Presentations on the development of dialogic speech in elementary school. Presentation on the topic: The development of dialogic speech. Teacher speech rules

19.11.2019

Atyrau region

Kurmangazinsky district

Abai Secondary School

Methodological material of the teacher

in English

Tuyakpayeva Danna Askarovna

Work theme:

“Main Components of the Development Process

dialogical speech, in the conditions of early learning of the English language"

Dialogue is a form of speech in which there is a direct exchange of statements between two or more persons. Any dialogue is based on various statements, the combination of which makes up its essence. Many teachers have long appreciated the wide possibilities, combined with minimal time and objectivity of the results. The main purpose of a foreign language as a subject area of school education is seen in the students' mastery of the ability to communicate in a foreign language. Oral communication, the role of which has now become especially significant, is impossible without understanding the speeches of the interlocutor, since in the process of speech interaction everyone acts both as a speaker and as a listener. This is the relevance of the problem we are studying. The object of the study is the process of developing the skill of dialogical speech. Dialogic communication was chosen as the subject of the study, namely, a sample dialogue that provides the highest efficiency in the development of speaking skills, that is, the creative use of sample dialogues to improve the educational process in each method. The purpose of the work is to develop a system of exercises for teaching dialogic speech in foreign language lessons and to identify the conditions for its effective functioning at an early stage of learning. Tasks in working with dialogic speech: 1. Determine the scientific foundations and methods of the learning process oral speech, skills and abilities; to determine the most optimal ways of conducting training exercises in learning a foreign language through dialogues; 2. Develop the most effective system of speech exercises for teaching dialogic speech; 3. Experimentally test and evaluate the effectiveness of the developed ways and means of teaching dialogic speech; 4. Based on the results of the study, develop guidelines to improve the process of developing dialogic speech skills. Research hypothesis: if sample dialogues meet the requirements of the program in foreign languages and correspond to the age characteristics of children, then the expected results of using dialogues for understanding foreign speech and the ability to communicate in a foreign language will be provided.

English language at an early stage of learning

Formation and

development

language,

speech and

sociocultural

competencies

by developing

dialogic

speech.

Formation

skills

reading, writing and

speaking in

primary

stage of learning.

Development in schoolchildren

capabilities

introduce

country and culture in

conditions

foreign language

intercultural

communication.

Use of effective

forms of work

in the study and consolidation of lexical and grammatical

material.

Formation

schoolchildren

respect

to other nations

and cultures.

Development of intellectual

and creativity

students

1. Determine the scientific basis and methods of the learning process

oral speech, skills and abilities; determine the most

the best ways to conduct training exercises in

learning a foreign language through dialogues;

2. Design the most

effective systems of speech exercises for

teaching dialogic speech;

3. Experimentally check and

assess the effectiveness of the developed

ways and means of teaching dialogical speech;

4. Based on the results of the study,

develop methodological

the process of developing dialogic speech skills.

Work with the development of dilogical speech of students at the initial stage of education is possible using two main technologies:

1 . Gaming technology .

In the process of teaching a foreign language, we have to create programs taking into account the interests of students. The standard program is taken as a basis, which is supplemented by thematic dialogues, texts, electronic presentations. In the work on this program, students are provided with audio fairy tales, music videos, sound presentations for viewing and listening, where the speech of a native speaker is directly heard. This is a powerful motivation for language learning. In this case, groups can widely use various types of game technology - crossword puzzles, role-playing games. This is preceded by thematic preparation of students, repetition of vocabulary, colloquial formulas, phraseological units.

A dialogue is played, which is compiled by the students on their own. In addition to the topic of vocabulary, colloquial formulas, greetings, thanks, suggestions, refusal are widely included. For a stronger assimilation of vocabulary, students of dialogue change roles. The level of knowledge, creativity is assessed.

2. Scenario-contextual technology .

To teach communication in a foreign language, in particular English, you need to create real real life situations, that is, what is called the principle of communication authenticity, which will stimulate the study of the material and develop adequate behavior. It is based on the principles of live communication, in conditions close to reality.

At the core modern methods teaching dialogue at the initial stage of teaching English are such categories of communication as: situation, role, position, commonality, type and scope of communication, which are considered in modern science as models of verbal communication. The most important of these teaching methods is the communicative (speech) situation. Communicative situation, as a method of teaching dialogue, consists of four factors:

When teaching English at the initial stage, an integration process is also carried out, which manifests itself primarily in the fact that the assimilation of various aspects of the English language, its phonetics, grammar, vocabulary does not occur separately, as some discrete components of the language, but integrated. Students grasp and assimilate them in the process of performing speech actions, the implementation of which may require the use of words, word forms, phrases, super-phrasal unity and, finally, text, due to communication situations. Taking into account this specific principle of teaching English at the initial stage, it is possible to formulate rules, the observance of which will help the English teacher to implement this principle.

Rule 4

Favorable conditions for

communication in English .

Rule 1

Situation selection.

Rule 2

Rule 5

Job communication.

Recurrence and novelty.

Rule 3

Participation of everyone in communication

in English.

Principle of differentiation and integration Rule 1. Accounting for the specifics of each type of speech activity. Rule 2. Using the teacher's speech and sound recording for listening. Rule 3. Teaching monologue speech, based on the characteristics of each form. Rule 4. Teaching reading aloud in English and to oneself, taking into account the characteristics of each form. Rule 5. Working out aspects of the English language in speech units. Rule 6 Since younger students still have little experience in collective communication and they are learning not only to communicate in English, but also to communicate in general, it is planned to rely on students' awareness of communication patterns in their native language, awareness of the communicative function of a particular language unit. The implementation of this principle is carried out through a system of cognitive tasks, solving which children "discover" the laws of their native language. Based on this awareness, children are introduced to the form and functions of the corresponding units of the English language. Based on this, it is possible to outline some rules - following which allows you to implement this principle in the educational process. The principle of relying on the native language: Rule 1. Showing commonality in Russian and English. Rule 2. Formation of general educational skills. Rule 3. Using similarities and differences in graphics. Rule 4. Use of similarities and differences in the pronunciation of Russian and English. Rule 5: Using Transference and Avoiding Interference in Learning English vocabulary and grammar.

It has been established that each type of speech activity is characterized by its own "set" of actions and even its own lexical and grammatical design. This made it possible to formulate the methodological principle of a differentiated approach in teaching English. In this case, differentiation is carried out as if on different levels generalizations - a clear distinction is made in teaching English: oral and writing; in teaching speaking and listening, monologue and dialogic speech; in learning to read aloud and silently in English; teaching graphics and spelling. Based on the above, at their lessons at the initial stage, they identified the most acceptable forms of development of dialogic speech - these are: dialogic conversation and role-playing game. Any dialogical speech should be built according to the following sequence:

Introduction (beginning),
The development of the topic of conversation,
Ending.

Rule 5

Aspect development

English

language in speech units.

Rule 1

Accounting for specifics

each kind

speech activity.

Rule 2

Usage

teacher's speech

and sound recordings for

listening.

Rule 4

Learning to read aloud

in English and to myself

taking into account the characteristics of each form.

Rule 3

Teaching monologue speech,

based on the features of each form.

Rule 5

Using transfer and

avoid interference in learning

English vocabulary and grammar.

Rule 1

Showing commonality in Russian

and English.

Rule 2

Formation of common

learning skills.

Rule 4

Using similarities and differences

in Russian pronunciation

and English.

Rule 3

Using Affinity

and graphics differences.

Goals pursued in the preparation of the dialogue:

1) Teach children to talk - listen to the interlocutor, restrain yourself, wait until you can speak out;

2) The development of dialogic speech.

The most effective are the compilation of full-fledged dialogues on the topics: Greeting, Month of the year and birthday, Pets, Seasons, My address, My family, My hobby, and so on. Also, listening to audio fairy tales and watching cartoons with excerpts of dialogues, listening to and watching live speech of a native speaker is effective for the development of dialogic speech.

Role-playing games can be built according to this sequence:

Acquaintance with the situation
Setting goals
dramatization
Summarizing

Role-play learning opportunities are:

The role-playing game has great potential for motivational and incentive plan
Role play involves the efforts of personal involvement in everything that happens
Role play promotes learning collaboration and partnerships
Role play helps to expand the scope of communication

At lessons and educational events on these topics, role-playing games and theatrical mini-performances can be used: Animals, Numbers, Name of the objects - School, My family, Happy birthday, Description of animal, Country, Colors, etc.

The process of applying dialogical speech at an early stage of teaching English takes into account the following expected results:

Improving the language level;
Increasing the motivation of students and their interest in the subject;
Freely compose a consistent dialogue, taking into account age features child
Replenishment of lexical knowledge

Building a conversation:

Acquaintance with the situation
Setting goals
dramatization
Summarizing

Learning Opportunities

role play

The role-playing game has great potential for motivational and incentive plan

Role play involves the efforts of personal involvement in everything that happens
Role play promotes learning collaboration and partnerships
Role play helps to expand the scope of communication

Building a conversation:

Introduction (beginning),
The development of the topic of conversation,
Ending.

Purpose of the conversation:

1) Teach children to talk - listen to the interlocutor,

restrain yourself, wait until you can speak out;

2) The development of dialogic speech.

Do you like to play badminton? – Yes, I do. – Can you play it well? – Yes, I can. Did you play it in summer? – Yes, I did. Is it difficult to play it? - No it isn "t. - Will you teach me to play it? - Yes, it" s my pleasure.

- Hello. My name "s Pete. What" s yours?
- Ann.
- Nice name. I like it very much.
- Thank you. You name's good, too.
- It was nice meeting you.
Thanks. It was nice meeting you.

S1. Olga, have you got a brother?
S2. Yes, I have.
S1. And has Sveta got a brother?
S2. I am sorry, I don't know, let me ask her.
S1. Ask, please.
S2. Have you got a brother, Sveta?
S3. No, I haven't, but I have got a sister.

At the initial stage of teaching English, there are certain successes in mastering the knowledge of the subject, in the form of monitoring success on the principle of a five-pointed star. (“Asterisk” is the favorite assessment of students primary school, which they seek to obtain.)

Students can sequentially compose dialogues on the topics covered, using the simplest speech structures; Improved reading of simple sentences and words. At the moment, students already have 68 words in their vocabulary. 16 colloquial clichés can be freely reproduced. A certain number of children's poems and songs are read by heart.
Students can sequentially compose dialogues on the topics covered, using the simplest speech structures;
Improved reading of simple sentences and words.
At the moment, students already have 68 words in their vocabulary.
16 colloquial clichés can be freely reproduced.
A certain number of children's poems and songs are read by heart.

Thus, non-traditional methods of teaching dialogic speech give a strong motive for learning the language, they help to create a language environment that is close to natural. It becomes possible to activate on this basis almost the entire program lexical and grammatical material of the initial and subsequent stages of training. Students quickly master speech structures and formulas (within certain situations), then automatically operate with them when performing communicative tasks of a different kind. Pupils acquire a sense of language much faster. Such classes provide an additional opportunity for the development of listening skills: the children hear the speech of students from other classes, allow students to get acquainted with the literature of the country of the language being studied; contribute to the aesthetic education of students, familiarizing them with the culture of the country of the language being studied.

Expected results

Replenishment

lexical

knowledge

free

drafting

consistent

dialogue

taking into account age

features

child

Raise

motivation

students and their

interest in

subject;

Perfection

linguistic

level;

Ariyan M. A. Use of the educational potential of speech etiquette in a foreign language// Foreign languages at school. - 1991. - No. 2.
Borzova E. V. Dialogical speech as a goal and means of teaching English in grades 5-6 // Foreign languages at school. - 1985. - No. 2.
Budnichenko E.P. Teaching dialogic speech in English lessons// Foreign languages at school. - 1991. - No. 3.
Gez N. I., Lyakhovitsky M. V., Mirolyubov A. A., Folomkina S. K., Shatilov S. F. Methods of teaching foreign languages in high school. – M.: graduate School, 1982.
Gorskaya LN The initial stage of teaching dialogic speech// Foreign languages at school. - 1984. - No. 2.
Zholnerik L.I. Teaching dialogic speech// Foreign languages at school. - 1985. - No. 3. -

Mastering dialogue speech occupies an important place in the system of work on the development of children's communication skills. How to develop a desire for communication in a child, which the teacher needs to pay special attention to when teaching children how to conduct a dialogue - says the author of the article.

Today it has become commonplace to say that children need to develop general educational skills (or universal learning activities(UUD), key competencies), among which communicative ones are especially distinguished. The presence of well-formed communication skills means well-developed speech, the ability to enter into a dialogue, work in a group, express one’s point of view and defend it, accept someone else’s point of view, etc. Much attention is paid to this in the learning process, but the fact remains that graduates Most schools do not have these skills.

In order for the listed skills to be formed in the child, teachers work hard on the development of speech. They are convinced that if this activity is successful, then the ability to listen, argue, make arguments, distribute roles in the group will arise by itself. The teacher is sure that by working on the vocabulary and development of coherent speech of children, he will be able to bring them to the level of free communication in dialogue. At the same time, the teacher hopes for the active participation of children in the dialogue, independence in judgments, reflection, but, alas, we observe the opposite. Why? Probably, the objective reasons lie in the inability of children to interact with each other, to participate in a dialogue, to adequately evaluate themselves and others.

Consider and compare the concepts of "development of speech" and "development of speech activity", so often identified by teachers.

Speaking about the formation of communicative skills and having in mind primarily dialogic skills, let us recall that dialogue is the primary, most natural form of speech in primary school age. But is it included in the concept of "speech development"? First, let's give definitions of the concepts "speech" and "speech activity".

Speech is a way of formulating and forming thoughts through language. speech activity- a form of communicative and social activity (verbal communication), which is the interaction of people through speech. Any human activity has the following structure: needs and motives; goals; conditions and means of achieving goals; actions, operations included in the methods of achieving goals; result.

Hence, speech activity can be called an active, purposeful, motivated, substantive (meaningful) process of issuing and (or) receiving thoughts formed and formulated through the language, aimed at satisfying the communicative and cognitive needs of a person in the process of communication.

Under speech development implied: vocabulary enrichment (increasing the active vocabulary, working on the use of synonyms, antonyms, etc.); development of coherent speech (learning to build various types of text, both oral and written - descriptions, narratives, reasoning).

Each teacher is engaged in this, organizing his pedagogical work and the activities of children. Note that the task of developing the child's dialogical speech is not even set. It is understood that the child must first acquire certain linguistic knowledge in order to participate in the dialogue, and then enter into it. For the most part, teachers hope that if they enrich the child’s vocabulary, teach the appropriate use of synonyms, give a scheme for constructing a text (statement), then with further training, he will be able to participate in a dialogue, freely and masterfully master the skills of conducting it.

But where does the confidence come from that everything should turn out automatically? How will the dialogue arise by itself? Why do we forget about dialogue as a special - primary - form of a child's speech?

Subsequently, middle-level teachers are indignant at primary teachers - they did not teach them to discuss, express their point of view, interact with peers in an elementary way (not to mention productive cooperation) and try to immediately impose a dialogue in the 5th and subsequent grades. But, unfortunately, there are no "ready-made" dialogic children. They should not be confused with children who can simply keep up the conversation "about the weather" and answer questions of a frontal nature.

Imagine that the child has a rich vocabulary, he knows what and how to say, he knows how to pick up synonyms, build a sentence, a text. But stubbornly silent, does not enter into dialogue. What to do in such a situation? It is necessary to remember the motives, the need of the child to speak. Unfortunately, we do not support or develop this need. sticking to thematic plans, do not take into account the needs of children in the dialogue.

Then we are faced with the fact that children do not want to participate in a dialogue, they really have forgotten how (paradox!) With developed speech, to speak out in a group, class, to defend their opinion, they do not want to enter into debates, because no one has ever talked about them before. asked. It turns out that we develop only the speech of children (as a means of speech activity), with the help of which, as it seems to us, they will speak, but it is necessary to develop speech activity. And this is the most important task of an elementary school teacher.

For the development of speech activity, it is necessary to: support the motivation of communication; assistance in achieving the goal of speech activity - the impact of the speaker (writer) on the communication partner, which results in changes occurring in his information field (understanding - misunderstanding, verbal - non-verbal reactions - result); creation of conditions and means to achieve the goal; formation of skills to operate with methods (actions, operations) to achieve the goal; the formation of skills to create a "product" of speech activity - a meaningful conclusion (reading, listening), text (speaking, writing).

Thus, the development of speech is only a means and a way of implementing speech activity.

Communication Motivation Support- the most important thing with which the development of speech activity and training in productive dialogue begins. Let us emphasize that we are not talking about a conversation, not about frontal work, but about a dialogue during which children solve certain problems together with the teacher.

It is well known that the younger school age- the period of "asking" children's questions. And it is the stage of teaching children to ask questions that is a motivating moment for the child, and ability to formulate questions- the starting point in solving the problems of developing children's speech activity in an educational dialogue.

Children's desire to ask is naturally motivated, and this motivation must be strengthened. It is necessary not only to allow children to ask questions and encourage them to do so, but also to teach them to ask questions based on children's verbal subjective experience.

There is no need to cut short the baby, you need to support his natural, natural need to speak and educate the child not "answering well", but "asking well" (G.A. Zuckerman), and asking not only the teacher, but also his peer, and himself (expected us the skills of reflection, control, which are completely absent in our children). Then it will be possible to hope that we are educating an independent person, capable of making choices, working with information, taking responsibility for their actions, etc.

Let us give an example of the organization of work by a teacher on the development of initiative in questioning and the emergence of a dialogue in primary school children.

Teacher: Guys, I made a sentence of four words. I will call them: "wasp", "catch up", "bumblebee", "striped". Make my offer.
(The first time you need to explain everything.) The words are given as scientists write in dictionaries - the initial, initial form is called. You change the words the way we use them in speech. For example, there are the words "mother", "bath", "small", "daughter". Make up a sentence by changing the words as we say. I agree with you: "Mom bathes her little daughter."

Of course, we should not forget that in the lessons you and the children made enough sentences until the moment you begin to complete this task.

If this is a period of literacy, then for children who read, words can be written in block letters on the board. For the rest, you can prepare subject pictures with a wasp and a bumblebee drawn; the word "striped" will no longer be forgotten - in the pictures it is in the image of the insects themselves, it remains only to remind about the verb if, when compiling a sentence, the children forget it.

Children offer options, but do not guess the teacher's suggestions. All proposals are accepted under no circumstances is it assessed(verbal, do not confuse with the mark): "wrong", "wrong sentence, think again", "can such a sentence be?" and etc.

In the absence of an assessment of the statements of children, your dialogism also manifests itself, children must once and for all feel that their opinion has the right to exist, it is as equivalent as the opinion of an adult, but their own, childish. Therefore, do not rush to evaluate, otherwise again all the work (starting with self-assessment - reflection, control), which should be carried out by the child, will be carried out by you. How can you then, having taken everything into your own hands from the very beginning, reproach children for lack of independence, lack of initiative? The teacher may use the following phrases.

Teacher: An interesting proposal, but mine is different ... Such a proposal has the right to exist, but this is not mine - I have a different one ... You made an unusual proposal! But still not the same as mine...
Teacher: Can you immediately guess my offer?
Children are convinced that it is impossible to guess the proposal of an adult.
Teacher: Yes, guys, it's probably not worth guessing. How do I know what offer I made?

If suddenly there is a child who himself will say that you need to ask something about the proposal you have planned, then you can applaud with joy! To kid. So there is an initiative! Let him speak illiterately, confusedly, but you will support him: "Yes, I agree, you can ask me about the proposal, ask me questions." If not…

Teacher: How can you ask me what my offer is? What am I asking you? (Questions.) And? (Pause.) I agree, you can ask me questions too.

Depending on the characteristics of the children, you can try to invite them to discuss in pairs, small groups, which you can ask the teacher about. We can all work together.

The teacher accepts and fixes all possible questions of children in any way accessible to children: schematic drawings, icons, etc. You can involve children in finding a way to fix opinions. After fixing each question, the teacher answers the question itself.

Possible questions of children to the teacher at his suggestion:

Children: In your proposal, who is catching up - a bumblebee or a wasp?
Teacher: I answer: "Bumblebee".
Children: Who is "striped"?
Teacher: I answer: "Wasp".
Children: Bumblebee alone?
Teacher: I answer: "A lot."
Children: And how many wasps?
Teacher: I answer: "One".
Teacher: Make my offer!
Children: Bumblebees are chasing a striped wasp!
Teacher: Right! Your questions helped me make it.

It is acceptable that children can ask in the same way as one asks: "Who is catching up with whom?", "Are there many of them, bumblebees?" etc. The main thing is that the rest of the children and the teacher understand the meaning of the question. In grades 2-4, the same questions will sound differently: "Who performs the action in your sentence?"; “The word “striped” is a sign of the subject?”; "Is the word 'bumblebee' in the singular or plural form?"; "The action is happening now or in the past (future) tense?" etc.

When teaching children dialogue, it is important to remember the single subject of dialogue, i.e., the objectivity of cooperation, to teach this to children, then dialogue will not only be a form of communication (dialogue for the sake of dialogue, the so-called question-answer form, often pseudo-dialogical), but precisely a dialogue productive, aimed at solving problems jointly with the teacher and peers.

In the minds of teachers, unfortunately, there is almost no idea that the child always has his own non-normative point of view on any issue discussed in the lesson, lesson. In a child's mistake, they usually see "undereducation, thoughtlessness, and not the age originality of thought, not a special, natural vision of the subject" (G.A. Tsukerman).

The appendix presents a lesson of the Russian language in the 1st grade, taken from real practice (according to experimental studies by G.A. Tsukerman and her collaborators). For example this lesson it is possible to consider the process of preservation by the teacher of the objectivity of educational cooperation. This situation can arise both in the classroom in kindergarten and in the classroom. primary school during the literacy period.

This lesson clearly shows how, materializing different points of view, the teacher helped the class solve four problems at once:

practice sound analysis;
see the difference between sounds and letters;
to catch the difference in the meaning and sound of the word (a non-trivial task for children with a naive, natural linguistic consciousness, for whom "the word is transparent to the object");
to discover that there are smart, correct thoughts behind different answers, that there are no wrong answers, but there are answers to unasked questions.

Speaking about dialogue, I would like to draw attention to the fact that children, as a rule, are oriented towards the teacher ("sunflower effect", according to G.A. Tsukerman). It is to him that they address their statements, they expect a response and assessment from him, in the lesson they do not hear the statements of their peers, and their opinion is not authoritative. Remember how the teacher builds his speech: "Tell ME ...", "All eyes are on ME ..."; the consequence of this is children's phrases: "And HE said ...". One has only to exclude the teacher from his speech the verbs in the past tense: "Stand up ...", "Get out the textbooks ..." and reflect in words the fact of their participation in the study, joint cooperation: "Let's open notebooks ... Write down the number ...", as we discover that we have become closer to children, which means it is truly dialogic.

The main directions of development of children and educational areas Physical development Cognitive and speech development Artistic and aesthetic development Social and personal development Physical Culture Health Art Communication Music Reading fiction Cognition Socialization Labor Security

Primary Goal: Mastery constructive ways and means of interaction with other people MAIN DIRECTIONS OF WORK TO DEVELOP COMMUNICATION SKILLS 1. Dictionary development: mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place 2. Education of the sound culture of speech - development of perception of the sounds of native speech and pronunciation 3. Formation of the grammatical structure of speech: 3.1. Morphology (changing words by gender, numbers, cases); 3.2. Syntax (mastering different types of phrases and sentences); 3.3. Word formation 3. Formation of the grammatical structure of speech: 3.1. Morphology (changing words by gender, numbers, cases); 3.2. Syntax (mastering different types of phrases and sentences); 3.3. Word formation 4. Development of coherent speech: 4.1. Dialogical (colloquial) speech 4.2. Monologue speech (narration) 4. Development of coherent speech: 4.1. Dialogical (colloquial) speech 4.2. Monologue speech (telling) 5. Formation of elementary awareness of the phenomena of language and speech (distinguishing between sound and word, finding the place of sound in a word) 6. Raising love and interest in the artistic word Tasks - development of free communication with adults and children; -development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogic and monologic forms) in various forms and types of children's activities; - practical mastery of the norms of speech by pupils Tasks - development of free communication with adults and children; -development of all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech - dialogic and monologic forms) in various forms and types of children's activities; - practical mastery of the pupils of the norms of speech

COMMUNICATION DEVELOPMENT METHODS Visual Verbal Practical Method direct observation and its varieties: observation in nature, excursions Indirect observation (pictorial clarity): looking at toys and paintings, telling from toys and pictures Reading and telling works of art Learning by heart Retelling Telling without relying on visual material Generalizing conversation Didactic games Dramatization games Dramatizations Didactic exercises Plastic studies Round dance games

According to A.V. Zaporozhets, M.I. Lisina, communication occurs earlier than other mental processes and is present in all activities. It affects the speech and mental development of the child, forms the personality as a whole. According to A.V. Zaporozhets, M.I. Lisina, communication occurs earlier than other mental processes and is present in all activities. It affects the speech and mental development of the child, forms the personality as a whole.

So, communication is the exchange of information. So, communication is the exchange of information. The purpose of communication is that for which a person has this type of activity. In a child, the number of communication goals increases with age. They include the transfer and acquisition of objective knowledge about the world, training and education, coordination of reasonable actions of people in their joint activities establishing and clarifying personal and business relationships. The purpose of communication is that for which a person has this type of activity. In a child, the number of communication goals increases with age. They include the transfer and acquisition of objective knowledge about the world, training and education, the coordination of reasonable actions of people in their joint activities, the establishment and clarification of personal and business relationships. Depending on the content, goals and means, communication can be divided into several types Depending on the content, goals and means, communication can be divided into several types

The influence of communication can be traced in various areas of the child's mental development: 1) in the field of children's curiosity; 2) in the sphere of their emotional experiences; 3) in the formation of love for an adult and friendly attachments to peers; 4) in the field of mastering speech; 5) in the sphere of personality and self-awareness of children. The influence of communication can be traced in various areas of the child's mental development: 1) in the field of children's curiosity; 2) in the sphere of their emotional experiences; 3) in the formation of love for an adult and friendly attachments to peers; 4) in the field of mastering speech; 5) in the sphere of personality and self-awareness of children.

The child gradually learns the meaning of signs through communication with an adult. When a child is just beginning to speak, he masters, as it were, only the outer shell of the language, a mature understanding of it as a sign system is still inaccessible to him. The child in various activities through the adult discovers the connection between the sign and the meaning. Thanks to this, the sign begins to act in its main function - the function of substitution. The child gradually learns the meaning of signs through communication with an adult. When a child is just beginning to speak, he masters, as it were, only the outer shell of the language, a mature understanding of it as a sign system is still inaccessible to him. The child in various activities through the adult discovers the connection between the sign and the meaning. Thanks to this, the sign begins to act in its main function - the function of substitution. The development of speech as a sign form of activity cannot be understood without its correlation with the development of other forms. The sign meaning is comprehended in objective activity (the child gradually masters the functional purpose of objects), the word, remaining the same in its name, changes its psychological content. The word begins to carry a sign function as a kind of sign that has a certain meaning and is used to store and transmit some ideal information about what lies beyond the limits of the verbal designation. The development of speech as a sign form of activity cannot be understood without its correlation with the development of other forms. The sign meaning is comprehended in objective activity (the child gradually masters the functional purpose of objects), the word, remaining the same in its name, changes its psychological content. The word begins to carry a sign function as a kind of sign that has a certain meaning and is used to store and transmit some ideal information about what lies beyond the limits of the verbal designation.

In children preschool age communication is usually closely intertwined with and intertwined with play, object exploration, drawing and other activities. The child is either busy with his partner (adult, peer), then switches to other things. But even brief moments of communication are a holistic activity that children have a peculiar form of existence. In preschool children, communication, as a rule, is closely intertwined with the game, the study of objects, drawing and other activities and is intertwined with it. The child is either busy with his partner (adult, peer), then switches to other things. But even brief moments of communication are a holistic activity that children have a peculiar form of existence. Therefore, as a subject of psychological analysis, communication is a well-known abstraction. Communication is not completely reduced to the sum of the observed scattered contacts of the child with the people around him, although it is in them that it is manifested and, on the basis, is constructed into an object of scientific study. Different types of communication are usually combined with each other in everyday life. Therefore, as a subject of psychological analysis, communication is a well-known abstraction. Communication is not completely reduced to the sum of the observed scattered contacts of the child with the people around him, although it is in them that it is manifested and, on the basis, is constructed into an object of scientific study. Different types of communication are usually combined with each other in everyday life.

The main and, perhaps, the most striking positive effect of communication lies in its ability to accelerate the development of children. The influence of communication is found not only in accelerating the normal rate of development of the child, but also in the fact that it allows children to overcome an unfavorable situation, and also helps to correct defects that have arisen in children with improper upbringing. The main and, perhaps, the most striking positive effect of communication lies in its ability to accelerate the development of children. The influence of communication is found not only in accelerating the normal rate of development of the child, but also in the fact that it allows children to overcome an unfavorable situation, and also helps to correct defects that have arisen in children with improper upbringing.

Communication of the child with peers is carried out in the game and about the game. In the game, children assert their strong-willed and business qualities, joyfully experience their successes and suffer bitterly in case of failure. In the communication of children with each other, goals arise that must certainly be fulfilled. This is required by the very conditions of the game. The child learns through inclusion in the game situation, on the content of the actions and plots played out. If the child is not ready or does not want to be attentive to what the upcoming game situation requires of him, if he does not take into account the conditions of the game, then he is simply expelled by his peers. The need to communicate with peers, in their emotional encouragement, forces the child to purposeful concentration and memorization. Communication of the child with peers is carried out in the game and about the game. In the game, children assert their strong-willed and businesslike qualities, joyfully experience their successes and suffer bitterly in case of failure. In the communication of children with each other, goals arise that must certainly be fulfilled. This is required by the very conditions of the game. The child learns through inclusion in the game situation, on the content of the actions and plots played out. If the child is not ready or does not want to be attentive to what the upcoming game situation requires of him, if he does not take into account the conditions of the game, then he is simply expelled by his peers. The need to communicate with peers, in their emotional encouragement, forces the child to purposeful concentration and memorization.

The game is not only fun, but also a lot of work: often children learn new games through exhausting exercises. How much effort the child puts in, voluntarily practicing the actions necessary for the game, and all in order to communicate with peers. At the same time, the experience of gaming and real relationships (with and without a gaming occasion) forms the basis of a special property of thinking that allows you to take the point of view of other people, surpass their possible behavior and build your own behavior on the basis of this. It's about reflective thinking. The role-playing game contains great opportunities for the development of communication skills, first of all, the development of reflection as a human ability to comprehend one's own actions, needs and experiences, correlating them with the actions, needs and experiences of other people. In the ability to reflect lies the ability to understand, feel another person. The game is not only fun, but also a lot of work: often children learn new games through exhausting exercises. How much effort the child puts in, voluntarily practicing the actions necessary for the game, and all in order to communicate with peers. At the same time, the experience of gaming and real relationships (with and without a gaming occasion) forms the basis of a special property of thinking that allows you to take the point of view of other people, surpass their possible behavior and build your own behavior on the basis of this. It's about reflective thinking. The role-playing game contains great opportunities for the development of communication skills, first of all, the development of reflection as a human ability to comprehend one's own actions, needs and experiences, correlating them with the actions, needs and experiences of other people. In the ability to reflect lies the ability to understand, feel another person.

The initial, genetically earliest form of communicative speech is dialogue. It has traditionally been viewed as an exchange of partners with remarks. The researchers' attention was focused mainly on the analysis of the dialogue from the point of view of the development of the child's language competence. Research by O.M. Vershina, V.P. Glukhova, O.Ya. Goykhman and others show that the dialogic form of communication contributes to the activation of cognitive and thought processes. However, the modern view of the development of children's dialogic speech has changed somewhat. The initial, genetically earliest form of communicative speech is dialogue. It has traditionally been viewed as an exchange of partners with remarks. The researchers' attention was focused mainly on the analysis of the dialogue from the point of view of the development of the child's language competence. Research by O.M. Vershina, V.P. Glukhova, O.Ya. Goykhman and others show that the dialogic form of communication contributes to the activation of cognitive and thought processes. However, the modern view of the development of children's dialogic speech has changed somewhat. New research in the field of ontolinguistics proves that children's dialogue most often arises not for the sake of the conversation itself, but is determined by the needs of joint objective, playful and productive activities and is, in fact, part of a complex system of communicative and activity interaction. Thus, it is advisable to consider the issues of the emergence and development of dialogue in line with the formation of a child's various kinds subject-practical compatibility. New research in the field of ontolinguistics proves that children's dialogue most often arises not for the sake of the conversation itself, but is determined by the needs of joint objective, playful and productive activities and is, in fact, part of a complex system of communicative and activity interaction. Thus, the issues of the emergence and development of dialogue should be considered in line with the formation in the child of various types of subject-practical compatibility.

From the early age the child is involved in the dialogue by an adult. Further, the child transfers the experience of verbal communication with adults into his relationships with peers. Senior preschoolers have a pronounced need for self-presentation, a need for the attention of a peer, a desire to convey to a partner the goals and content of their actions. From an early age, a child is involved in a dialogue with an adult. Further, the child transfers the experience of verbal communication with adults into his relationships with peers. Senior preschoolers have a pronounced need for self-presentation, a need for the attention of a peer, a desire to convey to a partner the goals and content of their actions. One of the leading factors in the development of children's speech in preschool educational institutions is the speech environment surrounding the child. An integral factor in this very environment is the educator, his speech. She serves as a model for the child. It is from the elders that the child learns to conduct a dialogue, build relationships with others, learns the norms of speech etiquette. One of the leading factors in the development of children's speech in preschool educational institutions is the speech environment surrounding the child. An integral factor in this very environment is the educator, his speech. She serves as a model for the child. It is from the elders that the child learns to conduct a dialogue, build relationships with others, learns the norms of speech etiquette. Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. There is instability of attention, limited possibilities of its distribution. With a relatively intact semantic, logical memory in children, verbal memory is reduced, and the productivity of memorization suffers. They forget complex instructions, elements, and sequences of tasks. Inadequate speech activity leaves an imprint on the formation of sensory, intellectual and affective-volitional spheres in children. There is instability of attention, limited possibilities of its distribution. With a relatively intact semantic, logical memory in children, verbal memory is reduced, memorization productivity suffers. They forget complex instructions, elements, and sequences of tasks.

The main method of forming dialogic speech in everyday communication is the conversation of the educator with the children (unprepared dialogue). This is the most common, public and universal form of verbal communication between a teacher and children in Everyday life. This method is the most natural method of introducing children to dialogue, since communicative motives serve as an incentive to participate in a conversation. The main method of forming dialogical speech in everyday communication is the conversation of the educator with the children (unprepared dialogue). This is the most common, accessible and universal form of verbal communication between a teacher and children in everyday life. This method is the most natural method of introducing children to dialogue, since communicative motives serve as an incentive to participate in the conversation. Properly organized conversations with children (prepared conversations) can be considered similar in terms of the degree of communication. That is why the conversations and conversations of educators with children are considered as traditional ways of constant, everyday verbal interaction between a teacher and children. Properly organized conversations with children (prepared conversations) can be considered similar in terms of the degree of communication. That is why the conversations and conversations of educators with children are considered as traditional ways of constant, everyday verbal interaction between a teacher and children.

In a conversation, the teacher: 1) clarifies and streamlines the experience of children, i.e. those ideas and knowledge about the life of people and nature that children have acquired during observations under the guidance of a teacher and in a variety of activities in the family and at school; 2) educates children in the right attitude towards the environment; 3) teaches children to think purposefully and consistently, without being distracted from the topic of conversation; 4) teaches you to express your thoughts simply and clearly. In a conversation, the teacher: 1) clarifies and streamlines the experience of children, i.e. those ideas and knowledge about the life of people and nature that children have acquired during observations under the guidance of a teacher and in a variety of activities in the family and at school; 2) educates children in the right attitude towards the environment; 3) teaches children to think purposefully and consistently, without being distracted from the topic of conversation; 4) teaches you to express your thoughts simply and clearly. In addition, during a conversation, the teacher instills in children steady attention, the ability to listen and understand the speech of others, to restrain the immediate desire to immediately answer the question without waiting for a call, the habit of speaking loudly and clearly enough for everyone to hear. In addition, during a conversation, the teacher instills in children steady attention, the ability to listen and understand the speech of others, to restrain the immediate desire to immediately answer the question without waiting for a call, the habit of speaking loudly and clearly enough for everyone to hear.

Dialogue is called the primary natural form of linguistic communication, the classical form of verbal communication. The main feature of the dialogue is the alternation of the speaking of one interlocutor with listening and subsequent speaking of the other. It is important that in a dialogue the interlocutors always know what is being discussed, and do not need to expand their thoughts and statements. Oral dialogic speech takes place in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the language design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary. Dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; short-term reflection. The coherence of the dialogue is provided by two interlocutors. Depending on the goals and objectives that are set and solved in the process of communication, there is a selection of various language means. As a result, varieties of a single literary language are created, called functional styles. Dialogue is called the primary natural form of linguistic communication, the classical form of verbal communication. The main feature of the dialogue is the alternation of the speaking of one interlocutor with listening and subsequent speaking of the other. It is important that in a dialogue the interlocutors always know what is being discussed, and do not need to expand their thoughts and statements. Oral dialogic speech takes place in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the language design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary. Dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; short-term reflection. The coherence of the dialogue is provided by two interlocutors. Depending on the goals and objectives that are set and solved in the process of communication, there is a selection of various language means. As a result, varieties of a single literary language are created, called functional styles.

The concept of culture of speech is closely connected with the literary language. The concept of culture of speech is closely connected with the literary language. The culture of speech is understood as the possession of the norms of the literary language in its oral and written form. The culture of speech is understood as the possession of the norms of the literary language in its oral and written form. COMPONENTS OF SPEECH CULTURE COMMUNICATIVE ETHICAL NORMATIVE

The culture of speech develops the skills of selecting and using language means. The choice of language means necessary for this purpose is the basis of the communicative aspect of speech culture. In accordance with the requirements of the communicative aspect of the culture of speech, native speakers must be proficient in functional varieties of the language. The ethical aspect of the culture of speech prescribes the knowledge and application of the rules of linguistic behavior in specific situations. Under ethical standards communication is understood as speech etiquette. The culture of speech develops the skills of selecting and using language means. The choice of language means necessary for this purpose is the basis of the communicative aspect of speech culture. In accordance with the requirements of the communicative aspect of the culture of speech, native speakers must be proficient in functional varieties of the language. The ethical aspect of the culture of speech prescribes the knowledge and application of the rules of linguistic behavior in specific situations. Ethical norms of communication are understood as speech etiquette.

As the circle of communication expands and as cognitive interests grow, the child masters contextual speech. Over time, the child begins to use more and more perfectly and appropriately either situational or contextual speech, depending on the conditions and nature of communication. As the circle of communication expands and as cognitive interests grow, the child masters contextual speech. Over time, the child begins to use more and more perfectly and appropriately either situational or contextual speech, depending on the conditions and nature of communication. Explanatory speech is of particular importance for the development of communication. At the senior preschool age, the child has a need to explain to a peer the content of the upcoming game, the design of the toy, and much more. Explanatory speech requires a certain sequence of presentation, highlighting and indicating the main connections and relationships in a situation that the interlocutor must understand. Explanatory speech is of particular importance for the development of communication. At the senior preschool age, the child has a need to explain to a peer the content of the upcoming game, the design of the toy, and much more. Explanatory speech requires a certain sequence of presentation, highlighting and indicating the main connections and relationships in a situation that the interlocutor must understand.

“Dialogue is a complex form social interaction. Participating in a dialogue is sometimes more difficult than building a monologue. Thinking over their own remarks, questions occurs simultaneously with the perception of someone else's speech. Participation in a dialogue requires complex skills: listening and correctly understanding the thought expressed by the interlocutor; to formulate in response one's own judgment, to express it correctly by means of the language; change the topic of speech interaction following the thoughts of the interlocutor; maintain a certain emotional tone; monitor the correctness of the linguistic form in which thoughts are clothed; listen to your speech in order to control its normativity and, if necessary, make appropriate changes and amendments, ”says M.M. Alekseev. Spoken language must be coherent, understandable, logically sustained, otherwise it will not be able to be a means of communication.

In a preschool educational institution, with the development of children's speech, the main task is set: to form coherent oral speech and speech skills of communication between preschoolers and other people. This task is achieved by the formation of monologue and dialogic speech in children. Starodubova N.A. states: “The need to talk with other people, to share with them your thoughts, feelings, experiences is inherent in man. The child has it even more. This need should be widely used in the interests of developing the speech of children, guiding the direction of their thoughts and increasing the stock of ideas. ”The problem of the development of dialogic speech has been studied by many domestic and foreign specialists in literature in different periods of time. These are such scientists as: E.A. Tiheeva, A.M. Borodich, O.I. Solovieva, O.S. Ushakova, V.V. Gerbova, A.G. Arushanova, E.A. Florina and others.

Through dialogue, the child draws for himself useful information satisfies his need for communication. Features of the dialogue according to L.P. Yakubinsky: - consists of separate replicas or a chain of speech reactions; - is carried out either in the form of a conversation between two or more participants, or in the form of alternating questions and answers; - the participants in the dialogue always understand what is being discussed, and do not need to expand the statement and thought; - speech can be abbreviated, incomplete, fragmented; short-term reflection on a replica, colloquial vocabulary and phraseological turns, simple and complex non-union sentences, the use of patterns, speech stereotypes, clichés is characteristic; - connectivity is ensured by at least two interlocutors; - often accompanied by facial expressions and gestures; - stimulated not only by internal, but also by external motives.

But often when observing in educational and educational work with children in a preschool educational institution, it is noticeable that conversations with children are not planned and carried out systematically, the development of dialogue skills in children is not provided, the teacher says in the conversation, and the speech load of children is small. Children in the classroom are not taught to ask questions, to formulate detailed, competent answers. Game situations and exercises for developing communication skills are not used enough. Often, the professional skills of educators are at a low level, which is associated with little work experience or, in general, a lack of pedagogical education. The employment of parents, in some cases their pedagogical illiteracy also does not contribute to the development of dialogic skills in children. As a result, children who came to school from kindergartens do not know how to build a dialogue on their own, have insufficient speech activity. So this work on the development of dialogue in children is relevant and appropriate.

In early preschool age, the child's speech develops rapidly. But this development occurs only under the influence of an adult. Therefore, it is important that the child is surrounded by people who can speak correctly. The development of dialogue is inextricably linked with another type of coherent speech - monologue, as well as with the development of all components of oral speech, the practical mastery of speech norms. Such as: the formation of a dictionary, the sound culture of speech, the grammatical structure of speech, the formation of interest and the need for reading. The development of coherent dialogic speech of children occurs both during direct educational activities (classes) and outside it at any convenient time and can last from 1 to 15 minutes, pass frontally, in subgroups and individually.

In the main general education program "From birth to school" edited by N.E. Veraksa, the development of dialogic speech is included in educational activities"Communication" of the direction "Cognitive - speech development". The educational objectives of the program do not include the separate task of teaching coherent dialogic speech to children of primary preschool age. This is due to age, anatomical, psychological, mental faculties development of younger preschoolers. The program recommends starting targeted dialogue training from the senior age group(5 years), and early, younger and middle preschool childhood is a preparatory stage for this.

But a child, having been born, with its cry, is the first to enter into a dialogue with others. Being a social being, the child begins to communicate from the first days of life. This communication is expressed both non-verbally (facial expressions, gestures) and verbally (voice, speech) way. An adult helps this speech to form and develop.

The Romanian scientist psycholinguist T. Slama-Kazaku singled out: “- dialogue occupies a significant place in children's speech; - in children, in addition to a simple form of communication (call), requests, complaints, orders, prohibitions, “sentimental explanations” are noted; - numerous appeals take an imperative form ("Look!", "Listen!", "Go!"). They are characterized by an elliptical form of statements, when individual words replace the whole phrase; - the dialogue takes the form of either a simple or more complex conversation (consisting of replicas) between two children, or a conversation between several children; - in children, the dialogue very rarely consists of parallel statements belonging to two speakers who are not interested in each other. The first speaker actually addresses someone, and the listeners answer him, sometimes without adding anything new; - the dialogue between a child and an adult is more complex than between children of the same age, and the remarks follow with an emphasis on consistency due to the fact that the adult gives a more accurate direction to the conversation, not being satisfied with the inconsistent or unclear answer received by the child - listener;

The structure of the dialogues is quite simple, two-term dialogic units are used. The replies are short, contain only the information that the interlocutor requested; - in the dialogue of a child of this age, negative remarks occupy an important place; - the instability of the group, as well as the difficulty of maintaining a conversation with three or four partners. Groupings are constantly changing (one partner joins the dialogue, the other leaves); - inconsistency in the content of the conversation, even in the presence of the same group. When one of the speakers, suddenly carried away by a new interest, begins to talk about something else, the group either does not pay attention to it, or, on the contrary, the whole group, or at least part of it, switches to new theme- All these features must be taken into account when working with children.

Develop a dialogic form of speech. Involve children in conversation while looking at objects, pictures, illustrations; observations of living objects; after watching performances, cartoons. To teach the ability to conduct a dialogue with the teacher: listen and understand question asked, answer it clearly, speak at a normal pace, without interrupting the speaking adult. The development of dialogue is inextricably linked with the development of memory, thinking, and imagination of the child. It is necessary to give children various exercises, tasks and games for the development of these qualities, which will have a beneficial effect on the development of all speech functions.

Conversation of the educator with the children (unprepared dialogue); - prepared conversation; - reading literary works; - verbal instructions; - speech situations aimed at developing the skills of compiling dialogues; - a variety of games (plot-role-playing, verbal didactic, mobile, dramatization games, dramatization games, etc.)

When conducting conversations, the following is recommended: - from the very beginning it is necessary to win over the child, caress him, interest him either with a toy, or a bright picture, or an animal in a corner of nature, etc .; - you can start a conversation only if the child does not know what to do. If he is passionate about something interesting for him, then the conversation will be inappropriate; - the conversation should take place in a calm environment, and not on the go; - attention to one child should not distract the teacher from other children, you need to see what they are doing, what they are playing; - it is necessary to speak in such a way that the child has the satisfaction of being listened to; - it is necessary to know what are the interests of children, their favorite activities, what is happening in their family. The content of conversations is life in kindergarten and at home, their games and entertainment, caring for animals and plants, children's actions, books, cartoons, films, etc.

A conversation is a purposeful, pre-prepared conversation between a teacher and children on a specific topic. Conversation teaches children to think logically. It helps to gradually move from a specific way of thinking to the simplest abstraction. In the course of a conversation, preschoolers learn to perform mental operations (analysis, synthesis, comparison, generalization), express their thoughts, listen and understand the interlocutor, and give answers to questions that are understandable to others. The teacher talks to the children looking at pictures, illustrations of books, objects, toys, watching natural phenomena and objects of animate and inanimate nature, as well as about life and everyday situations that are close to the child. Remind children to say thank you, hello, goodbye, Good night(in a family, group). Help to communicate kindly with each other. To form the need to share their impressions with educators and parents.

Sincerely and vividly talking about the expected events, the educator helps the child feel significant, self-confident, and sets him up for positive tomorrow. The teacher's stories about himself in a fairy-tale form help children overcome various fears, understand the undesirability of certain actions. In my work, there are favorable conditions for joint viewing of pictures, preparing children for retelling and activating initiative speech: - the use of phrases in the plot of the educator's story that embody the emotional attitude of the narrator to the depicted; - inclusion in the story of an adult sentences containing questions, exclamations, direct speech; - building the plot in a strict sequence, so that one statement complements and continues another.

Reading gives children patterns of dialogic interaction. Dialogues using questions and answers allow preschoolers to master not only the form of various statements, but also the rules of priority, learn different types of intonation, and help develop the logic of conversation. The program can include Russian and foreign folklore: songs, nursery rhymes, fairy tales; author's works containing dialogues. Such as the stories of V. Suteev "Duckling and chicken", "Who said "meow"?", "Ship"; Ya Thais "Yeah", "Cube to Cube", etc.

You can give the child an instruction to put away books, toys, help a friend in dressing, show the new child toys, etc. The teacher asks to repeat the instruction, which is necessary for the assimilation of information and its better memorization. After completing the assignment, you need to find out from the child how he coped with it. To develop the ability to listen to someone else's speech, games in the instructions “Matryoshka go up and down”, “Ask for a bear”, etc. are also useful. Instructions should contain one - two - three actions.

They are aimed at transforming the content of the conversation into a dialogue; to compose a dialogue on a speech situation. For example, the teacher offers a situation: “You came to kindergarten in the morning. What will you say to the children and the teacher?”, “The phone rings, you pick up the phone, what will you say? and etc.

Contribute to the formation and consolidation of dialogic skills. The richer and more varied the dialogue in the game, the higher the level of children's game creativity. At the same time, the development in children of the ability to use different types dialogic remarks, to follow the rules of behavior contributes to the development of the game itself. To activate children's dialogues in the game, appropriate paraphernalia is needed: toy phones, radio, TV, cash desk, etc. The games "Shop", "Travel", "Daughters - mothers" and others are used.

They consolidate the speech skills learned by children, develop the speed of reaction to what they hear. In the methodology of speech development, many didactic games have been developed (V.V. Gerbova, A.K. Bondarenko, O.S. Ushakova and others):, “Agree - disagree”, “Add a word”, “One - many”, “Tell me differently”, “Continue the phrase”, “When does this happen?”, “Right or wrong”, “Who is screaming”, “What has changed?”, Various riddles, etc. Games are held with and without visual aids .

Outdoor games containing dialogues (“Kite”, “Geese - geese”, “Paints”, “Crows and a dog”, “Such a leaf, run to me”, “There will be firewood for the winter”, etc.), help to accustom children to the order of replicas, to attentive listening to the replicas of their partners. This is necessary in order to enter the game in time and escape in time. Finger games and word games also contribute to the activation of dialogic speech.

They unite children who are well acquainted with the text and imagine the plot, the sequence of game actions. In these games, the child plays the role of a fairy-tale (literary) character, accepts his position, and thereby overcomes the egocentrism inherent in age. The same text can be staged in different ways: with the help of toys, dolls, pictures, through expressive movements and speech. Dramatization games are already available to younger preschoolers, they prepare the basis for dramatizations in which children coordinate play actions with partners and practice dialogues borrowed from literary works. All these methods and techniques are successfully used in working with children of the second younger group.

All games, tasks and exercises used in the work are aimed at developing in children the following speech skills necessary in dialogue: - recognize, name, describe objects and phenomena (the game "Guess the taste", "Wonderful bag") - ask questions and answer on them (consideration of plot pictures, toys, objects; observations) - correlate different parts of speech with each other, using the correct numbers, genders and cases of words (game "One - many", "Add a word") - find errors in the description and narration and correct them (exercise "What the snowman messed up", the game "So - right, so - wrong") - develop acting skills, communicate freely with adults and peers (games - dramatizations, dramatizations) - be polite, friendly, be able to listen to the interlocutor

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