Lesson for children in the middle group of kindergarten: “Visiting a Fairy Tale”
Target:
Teach children to think creatively, solve riddles, and come up with a new ending for a fairy tale.
To promote the development of children’s ability, using means of expressiveness (intonation, facial expressions, gestures, characteristic movements, posture, gait), to convey not only the external features of the characters, but also their internal experiences, various emotional states, feelings, relationships, relationships between characters; teach yourself how to convey their behavior.
Expand children's language resources and phonemic awareness.
Develop logical thinking, memory, attention, creative imagination.
To foster the child’s independent thinking, activity, and perseverance.
Materials: bell, large Book of Fairy Tales, tabletop fairy tale theater “Kolobok”, other fairy tale characters, envelope, didactic game “Put Events in Order”
Progress of the lesson in the middle group
Educator: Children, let's say hello and wish each other a good mood. During the greeting poem, try to guess which Wonderland we will go to today!
Come on, everyone stand in a circle,
Smile sincerely at your friends!
Hold hands together
Gather your thoughts, everyone.
A fairy tale has come to us
And she brought riddles.
Educator: Well done, you guessed correctly. Today we will travel to the land of Fairy Tales.
Educator: A fairy tale is a land of dreams and fantasies. Just close your eyes and the fairy tale will take you into its magical world. The world of good and evil, love and hate, beauty and ugliness... The fairy tale will teach you to be strong, courageous, resourceful, hardworking and kind...
Educator: Children, do you like fairy tales? What fairy tales do you know? (Children's answers)
Educator: And the “Magic Book” will help us travel around the Land of Fairy Tales (the teacher shows the children the “Big Book of Fairy Tales”)
Educator: So, the journey begins... (teacher rings the bell)
Come on, your eyes are closing...
Let's go to the Land of Fairy Tales.
Book, book, hurry up,
Open the doors to the Fairy Tale!
Educator: Here we are in the Magic Land! But why doesn’t the Book of Fairy Tales open? Children, why do you think, what could have happened? (Children tell their versions)
Educator: I guessed, apparently, we need to guess the riddles that the Queen of Fairytale Land has prepared for us. (Children solve riddles, and the Magic Book opens to the desired fairy tale - answer)
Riddles about fairy tales
He ran away from Baba and Grandfather. I met different animals. And the little fox ate the naughty one right away and was like that! (“Kolobok”)
I’ll tell you, children, a fairy tale: about the Cat, about the Dog, and about Grandfather, and about Baba, and about the Mouse and Granddaughter. And if you remember all of them, you will guess the name of the fairy tale. ("Turnip")
A girl sits in a basket on a bear's strong back. Why did she hide there? I never confessed to anyone! ("Masha and the Bear")
He faked his voice. He began to sing in his mother’s voice and deceived the little children and ate him! What kind of fairy tale has come? Did the kids guess? ("The Wolf and the 7 Little Goats")
And so on.
Educator: Well done, you guessed all the riddles correctly! I wonder what the next page will be?
Educator: This is the “know-it-all” page. Now let’s check how well you know Russian folk tales:
— The Fox treated the Crane to... (what?)
- Who stole the Cockerel?
—Who did the straw bull bring to Baba and Grandfather?
- What did the Wolf say when he caught fish in the hole with his tail?
- Can a Hedgehog really outrun a Hare? How about in a fairy tale?
- What song did Kolobok sing to the Fox? What kind of fairy tale is this?
Educator: You are smart children, you know all the fairy tales! Now let’s turn the next page... Probably some surprise awaits us! Look how big the envelope is. What's in it? (Children look at the envelope and illustrations for the fairy tale)
Educator: It’s not clear what kind of fairy tale this is? Children, try to guess!
Exercise “Get events in order”
(children must put the pictures in the correct order and guess what fairy tale it is)
Educator: That's right, you guessed it - this is the fairy tale “Kolobok”. Let's remember the heroes of this fairy tale. Which of the heroes is good (evil, cunning, insecure, daring, timid). Why do you think so?
Educator: Children, do you think all the heroes of the fairy tale had the same mood? Let's try to show it (children convey the mood, emotions, movements of the characters).
— How concerned was Grandmother when she baked Kolobok?
- How happy was Kolobok Grandfather?
— What was Kolobok’s mood when he ran away from Baba and Grandfather?
- Show how Kolobok and Bunny (Wolf, Bear, Fox) met.
— Did the main character’s mood change throughout the fairy tale? How? Why?
- Sing Kolobok’s song, happy, sad, scared...
Educator: Children, remember how the fairy tale “Kolobok” ended? Do you like this ending? Let's try to remake it in a better and more instructive manner. (Children express their versions)
Educator: Well done, you did a great job. I think Kolobok will only be grateful to you, kids, his adventures ended so well!
Educator: Let's turn over another page of our Magic Book... Another surprise awaits us (the teacher shows the children the characters from the tabletop theater "Kolobok" and other fairy-tale characters: a pig, a cockerel, a cat, a goat, a dog...)
Educator: Let's try to come up with a new fairy tale about "Kolobok" and also with an interesting ending (children act out a table theater of the new fairy tale "Kolobok").
Educator: Well done! What a wonderful fairy tale we have created. Come up with a new name for it (“The Adventures of Kolobok”, “The Journey of Kolobok”, “How Kolobok Became Smart”, “Kolobok and the Cockerel”, “The Return of Kolobok”...)
Educator: Here is the last page of the Magic Book of Fairy Tales! Our journey has come to an end! Educator. Unfortunately, it’s time for us to return to kindergarten (rings the bell).
Eyes are closing...
And we go to kindergarten...
1-2-3
We have returned from the Fairy Tale.
Educator: And again we are in kindergarten. And in memory of our wonderful journey, I have prepared gifts for you - pictures of your favorite fairy-tale characters. Color them and together with your friends come up with many new, interesting fairy tales or stories.
Educator: Goodbye, children. And never forget that fairy tales are our friends. They live in our heart, in our soul, in our mind and imagination. Invent, fantasize - and the fairy tale will never leave you; will always be there, will delight and surprise you!
The use of fairy tales in the development of coherent speech in children 4-5 years old
State preschool budgetary educational institution kindergarten No. 78 of the Petrograd district of St. Petersburg
Methodological development for the development of speech in children of middle preschool age (4-5 years old)
“The use of fairy tales in the speech development of a child of middle preschool age”
Performed:
Educator
Kutuzova
Ekaterina Yurievna
Saint Petersburg
2018
In modern preschool education, speech is considered as one of the foundations of raising and teaching children, since the success of children’s education at school, the ability to communicate with people and general intellectual development depend on the level of mastery of coherent speech. By coherent speech we mean a detailed presentation of certain content, which is carried out logically, consistently, correctly and figuratively. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it correctly. By the way a child constructs his statements, one can judge his level of development. This is an indicator of a person’s general speech culture.
The development of speech is associated with the formation of both the personality as a whole and all basic mental processes. Therefore, determining the directions and conditions for the development of speech in children is one of the most important pedagogical tasks. The problem of speech development is one of the most pressing. Each teacher in his activity pursues the goal of teaching children to express their thoughts coherently, consistently, and grammatically correctly, and to talk about events from the surrounding life. Only special speech education leads a child to mastering coherent speech, which is an expanded statement consisting of many or several sentences, divided according to the functional-semantic type into description, narration, reasoning1.
The use of fairy tales in the development of speech should occupy a central place. A fairy tale allows a child to evaluate existing problems in a simple way. Children draw a lot of knowledge from fairy tales: the first ideas about time and space, about the connection of man with nature, with the objective world. Fairy tales allow a child to see good and evil, help expand vocabulary, construct dialogues correctly, make speech emotional, imaginative, beautiful, and develop fantasy and imagination. We believe that the perception of a fairy tale is a special type of activity for a child, therefore, fairy tales can influence the development of coherent speech. Thus, a fairy tale is one of the most important aids in the development of a child’s speech.
At the beginning of the school year, we checked the level of development of coherent speech in children of the middle group, using the O.S. diagnostics. Ushakova, E. Strunina. It was revealed that the development of coherent speech in children is mainly of an average and low level. Children have difficulty using compound and complex sentences. When retelling, the monotony of the vocabulary of the speech is noted. The diagnostics showed that children's stories are dominated by simple sentences, which are interrupted by pauses and consist of separate fragments that are logically unrelated to each other. It is noted that children do not know how to formulate sentences and statements grammatically correctly2.
A survey was also conducted among parents. As a result, we found out that with the development of mass television and the Internet, parents began to read significantly less to their children and do not always discuss what they read. A child sits more often in front of the TV or computer than with a book: watching the show is easier and more interesting. All this indicates that it is necessary to carry out special work on the development of coherent speech.
Since a fairy tale is a work that is completely understandable and interesting to a child, focusing on the age characteristics of children of middle preschool age, we decided to work on the development of coherent speech in children with the help of fairy tales, using a variety of methods and techniques.
The goal of the work was
: development of coherent speech in children through fairy tales.
Achieving this goal will be facilitated by solving a number of problems
:
- To determine effective ways and techniques for the development of coherent speech in children of middle preschool age.
- Forming children's interest in books.
- Learn to listen carefully and hear literary works.
- Help to correlate personal experience with the facts described in a literary work.
- Help to establish simple cause-and-effect relationships between events, see the actions of characters and evaluate them correctly.
- Learn to independently retell and dramatize fairy tales, encourage creative use of literary material, and your own composition.
- To acquaint parents with the peculiarities of the development of coherent speech in preschool children.
All work was carried out over the course of a year. The children were offered a certain fairy tale, which was discussed over the course of 4 lessons.
Various methods and techniques
:
- Telling a tale;
- Guessing riddles and inventing new ones.
- Didactic games: “What can animals do?”, Which one, which one? “Good - bad”, “Who knows another word?” and others;
- Educational games: “What if...”;
- Coming up with a new ending to a fairy tale;
- Retelling the episode on behalf of the fairy-tale hero;
- Changing the plot of a fairy tale by introducing a new hero;
- Retelling with illustrations;
- Changing the plot of a fairy tale;
- Retelling in a chain based on illustration;
- Coming up with a new title for a fairy tale;
- Depiction of heroes with geometric figures;
- Telling a fairy tale according to a pattern;
- Compiling your own story about your favorite hero;
- Inventing a fairy tale about a toy;
- Drawing various scenes from fairy tales.
After that they moved on to another fairy tale, etc. The last four lessons are final. On them, children, using the skills they mastered during the work, composed fairy tales based on the proposed plot. The work took place in free time, in the morning and evening hours3.
Preschool children are primarily listeners, not readers. Russian folk tales are conveyed to them by the teacher, so his mastery of expressive reading skills takes on special importance. We were faced with a difficult task - to convey each fairy tale to children as a work of art, to reveal its intention, to infect children with an emotional attitude towards fairy-tale characters and their feelings. The teacher must master the technique of reading and storytelling - clear diction, means of intonation expressiveness (correctly place logical stresses, pauses, master the tempo, being able to speed up and slow down, raise and lower the voice in the right places).
Preparation for the perception of a new fairy tale was carried out in different ways.
- They placed a new book and separate illustrations in the book corner, and the children tried to determine what it was about. They demonstrated toys, objects related to the content of the fairy tale and unfamiliar objects, and explained their names and purposes.
- We conducted a special speech exercise to help children master the content of the fairy tale (for example, before reading the fairy tale “Turnip”, several children lined up one after another and were asked to name who was behind whom. (This helped when retelling the fairy tale).
- Sometimes it was reported that we would tell a fairy tale with unusual characters, “The Bubble, the Straw and the Bast Shot.” What are they? When answering the question, children practiced their ability to coordinate an adjective with a noun in gender and number.
In working with children, we used the following techniques, which are most effective in conversations based on fairy tales.
Techniques
, helping to better understand the content of the work:
- Questions should be varied in their focus, helping to more accurately characterize the heroes of the fairy tale (pay attention to the episode, a single word of the character, action).
- We looked at the illustrations and accumulated ideas about how the artists’ drawings help to understand the work (for example, showing a drawing of a hut, is it magical?).
- Verbal sketches. Children were asked to be artists and tell what pictures they would draw for a fairy tale.
Techniques
, contributing to a deeper penetration into the figurative structure and language of the fairy tale:
- Repeated reading of a fairy tale excerpt at the request of children. Children noticed comparisons and other means of expression more fully.
- They asked the children to remember the story about the funniest episode, the saddest, the most terrible, etc.
- Dramatization of the most interesting passages in terms of enrichment and activation of vocabulary.
Throughout all classes, unfamiliar words were explained to the children, ensuring a complete perception of the work. They taught children to compare and contrast, and formed the habit of proving why one way and not another. They put the child in the place of a positive or negative character, thereby giving him the opportunity to choose his own position4.
Particular attention was paid to the development of thinking and imagination, which make it possible to distinguish between real life and fantasy. Imagination is very useful and important for a child: it makes his life unique and non-standard, creative. For the first time, children were asked to move away from stereotypes and invent a new fairy tale or episode.
We tried to teach the child not only to compose orally, but also to show him new possibilities for communicating with each other. The simplest types are notes, telegrams, letters, and more modern ones - mobile phone, Internet.
Developed sensitivity to words. The formation of speech was facilitated by such techniques
in working with a fairy tale:
- They found affectionate, beautiful, fabulous, sad words;
- They composed a long and funny word;
- We parsed words with the same spelling, but with different meanings.
- They used the “magic wand” technique, and the children began to rescue the heroes from trouble.
- Statement of a problematic question (why? why?)
We also worked with parents. Consultations were developed on “Rules for reading fairy tales”, “The influence of fairy tales on the perception of the world through the eyes of a child”, “What fairy tales should children read?”, “The role of fairy tales in the development and upbringing of a child”.
The result of the work was a dramatization of the fairy tale written by the children, “The Liberation of the Sun.”
After the work, a repeat diagnosis was carried out. We noticed that the level of development of coherent speech in children has increased significantly. This means that the purposeful, prepared and carried out work on the development of coherent speech by us is effective.
In the process of work, children developed certain skills
and
skills
:
- Listen carefully and with interest to fairy tales, strive to meet again with the fairy tale and its characters;
- Establish various (temporary, sequential, causal) connections in a fairy tale, give a basic assessment of the actions and actions of the heroes, express your attitude towards them;
- Distinguish between the boundaries of the fabulous and the realistic;
- Ask questions, listen to the answers of your comrades, participate in a collective conversation, speak in turns without interrupting the interlocutor.
- In conversational communication, use different types of sentences (with the help of a teacher);
- Compose short stories, fairy tales, retell, reproduce text based on illustrations5.
Thus, a fairy tale is an effective means of developing coherent speech in children of middle preschool age.
List of used literature:
- Education with a fairy tale. For working with preschool children. M.: ATS Publishing House LLC, 2000.
- Gurovich L.M., L.B. Coastal. The child and the book: Ed. "Accident", 1996.
- Elkina N.V. Formation of coherent speech in children of the fifth year of life.: Author's abstract. Diss – M, 1999.
- Ivanova E.I. Tell me a story/. M.: Publishing house. "Enlightenment", 1993.
- Ushakova O. S. Development of speech in children four to seven years old. Preschool education, 1995, No. 1.
Elkina N.V. Candidate of Pedagogics Sciences “Formation of coherent speech in children of the fifth year of life. Author's abstract. Diss…–M, 1999
Ushakova O. S. Development of speech in children four to seven years old. Preschool education 1995 No. 1
Ushakova O. S. Development of speech in children four to seven years old. Preschool education. 1995 No. 1
Education with a fairy tale. For working with preschool children. M. LLC "ATS Publishing House" 2000
L.M. Gurovich, L.B. Beregovaya “Child and Book” Ed. "Accident" 1996
