MAGAZINE Preschooler.RF
General conversation “How to recognize birds”Tasks. To develop children's generalized ideas about birds as living creatures that live on land, in water, that can fly in the air and have a typical structure: two legs, two wings, a beak, covered with feathers;
- Ability to establish cause and effect relationships of various types; use a subject-schematic model for generalization; classify animals with selected characteristics as birds; make evidence-based judgments;
- Cognitive interest in nature; the ability to hear the questions and tasks of the teacher, listen to the answers of peers.
Preliminary work. The lesson completes the cycle of joint activities between the teacher and children to accumulate specific ideas about birds.
Progress of the lesson
1 part
Pictures depicting different birds are displayed on the flannelgraph.
Zhaleikin (game character). Hello guys! Who is this for you? Bugs?
Educator. Why do you say that?
Zhaleikin. Yes, because they have wings and legs.
Educator. Is Zhaleikin right? Who is shown in the pictures? (Birds.)
Zhaleikin. How do you recognize birds? Teach me too.
Educator. Guys, let's teach Zhaleikin to recognize birds and not confuse them with other animals.
part 2
Educator. We will teach Zhaleikin to recognize birds. What birds are shown in the pictures? (Zhaleikin names incorrectly, the children correct him.)
Zhaleikin. Oh, how different they all are!
Educator. How are birds different? How are they different? (Children answer who thinks what.)
Zhaleikin. I didn’t understand anything, everyone was talking at once.
Educator. Let's tell everything in order. First about the legs. Why do birds have different legs? (They live in different places.)
(Exhibits pictures of different habitats. Assignment: match pictures with birds to their habitats.)
Zhaleikin. I know! (He gets confused, puts the pictures wrong, the children correct him.)
Educator. Why does a heron have such long legs? (Lives in a swamp.) Many birds that live in a swamp have long legs. Let's put a picture (a model of the legs of birds living near a swamp). Why do pelicans have webbed feet? (Lives in water, swims.) Birds that live near water and swim must have webbed feet. Let's put a picture (a model of the legs of swimming birds).
Educator. Why does a parrot have small short legs with tenacious claws? (Lives in trees, clings to branches.) Birds that live in trees must have such legs. Let's put a picture (a model of the legs of birds living in a terrestrial environment, in trees).
Educator. What else is different about birds? (Beaks.) Why do birds have different beaks? (They eat different foods.) Task: match pictures with birds to pictures with the corresponding food. (Zhaleikin confuses, the children correct him.)
Educator. Why does a pelican have such a large beak? (He eats fish.) Let's put a picture (a model of a beak). Can a woodpecker have a beak as small as a swallow? Why? (Takes out food from under the bark of a tree.) Let’s put up a picture (model of a beak). Why do parrots and crossbills have such strong, curved beaks? (They crack the seeds with their beak.) Let’s put up a picture (model of the beak).
Educator. What else is different about birds? (Color. All birds have different colored feathers.) What color are birds' feathers? Let's put pictures (different color feathers).
Educator. Birds can not only swim and walk on the ground, but also fly. What helps them do this? (Wings.) Everyone’s wings are different - large and small. Let's put pictures (different wings).
Zhaleikin. They are all so different, why do you call them one word - birds?
Educator. How are all birds alike? The pictures will help you with this. All birds have different legs, but they all have two. All birds have different wings, but all have two wings. Everyone's beaks are different - but all birds have a beak. Feathers are of different colors - but all of them have feathered bodies. ( Bird as common characteristics of birds are identified.)
Educator. How do we distinguish birds from other animals? (Children, based on the model, generalize who the birds are.)
Zhaleikin. I understood everything, now I can easily recognize birds. I'll find now. (Finds a butterfly.)
Educator. Is Zhaleikin right? (No.)
Zhaleikin. Why is a butterfly not a bird? (No feathers, six legs, four wings.)
Zhaleikin. I found a bird. (Finds the plane.)
Educator. Did Zhaleikin find the bird correctly? (No.) How is an airplane similar to a bird? Why is an airplane not a bird? (Children correct, the teacher generalizes: to say about someone that it is a bird, you need to have everything at once: two legs, two wings, feathers and a beak.)
Part 3
Educator. Let's help Zhaleikin find the birds. (Pictures depicting various animals and objects are laid out on the table.) Each of you will find a bird and tell Zhaleikin how you found out. (The children explain to Zhaleikin how they recognized the birds, and he also correctly chooses the picture with the bird.)
Teacher of the highest qualification category Klavdiya Arkadyevna Melnikova. MBDOU Kindergarten No. 296, Ufa, Republic of Bashkortostan
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Structure of the lesson - conversation
Material according to MDK.03.02.
“Theory and Methods of Speech Development in Children” is intended for 4th year students
Part-time specialty training
Preschool education.
Teacher: Yushmanova E.G.
- Conversation is a method of developing dialogical speech.
- The meaning of conversation.
- Classification of conversations.
- Preparing for a conversation between the teacher and children.
- Structure of the conversation.
- Teaching techniques.
A conversation is a purposeful discussion of something, an organized, prepared dialogue on a pre-selected topic. Conversation is considered as a method of getting to know the environment and as a method of developing coherent speech.
Conversation is an active method of mental education. The question-and-answer nature of communication encourages the child to compare, reason, and generalize.
In conversation, together with thinking, speech develops: coherent logical statements, value judgments, figurative expressions. Dialogue and monologue speech is formed. Children learn evidence-based speech, the ability to justify their point of view, and enter into a “discussion.”
In the conversation, children’s vocabulary is activated, clarified and replenished, because The teacher encourages the children to look for the most accurate words for the answer.
Conversations also have educational value. Many topics of conversation influence the behavior of children, their actions (Why can’t we speak loudly on the bus? How can we please the kids?) Conversation helps to form a positive attitude towards people, the country, hometown, and loved ones.
Conversation is also important for aesthetic education. The child learns to listen carefully to the person who is speaking and to restrain the desire to answer a question without waiting for a call. Consequently, restraint, politeness and, in general, a culture of verbal communication are cultivated.
Classification of conversations.
Professor Evgenia Aleksandrovna Flerina classified the conversations based on didactic objectives:
1. An introductory conversation that precedes the acquisition of new knowledge is the connecting link between the experience children have and the one they will acquire. The goal is to find out what children know about this topic and to create interest in the upcoming activity. These conversations are successful if they are short, emotional, conducted in a relaxed atmosphere, a number of questions remain unresolved (“We’ll see... We’ll see... We’ll check...”).
2. Conversation accompanying the activities and observations of children (Conversation accompanying the acquisition of new experience). It is carried out in the process of children's activities, excursions, observations and unites children with common interests and collective statements. The goal is to stimulate and direct children's attention to a richer accumulation of experience. Children, observing, express their thoughts in the form of individual remarks and individual words. An exchange of views takes place. During the conversation, the teacher’s word plays an explanatory role, revealing the content of the material that children perceive.
3. Generalizing conversation. The goal is to systematize, clarify and expand the experience (knowledge) of children gained in the process of their activities, observations, and excursions. Generalizing conversation is a lesson held 1-2 times a month.
Other methodologists add conversations on works of art and conversations on paintings to these types.
In terms of content, we can roughly distinguish conversations of an educational nature (about school, about one’s hometown) and ethical ones (about the norms and rules of behavior of people in society and at home).
The teacher’s preparation for the conversation is as follows:
A) choosing the topic of conversation;
B) determination of program content and educational objectives;
C) drawing up a plan for the conversation (micro-topics);
D) selection of illustrative material.
Preparing children for a conversation consists of drawing the children’s attention a few days before the lesson to the objects and phenomena that will be discussed, naming them in words, letting them look at them, recognizing their signs, i.e. the factual material of the conversation should already be familiar to the children. The best preparation method is a preliminary conversation on the same or a similar topic, perhaps a tour, observation, or reading fiction. The preparatory work is indicated in the outline.
The content of the conversations is program material to familiarize children with the life around them: the life and work of people, events in public life, the activities of children in kindergarten (games, work, mutual assistance, friends).
The topics of the conversations are determined by the objectives of educational work with children, their age characteristics, the stock of knowledge acquired during excursions and observations, as well as their immediate environment. For example,
— natural history topics (introduced from the middle group):
Our park in spring. Wintering and migratory birds.
— topics reflecting phenomena of social life:
Moscow is the capital of our Motherland. Holidays (New Year, Maslenitsa, May 9, etc.)
- moral and ethical: (conducted from the senior group)
Conversation about friendship. Who can be called an honest person. Respect the work of your elders.
It is possible to systematize knowledge in a conversation provided that the material is arranged sequentially.
Structure of the lesson - conversation
I. Beginning of the conversation (introductory).
Goal: to attract children’s attention to the topic of conversation, to revive previously received impressions.
You can start a conversation with a memory, riddle, poem, showing a painting, photograph, object. A conversation about autumn can begin with the question: “Why is autumn called golden?” Conversation “On the culture of behavior” with the problematic question: “What kind of person can be said to be a cultured person?”
At the beginning of the conversation, it is advisable to formulate the topic (goal) of the upcoming conversation and justify its importance.
II. Main part.
In the main part of the conversation, during the analysis of phenomena, its content is revealed. To this end, children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms the children's answers, generalizes them, makes additions and amendments. Children are given new information in order to clarify or deepen knowledge about the essence of a phenomenon, about objects, etc. The success of the conversation is ensured by the emotionality of its conduct, the use of poetry, riddles, visual material, the participation and activity of all children in the group.
The main part is divided into micro-topics. Each micro-topic solves a particular problem. For example, the general goal of the conversation “About Health” in the senior group: to consolidate knowledge about those conditions that help maintain good health.
We highlight 4 microthemes:
1. Fresh air (indoors, while walking). Particular task: to clarify knowledge about the positive effects of fresh air on health.
2. Morning exercises, the need for a variety of exercises.
Particular task: to clarify knowledge about the positive effects of morning exercises on health, etc.
III. The end of the conversation is short in time.
Most often these are generalizing conclusions throughout the conversation. An ethical conversation can be completed by setting the following rule: “Polite people, when entering, are the first to greet everyone, bow their heads, and smile. Polite children will never forget to say hello first. Always remember this."
The conversation can be ended with a riddle, poem, proverb, music related to the topic of the conversation.
You can invite children to watch birds, hang a feeder for wintering birds, or draw a picture as a gift for their mother.
Methods of speech development. Summary conversation
Introduction
Conversation as a teaching method is a purposeful, pre-prepared conversation between a teacher and a group of children on a specific topic. In kindergarten, reproducing and generalizing conversations are used. In both cases, these are final classes in which the children’s existing knowledge is systematized and previously accumulated facts are analyzed.
It is known that conversation is an active method of mental education. The question-and-answer nature of communication encourages the child to reproduce not random, but the most significant, essential facts, to compare, reason, and generalize. In unity with mental activity in conversation, speech is formed: coherent logical statements, value judgments, figurative expressions. Such program requirements are reinforced as the ability to answer briefly and broadly, accurately following the content of the question, listen carefully to others, supplement and correct the answers of comrades, and ask questions yourself.
Conversation is an effective method of activating vocabulary, since the teacher encourages children to look for the most accurate, successful words to answer. However, a necessary condition for this is the correct ratio of speech activity between the teacher and children. It is desirable that the teacher’s speech reactions account for only 1/4-1/3 of all statements, and the rest falls on the children.
- Selecting topics and determining the content of conversations
The main conversation in kindergarten is the concluding conversation, which is usually called generalizing. The purpose of the general conversation is to systematize, clarify and expand the experience of children gained in the process of their activities, observations, and excursions.
This type of conversation develops dialogical speech, primarily due to the question-and-answer form of communication.
Generalizing conversation as a teaching method is practiced mainly in senior and preparatory groups (we can also recommend the experience of V.V. Gerbova, who substantiated the usefulness and accessibility of several generalizing lessons for children in the middle group - conversations about the seasons).
Topics of conversations are outlined in accordance with the program of familiarization with the surroundings.
The methodological literature widely covers conversations of an everyday or social nature, as well as natural history (“About our kindergarten”, “About the work of adults”, “About wintering birds”, etc.). It is important that children have enough impressions, living experience on the proposed topic, so that the accumulated material awakens positive emotional memories. Naturally, in the first months of the school year, topics are planned that require less special preliminary preparation of children (“About the family”, “What we do to be healthy”, “Our duties”).
When planning a conversation, the teacher outlines a topic and selects appropriate content. Taking into account the experience and ideas of children, cognitive (the amount of knowledge to consolidate and new material) and educational tasks are determined; volume of vocabulary to activate.
For example, in a conversation on the topic “Who builds a house” (preparatory group for school), knowledge about the work of builders, about their professions can be consolidated and new knowledge about the profession of an architect can be imparted. The program content must include the task of developing speaking skills, the ability to speak out in a team, prove one’s point of view, and provide for educational tasks: instilling respect for working people; nurturing a culture of verbal communication.
Vocabulary: introduction of new words (plan, architect), consolidation and activation of words (bricklayer, carpenter, plasterer, painter, foundation, crane).
Previous work: for two months, children watched the construction of a house; the teacher introduced them to the activities and professions of those who built the house.
2. Structural components of generalizing conversations
In each conversation, such structural components as the beginning, the main part, and the end are quite clearly distinguished.
The beginning of the conversation should be figurative, emotional, restore in children images of those objects and phenomena that they saw, quickly gather their attention and arouse interest in the upcoming lesson, arouse a desire to participate in the conversation. You can start a conversation in different ways - with a memory, with a teacher’s story, with looking at a toy or object. You can use a picture, a riddle, or a poem that is directly related to the topic of the conversation.
So, a conversation about autumn can be started with the question “Why is autumn called golden?”, a conversation “About the culture of behavior” - also with a question that contains an element of problematic: “What kind of person can be said to be cultured, polite?” . For a conversation about the city, showing a painting or photograph depicting its attractions can be a good start. You can start a conversation about winter with a riddle: “Snow on the fields, ice on the rivers, a blizzard is walking. When does this happen?
At the beginning of the conversation, it is also advisable to formulate the topic (goal) of the upcoming conversation, justify its importance, and explain to the children the reasons for its choice.
For example, a conversation “About your group” can start like this: “We have children who have been going to kindergarten for a long time, here is Seryozha, Natasha has been in kindergarten for three years. And some children have recently come to us; they do not yet know our rules. Now we’ll talk about what order we have in the group room, so that these children also know.” The teacher’s task is to arouse children’s interest in the upcoming conversation and the desire to take part in it.
In the main part of the conversation, during the analysis of phenomena, its content is revealed. To this end, children are consistently asked questions that activate their thinking and speech activity. The teacher gives explanations, confirms the children's answers, generalizes them, makes additions and amendments. The purpose of these techniques is to clarify the child’s thought, to more clearly emphasize the fact, and to arouse a new thought. Children are given new information in order to clarify or deepen their knowledge about the essence of a phenomenon, about objects, etc. The success of the conversation is ensured by the liveliness and emotionality of its conduct, the use of poetry, riddles, visual material, the participation and activity of all children in the group.
This part of the conversation can be divided into micro-topics or stages. Each stage corresponds to a significant, complete section of the topic, i.e., the topic is analyzed at key points. First, the most significant difficult material is identified. When preparing a conversation, the teacher needs to outline its stages, that is, highlight the essential components of the concept that will be analyzed with the children.
For example, the structure of the main part of the conversation “About health” in the senior group:
1. Fresh air (indoors, on walks).
2. Morning exercises, the need for a variety of exercises.
3. Cleanliness of hands, understanding the skill of washing hands.
4. Hardening (in kindergarten, at home).
During each stage, the teacher uses a set of various techniques, strives to summarize the children’s statements with a final phrase and make the transition to the next micro-topic. The names of the parts of the conversation are not given to children.
It is advisable to ensure that the emotional nature of the conversation is not only maintained throughout its entire duration, but also increases towards the end. This helps children focus on the topic of conversation and not be distracted from it.
The main part of the conversation may have several logically complete parts. This clarification was introduced into the structure of the generalizing conversation by V.I. Loginova. It identifies certain semantic logical parts, each part ends with a generalization by the teacher.
In the conversation “About Mom,” for example, three semantic parts can be distinguished: the mother’s work in production, the mother’s housework, and the children’s help to the mother. In a conversation about school: school building and classroom, teaching and teachers, school supplies, September 1 to school.
The end of the conversation is characterized by a certain finality. Most often it is associated with generalizing conclusions throughout the conversation. The ending of the conversation may vary depending on its nature and content.
If the conversation is educational in nature, the children or the teacher make a generalization (final story).
The conversation can be ended by setting the following rule: “Polite people, when entering, are the first to greet everyone, bow their heads, and smile. Polite children will never forget to say hello first. Always remember this."
The conversation can be ended with a riddle, reading a poem, a proverb, or listening to a tape recording related to the topic of the conversation.
Sometimes, at the end of the conversation, it is advisable to set clear tasks for the children for subsequent observations, tasks related to work activity (hang a feeder for wintering birds, draw a picture as a gift for mom).
The conversation is based on the constant mobilization of children's attention, memory, and thinking. The child has to constantly follow the progress of the conversation, without deviating from the topic, listen to the interlocutors, formulate his own thoughts and express them.
The end of the conversation is short in time, leading to a synthesis of the topic. This part of the conversation can be the most emotional, practically effective: looking at handouts, doing game exercises, reading a literary text, singing.
A good ending would be wishes to the children for their future observations.
As a rule, a whole range of teaching techniques is used in a conversation. This is explained by the variety of educational problems solved using this method. One group of specific techniques ensures the functioning of children's thoughts and helps to build detailed judgments; the other makes it easier to find the exact word, remember it, etc. But, since conversation is a method of systematizing children's experience, the question is rightfully considered the leading technique. It is the question that poses a mental-speech task; it is addressed to existing knowledge.
3. Questions as the main method of conducting a conversation
Conversation is considered one of the most complex methods of speech development. The main technique in the methodology for conducting it is questions. The effectiveness of the conversation depends on the skillful selection and formulation of questions. Even K. D. Ushinsky noted that a correctly posed question includes half the answer. To pose a question means to put forward a mental task that should be feasible for a preschooler, but not very simple. Questions are aimed at conclusions, generalizations, classification, and establishment of cause-and-effect relationships. The technique of using questions in a conversation was developed by E. I. Radina. She also gave a classification of issues, which, with some additions, is still used today.
Depending on what kind of mental task the question contains, two groups of questions can be distinguished.
Questions that require a simple statement - naming or describing phenomena, objects, facts familiar to the child; those. he must accurately name the object, its parts, highlight characteristic features (who? what? where? when? which?). These are reproductive issues.
For example, in a conversation about winter, they can be formulated as follows: what trees are there in winter? What is the weather like in winter? What month is it? Is this the beginning of winter or the end?
Another group of questions - search questions - is aimed at revealing connections between objects and phenomena accessible to the child. Such questions require some logical operations, activation of mental activity, the ability to compare, compare and evaluate; generalize, draw conclusions and conclusions; establish cause-and-effect, temporal and other connections and relationships (why? why? why?).
In the same conversation about winter, they may sound like this: why do rivers and ponds freeze in winter? How do people escape the cold? Do you know what changed in nature in February? Why do you love winter?
At the same time, it must be taken into account that the child is able to independently generalize, draw a conclusion, and express a judgment only if, even before the conversation, he has received a sufficient supply of specific ideas on this topic. Otherwise, the search questions will be overwhelming for him. Questions that require inferences, conclusions, and generalizations require careful, precise formulation.
Depending on the completeness and degree of independence in the disclosure of the topic, main and auxiliary questions can be distinguished. Basic questions are the core of the conversation. The most important requirement for them is a logical connection with each other and consistency in production. They can be reproductive, aimed at identifying ideas that children have, or exploratory, requiring the establishment of connections and conclusions.
If children cannot answer the main question on their own, they can be asked an auxiliary question - leading or prompting. The child does not grasp the meaning of the question, sometimes due to its insufficiently specific, general formulation (What do you know about a cow?), and sometimes due to the presence of incomprehensible words in the question (What is the name of Aunt Katya’s position?). Leading questions help the child not only understand the meaning of the question, but also find the correct answer. They activate thought, help answer complex questions that require conclusions, judgments, generalizations,
In the conversation “Who builds the house?” The teacher asks another question: “We forgot something else, without which there cannot be a good home. What is this?" The children are silent. Then a leading question is asked: “What is needed to prevent rain from pouring into the rooms?” (Roof)
Prompting questions already contain an answer. Their use is justified in relation to insecure, underdeveloped children. Such questions not only do not hinder the child’s development, but sometimes even encourage them to make independent statements.
Continuing the conversation about building a house, the teacher asks: “Who covers the roof?” Children find it difficult to answer. Then a prompt question is asked: “Isn’t it the roofer who covers the roof?” - "Yes! Yes! - the children exclaim, - roofer!
