Training material with presentation and visual material will help teachers (both speech therapists and educators) diversify the types of work on visual modeling. The game "Verbal Puzzles" helps children master dialogue skills, introduce the learned material into the unfolding of a role-playing game, and educates cultural and ethical standards of behavior and communication.

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Teaching dialogical speech through the game “Verbal Puzzles” (visual modeling method)

Developed by a speech therapist of the highest qualification category

Bulycheva Elena Sergeevna

NDOU “Kindergarten No. 30 of JSC Russian Railways”, Kaliningrad. Idea of ​​Minskaya E. R. Vorkuta

“Linguistic features of dialogue: brevity, replication, speed of action, constant change of roles,possibility of understatement" Yakubinsky L.P.

A high level of verbal communication is the main condition for a person’s success and adaptation in any environment. The development of communication skills, mastery of the native language and the development of expressive means of communication occurs most intensively in preschool age. However, communication itself is not given to a person from birth. V.A. Sokhin in his research proves that the process of communication is mastered in the same way as any other type of activity.

Dialogical speech acts as the main form of verbal communication, in the depths of which coherent speech is born. Dialogue can unfold as elementary replication (repetition) in everyday conversation and can reach the heights of philosophical and ideological conversation.There are two main areas of communication for a preschooler - with adults and with peers. The child transfers the experience of verbal communication with an adult into his relationships with peers. The preschooler has a pronounced need to present his personality, the need for the attention of a peer. Already in childhood the desire begins to convey to the partner the goals and content of one’s actions. But children have great difficulty acquiring communication skills. This is especially true for children with general speech underdevelopment. Due to a delay in learningnative language: its sound system, grammatical structure, lexical composition, due to the immaturity of mental processes, children have problems mastering the dialogic and monologue form of speech.

Children's dialogue is usually short and lacking in content. The child does not have the patience to listen to the interlocutor, control himself during a statement, grasp the interlocutor’s thought in time, formulate his own judgment in response, maintain a certain emotional tone, and monitor the correct use of language forms. Therefore, to develop dialogue communication in a special kindergarten group for children with special needs, we use various shapes and methods:

1. regulated form in the form:

1. classes,
2. conversations,
3. reading works of art,
4. verbal instructions,

1. unregulated form in the form:

1. role-playing
2. verbal-didactic
3. mobile
4. dramatization games and dramatization games

There are several groups of dialogic skills that need to be taught to children with speech impairments:

1. Speech skills themselves:

1. enter into communication (be able to and know when and how you can start a conversation with a friend and stranger, busy, talking with others);
2. maintain and complete communication (take into account the conditions and situation of communication; listen and hear the interlocutor;
3. take initiative in communication,
4. ask again;
5. prove your point of view;
6. express an attitude towards the subject of conversation,
7. compare, express your opinion, give examples, evaluate, agree or object, ask, answer;
8. speak logically and coherently;
9. speak expressively at a normal pace, use the intonation of the dialogue.

2. Speech etiquette skills: appeal, introduction, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy, disapproval, congratulations, gratitude, farewell, etc.

3. The ability to communicate in pairs, in a group of 3 - 5 people, in a team.

4. The ability to communicate to plan joint actions, achieve results and discuss them, and participate in the discussion of a specific topic.

5. Non-verbal (non-verbal) skills - appropriate use of facial expressions and gestures.

An effective method for developing dialogue communication is didactic games with paired interaction and the use of support schemes. One of these games is composing word puzzles or “combs” (as children call them due to their external similarity, but adults do not mind, since mastering this game “combs” the intricacies of thought and dialogue design). Children later use the learned dialogues in role-playing games and in everyday life. After all, the topics used in games are aimed at mastering practical categories. They could be something like this: “Talking on the phone” (grandfather - grandson about the dacha), “Buying a cat”, “Talking in a store”, “Buying a coat”, “Coming soon” New Year”, “We are fellow travelers”, “You are the guide, I am the passenger”, “Purchasing a ticket”, etc.

1. “I say - you are silent! You say, I’m silent!”:

1. Take turns speaking!
2. Do not repeat what has been said!
3. Use “polite words”!

Preliminary work

1. Introduction to icons - symbols.
2. A preliminary conversation, a possible excursion, a lesson to familiarize yourself with the surroundings, reading fiction, looking at pictures.
3. Explanation of the concept of “dialogue” (as a change in the statements of two or more speakers on a topic related to any situation).
4. Training in the development of voice modulations when pronouncing different types sentences: narrative, incentive (request, demand), interrogative.
5. Mastering ethical standards for how people treat each other.

Visual material

1. CARDS for preliminary work:

Come again! I've arrived. Come in. I came in. Leave. I'm leaving. Come again. Come back.

Glad! Fine! Great! Fabulous! Amazing! Hooray! Wow!

Ring. Ting-ding.

Hello! Yes! I'm listening to you (you)! Hello! Hello! Glad to hear! Good afternoon Good morning! Good evening!

Hello! Hello! Good afternoon Good morning! Good evening! Greetings!

No! No way! I'm not happy! You are wrong! I think not! I'm angry. Bad! This makes me angry. This is unpleasant for me.

Fine? OK? Agreed? Do you mind? So? How do you think? For what?

For what? For what? Why? When? ...

Yes! Fine! Great! Fabulous! It'll do! Absolutely right! Undoubtedly! ...

No. Sorry, no, that doesn't suit me.

Or. Either one way or the other.

Goodbye! See you! All the best! See you! Bye! Don't be bored!

Bring it! I'll bring it. Take it! I took it. Capture! Captured. Bring it! I carry it.

There are many card options.

Pictures for viewing and preliminary conversation on the topic “My Railway”

The circuits themselves

The front side of the puzzle diagram of the dialogue “You are the conductor, I am the passenger”

The reverse side of the puzzle diagram “You are a conductor, I am a passenger”

Dialogue scheme with complication of the task: “Continue.” "Acquaintance on the road"

Dialogue diagram “You are a guide, I am a passenger” See attached file “Presentation”

References

1. Arushanova A. Organization of dialogical communication between preschoolers and peers // Preschool education. – 2001. - No. 5. - With. 51-61.
2. Arushanova A., Rychagova E., Durova N. Origins of dialogue // Preschool education. – 2002. - No. 10. - With. 82-90.
3. Bolotina L. R. Preschool pedagogy. – M.: Academy, 1997. – 232 p.
4. Borodich A. M. Methods for developing children's speech. – M.: Education, 1981. – 255 p.
5. Vetrova V.V., Smirnova E.O. A child learns to speak. – M.: Knowledge, 1988. – 94 p.
6. Vinokur T.G. About some syntactic features of dialogical speech // Studies on the grammar of the Russian literary language. – M.: ed. USSR Academy of Sciences, 1955. – 154 p.
7. Gerbova V. Classes on speech development in middle group// Preschool education. – 2000. - No. 3. - With. 78-80.
8. Gerbova V.V. Classes on speech development with children 2-4 years old. – M.: Education, 1993. – 127 p.
9. Glinka G. A. I will speak, read, and write correctly. – St. Petersburg; M.; Kharkov, Minsk: Peter, 1998. – 221 p.
10. Gorshkova E. Teach children to communicate // Preschool education. – 2000. - No. 12. - With. 91-93.
11. Gretsik T. Interaction between kindergarten and family on speech development // Preschool education. – 2000. - No. 6. - With. 54-56.
12. Children's speech and ways to improve it. Sat. scientific works – Sverdlovsk: SGPI, 1989. – 109 p.
13. Classes on speech development in kindergarten / Ed. O. S. Ushakova. – M.: Modernity, 1999. – 363 p.
14. Kozlova S. A., Kulikova T. A. Preschool pedagogy. – M.: Academy, 2000. – 416 p.
15. Korotkova E. L. Providing speech practice with the interrelation of work on the development of dialogical and monologue speech // Reader on the theory and methodology of children's speech development preschool age/ Comp. M. M. Alekseeva. – M.: Academy, 1999. – p.201-202.
16. Krylova N. M. The influence of conversation on the mental and speech development of children // Reader on the theory and methodology of speech development in preschool children / Comp. M. M. Alekseeva. – M.: Academy, 1999. – p.204-208.
17. Kolodyazhnaya T. P. Kolunova L. A. Speech development child in kindergarten: new approaches. Methodological recommendations for managers and educators of preschool educational institutions, - Rostov - n/a: TC "Teacher", 2002. - 32 p.
18. Lyamina G. M. Features of the development of speech of preschool children // Reader on the theory and methods of development of speech of preschool children / Comp. M. M. Alekseeva. – M.: Academy, 1999. – p.49-52.
19. Maksakov A.I. Does your child speak correctly? – M.: Education, 1988. – 157 p.
20. Novotvortseva N.V. Development of children's speech. – Yaroslavl: Gringo, 1995. – 236 p.
21. Fundamentals of the theory of speech activity / Ed. A. A. Leontieva. - M.: Education, 1974. – 148 p.
22. Penyevskaya L.A. The influence on the speech of young children of communication with older ones // Preschool education. - 1963. - No. 2. - P. 13-17.
23. Think of a word: Speech games and exercises for preschoolers. – M.: Publishing House of the Institute of Psychotherapy, 2001. – 223 p.
24. Program and methodology for the development of speech of preschool children in kindergarten / Author-compiler O. S. Ushakova - M.: APO, 1994. - 63 p.
25. Psychological and pedagogical issues of speech development in kindergarten. Sat. scientific works Redkol. F. A. Sokhin. – M.: APN USSR, 1987. – 120 p.
26. Speech development of a preschooler: Sat. scientific works / Ed. O. S. Ushakova. – M.: APN USSR, 1990. - 137 p.
27. Radina K.K. Method of conversation in educational work with children senior group kindergarten // Reader on the theory and methods of speech development in preschool children / Comp. M. M. Alekseeva. – M.: Academy, 1999. – p.221-229.
28. Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. – M.: Education, 1966. – 175 p.
29. Sokhin F.A. Psychological and pedagogical problems of speech development of preschool children // Questions of psychology. – 1989. - No. 3. - With. 21-24.
30. Tikheyeva E.I. Development of children's speech - M.: Education, 1972. – 280 p.
31. Ushakova O. S. Speech development of a preschooler. – M.: Publishing House of the Institute of Psychotherapy, 2001. – 237 p.
32. Flerina E. A. Conversational speech in kindergarten // Reader on the theory and methodology of speech development for preschool children / Comp. M. M. Alekseeva. – M.: Academy, 1999. – p.210-115.
33. Yakubinsky L.P. Selected works: Language and its functioning / Responsible. ed. A. A. Leontyev. M.: Nauka, 1986. pp. 17–58.

The constantly developing child’s body requires tireless application and consolidation of acquired skills. Typically, the most modern and positive teaching methods are based on learning through play. While playing, children are able to easily understand and remember a huge amount of information, which develops memory. At the same time, the game develops not only the child’s memory, but also imagination.

Games that can effectively develop many forms of a child’s mental development include: puzzles.

Pictures divided into small pieces appeared a long time ago. At first they were purely decorative in nature, and decorated windows, walls, ceilings and other interior details. But in the twentieth century, games for adults became fashionable, in which you had to assemble beautiful paintings by famous artists of that time from many small pieces. Very fast adult game migrated to children's rooms and puzzles captured the hearts of millions of little fans around the world.

Puzzles are essentially a universal method for developing a child’s many abilities. To assemble a picture completely from pieces, the child needs to show patience, perseverance, stir up his rich childhood imagination, use imaginative thinking and intuition.

According to child psychologists, puzzles teach a child from an early age to close family relations, if parents collect the picture together with the baby. You can assemble puzzles from the age of two. Bright and colorful pictures with famous cartoon puzzle characters will attract the attention of kids, and children's irresistible interest in everything new and unusual will introduce the child to educational games.

Puzzles can introduce the child to mathematical thinking. Large quantity Colorful puzzle elements of different sizes and shapes will awaken a child’s love for numbers and geometric shapes, if, of course, the child has a knack for mathematics.

The child perceives everything very sensitively and subtly, so child psychologists recommend not to scold or put pressure on the child when he is playing, in this case putting together puzzles. You need to trust the baby, not teach, force, and beat the desired results out of him, but practically learn together with the baby, putting together an entertaining picture.

Any task done together with your baby has double benefits, both for you and for the child. Don't miss a pleasant moment to play with your child - put the puzzle together!

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Children's puzzles are a wonderful educational game that develops children's early age accuracy, patience and perseverance. Manufacturers offer puzzles for girls and boys, for toddlers and older children. Depending on the age of the child, puzzles have different effects on his development.

The benefits of playing with puzzles at different ages

Puzzles for children aged 6 to 12 months

At this age, children cannot yet assemble puzzles on their own, but they will watch with great interest how their parents do it. Bright elements of the educational game promote memorization and learning of colors.

Puzzles for children aged 1 to 1.5 years

Together with your child, you can assemble simple puzzles in the amount of 3-4 parts. For example, a picture from a favorite fairy tale that the baby often heard from his parents. By helping the child put elements in the correct order, adults will contribute to the development of logic and spatial orientation.

Puzzles for children aged 1.5 to 3 years

At this age, fine motor skills of the fingers and hands are actively developing, so playing with puzzles will meet the requirements of the child’s early development. You can complicate the task of assembling puzzles by offering your child not only paper or cardboard elements of the picture, but also insert boards. This will allow the child to develop an understanding of the relationship between the figure and its outline. The optimal number of puzzle pieces is no more than 24.

Puzzles for children aged 3 to 6 years

A period of active creation of various figures begins. Even in the absence of a visual model, children assemble puzzles, inventing something of their own. At this age, playing with puzzles develops logic, forms imaginative thinking and imagination. To find the desired fragment of a picture, the baby turns it over in his mind and visually imagines the result. The optimal number of puzzle pieces is no more than 50.

The advantage of playing puzzles

Playing puzzles affects a child's development:

• develops fine motor skills hands and coordination of movements;
• trains the ability to see a task in many ways;
• develops logic;
• develops skills in developing strategic solutions to problems;
• develops perseverance and accuracy;
• develops imagination and fantasy;
• develops attention and memory;
• teaches you to make decisions on your own.

Requirements for the quality of puzzles

The puzzle consists of small parts. But at the same time, they must be large enough so that during the game the child cannot swallow the elements of the picture.

The parts should be pleasant to the touch, without jagged edges or sharp edges, so that the baby cannot hurt himself.

Regardless of the material used - cardboard, wood or plastic - the environmental safety of educational games is the key to children's health.

Playing puzzles is an entertaining leisure activity

Interest in puzzles can open up in a child creativity. For example, help them come up with stories based on pictures. And if there are several fans of this educational game in the family, it will be possible to periodically organize competitions on the speed of assembling a picture. It seems like a simple game, but its benefits are tangible.

When playing with puzzles, the movements of a child's hand become precise and subsequently meaningful. In the future, this will help the child quickly learn to write, and will also relieve problems with handwriting.

Galina Yaroshuk, Doctor of Biological Sciences, clinical psychologist:"The main activity small child- this is a game. At first, children observe and repeat the actions of adults, this is how they develop attention and memory. It is very important to encourage and encourage children during the game.

At first, the most preferable puzzles are large and made of washable material (rubber or plastic). When composing puzzles, it is important for adults to pronounce their actions, name the shape and color of the elements.

After one year, the child can independently put together puzzles from large elements, and you can move on to smaller elements made of cardboard. The content of the picture can be different: a fragment from a favorite cartoon (up to two years), the alphabet and numbers (up to 6 years).

If desired, you can make puzzles yourself, using the child’s own drawing as a basis. By developing the fine motor skills of a baby's fingers, adults help the development of his brain and speech center.

If fine motor skills are not sufficiently developed, the child may develop dyslexia and dysgraphia in the future, which will interfere with his successful studies at school.”

Expert: Galina Yaroshuk, Doctor of Biological Sciences, clinical psychologist
Elena Nersesyan-Brytkova

What is mosaic?

Mosaic is a special type of creativity; it is a way of creating pictures, patterns, images using small pieces (details) of different colors. Pieces can be made from different materials(plastics, ceramics, pebbles, mollusk shells, etc.) and represent chips of different geometric shapes, almost flat or on a “leg”, or three-dimensional figures.

What are the benefits of mosaics?

A child who knows how to correctly fold chips and makes the simplest patterns on his own does not seem to be doing anything unusual.

But not everything is so simple! While arranging small parts of the mosaic, the child performs such different actions - from looking at the picture in the instructions to matching the parts by shape and color and laying them out on the surface - that playing with the mosaic, in the end, cannot be called a simple “killing time.”

Making a mosaic is fundamentally different from drawing. If, with a pencil in hand, a child thinks almost at lightning speed, and an image on a canvas (a drawing of a house, a sun, a man, a flower in an album) is created spontaneously, then when working with a mosaic, creating an image requires maintaining attention for a longer period. The drawing itself may undergo some changes and ultimately be somewhat different than in the instructions. In general, of course, this is drawing, but drawing is dotted (that is, with chips point by point).

When playing with mosaics, the baby’s development is stimulated:

- setting a goal and striving to achieve it;
- fine motor skills of fingers;
- logical thinking;
- imaginative thinking and imagination;
- artistic taste.

In a word, when making a picture from the mosaic details, the baby is imagining. And this serves as a powerful tool in psychosomatic development.

The role of puzzles in children's development.

Puzzles are a multifunctional material for child development.

◊ Develop fine motor skills. The baby takes the puzzle pieces with his fingers, rearranges them, sorts them out, assembles them into complete picture. This is the impact at the level of fine motor skills. Its development plays a huge role in the development of many child skills.

◊ Development of logical thinking. Before putting a part in one place or another, your child thinks about it. And the more opportunities a child’s brain is given to think like this, the better.

◊ Development of spatial and abstract thinking. This is one of the main characteristics of puzzles. They contribute to the fact that the baby learns to imagine an object, a picture in space, without seeing it before his eyes. In this way, the child develops fantasy when he is able to invent something or imagine something that is not currently in front of him.

◊ They teach to understand that everything in this world consists of parts, details. And if you put them together, correctly match one to the other, you get a real object.

◊ Develop the concept of more and less. That is, there are puzzles where there are few or many parts.

A child's brain development depends on actions and manipulations in the world around him. Puzzle games for kids provide many key features. Children learn to work directly with their environment and change its shape and appearance when they work with puzzles. It should be noted that many of the puzzles are difficult and require repeated attempts in order to complete them. Puzzles can be put together in a group, this brings the participants together, it makes them think, solve problems, make decisions collectively!

The problem of developing coherent speech has long attracted the attention of famous teachers of various directions, and the fact remains undeniable that our speech is very complex and varied, and that it is necessary to develop it from the first years of life. Preschool age is a period of active acquisition of spoken language by a child, the formation and development of all aspects of speech. Liberation and development of the child’s speech, release of speech resources, formation of non-stereotypical creative speech behavior, teaching formal speech techniques - these are the tasks that are set at the stage of preschool education. If a child develops speech, then his communication skills will be formed, hence good socialization in society, which will lead the child to successful learning at the next stage of schooling.

For a child, speech is not only an indispensable means of communication, but also plays a vital role in the development of thinking and in the self-regulation of behavior. Speech allows the child to master his own behavior and his own mental processes, making them, to a certain extent, voluntarily regulated. Thanks to speech, business cooperation arises between an adult and a child, and conscious, purposeful training and education become possible. When teaching children, we must not forget the uniqueness of preschool age, where the main activity is play, as the closest and most familiar type of activity for the child. A child's whole life is a game. And therefore, the learning process cannot take place without it. Tactile sensations, fine motor skills, and mental operations are developed in children's play. Working with a child should be playful, dynamic, emotionally enjoyable, tireless and varied. And this objectively pushes us to search for both traditional and non-traditional gaming techniques and means in working with children.

T.Yu. Pavlova

Based on all this data, I decided to use puzzles in my work on speech development. Since puzzles are becoming increasingly popular every year. And this is not surprising! After all, this game develops imagination, logical thinking, fine muscle motor skills, attention, integrity of perception. Puzzles differ from cut pictures in that they have a curved line connecting the parts. Here the child will have to compare the shape of one part with the shapes of neighboring parts. At the same time, he needs to take into account what is depicted on them and whether when they are combined, a solid image is obtained. You can start collecting puzzles from about 3 years old. However, here it is worth taking into account the child’s interest and the complexity of the puzzles. You should start with puzzles that include a small number of large parts. Over time, you can increase complexity by increasing the number of parts and decreasing the size of the parts. The objects depicted on the puzzles should be familiar to the child. It is advisable if it is one large item, for example, your baby’s favorite cartoon character. It will also be better if the detail shows a separate recognizable by a child image. If you started collecting puzzles for the first time, then you will need to assemble the picture yourself, and then remove 2-3 pieces and tell your child, for example: “I put together the picture, but a strong wind blew and several pieces flew away. Come on, help me put it back together!” With young children, during this entertaining process you can come up with a fairy tale, study the world around us. For example, “Who is drawn on this piece? Dog? What is the dog doing? Sitting." and so on.

In general, puzzles are a wonderful educational game for a child. By collecting them, the baby develops imagination, thinking, sense of color and fine motor skills of the fingers. Thanks to the puzzles I use, our children also develop their tactile senses.