conversations determined by the training program. It is also closely related to the content of children’s lives, current life events, the surrounding nature and the work of adults.

By didactic purposes There are introductory and generalizing (final) conversations. Purpose introductory conversation - prepare children for upcoming activities and observations. For this purpose, the teacher identifies the experience of children, updates the knowledge that will become the basis for the perception of new objects and phenomena, arouses interest in the upcoming activity, and poses practical or cognitive tasks.

Summarizing (final) conversation is carried out with the aim of summarizing, clarifying, and systematizing the knowledge acquired by children on a particular topic of educational work over a fairly large period of time. For example, in the senior group there was educational work on the topic “Our Defenders”. Fiction was read to the children; they made an album about their grandparents who were participants in the war. The album included their photographs, as well as children's stories about them. The children watched fragments of videos about the Second World War and listened to wartime songs. There was an excursion to Eternal Flame. The children sculpted and drew. Thus, a lot of knowledge, skills, and accumulated creative works, which reflected new knowledge and skills, as well as the feelings of children. After this, the teacher conducts a generalizing conversation. Previously, he creates in the pupils an appropriate psychological attitude: creates an exhibition of children’s works, prepares photographic materials (photos taken on an excursion, at a meeting with Petya’s grandfather, a military doctor), arranges an exhibition of books about the war, etc. All this helps to revive the existing impressions, gives impetus to the imagination, creates a favorable emotional background. During the conversation, children are asked questions aimed at establishing connections, relationships, and generalizing the acquired knowledge. Techniques such as stories from the teacher and children, reading poems, listening to music, and commenting on visual material are also effective.

Reading fiction. Fiction- a source of knowledge about the world around us, the most important means of educating a child’s feelings, developing thinking, imagination, and memory. IN preschool education reading works of art pursues another goal, namely: the formation in children of the ability to perceive and understand a work of art. This task is associated with the development of visual-figurative and verbal-logical thinking in the child. Its solution largely depends on the level emotional development children: the impact of a literary work is stronger, the more subtle and deeper baby feels, understands the experiences of other people, is imbued with them.

Reading works of fiction with educational purpose involves compliance with a number of didactic requirements. It is necessary to select works that are educationally valuable and appropriate to the age and level of development of children. The teacher prepares children to perceive the work short conversation, sets before them educational cognitive task. You should consider combining reading with other methods, in particular with visual ones (the same rules apply here that apply to the story method). After reading, a conversation is held to help the child more fully understand the content of the work. During the conversation, the teacher tries to strengthen its emotional and aesthetic impact on the students.

In the learning process, verbal techniques are used: questions to children, instructions, clarification, explanation, pedagogical assessment.

In teaching preschoolers it is necessary to combine different types questions (A.I. Sorokina):

Requiring a simple statement known to the child facts (such as who?, what?, which?, where?, when?);

Encouraging children to mental activity, to the formulation of inferences, conclusions (such as why?, why?, why?, for what purpose?).

Questions must be specific, suggesting one or another answer from the child; precise in wording, concise.

Selection of teaching methods

A teaching method is a method of interconnected, ordered activities of teachers and students, aimed at realizing learning objectives.

Since the concept of “method” is multifaceted and multifaceted, the teaching method in each specific case should be constructed by the teacher. In any act educational activities Several methods are always combined. Methods always seem to mutually penetrate each other, characterizing with different sides the same interaction between teachers and students. And if we are talking about the use of some kind of a certain method, this means that he dominates at this stage, making a particularly large contribution to solving the main didactic task.

The following pattern has been established in didactics. Than in more aspects the choice of teaching methods was justified by the teacher (in perceptual, gnostic, logical, motivational, control-evaluative, etc.), the higher and more durable educational results will be achieved in the learning process, and in less time.

When choosing and combining teaching methods, you must be guided by the following criteria:

Conventionally, we can distinguish several decisions made by teachers about the choice of teaching methods:

Verbal teaching methods and techniques include conversation, teacher instructions at the beginning and during the lesson, and the use of verbal artistic images.

Visual arts classes, as a rule, begin with a conversation between the teacher and the children. The purpose of the conversation is to evoke previously perceived images in the children’s memory and arouse interest in the activity. The role of conversation is especially great in those classes where children will do work based on a presentation (according to their own ideas or on a topic given by the teacher), without using visual aids.

The conversation should be short, but meaningful and emotional. The teacher mainly pays attention to what will be important for further work, i.e. on constructive color and compositional solution drawing, modeling, etc. If the children’s impressions were rich and they have the necessary skills to convey them, such a conversation is often enough to complete the task without additional techniques.

To clarify children’s ideas on a topic or familiarize them with new depiction techniques, the teacher shows required item or a picture, and before the children begin to complete the task, demonstrates the method of work.

The conversation, both as a method and as a technique, should be brief and last no more than 3-5 minutes, so that the children’s ideas and emotions are enlivened, and the creative mood does not fade.

Thus, a properly organized conversation will contribute to better performance of the task by children. Artistic image, embodied in a word (poem, story, riddle, etc.), has a peculiar clarity. It contains that characteristic, typical thing that is characteristic this phenomenon and makes it stand out from others.

Expressive Reading works of art help create a creative mood, active work thoughts, imagination. To this end artistic word can be used not only in classes on illustrating works of literature, but also when depicting objects after their perception.

In all age groups you can start the lesson with a riddle that will evoke a vivid image of an object in the children’s minds, for example: “A tail with patterns, boots with spurs...” The riddle notes some details of the shape - a beautiful tail, spurs and the habit of a rooster, which distinguish it from other birds .

In order to revive previously perceived images of objects in children's memory, you can use short poems and excerpts from works of art.

In some cases, a verbal image accompanies a demonstration of nature or depiction techniques.

When drawing or sculpting on themes literary works It is not advisable to use other teaching methods at the beginning of a lesson, as they can interfere with the work of the imagination. A painting or nature will connect the child with a certain pictorial form, the verbal image will fade.

The teacher should take a serious approach to the selection of works of art and excerpts from them for illustration. A verbal image should include pictorial aspects, show those features of the object that are associated with its visual perception(color, shape, position). For example, when illustrating N. A. Nekrasov’s poem “Grandfather Mazai and the Hares,” almost all the children succeeded good work, since in this work the author vividly described appearance animals, their poses. Such visible images help the child to convey them specifically. Art literary image causes the work of not only the reproductive imagination, but also the creative one.

Even if the verbal image is very specific and vivid, the child needs to think through and imagine a lot: the setting, location, details and much more.

The teacher’s instructions necessarily accompany all visual techniques, but can also be used as an independent teaching method. It depends on the age of the children and on the objectives of the lesson. Usually the teacher gives instructions in connection with the explanation of the assigned educational tasks.

For all children, instructions are usually given at the beginning of the lesson. Their goal is to explain the topic of the work and the techniques for performing it. Such instructions must be very concise, clear and concise. To check how the children understood the explanation, the teacher can ask one of them about the sequence and methods of doing the work. This verbal repetition of the task helps children better understand their actions.

After all the children have started work, the teacher should not rush to provide individual instructions and help. We need to determine who is at the moment needs help who did not start the work or started it incorrectly. With these children, the teacher finds out the reasons for the misunderstanding of the task and repeats his explanation, showing some working techniques.

Not all children need individual guidance. Some people think about it on their own, mark the image with a pencil on a piece of paper, so additional explanations don't need it. Indecisive, shy children who are unsure of their abilities need instructions at the beginning of the lesson. They need to be convinced that the work will certainly work out.

However, difficulties facing children should not always be prevented. Some of them can be refused additional explanations if the teacher is sure that they can solve the problem on their own, they just lack patience and perseverance. In addition, for education creative activity It is important that the child encounters difficulties and learns to overcome them.

The form of instructions cannot be the same for all children. For some, an encouraging tone is needed, arousing interest to work and self-confidence. Self-confident children should be more demanding.

The teacher's instructions should not be a direct dictation to children on how to depict an object in a particular case. They must make the child think, think. When pointing out an error, you need to draw the child’s attention to the violation of meaning and logic in the image: “The dress on the girl looks like it’s torn” (poorly shaded), “Trees are falling” (poorly positioned), “The man is so big that he won’t be able to enter the house.” At the same time, you should not explain how to correct the mistake; let the child think about it himself. Comments should be made in a friendly tone so that children feel the teacher’s interest in their work.

Individual instructions should not attract the attention of all children, so they should be given in a quiet voice. Instructions are given to all children during the lesson if many make mistakes. Then the teacher invites everyone to stop working and listen to his explanation. Such breaks should only be taken when emergency, as it disrupts the creative process.

Verbal teaching methods and techniques include conversation, instructions from the teacher at the beginning and during the lesson, and the use of a verbal artistic image.

Visual arts classes, as a rule, begin with a conversation between the teacher and the children.

The purpose of the conversation is to evoke previously perceived images in the children’s memory and arouse interest in the activity. The role of conversation is especially great in those classes where children will do work based on a presentation (according to their own ideas or on a topic given by the teacher), without using visual aids.

The conversation should be short, but meaningful and emotional. The teacher mainly pays attention to what will be important for further work, i.e., to the constructive color and compositional solution of the drawing, modeling, etc. If the children’s impressions were rich and they have the necessary skills to convey them, such a conversation is often enough to complete the task without additional techniques.

To clarify children’s ideas on a topic or familiarize them with new depiction techniques, the teacher shows the desired object or picture during the conversation or after it, and before the children begin performing the task, demonstrates the method of work. Conversation as a teaching method is used mainly in working with children 4-7 years old. In younger groups, conversation is used in cases where it is necessary to remind children of the object that they will depict, or to explain new working techniques. In these cases, conversation is used as a technique to help children better understand the purpose and purpose of the image.

The conversation, both as a method and as a technique, should be brief and last no more than 3-5 minutes, so that the children’s ideas and emotions are enlivened, and the creative mood does not fade.

Thus, a properly organized conversation will contribute to better performance of the task by children. An artistic image embodied in a word (poem, story, riddle, etc.) has a unique clarity. It contains that characteristic, typical thing that is characteristic of this phenomenon and distinguishes it from others.

Expressive reading of works of art contributes to the creation of a creative mood, active work of thought and imagination. For this purpose, the artistic word can be used not only in classes on illustrating works of literature, but also when depicting objects after their perception. In all age groups, you can start the lesson with a riddle that will evoke a vivid image of an object in the children’s minds, for example: “A tail with patterns, boots with spurs...” The riddle notes some details of the shape - a beautiful tail, spurs and the habit of a rooster, which highlight him among other birds.

In order to revive previously perceived images of objects in children's memory, you can use short poems and excerpts from works of art. In some cases, a verbal image accompanies a demonstration of nature or depiction techniques.

When drawing or sculpting themes from literary works, using other teaching techniques at the beginning of the lesson is not advisable, as they can interfere with the work of the imagination. A painting or nature will bind the child to a certain pictorial form, the verbal image will fade.

The teacher should seriously approach the selection of works of art and excerpts from them for illustration. A verbal image should include pictorial aspects and show those features of an object that are associated with its visual perception (color, shape, position). For example, when illustrating N. A. Nekrasov’s poem “Grandfather Mazai and the Hares,” almost all the children did good work, since in this work the author vividly described the appearance of the animals and their poses. Such visible images help the child to convey them specifically. An artistic literary image evokes the work of not only the reproductive imagination, but also the creative one.

Even if the verbal image is very specific and vivid, the child needs to think through and imagine a lot: the setting, location, details and much more.

The teacher’s instructions necessarily accompany all visual techniques, but can also be used as an independent teaching method. It depends on the age of the children and on the objectives of the lesson. Typically, the teacher gives instructions in connection with the explanation of the assigned educational tasks.

When teaching children of primary preschool age, purely verbal instructions are rarely used. Children still have too little experience and do not have enough visual skills to understand the teacher’s explanation without the participation of sensory analyzers. Only if the children have firmly established skills, the teacher may not accompany the visual demonstration with action.

In the minds of 5-6 year old children, a word evokes a memory of necessary reception and what action should be taken when using it. The teacher’s instructions can be addressed both to the whole group and to individual children.

For all children, instructions are usually given at the beginning of the lesson. Their goal is to explain the topic of the work and the techniques for performing it. Such instructions must be very concise, clear and concise. To check how the children understood the explanation, the teacher in the middle and older groups can ask one of them about the sequence and methods of doing the work. This verbal repetition of the task helps children better understand their actions. In the younger group, after explanation and demonstration, the teacher should be reminded where to start working.

After all the children have started work, the teacher should not rush with individual instructions and help. It is necessary to determine who currently needs help, who has not started work or has started it incorrectly. With these children, the teacher finds out the reasons for the misunderstanding of the task and repeats his explanation, showing some working techniques.

Not all children need individual guidance. Some people think about it on their own, mark the image with a pencil on a piece of paper, so they don’t need additional explanations. Indecisive, shy children who are unsure of their abilities need instructions at the beginning of the lesson. They need to be convinced that the work will certainly work out.

However, difficulties facing children should not always be prevented. Some of them can be refused additional explanations if the teacher is sure that they can solve the problem on their own, they just lack patience and perseverance. In addition, to foster creative activity, it is important that the child encounters difficulties and learns to overcome them.

The form of instructions cannot be the same for all children. For some, an encouraging tone is needed that evokes interest in the work and confidence in their abilities. Self-confident children should be more demanding.

The teacher's instructions should not be a direct dictation to children on how to depict an object in a particular case. They must make the child think, think. When pointing out an error, you need to draw the child’s attention to the violation of meaning and logic in the image: “The dress on the girl looks like it’s torn” (poorly shaded), “Trees are falling” (poorly positioned), “The man is so big that he won’t be able to enter the house.” At the same time, you should not explain how to correct the mistake; let the child think about it himself. Comments should be made in a friendly tone so that children feel the teacher’s interest in their work.

Individual instructions should not attract the attention of all children, so they should be given in a quiet voice. Instructions are given to all children during the lesson if many make mistakes. Then the teacher invites everyone to stop working and listen to his explanation. Such breaks should only be taken when absolutely necessary, as they disrupt the creative process.

Methodological techniques for speech development are traditionally divided into three main groups: verbal, visual and playful.

Widely used verbal tricks . These include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question.

Speech sample - correct, pre-thought-out speech activity of the teacher, intended for imitation by children and their orientation. The sample must be accessible in content and form. It is pronounced clearly, loudly and slowly. Since the model is given for imitation, it is presented before speech activity children. But sometimes, especially in older groups, a model can be used after children’s speech, but it will not serve for imitation, but for comparison and correction. The sample is used to solve all problems. Especially great value he has in the younger groups. In order to attract children's attention to the sample, it is recommended to accompany it with explanations and instructions.

Repeated recitation - deliberate, repeated repetition of the same speech element (sound, word, phrase) for the purpose of memorizing it. In practice, different repetition options are used: behind the teacher, after other children, joint repetition of the teacher and children, choral repetition. It is important that repetition is not forced, mechanical in nature, but is offered to children in the context of activities that are interesting to them.

Explanation- revealing the essence of certain phenomena or methods of action. Widely used to reveal the meaning of words, to explain rules and actions in didactic games, as well as in the process of observing and examining objects.

Directions- explaining to children the method of action to achieve a certain result. There are instructional, organizational and disciplinary instructions.

Assessment of children's speech- motivated judgment about speech utterance child, characterizing the quality of speech activity. The assessment should not only be of a stating nature, but also educational. The assessment is given so that all children can focus on it in their statements. Evaluation has a big impact emotional impact for children. Individual and age characteristics, to ensure that the assessment increases the child’s speech activity, interest in speech activity, and organizes his behavior. For this purpose, the assessment primarily emphasizes positive qualities speech, and speech defects are corrected using a sample and other methodological techniques.

Question- verbal appeal requiring a response. Questions are divided into main and auxiliary. The main ones can be ascertaining (reproductive) - “who? What? Which? which? Where? How? Where?" and search ones, requiring the establishment of connections and relationships between phenomena - “why? For what? how are they similar? Auxiliary questions can be leading and suggestive. The teacher needs to master methodically correct positioning questions. They must be clear, focused, and express the main idea. It is necessary to correctly determine the location logical stress in a question, direct children’s attention to the word that carries the main semantic load. The structure of the question should serve as an example of interrogative intonation and make it easier for the child to answer. Questions are used in all methods speech development children: conversations, discussions, didactic games, when teaching storytelling.