Speech development of primary schoolchildren during literary reading lessons. Development of oral speech of primary schoolchildren during literary reading lessons The role of reading in the speech development of primary schoolchildren

At primary school age, vocabulary increases, the grammatical structure of speech improves, and the morphological system of the language is mastered. Developing speech rebuilds other cognitive processes (perception, attention, memory, thinking, imagination). The development of all aspects of speech is directly dependent on the living conditions and upbringing of the child.

By the time a child enters school, his vocabulary has increased so much that he can freely communicate with another person on various issues. A child who is ready for school has developed phonemic awareness, is able to distinguish sounds in words, can associate a sound with a sign and depict this sound, and understands the meaning of a word. The speech of a primary school student is not only a means of communication, but also an object of cognition; it performs communicative, regulatory and planning functions. Younger schoolchildren have a strong need for communication, which determines the development of speech. This is facilitated by listening, conversations, arguments, reasoning, etc.

Egocentric speech, i.e. the child’s speech addressed to himself, regulating and controlling practical activities, goes into the internal plane, interiorizing and turning into inner speech. This does not mean that egocentric speech ceases to be used. Younger schoolchildren often say out loud what they are doing. At primary school age, speech can be used as speech internal in function and external in structure. As the child develops, egocentric speech is increasingly replaced by silent inner speech, which is fragmented, situational, and convoluted, carried out through reflection, action planning, dialogue with oneself, conversation with an imaginary partner, and acts as a planning phase in practical and theoretical activities. With the help of internal speech, a logical rearrangement of sensory data is carried out, and their awareness by the child. In inner speech, thought and language form an inseparable complex, acting as a speech mechanism of thinking. With the help of internal speech, a junior schoolchild verbally expresses the processes of perception of the surrounding reality, his actions and experiences. Thanks to internal speech, children form certain attitudes and attitudes towards the world around them, and develop the ability to self-regulate behavior.

At primary school age, three main types of inner speech gradually develop:

• internal pronunciation - “speech to oneself”, similar in structure to external speech, but without phonation (pronouncing sounds); typical for solving complex mental problems;
• internal speech itself, which is a means of thinking, using specific units (codes of images, objects and schemes, objective meanings) and having a specific structure, different from the structure of external speech;
• internal programming - the formation and consolidation in specific units of the idea (type, program) of a speech utterance, the whole text and its content elements.

The translation of external speech into internal speech (interiorization) is accompanied by a reduction in the structure of external speech. The transition from internal to external speech (exteriorization) involves the development of the structure of internal speech and its construction in accordance with logical and grammatical rules.

External speech– written and oral – also develops intensively in younger schoolchildren. At primary school age, the presence of situational and contextual speech remains, which is the norm of development. The coherence of speech is improved as an important component of external speech, and the adequacy of the speech design of a speaking or writing student is increased. Active development external speech is carried out thanks to the perception of correct speech patterns, varied and linguistic material, as well as one’s own speech utterances, in which the student could use various means of language. Spontaneously acquired speech is often primitive and incorrect. Therefore, the learning process and its purposeful educational activities are of primary importance for the development of speech of a primary school student.

During the learning process, the literary language norm is mastered. Children learn to distinguish the literary language from the vernacular, dialects and jargons, and master the literary language in its artistic, scientific and colloquial variants. Younger schoolchildren learn many new words, new meanings of already known words and phrases, many new grammatical forms and constructions, learn the appropriateness of using certain language means in certain situations; learn the basic norms of the use of words, figures of speech, grammatical means, as well as spelling and spelling norms.

In the process of systematic educational work, younger schoolchildren develop reading and writing skills, ideas about the features of written speech, and improve their speech culture.

In the development of speech, the following are distinguished: main directions:

• work on the word (lexical level);
• work on phrases and sentences (syntactic level);
• work on coherent speech (text level);
• pronunciation work - diction, orthoepy, expressiveness, prosody, correction of pronunciation deficiencies.

These areas are developing in parallel, although they are in a subordinate relationship: vocabulary work provides material for composing phrases and sentences; the first and second prepare the coherent speech of the primary school student. In turn, coherent stories and essays act as a means of enriching the vocabulary, etc.

Speech development occurs with the help of a special arsenal of methodological tools, various types exercises, the most important of which are exercises in coherent speech (stories, retellings, essays, etc.), since they develop all types of speech skills at the lexical, syntactic levels, logical, compositional skills, etc.

Case Study: A variety of types of retelling brings liveliness to lessons, arouses interest and emotional involvement of junior schoolchildren in the educational process: retelling close to the sample text; concise retelling; retelling with a change in the narrator's face; retelling from the perspective of one of the characters; dramatized retelling; retelling with creative additions and changes; retelling based on key words, pictures, illustrations, etc.

In primary school, the development of students' speech is the main task of teaching their native language. Elements of speech development are included in the content of each lesson (in the Russian language, natural history, mathematics, fine arts, etc.) and in extracurricular activities. When developing the speech of primary schoolchildren, the learning process is aimed at the formation of certain characteristics of speech, which are criteria for assessing the oral and written statements of children:

• the content of speech, which is determined by the number of thoughts, experiences and aspirations expressed in it, their significance and correspondence to reality;
• logic of speech, which is determined by consistency, validity of presentation, absence of omissions and repetitions, unnecessary information not related to the topic, the presence of well-founded, meaningful conclusions;
• accuracy of speech, characterized by the ability of a speaking or writing child not only to convey certain facts, but also to choose for this purpose the most appropriate linguistic means - words, phrases, phraseological units, sentences;
• variety of linguistic means, different synonyms, different sentence structures;
• clarity of speech - its accessibility to the listener and reader, its focus on the perception of the addressee, which involves taking into account the capabilities, interests and other qualities of the speech addressee;
• expressiveness of speech - liveliness, brightness, imagery, persuasiveness of reflection of thought, thanks to which it becomes possible, using expressive means (intonation, selection of facts, words, their emotional coloring, construction of phrases, etc.), to influence not only the logical, but also the emotional , aesthetic area of ​​consciousness;
• correctness of speech - its compliance with the literary norm, which includes grammatical correctness (formation of morphological forms, construction of sentences), spelling and punctuation correctness for written speech, pronunciation, orthoepic correctness for oral speech.

Characteristics speeches of a junior schoolchild:

• content of speech;
• logic of speech;
• speeches;
• linguistic means;
• clarity of speech;
• expressiveness of speech;
• correctness of speech.

The listed characteristics are closely interconnected and act as a complex in the system of work of an elementary school. The desire to comply with them develops in younger schoolchildren the ability to improve their speech culture, identify and correct errors in their oral and written statements.

Yu. V. Abashkina, Yu.V. Ganshina note that for the formation of a speech culture, the following are effective:

1. theoretical methods (conversation, teacher’s story, independent study of material from a textbook);
2. theoretical and practical methods (phonetic, morphological, etymological analysis, grammatical construction, lexical analysis);
3. practical methods (explaining unclear words, learning to work with reference books, maintaining dictionaries, composing phrases and sentences, correcting errors).

Improving the speech culture of junior schoolchildren is facilitated by exercises aimed at improving accentological and pronunciation norms, the lexical and grammatical structure of speech. Didactic material used in these exercises should be:

1. literary;
2. accessible and appropriate for primary school age;
3. diverse (from folk to original works of Russian and foreign authors);
4. educational;
5. rich in the phenomena being studied.

Thanks to a variety of exercises, primary schoolchildren develop special skills and abilities that indicate a culture of speech: pronounce words in accordance with orthoepic and accentological norms; determine the lexical meaning of a word, distinguish between single and polysemantic words, select synonyms and antonyms for these words; use words in the correct grammatical form, do not use non-literary words in speech; be able to evaluate the speech of others in terms of speech qualities; be able to convey thoughts and feelings using means of intonation expressiveness.

Factors in the speech development of younger schoolchildren are not only educational activities, but the speech environment as a whole that surrounds the child. Means play an important role in this mass media(MASS MEDIA). YES. Seregina believes that the media at the present stage can be assessed from two sides. On the one hand, the media is an expansion of general horizons, acquaintance with literary works in screen versions and, undoubtedly, one of the sources for solving the problem of improving a child’s speech culture. On the other hand, the form and content of many modern radio and television programs very often indicate the presence of an anti-cultural component in the speech of the presenters and characters of the programs. Based on the results of the study, the author concluded that primary schoolchildren are very attracted to the media; children devote a significant part of their leisure time to watching TV shows, videos, and computer activities, which is due to the ease and accessibility of communication with them, and the ability to remain a passive consumer. The child’s audiovisual experience is richer than “speech”, although it is often random, spontaneously formed. A child’s “speech” and viewing experience are interconnected: children pay attention to new words found in programs and are interested in their meaning. Nevertheless, the media have great potential for using them in Russian language and literary reading lessons as educational material. YES. Seregina proved the possibility and feasibility of systematic work in key areas of the formation of speech culture under the influence of the media. The main directions of such work are the following: work with a single word using various linguistic dictionaries (creation of a “Single Word Encyclopedia”); developing the ability to navigate the television program and independently select useful television programs for viewing; developing the ability to navigate children's magazines. We can conclude that the media can have a positive impact on the formation of the speech culture of primary schoolchildren, provided that the level of children’s information culture is increased and their qualities of an active, competent viewer are formed.

Case Study: The project to create a “One Word Encyclopedia”, aimed at developing the speech culture of primary schoolchildren, is that each child works with a word of his choice, uses dictionaries, “looks” for this word in the titles of works of art, Russian folklore, aphorisms, children's magazines, radio and television programs.

The main directions of speech development for junior schoolchildren

I. Mastering the norms of the literary language

1. vocabulary expands;
2. the active stock of grammatical structures is enriched;
3. flexibility in handling linguistic units is developed;
4. sense of language develops

II. Mastering functional language styles and developing the quality of good speech

1. knowledge and ability to identify stylistic features of colloquial speech and book styles, knowledge of stylistic varieties of language and speech are formed;
2. linguistic sense develops;
3. the ability to identify stylistic features of colloquial speech and book styles;
4. the ability to navigate a communication situation is formed: to analyze the motives of speech activity, the conditions and tasks of communication

III. Development of coherent speech skills

Skills are being formed:

1. determine (comprehend) the scope and boundaries of the essay topic;
2. subordinate your presentation and composition to the main idea;
3. collect material for an essay;
4. systematize the material collected for the statement, i.e. select what is needed and determine the sequence of its arrangement in the essay;
5. build essays different types(narrations, descriptions, reasoning);
6. express your thoughts accurately, correctly from the point of view of literary norms and as vividly as possible

Thus, throughout primary school age, all types of children’s speech improve (Table 2.6). Children master the norms of literary language, functional styles of language, they develop the qualities of good speech, develop coherent speech skills, and improve the regulatory and planning functions of speech.

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1 Research on the topic: “Formation of oral speech of younger schoolchildren in literary reading lessons” CONTENTS INTRODUCTION... 3 CHAPTER 1. THEORETICAL ASPECTS OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOLCHILDREN IN LITERARY READING LESSONS PSYCHOLINGUISTIC FOUNDATIONS OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOLCHILDREN METO DICAL BASICS OF ORGANIZATION OF WORK ON THE DEVELOPMENT OF ORAL SPEECH IN YOUNGERS SCHOOLCHILDREN CHAPTER 2. EXPERIMENTAL STUDY OF THE LEVEL OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOLCHILDREN DIAGNOSTICS OF THE LEVEL OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOLCHILDREN METHODOLOGICAL TECHNIQUES FOR THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN 28 CONCLUSION LIST OF USED REFERENCES Appendix.

2 INTRODUCTION A modern school must prepare a person who thinks and feels, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is not for the student to know as much as possible, but for him to be able to act and solve problems in any situation. The acquired means to achieve this are the culture of speech and the culture of communication. (Chernova G. B.) The concept of the essence of speech phenomena, formation mechanisms and general patterns is the main factor determining the development educational activities junior school student. In this aspect, an attempt is being made to compare the features of speech development of a primary school student in literary reading lessons as a parameter of the conditions for the child’s development. One of the basic components in teaching and raising children is the development of coherent speech. Most scientists (linguists, philosophers, psychologists, sociologists, teachers) are concerned about the decline in the general level of speech culture. Therefore, it is necessary to carry out systematic work to develop language competence. Much attention has always been paid to the problem of developing students’ speech activity. At present, general trends in the speech development of schoolchildren have been established, the idea of ​​​​speech development at the interdisciplinary level has been substantiated, problems of verbal communication have been revealed, possible ways of developing the language competence of schoolchildren have been identified, an analysis of monologue and dialogic forms of speech utterance has been presented, and psychological characteristics formation of coherent oral and written speech of primary schoolchildren.

3 In this vein, one of the relevant problems that meets modern requirements is the study of coherent speech, the search for appropriate methods and techniques, forms and means of developing speech activity in children. Children master their native language through speech activity, through speech perception and speaking. That is why it is so important to create conditions for children’s coherent speech activity, for communication, for expressing their thoughts. This explains the relevance of the topic and determines the choice of the problem, object and subject of research. Problems of speech activity attract the attention of scientists. The flow says so scientific research. Works by B.G. Ananyeva, L.A. Wenger, B.F. Lomova, V.V. Bogoslovsky, L.S. Vygotsky, V.A. Krutetsky, A.N. Leontyeva, A.R. Luria, S.L. Rubinshtein and others make it possible to create scientifically based prerequisites for identifying the conditions for individualization of activity in the development of speech activity in children. However, as practice shows, despite the increased interest in the problem, the level of speech development of children of primary school age is insufficient. In this regard, modern and methodologically well-organized work on speech development acquires great importance. One of the ways of such organization is to work on the development of oral speech in literary reading lessons. In domestic pedagogy, great attention has always been paid to methodically expediently organized literary reading classes. This is due to the importance of literary works as factors in the moral, aesthetic, social and speech development and upbringing of children. To familiarize children with a particular literary work, the teacher needs to structure the educational process in accordance with

4 age and individual characteristics of students, be able to methodically correctly organize the perception of one or another type of literary work. In connection with the above, we can identify the relevance of this problem. The relevance of this study is determined by the fact that the study of the mechanisms of oral speech development is an important task of the education system. How to organize work on developing the skills and abilities of coherent speech, how to teach a child to fully, competently and accurately express his thoughts, what are the directions and stages of work on the development of coherent speech, what types of work are the most effective? These questions served as the basis for choosing the topic of the presented work. The object of the study is the process of development of oral speech of a primary school student during literary reading lessons. The subject of the study is the oral speech of a primary school student. The main goal of the work is to study methods of working on the development of oral speech of primary schoolchildren. The objectives of the study are as follows: 1. To analyze the theoretical aspects of speech development in primary schoolchildren. 2. Determine the level of development of oral speech of students in grade 2 “B”. 3. Give a description of various types of exercises for the development of oral speech in primary schoolchildren. Research methods: literature analysis, survey, analysis of the results obtained during the study, Internet resources.

5 CHAPTER 1. THEORETICAL ASPECTS OF THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN IN LITERARY READING LESSONS 1.1 PSYCHOLINGUISTIC FOUNDATIONS OF THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN In psycholinguistics of the late XIX - early XX centuries. language was viewed primarily as a frozen system, taken in abstraction from real speech activity. To date, a kind of demarcation of the subject of research has formed between psychology and linguistics. It has reached the point where the same problem is called “thinking and speech” by psychologists, and “language and thinking” by linguists. One of the central problems of psycholinguistics is speech activity. “Speech activity is an active, purposeful process of creating and perceiving statements, carried out using linguistic means during the interaction of people in various communication situations. It is purposeful because when entering into verbal communication, each of the partners is always driven by certain intentions” (Leontyev A.A.). According to psychologist B.Ts. Badmaev, speech is a specific type of human communication activity, where language acts as a means. In other words: speech is the activity of communication, and language is its means. Speech activity, like any other activity, has a corresponding psychological structure: motive, subject, goal, means, product and end result. The motive is always the desire to be understood by another person. The subject of speech activity is thought. The goal is specific, the future result outlined in the speaker’s mind, the expected reaction of the addressee of the interlocutor. Means: speech

6 communication is carried out using language. Product of speech activity: a sentence, if you only need to express a thought, or a text, if the thought is being developed. And the result is the actual effect that is achieved by the speaker: if the expected reaction on the part of the object of speech influence is received, then the goal is achieved, and if not, then the goal can be considered unachieved and some additional actions are needed to achieve it. Those. the result is understanding or misunderstanding of the thought expressed by the interlocutor (Badmaev B. Ts.). Speaking about speech itself, we can distinguish at least four psychologically different types of speech. First, affective speech. “By affective speech we mean exclamations, interjections or habitual speech.” The second form is oral dialogic speech. In it, “the initial initial stage or stimulus for speech is the question of one interlocutor; from it (and not from the internal plan) the answer of the second interlocutor comes.” The next type of speech is oral monologue speech, the most typical one that linguists talk about, forgetting about the existence of other types of oral speech. And finally, the fourth type is written monologue speech. The development of oral and written speech among schoolchildren is one of the core areas in the methodology of teaching literature. Enriching students' vocabulary using the material of works of art, teaching coherent speech and developing its expressiveness - these are the main tasks that are solved in the practical work of dictionaries and the theoretical quests of methodologists. F.I. made a great contribution to the development of the problem. Buslaev, V.Ya. Stoyunin, V.P. Ostrogorsky, L.I. Polivanov, V.P. Sheremetevsky, V.V. Golubkov, A.D. Alferov, M.A. Rybnikova, K.B. Barkhin, N.M. Sokolov, L.S. Troitsky, S.A. Smirnov, N.V. Kolokoltsev, A.A.

7 Lipaev, modern scientists K.V. Maltseva, M.R. Lvov, T.A. Ladyzhenskaya, V.Ya. Korovina, O.Yu. Bogdanova, N.A. Demidova, L.M. Zelmanova, T.F. Kurdyumova, N.I. Kudryashev, M.V. Cherkezova and others (Zaporozhets I.V.). Mastery of language and speech is a necessary condition for the formation of a socially active personality. It is necessary for every person to learn to construct one’s speech clearly and grammatically correctly, to express one’s own thoughts in a free creative interpretation in oral and written form, to observe speech culture and to develop the ability to communicate. However, it must be admitted that the formation of coherent speech skills often does not have a systematic approach, a system of necessary exercises, or aids needed for this work. This leads to the fact that currently the school is faced with a huge problem of illiteracy, incoherence, and poverty of not only oral, but also written speech of the majority of students. From the analysis of literary sources, it follows that the concept of oral speech refers to both dialogic and monologue forms of speech. A.R. Luria, S.L. Rubinstein, V.P. Glukhov believe that dialogical (dialogue) is a primary form of speech that arises during direct communication between two or more interlocutors and consists of the main exchange of remarks. Distinctive features dialogical speech are: emotional contact of speakers, their impact on each other with facial expressions, gestures, intonation and timbre of voice; situationality. Compared to dialogical speech, monologue speech (monologue) is a coherent speech of one person, the communicative purpose of which is to communicate about any facts or phenomena of reality. A.R. Luria, S.L. Rubinshtein, A.A. Leontiev on the main properties of monologue speech

8 include: one-sided and continuous nature of the statement, arbitrariness, expansiveness, logical sequence of presentation, conditionality of the content by focusing on the listener, limited use non-verbal means transfer of information. The peculiarity of this form of speech is that its content, as a rule, is predetermined and pre-planned. A.A. Leontyev notes that, being a special type of speech activity, monologue speech is distinguished by the specific performance of speech functions. It uses and generalizes such components of the language system as vocabulary, ways of expressing grammatical relations, word-forming and syntactic means. At the same time, in monologue speech the intention of the statement is realized in a consistent, coherent, pre-planned presentation. The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception. Compared to dialogue, monologue speech has more context and is presented in a more complete form, with careful selection of adequate lexical means and the use of a variety of syntactic constructions. Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech, arising from its contextual and continuous nature. At school age, the main types are description, narration and elementary reasoning (Bronnikova Yu.O.). Regardless of the form (monologue, dialogue), the main condition for the formation of oral speech is coherence. To master this most important aspect of speech, special development in children of the skills of composing coherent sentences is required.

9 sayings. Leontyev A.A. defines the term utterance as communicative units (from a separate sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure (Shakhnarovich A. M.). The characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task. In the specialized literature, the following criteria for the coherence of an oral message are highlighted: semantic connections between parts of a story, logical and grammatical connections between sentences, connections between parts (members) of a sentence and completeness of expression of the speaker’s thoughts (Efrosinina L.A.). Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message. The logical-semantic organization of a statement includes the subject-semantic and logical organization. An adequate reflection of the objects of reality, their connections and relationships is revealed in the subject-semantic organization of the statement; the reflection of the course of presentation of the thought itself is manifested in its logical organization (Zaporozhets I.V.). Thus, it follows from what has been said: oral speech is a set of thematically united fragments of speech that are closely interconnected and represent a single semantic and structural whole. Oral speech includes two forms of speech: monologue and dialogic. Monologue is a more complex form of speech. This is the coherent speech of one person, serving for the purposeful transmission of information. The main types in which monologue speech is carried out are description, narration and elementary

10 reasoning. Their essential characteristics are coherence, consistency, logical and semantic organization. Speaking is considered as a type of speech activity. A dictionary, being the most important element of a language, does not itself constitute a language. Figuratively speaking, this construction material for language, it acquires meaning only when it is combined with grammatical rules. The use of words in speech is ensured by the unity of sound-letter, syllabic and morphological structures. Mastering a dictionary is a process of language acquisition, considered in the lexical aspect. An element of language, including meaningful and formal features, is a word that has the functions of designation and generalization. Without mastering the dictionary, it is impossible to master speech, and especially coherent speech, as a means of communication and a tool of thinking. The word included in speech serves as a means of communication. Words are stored in speech-motor and speech-auditory memory and are used in the practice of speech communication. To do this, you need to know the word, remember it, ensure its correct combination with the previous and subsequent words, which is ensured by the mechanism of situational tracking (Ananyev B.G.). Ladyzhenskaya T. A. identifies 3 conditions for a child’s speech development: 1 condition is the need for communication. But communication is possible only with the help of generally understandable signs, i.e. words, their combinations, and various turns of speech. Therefore, children need to create a speech environment. This is the second condition for a child’s speech development. Mastering speech is a way of understanding reality. Therefore, the third condition is that speech, developing, needs linguistic and factual material. (Ladyzhenskaya T. A.) Soloveychik M. S. Identifies the following conditions for speech development:

11 Before giving students a task to create or perceive a statement, it is necessary to try to ensure that they have the corresponding need, the desire to engage in verbal communication. When inviting children to create a text, it is important to ensure an understanding of who, why, and under what circumstances they are addressing. There is a need for parallel, targeted work in a number of areas: a) to broaden the horizons of students, their ability to observe, compare, evaluate, and generalize; b) over students’ awareness of the language system, the purpose of various language units, and the rules of their functioning; c) the ability to choose language means taking into account the communication situation and correctly formulate thoughts; d) the ability to select content for a statement and organize it in accordance with the plan. (Soloveichik M. S.) “For children to speak well, correctly, emotionally, so that they strive to improve their speech, it is necessary to introduce students to the role of a fascinating storyteller who knows how to convey the idea in simple words" (Zhinkin N.I.) The development of the dictionary as the basis of speech, its expansion and clarification perform a developmental function for the formation of cognitive activity, mastery of speech skills. Full mastery of speech presupposes adequate assimilation and production of speech in the unity of form and content, signifier and signified. A specific word, already at the moment of its appearance, is both a sound and a meaning. Having its own structure, like a linguistic sign, it is included in the language system and functions in it according to the laws of the given language (Bobrovskaya G.V.).

12 Passive vocabulary significantly predominates over active vocabulary and is converted into active vocabulary extremely slowly. Children do not use the inventory of linguistic units they have and do not know how to operate with them. Understanding the lexical meaning of a word, contrasting it with other words that are semantically dependent on the given one, introducing a word into a system of semantic fields, and the ability to correctly construct a sentence from words reflect the level of the child’s language ability and the degree of formation of his logical thinking. Even such a brief listing of the qualitative features of children’s vocabulary emphasizes the importance of the problem of developing lexical skills in children, the need to find ways to increase the effectiveness of correctional and educational influence, for which the positions of psycholinguistics turn out to be the most productive. Coherent speech is a consistent and logically connected series of thoughts expressed in specific and precise words, connected into grammatically correct sentences. The implementation of a coherent, detailed utterance involves retaining a compiled program in memory for the entire period of the speech message, using all types of control over the process of speech activity, relying on both auditory and visual perception. Thus, consistency and logic, completeness and coherence of presentation, compositional design are the most important qualities of monologue speech. Regardless of the form (monologue, dialogue), the main condition for the formation of oral speech is coherence. Leontyev A.A. defines the term utterance as communicative units (from a single sentence to a whole text), complete in content and intonation and characterized by a certain grammatical or compositional structure (Shakhnarovich A.M.). TO

The 13 characteristics of any type of extended utterance include: coherence, consistency and logical and semantic organization of the message in accordance with the topic and communicative task. Another important characteristic of a detailed statement is the sequence of presentation. Violation of the sequence always negatively affects the coherence of the message. Thus, the development of a child’s speech should begin with work on expanding the range of his ideas, impressions, and with work on nurturing his cognitive interests. The process of accumulating these ideas and impressions is accompanied by the fact that the child begins to feel the need for words that can be used to designate the objects and phenomena he observes, the need for speech means that can most adequately describe these phenomena and impressions, comprehend them for himself and tell others.

14 1.2 METHODOLOGICAL BASICS OF ORGANIZING WORK ON THE DEVELOPMENT OF CONNECTED SPEECH OF JUNIOR SCHOOL CHILDREN Oral speech occurs in conditions of direct communication, therefore it is faster in pace and less complete. In the process of speech, non-linguistic means of expressing meaning are used: facial expressions and gestures. These means, which provide additional information in oral communication, are absent in written speech. By the first grade, the child has sufficient mastery of oral speech, pronounces words freely and in the process of communication does not think about the arrangement of words within a phrase. The written form of monologue speech is the most difficult. It is the most comprehensive and normative. The construction of each phrase in written speech is the subject of special consideration, and at the initial stage of mastering written speech, the process of writing each word is also realized. Teaching written speech as normative rather than oral is associated with high demands placed on it: clarity of the structure of the statement, validity of thought, expression of attitude to the subject of thought (to the object), accuracy in the use of language means (Vygotsky L.S.) Development of coherent speech is the central task of children's speech education. This is due primarily to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Connected speech is the highest form of speech of mental activity, which determines the level of speech and mental development of the child (T.V. Akhutina, L.S. Vygotsky, N.I. Zhinkin, A.A. Leontiev, S.L. Rubinstein, F. A. Sokhin and others). Mastering coherent oral speech is the most important condition for successful preparation for school.

15 Of all the knowledge and skills, the most important, the most necessary for life activities is the ability to speak clearly, understandably, and beautifully in one’s language. Throughout his life, a person improves his speech and masters the richness of the language. The more fully the wealth of language is assimilated, the more freely a person uses it, the more successfully he learns the complex connections in nature and society. For a child, a sufficient level of speech development is the key to successful learning. The content of education at the present stage is characterized by increased attention to the problem of developing coherent oral and written speech among schoolchildren. The students’ speech is characterized by a limited vocabulary, difficulty in coherent statements and communication. These students experience difficulties in all academic subjects from the very first days of school. The psychological nature of coherent speech, its mechanisms and developmental features in children are revealed in the works of L.S. Vygotsky, A.A. Leontyeva, S.L. Rubinstein and others. All researchers note the complex organization of coherent speech and point to the need for special speech education (A.A. Leontyev, L.V. Shcherba). Teaching coherent speech to children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. Written essays in grade 1 are preceded by various educational oral exercises: composing sentences united by a topic, restoring deformed text using a series of plot pictures, oral answers to questions united by a topic, oral stories based on what has been read, by analogy with what has been read. By performing these exercises, students, under the guidance of a teacher, learn to express thoughts in a certain order, sequentially (Negnevitskaya E.I.). First-graders' essays are collectively composed stories about games and fun, and by working on them, students learn to comprehend their activities.

16 The role of paintings in the development of coherent speech among students is extremely important. The picture affects the child’s feelings, opens up to him those aspects of life that he might not encounter in his direct experience. The picture helps to better understand those phenomena that are already familiar to the student. She makes life easier for him. Schools use educational pictures. They are accessible to students, convenient for use in the classroom, but are not always expressive enough. Therefore, to develop coherent speech, artistic paintings should be used (E.I. Negnevitskaya). Paintings develop students' powers of observation and imagination, and teach them to understand the art of painting. The first essays on one picture should be oral and preceded by a conversation. Description of a painting is the most difficult form of writing. It is usually carried out in high school, but is also acceptable in grade 4 (elements of describing a picture are possible in grades 2-3). IN primary school children describe the picture according to questions, identifying, firstly, the theme of the picture (what is depicted on it); secondly, its composition, foreground, background, arrangement of objects. Thirdly, the characters, the action, if there is one. Finally, the ideological meaning, the “mood” of the picture. Already in 2nd grade, an oral description of a picture is practiced (“Tell me what you see in the picture”). From class to class, the requirements for describing a picture become more complex, elements of analysis are introduced, and children’s observation skills develop. Based on the theory of coherent speech by N.I. Zhinkina, T.A. Ladyzhenskaya identified those special skills that should be taught at school, developing students’ coherent speech skills, and which should help the speaker (or writer), when creating a text, to take the point of view of the listener (or reader),

17 to realize your plan as best as possible. These are the following communication skills: l. The ability to reveal the topic of a statement. 2. The ability to reveal the main idea of ​​a statement. 3. The ability to collect material for a statement. 4. The ability to systematize the material collected for the statement. 5. The ability to improve what is written (for written speech). 6. The ability to construct statements in a certain compositional form. 7. The ability to express one’s thoughts correctly (from the point of view of the norms of literary language), accurately, clearly and, if possible, vividly. T. A. Ladyzhenskaya points out that the formation of these skills will help create a statement that meets the requirements of good speech. The content, persuasiveness, and clarity of the statement depend on the extent to which the student was able to reveal the topic of the statement, isolate the main thing in it and collect the material. The ability to systematize the material determines the logic and consistency of the statement. By teaching communication skills, the teacher helps students understand all the features of a coherent text and promotes the development of the ability to independently construct coherent messages. While practicing under the guidance of the teacher the ability to reveal the topic and the main idea of ​​a statement, the student listens attentively, reads the wording of the topic, understands it, isolates the main thing that is provided for by this topic, and thus understands what he needs to talk about and what the main idea needs to be conveyed to the audience or readers. The formation of these skills begins with reading lessons (even with literacy lessons) and is associated primarily with work on the title. In the process of working on a text, learning to retell and work on presentation, the skill provided for by the program is formed

18 correlate the content of the text with the title. Answering the question “Why is the story called that?”, children learn to pay attention to the connection between the content and the title. Thinking about the title, students highlight the main idea of ​​the entire text or parts. By reading the title of the topic, children learn to navigate the topic, the boundaries of the topic and the content, and realize the main thing that should be revealed in their essay. It is necessary to carry out a variety of exercises that will help children establish the unity of the content of the text and the connection between the content and the title (justify the choice or choose a new title, title an untitled text, etc.); propose formulations of topics that directly reflect the main idea. When choosing topics, the teacher should take into account their life nature, proximity to the experience, interests of children, and accessibility. Topics should be designed for specific observations and impressions. Very good themes to help children use them personal experience. For example: “How we worked in the school plot”, “How I help my mother”, “We watched the leaves fall”, “If I were a wizard”. It is advisable to outline topics for oral stories in accordance with the general theme of the reading lessons. This will contribute to better assimilation of literary examples, enrichment of students' vocabulary, will help children quickly navigate the topic and content and will ensure their greater independence when constructing stories. The formation of the ability to collect material for a statement is associated with the active mental and speech activity of students when analyzing the source that provides material for this statement. By analyzing the content of a text or picture, examining objects of nature, the student is enriched with specific ideas about the environment

19 reality, impressions, facts that will help him reveal the topic more fully. Observation is very important for the development of coherent speech. The school organizes a system of observations of nature, individual objects and processes. Oral stories and written essays summarize and organize the results of observations. Stories based on observations turn out to be large in size because children have a lot of material. And the consistency and completeness of the description are ensured by the preparatory conversation. The development of speech requires painstaking work by students and teachers. Systematic work on speech development will definitely lead to success. By developing coherent speech in schoolchildren, we instill a number of specific skills, that is, we teach them. Let us emphasize the skills that relate specifically to the level of the text: firstly, the ability to understand, comprehend the topic, highlight it, find boundaries; secondly, the ability to collect material, select what is important and discard what is unimportant; thirdly, the ability to arrange material in the required sequence, build a story or essay according to plan; fourthly, the ability to use the means of language in accordance with literary norms and the objectives of the statement, as well as correct, improve, and improve what is written. Coherence, as one of the most significant categorical features of a text, is characterized by the interaction of several factors: the content of the text, its meaning, the logic of presentation, the special organization of linguistic means; communicative orientation; compositional structure. The features of children’s coherent statements were identified depending on the nature of the visual material and the communication situation, and the most

20 effective methodological techniques for the formation of coherence of speech, situations were selected in which the development, coherence, and compositional completeness of children's utterances are to a greater extent ensured. Retellings based on illustrations are more meaningful, structurally designed, and are more consistent. Children reproduced almost all the main points of the fairy tale, as they were clearly presented in the illustrations. Thus, the simultaneous use of a literary sample and pictures has a positive effect on the content and coherence of retellings, their volume, fluency of speech, and increases the motivation and independence of statements. At the same time, in some cases the level of situational speech increases, when children focus more on the picture, and retelling is replaced by listing the characters depicted. Limited verbal communication and lack of coherent speech negatively affect the child’s personality, cause specific neurotic layers, and form negative qualities (withdrawal, negativism, aggressiveness, uncertainty, feelings of inferiority), which affects the child’s academic performance, as well as the social activity of the child. Thus, the presented arguments prove the need for a special, targeted, step-by-step pedagogical work on the development of all levels of speech and the student’s personality as a whole. As noted above, the development of students’ speech is a long and complex process that requires systematic and targeted intervention from the teacher. The main task of speech development is to equip students with the ability to meaningfully, grammatically and stylistically correctly express their own and others’ thoughts in oral and written form.

21 Preparatory work begins during the primer period and is carried out throughout the entire academic year. For this purpose, plot handouts on the development of not just speech, but on the development of coherent speech and plot pictures given in textbooks are used. This type of work brings students closer to a coherent story. Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform a “hard task” (L.V. Zankov), which disciplines thought and directs their speech activity in a strict direction. In working on the development of coherent speech, it is necessary to consider both. It is necessary to teach meaningful, logical, clear and correct speech every day in all Russian language and literary reading lessons. When teaching coherent speech, it is necessary to give children a minimum of theoretical information, since skills and abilities are formed more successfully when they are comprehended. A more complex type of exercise in coherent speech is oral storytelling. This kind of work helps students realize that the content of the story must be conveyed consistently, logically, and that sentences must be constructed correctly, i.e. prepares for written essays (Efrosinina L.A.). Oral storytelling, like composition, needs to be taught. Oral stories are first compiled collectively and serve as a model for individual stories, which are recommended only in the second half of the year. Essays are also compiled collectively according to a plan given by the teacher or compiled collectively. The teacher writes the finished plan on the board before the lesson. If the plan is drawn up collectively, then the recording is made as it is compiled.

22 The topics of oral stories are determined by the reading program, but they are based on personal impressions and observations. The work can be carried out according to the following plan: Communication of the topic and purpose of the work. Reading aloud a story outline given by the teacher, or writing an outline as a group. Collective drawing up of a story plan according to plan. Each student thinks about the story as a whole. Coherent stories according to plan. When using story pictures, the work is carried out according to the following plan: 1. Setting the goal of the work to the class. 2. Looking at pictures and understanding the plot. 3. Come up with titles for the pictures. 4. Oral stories according to plan. The first essays on one picture should be oral and preceded by a conversation. Description of a painting is the most difficult form of writing. It is usually carried out in high school, but is also acceptable in 4th grade (elements of describing a picture are possible in 2nd 3rd grades9. (Efrosinina L.A.). Students do not find it particularly difficult to construct a coherent monologue speech. When retelling, they are not able to consistently and sufficiently fully express their thoughts. This is especially evident when students write essays and presentations. The lack of coherent speech is a serious obstacle to the successful mastery of program material in humanitarian subjects. Work on developing the ability to clearly express one’s thoughts should begin with a retelling of what was heard based on questions, actions, subject pictures given in the sequence of the story they heard. Later, children need to be taught to identify the parts in the story, draw up its plan and

23 retell based on this plan. To develop children's imagination and creative thinking, include in the task retellings of individual fragments (beginning, middle and end) of the story. After students have learned to consistently convey the content of what they heard, we teach them to compose a selective retelling. This type of work requires the ability to summarize and select the most important things from the entire text. The most difficult thing for students is brief retelling. Next, we teach children creative retelling, composing independent stories by analogy, by a series of plot pictures, by their own observations and impressions. Any type of retelling or story must be preceded by vocabulary work and text analysis. This type of work requires the ability to summarize and select the most important things from the entire text. In order to most fully and accurately express his thoughts, a child must have a sufficient vocabulary, so work on oral speech begins with expanding and improving the vocabulary. In this case, the word is considered not only as a lexical unit of the language, but also as a grammatical and syntactic unit of a sentence. By introducing children to words, we thereby prepare a platform for subsequent work on sentences. The development of speech requires painstaking work by students and teachers. Systematic work on speech development will definitely lead to success.

24 CHAPTER 2. EXPERIMENTAL STUDY OF THE LEVEL OF ORAL SPEECH DEVELOPMENT OF JUNIOR SCHOOL CHILDREN 2.1 DIAGNOSTICS OF THE LEVEL OF ORAL SPEECH DEVELOPMENT The experimental study was conducted at school 5 in the city of Frolovo in the second grade. This study took place in 2 stages: The ascertaining stage is the goal of identifying the level of development of coherent speech among second-grade students. The formative stage is the goal of developing a set of exercises for the development of coherent speech. 26 2nd grade students took part in the ascertaining testing. To determine the level of development of coherent speech, students were given the task of distributing sentences in their logical sequence. Task 1. Arrange the sentences yourself in their logical sequence (the sentences can be supplemented with your own words) to form a text. 1. Winter. There is a lot of snow in the forest. 2. The forester called his dog 3. The dog saw the fox and rushed after her. 4. A forester is walking through the forest with his guard dog. 5. The chase ends with the defeat of the dog, the fox hid in a hole. Having summarized the results obtained, students are divided into the following levels:

25 1. Low level - students’ speech lacks precision. In the child’s story, logic, clarity, linguistic correctness of speech, and expressiveness are not visible. 2. Average level - the child’s speech shows clarity, logic, consistency, but lacks content and expressiveness. 3. The highest level - the child’s speech shows meaningfulness, the student builds his sentences in speech consistently, logically, accurately, and also uses expressive words and phrases in his speech. The diagnostic results are reflected in Table 1 Table 1 Comparative analysis of the level of development of coherent speech at the ascertaining stage Levels high average low % people % people % people Grade 2 Thus, 19% of students in the class are at level 1 (high). 43% of students are at level 2. 38% of students are at level 3 in the class. Thus, the majority of 2nd grade students are at an average level of development of coherent speech. To determine the level of oral language development, students were given the task of writing a story. Task 2. Write a story on the topic “My favorite pet.” An analysis of the obtained research material was carried out according to three parameters: integrity, coherence, consistency. The results of the obtained research material are reflected in Table 2.

26 Results for the text “My Favorite Pet” Features of the text Integrity of the story Coherence of the story Sequence of the story % people % people % people 2nd grade The results of the table show that the level of development of students’ oral speech is low. To compose a full-fledged story, children do not have a sufficient number of necessary words, as well as the ability to consistently, logically and coherently express their thoughts. Schoolchildren, talking about what they observed, move from one storyline on the other, they allow omission of important semantic links, which makes it difficult for the listener to perceive the text. Students include narrative elements in descriptive elements. This can be seen in almost all the stories of schoolchildren. Based on this study, we are faced with the task of raising the level of development of coherent speech among 2nd grade students.

27 2.2 METHODOLOGICAL TECHNIQUES FOR THE DEVELOPMENT OF ORAL SPEECH OF JUNIOR SCHOOLCHILDREN The formative stage is the goal of choosing a set of exercises aimed at developing the oral speech of younger schoolchildren. A set of exercises has been selected aimed at content, logic, accuracy, expressiveness, and correctness. To work on such a criterion as integrity, children can be offered the following system of exercises: Read the supporting words from the fairy tale. What supporting words would you add to this row? Stepmother, poor, stepdaughter, dirty work, ball Read the supporting words from the short story. Try to restore the main content of this story. My dog. Found, frozen, black fur, drooping ears, distrustful, became cheerful, walking, afraid, beloved Write supporting words for the story “Our Class”. And compose a text based on these words. The purpose of these exercises is to teach students to determine the topic of the text using reference words; create text based on reference words. Compose a text based on this beginning and supporting words (picture of a swallow on the board). The barn swallow is called a killer whale. Tail. The head and back, and the chest and abdomen. Beautiful! Read the beginning of the fairy tale. In a fairy-tale city there lived a puppet master. He made wonderful toys. One day I came to the master...

28 Come up with a continuation of the fairy tale. Make up a story based on its end...the guys carefully put the chick in the nest. Happy and joyful they went home. The main concept of the category of coherence is the concept of “main idea”. When working on coherence, you can offer children the following exercises: Determine the topic and main idea of ​​the text. Find a sentence that expresses the main idea. Title the text. There is no worse time for field and forest animals when there is little snow at the beginning of winter. The bare ground freezes deeper and deeper. It's getting cold in the minks. The mole, too, suffers, with difficulty digging the frozen ground, hard as stone, with his paws. What is it like for mice, weasels, and stoats? Read the proverbs. They often express the main idea of ​​the text. Don't rush with your tongue, hurry with your actions. It's good to sing together, but talk apart. - In what situations can you hear these proverbs? The purpose of these exercises is to teach students to plan the main idea of ​​the text, to title the text in accordance with the main idea. Using the pictures, make a comparative description of the birds: sparrow and tit, differing in color and tail shape. Using the pictures, compare and describe a spruce and pine branch. How are they similar? In your answer, use the words: And and As at So and In the same way as

29 How are pine and spruce branches different? Use comparative words: In contrast to In comparison with The purpose of these exercises: to teach children to use special words in speech to indicate the similarities and differences between objects, to teach children to build comparative descriptions. It is necessary to introduce students to comparative description schemes. a) Comparative description and comparison of the same feature in different objects (persons, phenomena). b) First, one object (person, phenomenon) is described, then another in comparison with the first object. 5. Describe literary characters (Pinocchio, Cipollino) based on pictures. 6. Imagine that your parents are leaving for another city and asked what gift to bring you for your birthday. You answer this question in detail. (Describe your gift) The purpose of these exercises: to teach schoolchildren to construct descriptive texts. Based on the sequence of the text, the following system of exercises was carried out: Collect the scattered words so that they make meaningful sentences. September has arrived. They run across the transparent clouds and high sky. Many days are preparing for the flight to look like birds. Distant wild geese set off on their journey. Flocks of starlings gather noisily. Restore deformed descriptive text based on the plan. Title the text... Make two sentences from the words. I, on the tree, saw, hammered, a woodpecker, with a strong beak, he, an aspen.

30 Make a sentence from the words and write it, dictating to yourself syllable by syllable. In spring, sparrows swim in puddles. Make up another sentence about sparrows to complete the text. Write it down. Make four sentences from these words. Write. There is a theater in Moscow, it’s amazing. On stage, bears, monkeys, foxes, elephants perform. Meeting with animals brings a lot of joy to children. Actors, Natalya Yuryevna Durova, cooks. The purpose of these exercises is to teach schoolchildren to use various constructions in constructing texts, since monotonous sentences of the same type in structure destroy logical coherence and consistency, which are signs of a coherent text. Thus, it is necessary to use various techniques and methods aimed at developing the oral speech of primary schoolchildren.

31 CONCLUSION Thus, speech is the process of communication between people through language, a means of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating a person’s own behavior; speech, as a mental function, is an instrument of thinking. Speech is one of the types of communication that people need in their joint activities, in social life, in the exchange of information, in cognition, in education. It enriches a person and serves as a subject of art. Speech development is a branch of pedagogy that studies the processes and patterns of speech development in primary schoolchildren in specific phenomena of child development. The main task of the speech development of children of primary school age is mastering the norms and rules of their native language, determined for each age stage, and the development of their communicative abilities (Gvozdev A. N.) The development of speech in the learning process is a single school-wide process that takes place in the diversity of cognitive student’s activities when mastering academic subjects. The influence of specially selected works of art for reading on the emotional, aesthetic, and intellectual sphere of children is significant, creating a motivational readiness for artistic perception and for working on the development of coherent speech. The specific structure of lessons on literary reading involves understanding the means that can be used in speech to convey the artistic image, mood, and intention of the author. In addition, a conversation with students or questions in a textbook (reader) are aimed at understanding the linguistic features of the text read. The following forms and methods of teaching are also used: independent or collective work on the development of coherent speech, carried out in the form of conversation, dialogue or

32 discussions, as well as theatrical games, sketches, sketches based on the works being studied; activating the artistic perception of children through the complex influence of various means (musical, visual, etc.). Compliance with these conditions makes it possible to achieve high efficiency in the development of coherent speech when working with a literary work in literary reading lessons in elementary school and to prepare children for further mastery of their native language in subsequent years of school. In general, the literary reading system is aimed at implementing the main principle of teaching the native language in primary school - the principle of speech development and, along with other aspects of language education, it helps to improve the speech activity of children and their speech development. Currently, attention is increasing to the literary education of junior schoolchildren, to the artistic and creative development of the child’s personality, to the development of coherent speech. Special attention focuses on the development of coherent speech as a complex cognitive and communicative ability of primary schoolchildren. Thus, we can talk about good speech only if: 1) it is rich and varied in the lexical and grammatical means used in it; 2) it accurately conveys the content of statements; 3) it takes into account the peculiarities of the communication situation and maintains a certain style of speech. (Bronnikova Yu.O.) Voice and speech are given to a person to express thoughts and feelings. This is the law of nature. Learning to observe it is the task of every person. (Bobrovskaya G.V.)

33 Appendix 1 Determination of the communicative sphere and the level of speech readiness for learning of first-grade students The main indicators of speech readiness of junior schoolchildren for learning are: the level of development of verbal logical thinking; speech activity; speech communication. To determine speech readiness, the following methods were used: definition of concepts; finding out passive vocabulary; active dictionary definition. In logical and verbal thinking, a junior schoolchild uses concepts that generalize the essential features of phenomena, objects, etc. Concepts are denoted by words and phrases in which they acquire the material shell necessary for communication. In order to check the first indicator, students were offered the following methodology. Methodology 1. Definition of concepts. Before starting the diagnosis, the following instructions are offered: “You have several different sets of words in front of you. Imagine that you

34 met a man who does not know the meaning of any of these words. You should try to explain to this person what each word means, for example, the word “bicycle”. How would you explain it? For each correct definition of a word, the child receives 1 point. You have 30 seconds to define each word. If during this time the child cannot give a definition of the proposed word, then the experimenter leaves it and reads the next word in order. Evaluation of results: 10 points very high level of development; 8 9 points high; 4 7 points average; 2-3 points low; 0 1 point very low. The results of the study are entered into a table. In order to check the child’s speech activity, the following methodology was proposed. Method 2. Finding out passive vocabulary. In this technique, the child is offered the same sets of words of 10 words each as in the first technique. The procedure for carrying out this technique is as follows. The child is read the first word from the first row “bicycle” and is asked to choose from the next row words that are suitable to it in meaning, forming a single group with this word, defined by one concept. Each subsequent set of words

35 is read slowly with an interval of 1 second between words. While listening, the child must indicate the word from this series that in meaning matches what he heard. Evaluation of the result. If the child correctly found the meanings of the words, 10 points. If the child managed to correctly find the meanings of the words, 8 9 points. If the child was able to correctly find 6 to 7 points from the words. If during the experiment the child correctly combined words from 4 to 5 points into groups. If the child managed to combine less than 10 words with meaning, 3 points. The results of the study are entered into the table. Method 3. Definition of an active dictionary. Students are offered any picture that depicts people and various objects. They are asked to give as much detail as possible about what is shown and what is happening in the picture within 5 minutes. The child’s speech is recorded in a special protocol and then analyzed. This protocol records the frequency of use by the child. various parts speeches, complex sentences with unions and introductory constructions, which indicates the level of development of his speech. Evaluation of results. A child receives 10 points if his speech contains at least 10 signs listed in the protocol.

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During its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions: its practical use in communication with other people is improved, at the same time speech becomes the basis for the restructuring of mental processes, a tool of thinking.

But the assimilation of words in childhood could also have a creative aspect: after all, many words for the child were new and unusual, he could have his own words and meanings, which were subsequently given in accordance with language norm.

Creativity is not a surge of emotions, it is inseparable from knowledge and skills; emotions accompany creativity, increase its tone, captivate the creative person, and give him strength. But only strict, proven knowledge and skills awaken the creative act, lead it along the right path, ensure results, true creation. Unfortunately, there are many cases where creativity was understood as the negation of the old, its destruction, and untested methods, technologies, priorities, and structures were introduced.

The main thing in the pedagogy of creativity is not to let God’s gift fade away, not to prevent the “mysterious flower of poetry” (L.N. Tolstoy) from blooming in the soul of a child, schoolchild, or aspiring master. The ability and readiness for creativity become a human personality trait, creativity (from the Latin creatio - creativity, creation).

Therefore, in the matter of upbringing and education, the concept of “creativity” is usually associated with the concept of “ability.” Those children who meet the criteria for giftedness are most prepared for creativity, namely:

accelerated mental development: cognitive interests, observation, speech, intelligence, original problem solving;

early specialization of interests, intelligence, emotions: passion for music, folk languages, visual activities etc.;

activity, initiative, desire for leadership, perseverance and strengthening to achieve the set goal;

good memory, developed cognitive skills;

readiness and ability for performing activities;

the condition for creativity is non-creative activity, for a true creator-worker does not neglect painstaking work and deep knowledge.

The spiritual world of a person (at any age) is not only intellect, not only thinking and speech, but also the world of emotions, imagination and dreams, moral feelings and conscience, the world of faith in goodness, communication with oneself, an intuitive understanding of the feelings of another person and so empathy. Children can be very sensitive and understand much more than adults think.

Is creativity compatible with learning, especially elementary education?

We proceed from the assumption: creativity is accessible to children, moreover: it revives the cognitive process, activates the cognitive personality and shapes it. If we keep in mind the subject - the native language, then children’s creativity is also possible when perceiving readable works of art, during their expressive reading, retelling, especially in dramatization; in various types of composition, language games and compilation of dictionaries, in modeling language phenomena.

The native language at school is an instrument of knowledge, thinking, development, it has the potential for creative generalization.

Through language, the student masters the traditions of his people, their worldview, and ethical values; through language he becomes familiar with the greatest treasures - Russian literature and the literatures of other peoples. Reading books opens up a new charge of knowledge for the student. Language introduces the child to social life, gives him the opportunity to communicate with both close and distant ones: concepts are learned through words, while thought and speech are built in forms. Each long speech act is a resolution of the situation, i.e. creative act. The concept of scale is applicable to a statement: the richer the content and means of expression, the higher the creative element in it.

Language and speech introduce a person to various creative fields, being a means of research, science and design, a means of performing arts - vocal, theatrical, oratory. Language is a means of literary creativity: poetry, prose, journalism. Before speech has oral and written forms - the first involves improvisation, the second can be edited and improved.

Inexhaustible reserves of creativity lie in the vocabulary of the Russian language, in its phraseology - the semantization of words, in the study of their formation and etymology, in the analysis of shades of meaning and features of the use of words in the text. Language analysis a literary text is always research, always creativity. How fascinated children are to learn proverbs, sayings, winged words.

According to V.S. Mukhina and L.A. Wenger, younger schoolchildren, like older preschoolers, when they try to tell something, a speech structure typical for their age appears: the child first introduces the pronoun (“she”, “he”), and then, as if feeling the ambiguity of his presentation , explains the pronoun with a noun: “she (the girl) went”, “she (the cow) gored”, “he (the wolf) attacked”, “he (the ball) rolled”, etc. This is an essential stage in a child’s speech development. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story at this stage of speech development evoke a desire to answer in more detail and clearly. On this basis, intellectual functions of speech arise, expressed in “internal monologue,” in which a conversation takes place, as it were, with oneself.

According to A.M. Leushina, as the circle of contacts expands and as cognitive interests grow, the child masters contextual speech. This indicates the leading importance of mastering the grammatical forms of the native language. This form of speech is characterized by the fact that its content is revealed in the context itself and thereby becomes understandable to the listener, regardless of his or her consideration of a particular situation. The child masters contextual speech under the influence of systematic training. In elementary school classes, children have to present more abstract content than in situational speech; they have a need for new speech means and forms that children appropriate from the speech of adults. Over time, the child begins to use either situational or contextual speech more and more appropriately, depending on the conditions and nature of communication.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development of primary schoolchildren. As the child develops, the forms of coherent speech are restructured. The transition to contextual speech is closely related to mastery of the vocabulary and grammatical structure of the language.

In third graders, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of peers, supplement or correct them is developed. However, children still more often need a previous teacher model. The ability to convey one’s own in a story emotional attitude their understanding of the objects or phenomena described is insufficiently developed.

And yet, a significant vocabulary accumulates, the proportion of simple, common and complex sentences increases, children develop a critical attitude towards grammatical errors, and the ability to control their speech.

According to D.B. Elkonin, the growth of vocabulary, as well as the acquisition of grammatical structure, depend on living conditions and upbringing. Individual variations here are greater than in any other area of ​​mental development:

• - in studies by V. Stern, children of five years old have a vocabulary of 2200 words, and children of six to seven years old have 2500-3000 words.
• - in Smith’s research, five-year-old children have a number of words of 2072, an increase in words - 202, children of five-six years - 2289 with an increase in words of 217, children of six years - 2589 with an increase in words of 273.

The vocabulary represents only building material, which only when words are combined in a sentence according to the laws of the grammar of the native language can serve the purposes of communication and knowledge of reality.

After three years, intensive mastery of complex sentences connected by conjunctions occurs. Of the total number of conjunctions acquired up to seven years, 61% are acquired in the period after three years. During this period, the following conjunctions and allied words are learned: what, if, where, how much, which, how, so that, in what, although, after all, after all, or, because, why, why, why. The assimilation of these conjunctions, which denote a wide variety of dependencies, shows the intensive development of coherent forms of speech.

The intensive acquisition of the native language in preschool age, which consists of mastering its entire morphological system, is associated with the child’s extreme activity in relation to language, expressed, in particular, in diverse word formations and word changes made by the child himself by analogy with already acquired forms.

K.I. Chukovsky emphasizes that in the period from two to five years the child has an extraordinary sense of language and that it is this and the child’s associated mental work on language that creates the basis for such an intensive process. There is an active process of mastering the native language. “Without such a heightened sense for the phonetics and morphology of words, the bare imitative instinct alone would be completely powerless and could not lead dumb infants to full mastery of their native language.”

The basis on which language acquisition is built is focusing on the sound form of a word. A.N. Gvozdev notes the appearance in the fifth year of a child’s life of the first attempts to comprehend the meanings of words and give them an etymological explanation. He points out that these attempts are made by the child on the basis of comparing some words with others consonant words. This leads to erroneous approaches. For example, the word “city” is closer to the word “mountains”. That is, semantic interpretation follows the sound comparison. Sufficient comprehension of speech appears only in the process of special training.

A.V. Zakharova found that throughout preschool age the number of relationships expressed by each case increases significantly. Progress lies in the fact that in speech, with the help of case forms, more and more new types of objective relations are expressed in various ways. In older preschoolers, time relations, for example, begin to be expressed by the forms of the genitive and dative case.

Case forms at this age are formed entirely according to one of the types of declension. They are already completely oriented towards endings in the nominative case and, depending on how they pronounce it, they produce forms - according to the first or second type. If unstressed ending was perceived and pronounced by them as “a”, they used the endings of the first declension in all cases. If they accepted the endings with a reduced “o”, then they reproduced the endings of the 2nd declension in all cases.

Thus, by the beginning of school age, by the 1st grade, the child has a completely clearly expressed orientation towards the sound form of nouns, which contributes to the assimilation morphological system native language.

The child’s mastery of grammar is also expressed in mastering the composition of speech. In first grade, according to S.N. Karpova, a relatively small number of children cope with the task of isolating individual words from a sentence. This skill develops slowly, but the use of special training techniques helps to significantly advance this process. For example, with the help of external supports, children isolate the words offered to them (except for prepositions and conjunctions). The most important thing is that they transfer methods of analysis developed with the help of external supports to action without them. Thus, mental action is formed.

This skill is extremely important, since it creates the prerequisites for the child to master not only the forms of individual words, but also the connections between them within a sentence. All this serves as the beginning of a new stage in language acquisition, which D.B. Elkonin called it actually grammatical in contrast to pre-grammatical, which covers the entire period of language acquisition before the start of schooling.

Thus, in the speech of third-graders, the number of common sentences with homogeneous members, the volume of simple and complex sentences increases. By the end of preschool childhood, the child masters almost all conjunctions and the rules for their use. However, even for children entering first grade, the bulk of the text (55%) consists of simple sentences, which is confirmed in the studies of L.A. Kalmykova. An important point in the development of speech in children of senior preschool age is the increase in the number of generalizing words and the growth subordinate clauses. This indicates the development of abstract thinking in older preschoolers.

By the first grade, the child has already mastered the complex system of grammar to such an extent, including the most subtle patterns of syntactic and morphological order operating in the language, that the acquired language becomes truly native to him.

As for the development of the sound side of speech, by the first grade the child correctly hears each phoneme of the language, does not confuse it with other phonemes, and masters their pronunciation. However, this is not yet enough for the transition to literacy training.

Almost all psychologists and methodologists who have dealt with these issues unanimously emphasize that for this it is very important to have a clear understanding of the sound composition of the language (words) and be able to analyze it. The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy training. Learning to read and write is the most important stage in the development of awareness of the sound side of language.

A.V. Detsova believes that the task of isolating sounds in a word, despite its difficulties, is feasible for a first grader. She suggested that the inability to isolate sounds in a word is not an age-related feature, but is connected only with the fact that no one sets such a task for the child, and he himself does not feel the need for it in the practice of verbal communication. Research data by A.V. Detsova show that already in the senior group of kindergarten, children can not only recognize this or that sound in a word, but also independently identify sounds. In the first grade, with specially organized training, children relatively easily master the sound analysis of words.

Thus, in preschool and primary school age, a child reaches a level of language acquisition when language becomes not only a full-fledged means of communication and cognition, but also a subject of conscious study. This new period of knowledge of linguistic reality by D.B. Elkonin called it a period of grammatical language development.

Psychologists (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky, etc.) and methodologists (O.S. Ushakova, O.M. Dyachenko, T.V. Lavrentieva, A.M. Borodich, M. M. Alekseeva, V. I. Yashina, etc.) highlight the following features of speech development in older preschoolers and first-graders:

• 1. Sound culture of speech.
• - Children of this age are able to clearly pronounce difficult sounds: hissing, whistling, sonorous. By differentiating them in speech, they consolidate them in pronunciation.
• - Clear speech becomes the norm for them.
• - Children improve their auditory perception and develop phonemic hearing. Children can distinguish between certain groups of sounds and select words that contain given sounds from a group of words and phrases.
• - Children freely use means of intonation expressiveness in their speech: they can read poetry sadly, cheerfully, solemnly. In addition, children at this age already easily master narrative, interrogative and exclamatory intonations.
• - Older preschoolers and younger schoolchildren are able to regulate the volume of their voice in various life situations: answer loudly in class, talk quietly in public places, friendly conversations, etc. They already know how to use the tempo of speech: speak slowly, quickly and moderately under appropriate circumstances.
• - Children have well-developed speech breathing: they can draw out not only vowel sounds, but also some consonants (sonorant, hissing, whistling).
• - Children can compare the speech of peers and their own with the speech of adults, detect inconsistencies: incorrect pronunciation of sounds, words, inaccurate use of stress in words.
• 2. The grammatical structure of speech.
• - Children's speech is saturated with words denoting all parts of speech. At this age, they are actively engaged in word creation, inflection and word formation, creating many neologisms.
• - In older preschool and primary school age, children make their first attempts at voluntary use of grammatical means and analysis of grammatical facts.
• - First-graders begin to master the syntactic side of speech. True, this is difficult, and therefore the adult, as it were, leads the child, helping him establish cause-and-effect and temporal connections when examining objects.
• - Children of this age can independently form words by choosing the desired suffix.
• - First-graders develop a critical attitude towards grammatical errors and the ability to control their speech.
• - At this age, the proportion of simple common sentences, compound and complex sentences increases.
• 3. Lexical side of speech.
• - By the age of six or seven, the technique of comparing and contrasting similar and different objects (in shape, color, size) becomes firmly established in children’s lives and helps them generalize features and identify the significant ones. Children freely use generalizing words and group objects into categories based on gender.
• - The semantic side of speech develops: generalizing words, synonyms, antonyms, shades of meaning of words appear, precise, appropriate expressions are chosen, words are used in different meanings, adjectives and antonyms are used.
• 4. Coherent speech (is an indicator of the speech development of younger schoolchildren).
• - Children understand what they read well, answer questions about the content and are able to retell fairy tales and short stories.
• - Children are able to build a story based on a series of pictures, outlining the beginning, climax and denouement. In addition, they can imagine the events that preceded what is depicted in the picture, as well as those that followed, that is, go beyond its limits. In other words, children learn to compose a story on their own.
• - Children are already able to not only see the main and essential things in a picture, but also notice particulars, details, convey the tone, landscape, weather conditions, etc.
• - Children can also give a description of the toy, make up a plot story about one or more toys, show a story - a dramatization of a set of toys.
• - In dialogical speech, children use, depending on the context, a short or extended form of utterance.
• - The most striking characteristic of the speech of children of the sixth year is the active development of different types of texts (description, narration, reasoning).
• - In the process of developing coherent speech, children begin to actively use various types connections between words within a sentence, between sentences and between parts of a statement, while respecting its structure.

Thus, we found out the features of speech development in children of senior preschool and primary school age. They are characterized by a fairly high level of speech development. Next, we consider it necessary to find out how appropriate it is to use small forms of folklore for the development of children’s speech and, first of all, what are the features of understanding small forms of folklore by older preschoolers, and what difficulties we may encounter.

Speech development of primary schoolchildren during literary reading lessons.

1. Speech development is one of the main tasks of primary education. Speech is the basis any mental activity, a means of communication. Students’ ability to compare, classify, systematize, and generalize is formed in the process of mastering knowledge through speech and also manifests itself in speech activity. Logically clear, demonstrative, figurative oral and written speech of a student is an indicator of his mental development.

A student’s success in coherent speech ensures and largely determines success in academic work in all subjects, in particular, they contribute to the formation of full-fledged reading skills and improved spelling literacy.

Speech development is a principle in work, both in reading and in grammar and spelling. Work on correct pronunciation, on the intelligibility and expressiveness of oral speech, on enriching the vocabulary, on the correct and accurate use of words, on phrases, sentences and coherent speech, on spelling and correct writing.

2. A) The Russian language teaching program is divided into sections (teaching literacy and speech development, reading and speech development, grammar and spelling and speech development), which means that speech development is a necessary part of the content and the link that organically connects all parts initial course into a single educational subject - Russian language.

Just as there is an objective connection between the level of speech development and the degree of mental development of the student, the development of his thinking abilities between oral and written speech.

The enormous importance of exercises in coherent speech and the role of oral statements at the stage of preparation for writing expositions and essays are known.

The methodology for working on speech is determined by the characteristics of oral and written speech, types of speech (retelling, presentation, essay, answer), and types of message (description, reasoning, narration).

L.S. Vygotsky characterizes written speech as speech-monologue: “This speech is a monologue, a conversation with a white sheet of paper, with an imaginary interlocutor, while any situation of oral speech, by itself, without any effort on the part of the child, there is a conversational situation.”

In oral speech, as spoken speech, intonation plays a big role. Oral speech occurs in conditions of direct communication, therefore it is faster in pace and less complete; in the process of speech, non-linguistic means of expressing meaning are used - facial expressions and gestures. These means, which provide additional information in oral communication, are absent in written speech.

The written form of monologue speech is more difficult. It is the most comprehensive and normative.

By the first grade, the child has sufficiently mastered oral speech, pronounces words freely and in the process of communication does not think about the arrangement of words within a phrase.

When working on the formation of coherent speech, students should pay attention not only to the development of written speech based on oral statements, but also to special oral classes, the success of which is directly related to taking into account the motivation of speech.

The child’s statement should be based on a direct speech motive, that is, the desire to inform others about his impressions, about what he saw and experienced.

It is precisely this speech motive that is generated by the situation of live communication with children. In the process of live communication, children's statements should be free in form; it can be a word, a phrase, a detailed message.

Work on speech development requires a variety of techniques and means. During classes, the learning situation and motives of speech change many times. Students either speak freely or perform “rigid tasks,” which discipline their thoughts and direct their speech activity in a strict direction. When working on speech development, you need to combine both.

Success in speech development work is impossible if the student answers only due to the awareness of the need to complete the task proposed by the teacher (teacher asks, you must answer!). In a situation of such teaching, when each statement is motivated only by submission to the authority of the teacher, when the place of coherent speech is taken only by “complete answers” ​​to countless questions, the desire to speak out (the motive of speech) fades away or weakens so much that it can no longer serve as the engine of the child’s statement.

There is no doubt that requiring complete answers from students is sometimes appropriate and mandatory, but this requirement should be limited to certain learning situations.

This necessary and unique form of work has its own specific goal: “To teach the student how to construct sentences correctly, that is, not to skip words, to put words in the proper sequence, to coordinate them correctly with each other, and to pronounce words correctly.”

If the teacher does not specifically set the task of working on sentence construction, then the child should not be required to provide a complete answer. Complete answers do not correspond to the development of speech, but create an obstacle to work, as they introduce artificiality into the conversation and discourage the child from speaking. In order for children to speak well, lively, emotionally, and interestingly, so that they strive to improve their speech, it is necessary to “introduce the student into the role of a fascinating storyteller” who knows how to convey the idea in simple words, “to which listeners listen with such intense attention.”

During a literary reading lesson, I try to listen to each student’s story without interrupting them.

The topic of the lesson is “The consonant sound [zh] of the letter Zhzh, I chose a game as an educational moment. Each student talked about the game. They talked about the rules of the game, where they play and with whom. For example, Sasha Shchebetyuk talked about the outdoor game “Aan-Chuoran”, Maya Shamaeva , how he plays hide and seek with his brothers, Kazhenkina Uruidan about the game "Tsar Pea". It turned out that my students know a lot of outdoor games and everyone talks with interest and listens to each other. But since their speech is weak, I have to help them using various techniques for speech development.

It is necessary to develop children's creative imagination, teach them to see pictures of the heroes they read about, to imagine the places and people they talk about.

Particular attention is paid to the goal setting of each independent statement of the student: you need to require the student to tell the story so that the listeners understand his thought. To do this, I focus children’s attention on such aspects of the story as logic and coherence of presentation, completeness of content, correctness of syntactic structures, and lexical richness.

Exercises in oral coherent speech (answering questions, retelling, especially selective) often do not fulfill the tasks of speech development, but are only a means of analyzing the content of the work. Retelling techniques and the verbal side of an oral response are not properly practiced.

It is necessary to constantly encourage the child to speak out, call him to talk, since his independent monologue speech has not yet developed. Wanting to tell, he is in a hurry, jumps from one thing to another, which makes his presentation unclear. Trying to convey the text literally, the child retells it poorly, cannot identify the main idea in the text and convey this main idea to the listener. He himself does not notice his mistakes and remains satisfied with his message. This happens because in his inner speech all his provisions were quite sufficient and understandable for him. Without realizing the meaning of the entire text and its parts, without mastering the content and speech messages of the work, the student, with his omissions, omissions, illogical rearrangements of thought, and inept substitution of words, distorts both the thought and style of the writer.

Therefore, both oral and written speech must meet the general requirements for speech. It is necessary to teach meaningful, logical, clear and correct speech every day in all Russian language lessons. For this purpose, speech defects are corrected and prevented, vocabulary and lexical work is carried out, grammar and spelling are studied.

When teaching coherent speech, it is necessary to teach children to experience what they hear, to recreate in their imagination the pictures of artists of words, to turn images into words, and then their speech will be clear and vivid.

How can this be achieved?

You can use different types of activities - drawing, playing, speaking. The game gives scope to children's imagination, encourages independence; drawing reveals the child's imaginative thinking, the world of his feelings and imagination. This is especially important in the first stages of training. There are several methods to illustrate the relationship between different types of activities.

1. The method of collectively composing a fairy tale with a simultaneous depiction of what is happening.

2. Method based on the magical “if only...”. The child transfers himself or an imaginary character from a real situation to an imaginary, but concretely represented one, tries to comprehend the proposed circumstances and compose a text about himself or an imaginary character.

3. Transformation method text - text, perceived in one sign system - verbal, visual, musical.

4. The method of creating supports is constructing a diagram of a fairy tale, a story (beginning, event, test, fairy-tale repetitions, returning home, good conquers evil).

5. The method of creating problematic speech situations is to cause students’ speech activity, this means creating conditions that are sufficient and necessary for expressing an impression that signals that something is wrong, something is not right. Their creation is facilitated by asking the question “Why?”

These methods are aimed at deepening the semantic perception of the text. To analyze the content of a text means to organize an understanding of the substantive, semantic content, leading to the definition of themes, subtopics, micro-topics, semantic parts. The main techniques for carrying out this process is the question of the teacher.

Understanding the subject content is guided by questions - What? Where? When? semantic content - How? Why?

The named methods are applied in a certain sequence.

All work on the text must be imbued with attention to the Word. The classes are structured in such a way that the verbal material itself “dictates” the methodology for its consideration. Particular attention should be paid to the completeness of the figurative perception of works, and not to the analysis of their content. This is done so that the child forms a holistic impression of the text.

It is appropriate to use dramatizations. The technique of dramatization is well known in the methodology and is more effective than retelling, since the task facing children to fully express the individuality of the hero suggests the assimilation of the peculiarities of his speech in an almost identical speech situation. Children easily assimilate certain linguistic means used in the process of dramatization, as a result of which the lexical, syntactic, and intonation structure of oral speech is enriched.

Children should be interested in learning. They will be able to reason and dream if you treat them as co-authors. The classes will show how rich children's imagination is, how non-stereotypical children's thinking is, what rich speech capabilities are inherent in every child.

An even more important criterion for speech development is expressive reading. It has a huge impact on the overall development of students. It is necessary to develop expressive reading, as it contributes to the development of artistic abilities and promotes the mental, moral and aesthetic development of students.

The sound side, which belongs to oral flow, is not only an obligatory form of its expressiveness. The emotionality of speech and its ability to have certain effects on listeners depend on the sound design. Therefore, when working on speech development, I include work on its sound side as a mandatory element. Their spelling literacy depends on the level of children’s pronunciation and auditory culture (clear diction, ability to determine the place of stress in a word). The formation of punctuation skills is also closely related to working on the sound side of speech.

In the first grade, alphabet lessons began with practicing the pure pronunciation of sounds, using a set of phonetic and articulation exercises that helped children develop the correct pronunciation of sounds and words, developing the ability to hear sounds in words, and select words for certain sounds. The book “Reader” helped me with this, which I distributed to all the students.

Tasks. Pronounce the syllables clearly (quietly - a little louder - loudly - in an undertone) - di-de-da-do. Clearly and quickly read the syllables ga-go-gu-gy-ge. Finish the line. Sha-sha-sha-mother washes the baby. Shu-shu-shu-I am writing a letter. Say the word. Ra-ra-ra- went out into the tundra (children). To teach children to pronounce words clearly and clearly, to pronounce all speech sounds clearly, I use pure phrasing, which are necessary as training exercises for the development of the vocal apparatus (pronounce loudly, quietly, in a whisper), speech rate (pronounce quickly, moderately, slowly). To the corresponding topic (letters) an appropriate phrase. For example, “Consonant sounds.” Sa-sa-sa - a fox sits under a pine tree, sy-sy-sy - she has a black mustache. or lo-lo-lo- it’s warm outside again, li-li-li- the cranes have arrived. Good material for developing diction are short poems that help develop purity of sound. pronounce the sounds correctly. What sound is repeated often? Rubber Zina was bought in a store, Rubber Zina was put in a basket, Rubber Zina fell out of the basket, Rubber Zina was smeared in mud. Guessing riddles. We learn tongue twisters, as they produce purity of sound, which brings emotional release to the lesson.

The next stage of speech development is syllabic analysis of a word, similar to a child’s world: the syllables of a word, how children love to hide, play pranks, joke, transform. These are mental tasks of a complex order, when a child thinks about a word and its structure. In the process of such activities, children develop the properties of speech control and self-control, which are very important for the development of coherent utterances. There are exercises that direct children's attention to pronouncing words independently, help them understand the division of words into syllables and identify a stressed syllable. Finish the last syllable. I’ll start, and you finish, add any part, you can say “sy”, or you can “sa”. Bu-...,ve-..., but-..., li-..., co-.... Come up with words that sound similar to these phrases.

The verbal level of communication is the main one in the education system at school, and therefore, if we want our students to understand us, we must, speaking in a language accessible to them, raise them to a higher lexical level. The problem of developing semantic understanding is considered the most important in teaching. If a student does not understand the meaning of words, he will not be able to do what is required of him. His attention immediately turns off.

Therefore, a student’s poor vocabulary deprives him of successful work. In lessons, not only reading, but also in others, you need to use the above-mentioned methods of working on speech development. Of course, it is impossible to cover everything in lessons alone; you can add an extracurricular reading lesson to this. To make speech development work more effective and interesting, you can keep reading diaries, where children write in detail about the works they read, independently draw conclusions from what they read (what the story, fairy tale teaches, what is said), and illustrate.

Five works of one author are given a week, and on Saturday the diaries are defended, where all the emotional literary sides of the students are revealed. Interrupting each other, they try to tell what they read about, what they learned new, they can challenge their answers, thoughts, they answer freely, liberated, as they can, if mistakes are made in speech, correct them.

Students should visit libraries, look for books, and help each other. This work must be carried out systematically, changing the tasks each time - these could be crosswords about animals, plants, works of writers, essays. From class to class the tasks become more difficult. Gradually move on to the classics of Russian and foreign literature - these are the works of A. Chekhov, A. S. Pushkin, L. N. Tolstoy and many others. This work gives a lot, students know biographies of writers, many stories. This good preparation from the next level of education.

Speech development is a complex, creative process. It is impossible without emotions, without passion. It would not be enough to just enrich the student’s memory with a certain number of words, their combinations, and sentences. The main thing is to develop flexibility, accuracy, expressiveness, and variety. A pattern in the development of speech is unacceptable; mechanical memorization of speech cliches can only lead to harm. However, spontaneity is also harmful and unacceptable: speech development is consistent, constant educational work that can be planned for each lesson and in the future.

References:

1. Borischuk N.K. Speech development is personality development.

2. Gortsevsky A.A. Development of students' oral speech.

3. Zavadskaya T.F. and Sheveleva N.N. Expressive reading.

4. Lvov M.R. Speech of younger schoolchildren and ways of its development.

5. Omorokova M.I. Activating schoolchildren's vocabulary during reading lessons.

6. Politova N.I. Speech development of students in primary school.

7. Soloveychik M.E. Formation of coherent speech skills in primary schoolchildren.

8. Savchenko E.G. Fiction in elementary school.

9. Kashe G.A. Correcting speech deficiencies in younger schoolchildren.

10. Ladyzhenskaya T.A. Essay teaching system.

Introduction

The task of a modern school is the formation of a well-rounded, developed personality and the development of a child’s individual abilities. Without the priority of school development, the process in the field of education, upbringing of the individual, its humanization, and individualization is absolutely impossible.

One of the means of developing both personality and literary creativity is literature for children (poems, prose, short stories, riddles, fables, fairy tales). A book is a diverse object for upbringing and education; a child of primary school age without special education is almost unaware of its features. It is the book that is the source of everything smart, kind, beautiful that is on earth, it is literature that is able to penetrate into the spiritual world of a person, the world of his thoughts, feelings, it creates certain irreplaceable values. Literature is the environment that grows and nourishes the literary creativity of an individual.

The nature and strength of the influence of works on people depends not only on the ideological artistic qualities of the work itself, but also on the characteristics of the reader.

The development of literary creativity is one of the important tasks of education in general and primary education in particular. After all, the process of imagination permeates all stages of the development of a child’s personality, awakens initiative and independence in decision-making, and the habit of free self-expression. Psychologists and teachers worked on the problem of developing imagination in the creativity of younger schoolchildren: L.S. Vygotsky, R.V. Ovcharova, V.A. Skorobogatova, L.I. Konovalova, M.G. Lvov, T.A. Ladyzhenskaya, M.S. Soloveichik, V.A. Levin, V.G. Goretsky, L.F. Klimanova and many others. etc.

Primary education is one of the most important links in the general system of public education. Mastering the state Russian language is one of the most important acquisitions for a child. Therefore, the process of speech development is considered in modern education as the general basis for raising and teaching children.

At the end of the twentieth century, a huge avalanche of borrowed terms from foreign languages ​​began to pour into our lives, which threatens the language, and therefore culture. Therefore, the problem of developing the speech of children in primary school through small forms of folklore today is of particular importance.

The people carefully accompanied with poetic words every stage of the child’s life, all aspects of his development. This is a whole system of traditional rules, principles with the help of which a child is raised in a family. The core of this system was and remains the oral folk word, passed on from century to century, from family to family.

Psychologists and methodologists note that a child learns his native language, first of all, by imitating the spoken speech of others (D.B. Elkonin, R.E. Levina, A.P. Usova, E.I. Tikheeva, etc.). Unfortunately, parents nowadays, due to difficult social conditions and being too busy, often forget about this and leave the process of their child’s speech development to chance. The child spends more time at the computer than in a live environment. As a result, works of folk art (lullabies, pesters, nursery rhymes) are practically not used even at a young age, not to mention children of six or seven years old.

K.D. Ushinsky noticed that families know fewer and fewer rituals and forget songs, including lullabies. This is becoming even more relevant these days.

In the practice of school education, one can observe the following picture: when introducing younger schoolchildren to small folklore forms, the content aspect is often put forward, and no attention is paid to genre and linguistic features. Their use often comes down to memorizing proverbs, nursery rhymes, and riddles. Teachers rarely use these forms in speech development classes with children.

Therefore, there is a need to develop methods for developing children’s speech using small forms of folklore. This process should take place not only in specially organized classes, but also in Everyday life school educational institution. To solve this problem, it is important that teachers are interested, and children are active subjects of this process (showing interest and independence in acquiring additional knowledge).

General theoretical issues of speech development in children of primary school age are discussed in the works of D.B. Elkonina, A.N. Gvozdeva, L.S. Vygotsky and others.

Yu.G. studied some aspects of the speech development of preschool children using small forms of folklore. Illarionova, E.I. Tikheyeva ,F. Sokhin, A.M. Borodich, S.S. Bukhvostova, O.S. Ushakova, A.P. Usova, A.Ya. Matskevich, I.V. Chernaya, K.D. Ushinsky, Ya.A. Komensky, E.N. Vodovozova, M.K. Bogolyubskaya, V.V. Shevchenko, N.V. Shaidurova, O.I. Davydova, N.V. Kazyuk et al.

Currently, a fairly large number of different partial programs for the use of traditional culture in the educational process have appeared. Among them, I would like to highlight the “Heritage” program edited by M.Yu. Novitskaya, “Amulet” by E.G. Boronina, “Introducing children to the origins of Russian folk culture” O.L. Knyazeva and many others.

At the same time, even in training programs for first-graders, there is no developed specific content for the methodology of speech development using small forms of folklore, there is no definition and qualitative characteristics of the levels of speech development in this area. As a result, teachers are forced to look for separate ways to develop speech, through small forms of folklore, without focusing on clear theoretical and methodological principles.

A contradiction arises between the potential capabilities of small forms of folklore in the speech development of first-graders and the insufficient provision of teachers with methods for developing children's speech using small forms of folklore.

The identified contradiction points to the problem of developing a comprehensive methodology for developing the speech of primary school students using small forms of folklore. The solution to this problem is purpose of the study: to identify optimal conditions for literary creativity and speech development of first-graders in literary reading lessons.

Object of study- the process of speech development and literary creativity of students in a primary school educational institution.

Subject of study- the process of speech development and literary creativity in reading lessons.

The purpose, object and subject of the study determined the need to formulate and solve the following tasks:

.To analyze the psychological and pedagogical foundations of speech development in children of primary school age.

.Study of literature, methodological recommendations related to literary creativity and activities of schoolchildren.

.To determine the main methods and forms of using small forms of folklore in the process of speech development and literary creativity of primary schoolchildren and to develop a methodology for their integrated application.

.To trace the dynamics of changes in the level of speech development in the process of experimental work.

Hypothesis.If you use the whole variety of available methods and techniques aimed at developing literary creativity and activating the imagination of a primary school student in creativity lessons, and do this in a system, you can achieve a deeper perception of children’s works, as well as increase the level of speech development and the level of development of creative abilities.

Methodological basisresearch compiled theories of the development of children's speech (K.D. Ushinsky, E.I. Tikheyeva, A.P. Usova, M.M. Alekseeva, V.I. Yashina, F.A. Sokhin, A.M. Borodich, etc. .); psychological and pedagogical studies of speech features (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky, etc.).

When considering the state of the problem under study, methods such as analysis of psychological and pedagogical literature, a comprehensive method for diagnosing speech development, experiment, observations, questionnaires for parents, quantitative and qualitative analysis of the data obtained were used in practice.

1. Theoretical basis development of students' speech in reading lessons

1.1 Development of speech of primary schoolchildren as a psychological and pedagogical problem

During its development, children's speech is closely related to the nature of their activities and communication. The development of speech goes in several directions: its practical use in communication with other people is improved, at the same time speech becomes the basis for the restructuring of mental processes, a tool of thinking.

But the assimilation of words in childhood could also have a creative aspect: after all, many words were new and unusual for the child, he could have his own words and meanings, which were subsequently brought in accordance with the language norm.

Creativity is not a surge of emotions, it is inseparable from knowledge and skills; emotions accompany creativity, increase its tone, captivate the creative person, and give him strength. But only strict, proven knowledge and skills awaken the creative act, lead it along the right path, ensure results, true creation. Unfortunately, there are many cases where creativity was understood as the negation of the old, its destruction, and untested methods, technologies, priorities, and structures were introduced.

The main thing in the pedagogy of creativity is not to let God’s gift fade away, not to prevent the “mysterious flower of poetry” (L.N. Tolstoy) from blooming in the soul of a child, schoolchild, or aspiring master. The ability and readiness for creativity become a human personality trait, creativity (from the Latin creatio - creativity, creation).

Therefore, in the matter of upbringing and education, the concept of “creativity” is usually associated with the concept of “ability.” Those children who meet the criteria for giftedness are most prepared for creativity, namely:

accelerated mental development: cognitive interests, observation, speech, intelligence, original problem solving;

early specialization of interests, intelligence, emotions: passion for music, folk languages, visual arts, etc.;

activity, initiative, desire for leadership, perseverance and strengthening to achieve the set goal;

good memory, developed cognitive skills;

readiness and ability for performing activities;

the condition for creativity is non-creative activity, for a true creator-worker does not neglect painstaking work and deep knowledge.

The spiritual world of a person (at any age) is not only intellect, not only thinking and speech, but also the world of emotions, imagination and dreams, moral feelings and conscience, the world of faith in goodness, communication with oneself, an intuitive understanding of the feelings of another person and so empathy. Children can be very sensitive and understand much more than adults think.

Is creativity compatible with learning, especially elementary education?

We proceed from the assumption: creativity is accessible to children, moreover: it revives the cognitive process, activates the cognitive personality and shapes it. If we keep in mind the subject - the native language, then children’s creativity is also possible when perceiving readable works of art, during their expressive reading, retelling, especially in dramatization; in various types of composition, language games and compilation of dictionaries, in modeling language phenomena.

The native language at school is an instrument of knowledge, thinking, development, it has the potential for creative generalization.

Through language, the student masters the traditions of his people, their worldview, and ethical values; through language he becomes familiar with the greatest treasures - Russian literature and the literatures of other peoples. Reading books opens up a new charge of knowledge for the student. Language introduces a child to social life, gives him the opportunity to communicate with both those close and distant: concepts are learned through words, while thought and speech are built in forms. Each long speech act is a resolution of the situation, i.e. creative act. The concept of scale is applicable to a statement: the richer the content and means of expression, the higher the creative element in it.

Language and speech introduce a person to various creative fields, being a means of research, science and design, a means of performing arts - vocal, theatrical, oratory. Language is a means of literary creativity: poetry, prose, journalism. Before speech has oral and written forms - the first involves improvisation, the second can be edited and improved.

Inexhaustible reserves of creativity lie in the vocabulary of the Russian language, in its phraseology - the semantization of words, in the study of their formation and etymology, in the analysis of shades of meaning and features of the use of words in the text. Linguistic analysis of a literary text is always research, always creativity. How fascinated children are with the study of proverbs, sayings, and popular words.

According to V.S. Mukhina and L.A. Wenger, younger schoolchildren, like older preschoolers, when they try to tell something, a speech structure typical for their age appears: the child first introduces the pronoun (“she”, “he”), and then, as if feeling the ambiguity of his presentation , explains the pronoun with a noun: “she (the girl) went”, “she (the cow) gored”, “he (the wolf) attacked”, “he (the ball) rolled”, etc. This is an essential stage in a child’s speech development. The situational way of presentation is, as it were, interrupted by explanations focused on the interlocutor. Questions about the content of the story at this stage of speech development evoke a desire to answer in more detail and clearly. On this basis, intellectual functions of speech arise, expressed in “internal monologue,” in which a conversation takes place, as it were, with oneself.

According to A.M. Leushina, as the circle of contacts expands and as cognitive interests grow, the child masters contextual speech. This indicates the leading importance of mastering the grammatical forms of the native language. This form of speech is characterized by the fact that its content is revealed in the context itself and thereby becomes understandable to the listener, regardless of his or her consideration of a particular situation. The child masters contextual speech under the influence of systematic training. In elementary school classes, children have to present more abstract content than in situational speech; they have a need for new speech means and forms that children appropriate from the speech of adults. Over time, the child begins to use either situational or contextual speech more and more appropriately, depending on the conditions and nature of communication.

A.M. Leushina believes that the development of coherent speech plays a leading role in the process of speech development of primary schoolchildren. As the child develops, the forms of coherent speech are restructured. The transition to contextual speech is closely related to mastery of the vocabulary and grammatical structure of the language.

In first-graders, coherent speech reaches a fairly high level. The child answers questions with fairly accurate, brief or detailed (if necessary) answers. The ability to evaluate the statements and answers of peers, supplement or correct them is developed. However, children still more often need a previous teacher model. The ability to convey in a story their emotional attitude to the objects or phenomena described is not sufficiently developed.

And yet, a significant vocabulary accumulates, the proportion of simple, common and complex sentences increases, children develop a critical attitude towards grammatical errors, and the ability to control their speech.

According to D.B. Elkonin, the growth of vocabulary, as well as the acquisition of grammatical structure, depend on living conditions and upbringing. Individual variations here are greater than in any other area of ​​mental development:

in V. Stern's research, five-year-old children have a vocabulary of 2200 words, and six-seven-year-old children have a vocabulary of 2500-3000 words.

in Smith's research, five-year-old children have a word count of 2072, a word growth of 202, five-six-year-old children have 2,289 with a word growth of 217, six-year-old children have 2,589 with a word growth of 273.

The vocabulary represents only building material, which only when words are combined in a sentence according to the laws of the grammar of the native language can serve the purposes of communication and knowledge of reality.

After three years, intensive mastery of complex sentences connected by conjunctions occurs. Of the total number of conjunctions acquired up to seven years, 61% are acquired in the period after three years. During this period, the following conjunctions and allied words are learned: what, if, where, how much, which, how, so that, in what, although, after all, after all, or, because, why, why, why. The assimilation of these conjunctions, which denote a wide variety of dependencies, shows the intensive development of coherent forms of speech.

The intensive acquisition of the native language in preschool age, which consists of mastering its entire morphological system, is associated with the child’s extreme activity in relation to language, expressed, in particular, in diverse word formations and word changes made by the child himself by analogy with already acquired forms.

K.I. Chukovsky emphasizes that in the period from two to five years the child has an extraordinary sense of language and that it is this and the child’s associated mental work on language that creates the basis for such an intensive process. There is an active process of mastering the native language. “Without such a heightened sense for the phonetics and morphology of words, the bare imitative instinct alone would be completely powerless and could not lead dumb infants to full mastery of their native language.”

The basis on which language acquisition is built is focusing on the sound form of a word. A.N. Gvozdev notes the appearance in the fifth year of a child’s life of the first attempts to comprehend the meanings of words and give them an etymological explanation. He points out that these attempts are made by the child on the basis of comparing some words with other consonant words. This leads to erroneous approaches. For example, the word “city” is closer to the word “mountains”. That is, semantic interpretation follows the sound comparison. Sufficient comprehension of speech appears only in the process of special training.

A.V. Zakharova found that throughout preschool age the number of relationships expressed by each case increases significantly. Progress lies in the fact that in speech, with the help of case forms, more and more new types of objective relations are expressed in various ways. In older preschoolers, time relations, for example, begin to be expressed by the forms of the genitive and dative case.

Case forms at this age are formed entirely according to one of the types of declension. They are already completely oriented towards endings in the nominative case and, depending on how they pronounce it, they produce forms - according to the first or second type. If the unstressed ending was perceived and pronounced by them as “a,” they used endings of the first declension in all cases. If they accepted the endings with a reduced “o”, then they reproduced the endings of the 2nd declension in all cases.

Thus, by the beginning of school age, by the 1st grade, the child’s orientation towards the sound form of nouns is quite clearly expressed, which contributes to the assimilation of the morphological system of the native language.

The child’s mastery of grammar is also expressed in mastering the composition of speech. In first grade, according to S.N. Karpova, a relatively small number of children cope with the task of isolating individual words from a sentence. This skill develops slowly, but the use of special training techniques helps to significantly advance this process. For example, with the help of external supports, children isolate the words offered to them (except for prepositions and conjunctions). The most important thing is that they transfer methods of analysis developed with the help of external supports to action without them. Thus, mental action is formed.

This skill is extremely important, since it creates the prerequisites for the child to master not only the forms of individual words, but also the connections between them within a sentence. All this serves as the beginning of a new stage in language acquisition, which D.B. Elkonin called it actually grammatical in contrast to pre-grammatical, which covers the entire period of language acquisition before the start of schooling.

Thus, in the speech of first-graders, the number of common sentences with homogeneous members increases, and the volume of simple and complex sentences increases. By the end of preschool childhood, the child masters almost all conjunctions and the rules for their use. However, even for children entering first grade, the bulk of the text (55%) consists of simple sentences, which is confirmed in the research of L.A. Kalmykova. An important point in the development of speech in children of senior preschool age is the increase in the number of generalizing words and the growth of subordinate clauses. This indicates the development of abstract thinking in older preschoolers.

By the first grade, the child has already mastered the complex system of grammar to such an extent, including the most subtle patterns of syntactic and morphological order operating in the language, that the acquired language becomes truly native to him.

As for the development of the sound side of speech, by the first grade the child correctly hears each phoneme of the language, does not confuse it with other phonemes, and masters their pronunciation. However, this is not yet enough for the transition to literacy training.

Almost all psychologists and methodologists who have dealt with these issues unanimously emphasize that for this it is very important to have a clear understanding of the sound composition of the language (words) and be able to analyze it. The ability to hear each individual sound in a word, to clearly separate it from the next one, to know what sounds a word consists of, that is, the ability to analyze the sound composition of a word, is the most important prerequisite for proper literacy training. Learning to read and write is the most important stage in the development of awareness of the sound side of language.

A.V. Detsova believes that the task of isolating sounds in a word, despite its difficulties, is feasible for a first grader. She suggested that the inability to isolate sounds in a word is not an age-related feature, but is connected only with the fact that no one sets such a task for the child, and he himself does not feel the need for it in the practice of verbal communication. Research data by A.V. Detsova show that already in the senior group of kindergarten, children can not only recognize this or that sound in a word, but also independently identify sounds. In the first grade, with specially organized training, children relatively easily master the sound analysis of words.

Thus, in preschool and primary school age, a child reaches a level of language acquisition when language becomes not only a full-fledged means of communication and cognition, but also a subject of conscious study. This new period of knowledge of linguistic reality by D.B. Elkonin called it a period of grammatical language development.

Psychologists (D.B. Elkonin, A.N. Gvozdev, L.S. Vygotsky, etc.) and methodologists (O.S. Ushakova, O.M. Dyachenko, T.V. Lavrentieva, A.M. Borodich, M. M. Alekseeva, V. I. Yashina, etc.) highlight the following features of speech development in older preschoolers and first-graders:

1.Sound culture of speech.

Children of this age are able to clearly pronounce difficult sounds: hissing, whistling, sonorant. By differentiating them in speech, they consolidate them in pronunciation.

Clear speech becomes the norm for them.

Children improve their auditory perception and develop phonemic hearing. Children can distinguish between certain groups of sounds and select words that contain given sounds from a group of words and phrases.

Children freely use means of intonation expressiveness in their speech: they can read poetry sadly, cheerfully, solemnly. In addition, children at this age already easily master narrative, interrogative and exclamatory intonations.

Older preschoolers and younger schoolchildren are able to regulate the volume of their voice in various life situations: answer loudly in class, talk quietly in public places, friendly conversations, etc. They already know how to use the tempo of speech: speak slowly, quickly and moderately under appropriate circumstances.

Children have well-developed speech breathing: they can draw out not only vowel sounds, but also some consonants (sonorant, hissing, whistling).

Children can compare the speech of peers and their own with the speech of adults, discover inconsistencies: incorrect pronunciation of sounds, words, inaccurate use of stress in words.

2.The grammatical structure of speech.

Children's speech is saturated with words denoting all parts of speech. At this age, they are actively engaged in word creation, inflection and word formation, creating many neologisms.

In older preschool and primary school age, children make their first attempts to voluntarily use grammatical means and analyze grammatical facts.

First-graders begin to master the syntactic side of speech. True, this is difficult, and therefore the adult, as it were, leads the child, helping him establish cause-and-effect and temporal connections when examining objects.

Children of this age can independently form words by choosing the desired suffix.

First-graders develop a critical attitude towards grammatical errors and the ability to control their speech.

At this age, the proportion of simple common sentences, compound and complex sentences increases.

3.Lexical side of speech.

By the age of six or seven, the technique of comparing and contrasting similar and different objects (in shape, color, size) becomes firmly established in children’s lives and helps them generalize features and identify the significant ones. Children freely use generalizing words and group objects into categories based on gender.

The semantic side of speech develops: generalizing words, synonyms, antonyms, shades of meaning of words appear, precise, appropriate expressions are chosen, words are used in different meanings, adjectives and antonyms are used.

4.Coherent speech (is an indicator of the speech development of younger schoolchildren).

Children understand what they read well, answer questions about the content and are able to retell fairy tales and short stories.

Children are able to construct a story based on a series of pictures, outlining the beginning, climax and denouement. In addition, they can imagine the events that preceded what is depicted in the picture, as well as those that followed, that is, go beyond its limits. In other words, children learn to compose a story on their own.

Children are already able to not only see the main and essential things in a picture, but also notice particulars, details, convey the tone, landscape, weather conditions, etc.

Children can also give a description of the toy, create a story about one or more toys, or show a story - a dramatization of a set of toys.

In dialogical speech, children use, depending on the context, a short or extended form of utterance.

The most striking characteristic of the speech of children of the sixth year is the active development of different types of texts (description, narration, reasoning).

In the process of developing coherent speech, children begin to actively use various types of connections between words within a sentence, between sentences and between parts of a statement, while respecting its structure.

Thus, we found out the features of speech development in children of senior preschool and primary school age. They are characterized by a fairly high level of speech development. Next, we consider it necessary to find out how appropriate it is to use small forms of folklore for the development of children’s speech and, first of all, what are the features of understanding small forms of folklore by older preschoolers, and what difficulties we may encounter.

1.2 Literary creativity as a means of developing the speech of primary schoolchildren

The poetic figurative word seems to accumulate all the colors and diversity of forms of the objective world. The writer creates new pictures of life with the help of words; he consolidates in figurative speech its fast-flowing movement, its zigzags, kinks, transitions, connections, relationships.

If a writer “chains” life’s impressions into words, then the reader, to a certain extent, takes the opposite path: he, as it were, “unchains” these writerly impressions and experiences, restoring their natural structure in his consciousness. The more subtly he understands figurative speech, the wider his associations, the more vivid his ideas, the deeper his figurative generalization.

The process of developing the speech of a child or schoolchild should include the perception and understanding of artistic speech as an obligatory element, since along with its development, more and more new horizons of aesthetic knowledge of reality open up.

Accordingly, artistic (figurative) speech is a factor that forms and improves many mental functions of a growing person (for example, recreating imagination, observation, emotional and figurative memory and, of course, certain qualities of thinking).

In the process of reading and perceiving fiction, enriching life experience, and the stock of necessary knowledge, the child’s ability to think in verbal and artistic images develops and strengthens. Essentially, this ability connects the general development of a person with special development, with the formation of particular literary abilities. The dialectical connection between general and special development must be kept in mind when it comes to the upbringing and training of a schoolchild. Secondary schools for the most part prepare not a writer, not a literary critic, not a literary critic (for all this is possible only at the level of higher professional education), but a qualified and educated reader of fiction. All who have completed this teaching at school, without becoming professional writers and poets, become qualified readers, regardless of their chosen profession and occupation. This dependence was successfully expressed in her time by M.A. Rybnikov in a unique formula: “From a little writer to a big reader.”

The complex structure of thinking in verbal and artistic images is uniquely revealed in the process of reader perception. In the broad sense of the term “artistic perception” Moldavskaya N.D. joins P.M. Jacobson, who writes: “The fact is that we very often use the term “perception” in two meanings. We are talking about perception in the narrow sense of the word, as well as in its broad sense, implying various acts of thinking, interpretation, and finding connections in the process of perceiving an object.”

V.F. Asmus, in the article “Reading as Work and Creativity,” reveals the perception of a literary work as a complex process: “The reader’s mind is active while reading. He resists both hypnosis, which invites him to accept images of art as a direct manifestation of life itself, and the voice of skepticism, which whispers to him that the life depicted by the author is not life at all, but only a fiction of art. As a result of this activity, the reader carries out a kind of dialectic in the process of reading. He simultaneously sees that the images moving in his field of vision are images of life, and understands that they are not life itself, but only its artistic reflection.” The activity of the reader's mind is a specific activity that combines the efforts of thinking, memory, imagination, aesthetic and moral feelings and many other mental processes.

Based on the broad understanding of the term “perception”, we can define literary development as a process of qualitative changes in the ability to think in verbal and artistic images, which is revealed both in the reader’s perception and in literary creativity itself.

An excellent feature of the literary reading program is the introduction of its content section: “The experience of creative activity and the experience of a directed emotional-sensual attitude to reality.” The introduction of such a section into the program led to the inclusion in the learning process of those techniques and methods of activity for children that help them perceive a work of art based on the manifestation of their own creative abilities, because reading is, first of all, co-creation. Literature is one of the most complex, intellectual forms of art, the perception of works of which is indirect; when reading, a person receives the greater pleasure from artistic images, the brighter the ideas that arise in him during the reading process. The nature and completeness of perception of a literary work are largely determined by concrete sensory experience and the child’s ability to recreate verbal images that correspond to the author’s text.

Thus, the course of literary reading pursues the solution of the following tasks:

develop in children the ability to fully perceive a work of art, empathize with the characters, and respond emotionally to what they read;

teach children to feel and understand the figurative language of a work of art, to develop a figurative solution;

to develop the ability to recreate artistic images of a literary work, to develop the creative and reconstructive imagination of students;

ensure the development of students’ speech and actively develop speech skills, reading, listening skills, etc.

As we see, all of the above tasks are solved only on the basis of the active creative activity of students with the help of imagination.

It is known that art arose in the history of civilization in order to develop and support the fundamental fundamental human ability - imagination. A person without imagination cannot understand another person. To act in different situations that arise at every step, you need imagination - you need to imagine, imagine yourself in a different situation.

In order to promote children’s development, it is necessary to abandon the well-known stereotypes of work in reading lessons and direct it so that students perceive and value literary words as irreplaceable, the deep content of which must be thought about. So that reading each new work or rereading a previously known one would be a new discovery for them, would evoke the work of the soul - feelings, imagination, would affect their life experience, that is, would capture their personality.

Literary creativity is the literary activity of a person, which consists in the creation of new literary works of social significance and spiritual values ​​with the help of the spoken and written word.

The genre range of reading books is unusually wide. After analyzing, we came to the conclusion that children get acquainted with the genres in the lesson: nursery rhymes, jokes, fables, flip-flops, counting rhymes, riddles, proverbs, Russian folk songs, boring fairy tales, ditties, lullabies, chants, sentences, teasers, tongue twisters, horror stories ; myths, legends, fairy tales, epics, ballads, traditions; story, riddles, poems.

Proverbs and sayings, like another genre of oral folk art, in artistic images recorded the experience of life lived in all its diversity and inconsistency. V.P. Adrianova-Peretz notes that in a generalized judgment about typical phenomena they resort to the most stable part of the vocabulary of the national language, there are no embellishments in them, the idea is conveyed only by the most necessary and, moreover, precisely selected words. In addition, as noted by N.A. Dmitriev, what is expressed in words is already more or less understandable and explainable, “certainty, clarity, plasticity” of artistic speech is the certainty of the expressed spiritual state: thoughts, feelings, impressions, moods, experiences.

Using In their speech, proverbs and sayings, children learn to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonationally, they develop the ability to creatively use words, the ability to figuratively describe an object, and give it a vivid description.

A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic features objects or phenomena. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, inferences, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to vividly and succinctly convey images of objects, and develops a “poetic view of reality” in younger schoolchildren.

In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, teach them to notice the beauty and originality of an artistic image, understand what speech means it is created by, and develop a taste for precise and figurative words. Taking into account the material of the riddle, it is necessary to teach children to see the compositional features of the riddle, to feel the originality of its rhythms and syntactic structures.

For these purposes, the language of the riddle is analyzed and attention is paid to its construction. The teacher needs to have several riddles about one object or phenomenon in stock in order to show children that the images and expressions they found are not isolated, that there are many opportunities to say differently and very succinctly and colorfully about the same thing. Mastering the skills of descriptive speech is more successful if, along with riddles, literary works, illustrations, and paintings are taken as examples.

So, through riddles, children develop sensitivity to language, they learn to use various means, select the right words, gradually mastering the figurative system of language.

1.3 Peculiarities of understanding small folklore forms by first-graders

It is known that preschoolers have difficulty understanding and interpreting the meaning of proverbs and sayings. This is also emphasized in the studies of N. Gavrish. Some children can only tell who they are talking about, for example: “It’s about Vanya” (“There are pebbles everywhere for poor Vanya”), “About Emelya, he’s driving slowly” (“Emelya is driving, but wait a week for him”), “About the hare and a wolf” (“To a cowardly bunny and a stump - a wolf”), that is, to recreate a visual single image that corresponds to a specific situation. The abstract essence of the proverb remains closed to the child.

Children make associations, often not to the content of the entire proverb, but to some individual word from it, and this makes it difficult to break away from a specific situation and move on to a generalized image. For example, about the proverb “Emelya is going…” - “This is about Emelya, he caught a pike”; “Emelya is lying on the stove, but doesn’t want to go to the Tsar.” About the proverb “To a cowardly bunny...” - “A wolf means a stump, and a bunny sat on it”; "The wolf sits on a tree stump." About the proverb “To poor Vanyushka...” - “When Vanyushka walks along the road, and there are only stones under his feet”; “When there were no toys yet, then children played with pebbles.”

However, G. Klimenko argues that with systematic work with children using proverbs and sayings, older preschoolers and first-graders are already able to not only understand expressions folk wisdom, but also draw logical conclusions based on them.

It was also found that preschoolers find it much more difficult to guess metaphorical riddles than descriptive ones. Some children do not understand the figurative structure of the language of riddles and do not adequately interpret metaphors. In most cases, children have associations with one word. For example, in the riddle about a cloud on the word “white” - “These are polar bears”, “A swan, because it is white”; in the riddle about the fox - an association with the words “there is no smoke, no fire” - “Fire truck”, “Firemen, because they are putting out the fire, and there is no smoke, no fire.”

It is interesting that in a story, fairy tale, or poem, children perceive metaphor much more easily than in a riddle. This is explained by the fact that the literary text describes a real situation, and the riddle is an allegory. Thus, the assimilation of the figurative structure of language, awareness of the figurative meaning of words and phrases is possible only at a certain level of development of abstract and figurative thinking.

Psychologists, teachers, linguists have studied the peculiarities of children’s understanding of the figurative meaning of words and phrases (A.A. Potebnya, L.S. Vygotsky, A.V. Zaporozhets, V.K. Kharchenko, K.E. Khomenko, N.M. Yuryeva , V.I. Malinina, E.A. Federavichene, O.N. Somkova, etc.) and the difficulties arising in this case are explained by the fact that, unlike adults, in the speech experience of children, the vast majority of words are in a single direct nominative meaning, reflecting its main significant subject-logical content.

E. Kudryavtseva identified some reasons for errors when children guess riddles, although first-graders already have certain knowledge and intellectual skills:

inattentively listen to the text of the riddle;

do not completely remember the content of the riddle;

do not fully or partially understand the text of the riddle;

when guessing and comparing, not all the features present in the riddle are used;

do not have sufficient knowledge about the mystery;

cannot correctly analyze, compare and summarize the features indicated in the riddle.

Even if the correct answer is given, one must distinguish between random and purposeful guessing. E. Kudryavtseva identifies the following signs of purposeful guessing:

children are interested not only in the result, but also in the process of solving the logical problem of guessing;

in search of an answer, all signs of objects and phenomena indicated in the riddle are analyzed, compared and summarized;

the child himself willingly checks the correctness of possible answers, compares their signs and connections with those indicated in the riddle;

the student strives to explain his answer, to prove its correctness with arguments;

in case of an error, the child continues to search for the correct answer;

A first grader has no difficulty comparing riddles.

Thus, with targeted work with children, first-grade students are able to solve riddles with both precisely named features and encrypted ones.

As for other small forms of folklore, N. Novikova in her research emphasizes that some children know and enjoy repeating nursery rhymes, jokes, songs, and tales. But most children do not have speech skills. When recognizing a nursery rhyme or a fairy tale, they only name its characters. The reason is the unsystematic work of teachers on the use of small forms of folklore in the speech development of children.

So, if small forms of folklore are selected taking into account the age capabilities of children and systematic work is organized by the teacher, they are accessible to their understanding and awareness. Thus, the use of small forms of folklore in the speech development of primary school students is fully justified.

.1 Methodology for using literary creativity in the speech development of students

The previous chapter examined theories of speech development, including the use of small forms of folklore. To test the effectiveness of the developed complex, a pedagogical experiment was conducted on the basis of Municipal Educational Institution Lyceum No. 8 in Makhachkala. Before we began to determine the main methods and forms of their use in the development of speech skills in first-graders, we analyzed the situation in the group. We were interested in the level of development of speech skills in children and how proficient they are in small forms of folklore. For this purpose, we chose the methodology (semantic method) of O.S. Ushakova and E. Strunina.

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

The practice of verbal communication confronts children with words of different meanings: antonyms, synonyms. For first-graders, the orientation towards semantic content is very developed: “For a child, a word acts, first of all, as a bearer of meaning.”

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

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

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

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

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

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

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

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

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

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

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

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

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

Table 1. Results of diagnosing children’s speech skills (ascertaining section)

GroupsChild's nameTask numberAvg. arithm.Level123456789101112control1. Zaira D.2.513112222131.51.8C2. Magomed K.22,531,51,52223231,52,2С3. Timur K.1,5232222231,521,51,9С4. Madina N.121111.51221211.4N5. Zainab M.111111.512211.511.3N6. Dinara K.11.52111.51.5221211.46N7. Sabina T.21,52112221,5221,51.7S8. Shuana M.1.5221.51.52222221.51.8C9. Nabi A.221,52221,5211,521,51,8С10. Kamal B.1221.51.522221321.8SSr. arithm.1,551,752,11,351,351,851,8221,42,251,4LevelSSSNNSSSSNSNexperimental1. Aishat A.111111,511,5111,511,25N2. Islam K.2,522222,52222322С3. Jamal S.3232223232322,42С4. Yusup G.21,51111,511,521211,46S5. Elmira B.1111,51,51,52211211,46С6. Kamil V.322222,52221212,08С7. Muslim K.11,511,51,51,51,51,51,511,511,3N8. Naida M.212222,5221,51,5221,9С9. Saida Sh.1,5111,51,51,511,5111,511,3N10. Azamat A.1111,51,51,51,51,5111,511,25NSr. arithm.1111.61.61111121LevelSNSSSSSSSNSN

Table 2. Levels of development of children's speech skills (ascertaining cross-section)

LevelGroupControlExperimentalHigh--Average70%60%Low30%40%

In addition, we compiled questionnaires for parents and teachers of the study group. We were interested in whether small forms of folklore are used in working with children at school and at home, for what purpose and what. Twenty parents and two teachers were interviewed. As a result, it turned out that parents practically do not use small forms of Russian folklore with their first-graders, they practically do not know a single lullaby (“We used to sing, but now we are already big”), except for “Bayu bayushki-bayu, don’t lie down on the edge...” and even then not completely. Families know these works of oral folk art less and less; now they remember only a few riddles and sayings, and among the nursery rhymes they call one “The White-sided Magpie...”.

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

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

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

1.Preparatory stage.

2.Main stage (direct training):

in Russian language lessons, reading, extracurricular reading and even some others;

in everyday life.

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

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

At the second stage of the formative experiment, first of all, we organized work in the classroom. It is recommended to use proverbs and sayings in classes to familiarize yourself with fiction, offering methods and techniques such as:

analysis of a proverb or saying precedes the reading of works of art, leading elementary school students to understand its idea;

Children can demonstrate a correct understanding of the idea of ​​the work and the meaning of the proverb when discussing its name;

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

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

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

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

In addition, work was also carried out to enrich children’s speech with phraseological units, where proverbs and sayings acted as tools. This was done in order to help children understand the figurative meaning of words and phrases. Familiarizing children with the elements of Russian phraseology relates to the content of vocabulary work. “Phraseological units are stable, indecomposable phrases, original expressions that cannot be translated literally into another language. They serve as a means of creating emotional, expressive speech, a means of evaluating certain phenomena or events.”

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

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

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

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

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

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

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

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

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

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

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

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

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

In our work for this purpose, we used not only tongue twisters, but also proverbs and nursery rhymes.

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

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

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

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

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

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

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

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

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

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

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

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

the students observed what was hidden in the compared riddles;

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

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

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

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

First graders know what questions to answer when comparing riddles.

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

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

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

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

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

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

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

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

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

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

Children can organize concerts on their own. Under the guidance of a language teacher, they draw up a program, assign roles, conduct rehearsals, and prepare the premises. Its program is varied: reading nursery rhymes known to children using visual material (toys, objects, pictures); retelling of a famous fairy tale; dramatization game or puppet theater; folk games; telling riddles.

It is this kind of preparation that helps solve many problems of mental, moral and aesthetic education. Thus, by organizing entertainment for first-graders, we activate small forms of folklore in children’s speech. This contributes to the development of imagery and expressiveness of their speech.

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

schoolboy folklore speech reading

2.2 Analysis of experimental work on the development of children’s speech using literary creativity

Large section oral creativity of the Russian people is folk calendar. In our work, we tried to adhere to it and even organized the calendar and ritual holiday “Oseniny” (Appendix 6). In addition, we conducted a series of cognitive cycle classes where speech problems were solved in order to enrich the vocabulary and to draw the attention of first-graders to genre and language features:

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

. “Visiting the hostess” (introduction to riddles);

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

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

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

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

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

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

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

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

Table 3. Results of diagnosing children’s speech skills (control section)

GroupsChild's nameTask numberLevel123456789101112control1. Zaira D.2.51.53112222131.5C2. Magomed K.22,531,51,52223231,5С3. Timur K.1,5232222231,521,5С4. Madina N.1211,521,51,522121С5. Zainab M.111.5121.51.52211.51N6. Dinara K.11.52111.51.522121N7. Sabina T.21,52212221,5221,5С8. Shuana M.1.5221.51.52222221.5C9. Nabi A.221,52221,521,51,521,5С10. Kamal B.1221,51,52222132SSr. arithm.1,551,82,11,51,551,851,822,11,42,251,4LevelSSSSNSSSSSNSNNexperimental1. Aishat A.111,5111,51,51,51,511,51,5N2. Islam K.2,522222,5222,5232С3. Jamal S.3232,522,53232,532B4. Yusup G.21,511,511,51,51,52121,5С5. Elmira B.111,51,521,5221,5121,5С6. Kamil V.322222.52.5221.521.5С7. Muslim K.11,511,51,51,51,51,51,511,51,5N8. Naida M.21,52222,5221,51,522С9. Saida Sh.211,521,521,51,51,51,51,51С10. Azamat A.11,51,51,521,51,521,51,51,51,5SSr. arithm.1,851,451,71,751,71,951,91,81,851,4521,6LevelSNSSSSSSNSSS

Table 4. Levels of development of children’s speech skills (control section)

LevelGroupControlExperimentalHigh-10%Average80%70%Low20%20%

Table 5. Levels of development of children’s speech skills at the initial and final stages of the experiment

LevelGroupControlExperimentalStating ExperimentControl ExperimentStating ExperimentControl ExperimentHigh---10%Average70%80%60%70%Low30%20%40%20%

teachers will be interested leaders in the speech development process;

Special training in native speech will be organized using small forms of folklore, not only in special lessons on speech development;

Conclusion

In connection with this goal, the first chapter of our study examines the state of the problem under study in psychological and pedagogical science, and analyzes the features of speech development among primary school students high school and the influence of literary texts on the formation of literary creativity. The second chapter examines well-known work methods for using different genres, techniques and forms of work that were proposed by Yu.G. Illarionova, E.I. Tikheyeva, A.M. Borodich, O.S. Ushakova, A.P. Usova, V.V. Shevchenko and others.

Analysis of theoretical provisions and methodological conclusions made it possible to present the results of experimental work carried out at the school of Municipal Educational Institution Lyceum No. 8 in Makhachkala on the use of small forms of folklore in the process of developing children's speech. We tracked the dynamics of changes in the level of speech development in the process of experimental work. All other things being equal, at the initial stage of the experiment, the level of development of children in the control and experimental groups was approximately the same. Analysis of the results of the experimental group before and after the formative experiment indicates the effectiveness of the complex of methods and techniques we developed. The experimental group improved their results. The percentage of children with a low level of development decreased by ten percent. Accordingly, the number of children with an average and high level of development increased by twenty percent.

During the work, the following changes were noticed:

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

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

Of course, our study does not claim to be sufficiently complete, since the issue still remains relevant. However, in terms of developing methods for working with small forms of folklore, well-known methodological aspects have been revised and adapted for first-graders in the specific conditions of school No. 8.

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

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

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

thirdly, the active inclusion of children;

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

Based on the analysis of experimental work, we can come to the conclusion that our hypothesis that the level of speech development of first-graders increases if:

teachers will be interested leaders in the speech development process;

special teaching of native speech will be organized using small forms of folklore not only in special lessons on speech development, but also in other lessons;

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

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

This problem attracts the attention of teachers and scientists, such as: L.S. Vygotsky, D.M. Komsky, M.R. Lvov, L.V. Zankov, T.V. Zelenkova, Z.N. Novlyanskaya. They attach great importance to the development of a creative personality.

In order to promote children’s development, it is necessary to abandon the well-known stereotypes of work in reading lessons and direct it so that students perceive and appreciate the literary word, as it is irreplaceable to think about the deep content of it. So that reading each new work or re-reading a previously known one would be a new discovery for them, would evoke the work of the soul - feelings, imagination, would affect their life experience, that is, would capture their personality.

In our time, society's demands on the personal qualities of every citizen of our country, as well as an individual and a member of society, have increased significantly. Our education has reached a new level. Education has become developmental. Teachers strive to structure a lesson so that it meets all the criteria of developmental education. Developmental education is unthinkable without creativity. However, many schools, judging by the psychological and pedagogical literature, are little focused on the development of schoolchildren’s imaginative thinking and their imagination.

Analyzing the requirements for a modern lesson, in particular for a reading lesson, we can conclude that the development of literary creativity is a necessary prerequisite for the development of students’ creative activity and imagination. A reading lesson should involve mutual creativity between children and the teacher, creative types of work with text, and the development of emotionality for the best perception of the text.

Having studied the methodological and psychological literature on the problem of “Literary creativity of junior schoolchildren,” we came to the conclusion that the work on developing literary creativity and creative activity of schoolchildren is still poorly done at school. There are only a few points aimed at developing children's literary creativity and creative abilities. Most of the issues covered in this problem are found in the works of psychologists such as L.S. Vygotsky, M.V. Matyukhina and others.

During the study, we identified some types of work that contribute to the development of the creative potential of younger schoolchildren. These are: verbal drawing, work with illustration, musical illustration, literary creativity, dramatization, various creative tasks, etc.

We conducted an experimental study on the development of literary creativity and identified a system of tasks aimed at developing and improving a person’s ability to deeply perceive and understand a work, get used to the image of the main character, and appreciate the beauty in people and the world around us.

The purpose of our research was to identify and put into practice methods and techniques aimed at developing literary creativity and developing the speech of primary schoolchildren in reading lessons. Based on this, we diagnosed the level of development of students' creativity.

Our data showed that children's ability to create is developed at an average level. During the experimental work, we tried to apply all the interesting tasks we found, and tried to demonstrate new techniques and methods.

The hypothesis we put forward is: “if you use the whole variety of available methods and techniques aimed at developing students’ literary creativity in reading lessons and do this in a system, then you can achieve a deeper perception of the work by children. To promote children both in aesthetic and general development. Introduce children to the art of words” - proven by our research.

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