Summary of educational activities in the senior group of the preschool educational institution “Winter Fun” (composing a story based on a picture)

Summary of educational activities in the senior group of the preschool educational institution “Winter Fun” (composing a story based on a picture)

• January 3, 2021

Program content:

1. Improve children's ability to write a descriptive story based on a picture.
2. Strengthen the ability to present the content of a picture in detail and logically; independently invent events preceding and following those depicted in the picture.
3. Practice composing sentences and incorporating them into a coherent statement.
4. To develop children's coherent speech in story writing, attention, and memory.
5. Develop the ability to listen to the answers of your comrades to the end, without shouting.

Materials and equipment: painting “Winter Fun”, stereo system, DVD with music by A. Vivaldi “Winter”, board, magnets. Preliminary work: conversations with children about winter and winter activities, selection of definitions, selection of synonyms for the word quickly - swiftly, dashingly, at full speed, like an arrow, in an instant, immediately, etc.

GCD move

Educator: Guys, let's guess the riddle and find out what we will talk about. So listen to the riddle.

I dusted the paths, decorated the windows, and gave joy to the children. And I went for a sledding ride. (Winter).

A short conversation on the following questions:

• Guys, what is this riddle about? (About winter).
• What is our winter like? (Severe, white, silver, fluffy, snowy, frosty, cold).
• What happens in winter? (Snow is falling, the wind is howling, rivers are freezing).

Well done guys, you remembered all its signs.

Exercise “Name the action” (with a ball).

Educator: I will say an unfinished sentence, and the one to whom I pass the ball will finish the word I didn’t say.

• In winter there is a snowstorm... (sweeping).
• At night the wind in the pipes... (howls, howls).
• From a snow cloud, snowflakes... (fall, fly, spin).
• There is a hungry wolf in the forest in winter... (howls).
• For the winter, the bear is in a den...... (falls asleep).
• Frost on the cheeks and nose... (stings).
• In winter, the water in the river... (freezes).
• Frost on tree branches... (glitters).
• In winter, snow is all around... (covers).
• Trees in winter... (sleep).
• Grass under the snow in winter... (warming up).
• In winter, insects... (hide).

Well done! You know winter phenomena well. Do you know what winter cannot be without? Let's continue playing.

Game "Third Man".

Educator: Now listen to my winter words, one of the three words will be superfluous, you need to name it, explaining your decision:

1. January, February, winter.

2. Snowballs, sleds, skates.

3. Blizzard, skiing, frost.

4. Snowball, snowman, bullfinch.

Right! What smart people and smart girls! You know everything about winter and winter phenomena. Guys, do you think winter is good or bad?

Suggested children's answers:

• It’s good in winter because there is a lot of snow and you can build a snowman and have snowball fights.
• It’s good in winter, you can sled down the mountain.
• In winter comes the best holiday - New Year, and this is very good.
• It’s bad in winter, when it’s very cold, we don’t go for walks.
• Birds feel bad in winter - they are cold and have nothing to eat.
• In winter it’s nice and fun, we go skiing and play hockey.

For each answer, the teacher draws a circle of snowballs “good”, “bad”.

Educator: Guys, look at the snowballs and draw a conclusion: which snowball is bigger? There are more good things in winter: the kids love to play, have fun, and play sports.

But what games do they like to play? I'll tell you some riddles :

My new friends are both brilliant and light, And they frolic with me on the ice, and are not afraid of the frost. (Skates).

They run forward with their noses in the air. Two stripes follow them. (Skis).

Oh, it's snowing! I'm bringing out my friend horse. I fly down the hill on it, and drag it back. (Sled).

Physical exercise.

• “Winter has finally come, (children spread their arms to the sides)
• The houses have become white (they fold their hands over their heads)
• It's snowing outside (move hands from top to bottom)
• A janitor sweeps the street (imitate)
• We are sledding (squat, arms extended forward)
• We write circles on the skating rink (put our hands behind our backs and spin slowly)
• Skiing deftly, (imitate)
• And we all play snowballs. (They make and throw snowballs)"

It's good in winter - a lot of games and fun. What can you do in winter? (Sledding, skiing, skating, building forts, making snowmen, etc.).

Dynamic pause.

Educator: Now we will play. You (points to half of the group) will be snowflakes, and you (the other half) will be the wind. The game is repeated twice, the subgroups change roles. Snowflakes are spinning, running on tiptoes, the breeze is resting. As soon as I say “the breeze has woken up,” the breeze blows, shhh, and the snowflakes settle.

Didactic ball game “Name it kindly”

(Children catch the ball, give answers to the teacher with a diminutive suffix):

• Snow - snowball
• wind - breeze
• star – asterisk
• winter - winter
• Christmas tree - Christmas tree
• snowflake - snowflake
• sun - sunshine
• snowman - snowman
• star - asterisk.

Educator: Many poets, writers and artists depicted winter in their works. And in our art gallery there is a picture about winter. (The teacher draws the children’s attention to the painting “Winter Fun”).

Educator: In a real art gallery there is a guide who tells all visitors interestingly about the paintings. Do you want to try to become a tour guide, compose and tell a story based on this picture?

Communication by picture:

• What time of year is shown here?
• Why did the children come to the hill, and what happened there?
• What were the children doing? (Children sledding down the mountain, making a snow woman, skiing, playing snowballs).
• How do the guys play in winter? (Fun, joyful, friendly, interesting, fervent).
• At the end of the story, tell me what mood the guys were in and why you decided that way.

– Remember the words that will decorate your story and make it interesting. Do not forget that children can be called differently when telling stories (children - kids, guys, boys and girls, they).

Children's stories based on the picture.

Reflection.

- What did we do today? You did your best today and made up different interesting stories. It seems to me that this story will be interesting for your moms and dads to listen to at home.

As a farewell gift, I want to give you pictures – “Winter Fun” coloring pages. Winter has only white paint, but you can color them with your colored pencils.

Author: Gumerova Rezeda Khalidovna, teacher at MBDOU DS KV “Beryozka”, Novy Urengoy, Tyumen region.

MAGAZINE Preschooler.RF

Pedagogical excellence competition “Workshop on linguistic and sociocultural adaptation of students from families of foreign citizens and labor migrants”

Competitor: Biryukova V.P., teacher, GBOU "SCHOOL No. 460" , Pre-4 Moscow 2019

Explanatory note

Senior group. 26 children, including 2 children with disabilities, 1 foreign child (Vietnamese).

Storytelling based on the painting “Horse with a foal”

Goal: to continue developing skills in constructing coherent monologue statements.

Tasks:

• Educational:

Sound culture of speech: practice intonation expressiveness of speech.

Lexico-grammatical structure of speech: activate and expand the vocabulary on the topic, learn to construct coherent statements based on clarity, continue to introduce the concept of “sentence” .

Coherent speech: practice sequential storytelling skills based on clarity and experience.

• Developmental: develop monologue and dialogic speech, recreating imagination, voluntary attention, thinking.
• Educational: to cultivate a sense of mutual respect, the ability to listen, love for pets.

Means of education. Demonstration – painting “Horse with a foal”

GCD move

Educator: - Guys, today I have prepared a surprise for you, and what kind of surprise it is, now you can guess for yourself:

I have a big mane, ears and hooves. I'll give him a playful ride, who isn't afraid.

My fur is smooth, Who am I? (Horse)

Why do you think so? (Children's statement)

- That's right, guys, today I brought a picture to class, based on which we will compose interesting stories. Also today in class we will learn to answer with complete and correct sentences, listen and help each other when answering, we will try to be attentive and obedient.

“Horse with a foal” is exhibited

Educator: Let's look at the picture.

-Who is drawn in this picture? (Horse with foal).

-What can you call the picture? (Horse with foal)

Consider the horse in the picture.

-Which horse? (Big, strong, long-legged). Foreigner: - (Long legs - long-legged).

-What kind of fur does she have? (Smooth, shiny, short).

Educator: The horse has a beautiful long head, erect ears, bangs between the ears, large eyes, a powerful body, a long neck, a mane on the neck, long legs.

Foreigner: - (Long legs - long-legged).

- What kind of head does the horse have? What ears? (standing up) What kind of eyes are they? What neck? What kind of mane? What body? What legs? Foreigner: - (Long legs - long-legged).

Educator: Compare a horse with a foal.

- What is the difference? The horse is big and strong, but what about the foal? (Small and weak). The horse has a long tail, but what about the foal? (Short)

-What do they have in common? (A foal and a horse have smooth, shiny, short hair.)

-What benefits does a horse bring to people? (It carries cargo and passengers.)

Art gymnastics - Now we will compose a story based on the picture, but first we will say a tongue twister: From the clatter of hooves, dust flies across the field.

-Say the tongue twister first slowly, then quickly, then even faster. (children perform)

-Now say it quietly, even quieter, in a whisper. (Choral and individual responses)

Compiling stories: 2 children compose a descriptive story, the teacher helps with leading questions, then 2 more children compose a story.

Physical education lesson: Playing with the ball “On the contrary”.

The teacher says: “Forward . The child answers “Back” (right - left, up-down, under - above, far - close, high-low, inside - outside, further - closer). You can pronounce not only adverbs, but also adjectives, verbs: far - close, upper - lower, right - left, tie - untie, wet - dry, etc. If the one to whom the ball was thrown finds it difficult to answer, the children, at the suggestion of the teacher, chorus pronounce the right word.

Didactic game “Which word got lost?” -And now, guys, we’ll play the game “Which word got lost?” . 5 children are called. The teacher tells each of them what word the child will use: very, horses, eat, oats, love. We need to check how the guys remembered and whether they named the words correctly. Then the teacher invites the “word” to name themselves one by one.

- Got an offer? (No). That’s right, it didn’t work out, because the “words” got lost, are out of order, and it’s not clear what they say about horses. Let's put them in order to make a sentence. What need to do? (Rearrange words).

-Which word should be rearranged?

Children offer options for permutations of words. After rearranging each word, the “word” sequentially name themselves. The rest say what happened and determine whether the proposal turned out and whether it became clear.

After “read” the first sentence they received, the teacher clarifies that it was exactly a sentence and pronounces it.

Then the teacher offers to make other sentences from the same words. (Sentence options: Horses love to eat oats. Horses love to eat oats. Horses love to eat oats.)

Summing up the ECD: The teacher notes the activity of the children in the lesson. Children speak about the lesson (what they liked best).

Article:

To successfully study at school, preschoolers need to develop the ability to coherently express their thoughts and compose descriptive stories.
Unfortunately, recently teachers of preschool educational institutions have noted that the coherent speech of the majority of preschoolers is insufficiently formed; children experience significant difficulties when retelling texts, inventing fairy tales and stories. And the biggest difficulties the children have are composing stories based on landscape paintings. Their stories are poor, monotonous, schematic, and imitative. But it is storytelling based on a landscape picture that is one of the effective means of developing coherent speech, since it is a landscape picture that arouses interest in storytelling, influencing the emotions of children, encouraging even the most withdrawn and shy to speak. Many teachers and psychologists noted in their works the important role of working on a landscape painting for the development of coherent speech. This type of work is available only to children of senior preschool age with appropriate systematic training. When perceiving the landscape, children must respond emotionally, be able to convey their experiences using figurative expressions and comparisons, that is, they must have formed artistic perception.

To compose stories in kindergarten, it is recommended to use landscape paintings such as “Golden Autumn” by I. Levitan; "Spring. Big Water" by I. Levitan and "Birch Grove" by A. Kuindzhi; “Morning in a pine forest” by I. Shishkin; “The rooks have arrived” by A.K. Savrasova and other paintings.

Before looking at landscape paintings, it is recommended to conduct observations of nature (walks and excursions to the forest, to the park at different times of the year), accompanying them with reading poems by Russian poets. Observations of natural phenomena help children perceive works of art more subtly and instill in them a sense of unity with nature.

At the first stage of our work, a diagnostic examination was carried out in order to identify the primary state of coherent speech of children of senior preschool age, the features of composing stories based on a landscape picture. The children were asked to compose a descriptive story based on the landscape paintings by I. Levitan “March” and “Spring. Big water."

The survey results showed the presence of difficulties in completing the task in the majority of children. Children could not always identify the main thing in the picture. Often the stories were reduced to a simple listing of the depicted objects, the figurative language means used by the children to describe the picture turned out to be monotonous, and the children made mistakes in the use of complex syntactic structures.

Based on recommendations available in the literature and diagnostic results, a step-by-step system of working with landscape paintings was developed: examining them and composing stories.

To compose stories in GCD, paintings by I. Levitan, I. Shishkin, A. Savrasov, I. Grabar and other artists are used.

It is advisable to carry out work on such pictures in stages. The development of the processes of perception, thinking and imagination must be dealt with at the cognitive stage. The main methods used here are observations in nature, conversation about a painting, reading fiction, excursions to painting exhibitions or to the Art Museum. The following techniques help teach children to “look closely” at a picture: “imaginary entry into the picture”, “comparing two landscape paintings of the same theme”, “coming up with a name for the picture”, “coming up with a beginning or end for the picture”.

Listening to poetic and musical works helps to develop artistic perception. These are poems by Russian poets about the seasons, musical works by P. Tchaikovsky, A. Vivaldi, R. Schumann, G. Sviridov. In their free time, the children got acquainted with the works of V. Bianki, G. Skrebitsky, N. Sladkov, E. Charushin. I. Sokolov - Mikitov and other authors. The children illustrated many of their works with their own works and organized collective and personal exhibitions.

At this stage, games and lexical exercises are also used in order to activate speech utterances, develop the ability to use means of expressive disclosure of an image (use of synonymy and antonymy of words, expansion of syntactic constructions of sentences): exercises “Say it differently”, “Which one?” Which? Which ones?”, “Continue the sentence”, “Bring the picture to life” and other exercises.

The focus of the first stage of work creates the prerequisites for learning storytelling from a landscape picture, develops perception, thinking, enriches the emotional vocabulary of children, thereby increasing their speech activity.

At the next, speech stage, the skills of composing a descriptive story based on the picture are consolidated; further development of grammatical structure and coherent speech occurs. The solution to the assigned tasks is carried out using various methods and techniques, such as: speech pattern of the teacher, drawing up a story plan together with the children, using mnemonic tables, telling a story on behalf of the hero, etc. Here, such TRIZ techniques as “Spyglass”, “Wizards: “I See”, “Hear”, “Feel”, “Colored Glasses”, “Palette”, “Seasons” come to the aid of children.

The goal of the last, creative stage is to create an album of children's stories based on landscape paintings. The album includes reproductions of landscape paintings and children's stories based on these paintings, recorded by parents and a speech therapist teacher. The album is placed in the speech center, children look at it under the guidance of a teacher or independently, and listen to the stories they have compiled. Parents and children also create presentations about the life and works of artists, thereby expanding the multimedia base of the speech therapy room.

Thus, the developed step-by-step, systematic work allows us to successfully solve the problems of developing children’s artistic perception, coherent monologue speech, imagery and expressiveness of speech and makes the work on developing coherent speech productive, meaningful, and creative.

List of used literature

1. Alekseeva M.M. Methods of speech development and teaching the native language of preschoolers - M.: Academy, 2006. - 400 p.

2. Arbekova N.E. We develop coherent speech in children 6-7 years old with OHP. Reference pictures and plans. – M.: Gnome, 2011. – 60 p.

3. Arushanova A.G. Speech and verbal communication of children. M.: Mosaic - Synthesis, 1999. - 272 p.

4. Boykova S.V. Classes with a speech therapist on the development of coherent speech in children 5 – 7 years old. – M.:KARO, 2010. – 176 p.

5. Gerbova V.V. Speech development in kindergarten - M.: Pedagogy, 2010 - 127

6. Glukhov V.P. Features of the formation of coherent speech in preschool children with general speech underdevelopment. – M.: Grail, 2010 – 157 p.

7. Zhukova N.S. Formation of oral speech. Textbook – method. allowance. M. Soc. - watered magazine, 1994. – 96 p.

8. Sidorchuk T.A., Lelyukh S.V. Teaching preschoolers to compose logical stories based on a series of pictures (TRIZ Technology). – M.:ARKTI, 2021 – 28 p.

9. Tkachenko T.A. Teaching children creative storytelling using pictures: a manual for speech therapists. – M.: Vlados, 2005 – 47 p.