Teaching literacy to schoolchildren - game situations and other techniques

Basics of speech development

The basis for training can be the general speech formation of children.

Therefore, during preparation for training, it is necessary to formulate the speech of schoolchildren in kindergarten. It is necessary to form the coherence of their speech, replenish their vocabulary, develop grammar and sound culture.

According to research, schoolchildren with well-formed speech successfully master literacy and all other school subjects.

It is very important that a basic awareness of one’s own and other people’s speech develops. The subject of children's attention is the speech activity itself. The development of speech reflection and free speech is a very important aspect of preparation for studying writing.

This quality is an important part of a child’s psychological preparation for learning. It is worth noting that consciousness and free speech utterances are the psychological basis for the development of writing skills. Therefore, when the development of reflection and arbitrariness of oral speech occurs, this helps in the subsequent study of written speech.

Indicators that a child has a certain level of speech awareness and readiness to learn to read and write are the presence of the following skills: you need to focus on solving a verbal task. You need to deliberately produce your speech, choose language tools in order to solve verbal problems. You also need to think about what options you can choose to solve it. You also need to evaluate how verbal tasks are performed.

Where to start learning to read and write?

L.S. Silchenkova believes that it is necessary to begin learning to read and write during the period of development when mental functions begin to mature. The learning process will be effective only if the characteristics of the child associated with his age are taken into account, as well as his individual capabilities, which are determined by speech, perception, thinking and memory

It is necessary to devote enough time to form the child’s speech hearing. It is also necessary to develop the child’s ability to remember letter styles.

The human brain, according to N.G. Altukhova, contains cells that perform the function of remembering the outline of a letter without making any effort. These same cells allow you to use those letters that a person has already memorized.

The process of developing modern methods of teaching schoolchildren to read and write has a rich history.

K.D. Ushinsky proposed the so-called sound method of studying literacy. It had certain advantages and disadvantages. Much attention was paid to introducing schoolchildren to the sound aspects of speech, as well as to developing sound analysis.

According to P.S. Zhedek, there is a more advanced method of teaching literacy. According to his approach, it is necessary to divide words into individual syllables. And each syllable can also be divided into separate sounds.

In this case, sounds that stand out must be indicated using a printed letter. And after that you need to read the written word. But this approach does not reveal the mechanism of the reading process, the moment when individual sounds merge into syllables.

Another technique was developed by V.A. Kiryushkina and other researchers. They based their approach on speech sound analysis. What is new in this system is the different order in which letters and sounds are learned. Letters and sounds are learned in an order based on the frequency of their use in the native language. The most frequently occurring sounds and letters are studied first, and then in descending order.

A.A. Nazarenko also offers an interesting approach that deserves special attention on our part.

Schoolchildren need to be taught methods of mental action: children analyze sounds, engage in positional reading, relying on the entire alphabet. In this case, it is necessary to follow strict stages of development of reading methods.

The important thing about this technique is that during training, students begin to master first quantitative and then qualitative sound analysis of words.

After analyzing the program, we realized that the main attention in it should be paid to the sound structure of the word, developing the ability to conduct sound analysis, and subsequently teach children to read and write at school.

Preparing children to learn to read and write: modern approaches in the context of the Federal State Educational Standard for preschool education

Preparing children to learn to read and write: modern approaches

in the context of the Federal State Educational Standard for preschool education

Preparing children for learning to read and write occupies a special place in the development of children's speech, in the development of awareness, intentionality and arbitrariness of children's speech. Children's interest in reading and the social order of parents leads teachers to expand educational services in preschool educational organizations (PEO).

A modern teacher is concerned about the problem of teaching a child to read and write in a preschool setting. At what age and to what extent is this available to him? What is the best way to solve these problems? In kindergartens, a negative trend was observed when work on teaching literacy overshadows work on the general speech development of children, when excessive demands are placed on children in terms of their reading technique, or training is carried out inappropriately for their age (through school), and there is no connection between the process of speech development and preparation for literacy training.

In accordance with the Federal State Educational Standard for preschool education, the content of the Program of a preschool educational organization must ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (educational areas):

social and communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development

(clause 2.6. Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education”)

Speech development includes:

mastery of speech as a means of communication and culture;
enrichment of the active vocabulary;
development of coherent, grammatically correct dialogical and monologue speech;
development of speech creativity;
development of sound and intonation culture of speech, phonemic hearing;
acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
formation of sound analytical-synthetic activity as a prerequisite for learning to read and write
.

The task of preparing for literacy in a preschool educational organization is one of the prerequisites within the framework of the tasks of speech development.

Preparation for learning to read and write is the first (initial, preparatory) stage in the process of direct learning to write and read.

Prerequisites for literacy training:

— physiological (level of brain maturation, fine motor skills of fingers and hands);

— psychological (level of formation of mental processes, including oral speech);

— pedagogical (the degree of pedagogically competent assistance to the child’s psycho-speech development).

Components of literacy readiness:

a sufficient level of intellectual and general speech development, ideas about the phenomena of language and speech;
developed speech hearing and phonemic perception (prevention of dysgraphia and dyslexia);

correct sound pronunciation (clear articulation of sounds);
developed flexible and precise hand movements, developed eye, sense of rhythm.

Patterns of mastering reading and writing, prerequisites for learning to read and write, the presence of a developed and tested methodology, data on the positive impact on the development of children allow us to highlight the content of the work on preparing preschoolers for learning to read and write:

familiarizing children with the word, isolating the word as an independent semantic unit from the stream of speech;
familiarization with the proposal and its verbal composition;
dividing sentences into words and composing (2-4) sentences from words;
dividing syllables (of 2-3 syllables) into parts and composing words from syllables;
familiarization with the sound structure of words, the formation of skills in sound analysis and synthesis of words: determining the number, sequence of sounds in a word and composing words with certain sounds, understanding the semantic role of the phoneme.

The main thing in this work is the formation of the ability to analyze the sound composition of words

, because the process of reading and writing is associated with the translation of graphic representations of phonemes into oral speech and vice versa.

Children learn:

- recognize, distinguish and isolate individual sounds from words, determine their position in a word (beginning, middle, end of the word);

- analyze the articulation of sounds (vowel-consonant, hard-soft, voiced-voiceless);

- establish the sequence of sounds in words.

The teacher must follow the same conventions as the school when working with sounds (vowel sounds are indicated in red, hard consonants in blue, soft consonants in green).

A letter (a visual image or a sound sign) is introduced after the sound (the letter is shown as capital and lowercase in printed form, in black). Next, work is carried out to consolidate the image of the letter (noisy letters, different fonts, sizes, they can be painted, shaded, sculpted, designed, etc.).

The concept of a sentence is also given through a visual image - diagrams (a long strip of paper is a sentence, short strips are words).

Stages of literacy learning:

Stage 1 – pre-letter (preparation for learning to read and write): work with sounds, syllables, words, sentences.

Stage 2 – vowel sounds and letters (6 sounds and 10 letters indicating vowel sounds).

Stage 3 – consonant sounds and letters (+ 4 vowels), formation of the reading mechanism.

This is done for continuity with the school.

. Why is it important?

Reading and writing are skills = complex (equivalent words).

Skills are a powerful concept for a child; they are vital for a child to adapt, to survive, to comprehend the world around him.

Skills vary in content (cultural and hygienic, self-service, artistic and aesthetic, etc.). This huge group of skills includes reading and writing. Therefore, you need to know the laws of their formation, and to understand and master them takes time. On average, any skill is formed initially

in 3 months (brush teeth, eat, drive a car), and
is consolidated
within 3 years (this will already be at school).

But reading and writing is not just a skill, but a very complex skill. After preparation for teaching literacy, literacy in school will improve in quality.

Research by scientists has made it possible to establish the most optimal (sensitive) timing for starting literacy training.

A five-year-old child has special sensitivity and receptivity to the sound side of speech, therefore this age is the most favorable for beginning preparation for learning to write and read. Children aged six years show a special interest in reading and master it successfully. But it is more advisable to begin the formation of orientation in sound reality earlier, in the fifth year, when the child shows the greatest interest in the sound form of language, phonetic accuracy of speech, word creation, and sound games. At 4 and 5 years old, preschoolers are able to distinguish by ear the sounds of their native language from words (vowels and consonants). But at the same time, it was revealed that preschoolers have selective receptivity to learning to read and write. It is this individual ability of each child that must be taken into account when determining the deadline (different for each child) for starting to learn to read and write.

At the age of 4 years, children have a particularly pronounced “linguistic flair” and interest in language. If at 4 years old a child can enthusiastically engage in educational games for 10-15 minutes and shows interest in letters, it is worth trying to start classes in preparation for learning to read and write. But if your four-year-old has not yet learned to focus attention and purposefully carry out developmental tasks, reacts violently to his failures, and is impatient, then it is better to wait.

The age of 5-7 years for most children is the most favorable for the active development of perception, attention, memory, and thinking. A child at this age is physiologically ready for developmental education, he has a desire to learn. This does not mean that all children will master reading skills to the same extent, but they need to start working with them.

Thus, it is recommended to begin preparation for learning to read and write after the age of 5, or better yet, a year before school (i.e., senior preschool age; if earlier, this is already a competition for adults).

When choosing a specific methodology, teachers should take into account that the literacy teaching system used in preschool educational institutions must be combined with the corresponding educational system at school, observing the principle of continuity between the preschool educational institution and the school. In schools, writing is mainly taught using the sound analytical-synthetic method, developed by a team of scientists based on D.B. Elkonina.

Where to start?

Unfortunately, many adults begin teaching their child to read by teaching him all the letters. This is not an entirely correct approach: it can lead to difficulties in the child reading syllables and words together, as well as to “mechanical” reading - in this case, errors may occur when reading and writing. When introducing your child to the world of reading, you must first of all remember that written language is a reflection of spoken language.

. Therefore, getting to know letters and putting them into syllables and words at the initial stage of learning is not at all the main thing.

Hear the word!

So where do you start with literacy lessons? First of all, we must teach the child to hear the sounds of our speech,

teach him to hear
what sounds the words we pronounce are made of,
i.e.
attract the child's attention to the sounding word. Let's try to switch the child's attention from the semantic side of the word to its sound side.
And here the game will come to our aid.
Let's play "bugs" with the baby. “What song does the beetle sing?” asks the adult. “ W-w-w
,” the children answer and, spreading their wings, fly around the room like beetles:
w-w-w.
“Let’s listen, is there a beetle’s song in the word
zh-zh-zhuk
, and in other words:
knife-zh-reapers, hedgehog-zh-zh, butterfly
?”

“Clap if you hear the sound [A] in the word” (we highlight the sound with our voice, “click” on it). You need to start with vowel sounds, then – [M], [N], [R].

“Three words”: I will say three words, and you name the sound that is found in all these words ( u tka,
u shi, u jin).
, is
then from the end (
kino , coat , window ), then from the middle ( cheese , smoke , soap ).

There are many sounds, the pronunciation of which can be played out: stretching out the sound z -

can be compared with the song and flight of a mosquito,
w
- with the hiss of a snake or the rustle of grass, the rapid pronunciation of the sound
p
- with the puffing of a hedgehog,
h
the song of a train,
p
- with the growl of a motor,
with
- the whistle of air when inflating a wheel with a pump (pump song), etc. Each time, be sure to finish this game by naming words in which “the mosquito is ringing,” “the motor is running,” “the titmouse is clicking, tsk-tsk-tsk.”
Try to pronounce words not usually, but especially. So that one sound in it is emphasized, pronounced longer than others, exaggerated. It should be noted that not all sounds in the Russian language are equally easy to highlight: it is easier to emphasize those sounds that can be drawn out (for example, whistling, hissing, sonorant). It is much more difficult to identify sounds such as b, p, d, t .
But it is very important that sounds that are distinguished easily and difficultly alternate and are emphasized intonationally not only
at the beginning of words, but in the middle and at the end.
And now the first stage of learning is completed: the child easily determines which sound you emphasized, he himself tries or can say the word, highlighting the song-sound intonationally, and can choose words with this sound.

But this does not mean that your child has learned the sound analysis of words.

Sound analysis is the basis of competent writing!

Conduct a sound analysis of words

- this means naming the sounds of a word in the sequence in which they are found in this word.
In order for a child to analyze a phenomenon, it is better to present it materially. Let's draw a diagram of the sound composition of the word: there are three sounds in the word poppy
- let's draw three cells.
Let's give the child a card: a poppy is drawn on it, so that it is clear what word we are going to understand, and under the house there is a diagram of this word. We show him that the cells under the picture tell us how many sounds there are in the word. “How many cells?” - “Three” - “How many sounds are in a word?” - “Also three.” - “Say the word poppy so that I hear the first sound in it.”
“Mmmm-ak,” says the baby. “What is the first sound?” - “M” - “Very good. Let’s cover the first cell with a chip, what sound will it make?” - “M.” We can move on.
“Let's say the word poppy so that we hear the second sound.”

“ma-a-a-ak”
with him You need to pronounce the word and at the same time move your finger or pointer stick along the diagram and stop your finger for a long time on the second cell.
“What is the second sound in this word?” - “O” - “Let’s designate this sound with a chip.”
“Let's find the last sound in this word.” We follow the pattern and pronounce
ma-K
. We define the sound and put it on the diagram.

You can use any material as chips: cut circles out of white cardboard or take an old mosaic and select white or yellow elements from it. Don’t take red, blue, green ones - you’ll need them later.

It would be good to repeat it again. But how? Take off the chips and start over? This is not interesting for the baby. It’s better to play the game “Who’s attentive?” “And now,” you say, “I will name the sound, and you will remove it from the diagram. Check yourself how attentive you are. Please remove the m

sound
a,
sound
k
."

Similarly, analyze the words soup, juice, nose, ball, house, lump, garden, bough, cat, sleep, mouth, moss, onion, son, whale, choir, beetle, bull, varnish, ray, himself, forest, cheese, catfish , fluff, cancer.

When working with a child, you need to remember that we are teaching him the sound analysis of words, teaching him to listen attentively to a word, to hear the sounds of its components in order, so the child must
name the sounds as they are heard
.

At each lesson, you can parse no more than two words, but these words need to be analyzed
in several ways :
- first, children are simply asked to parse a new word;

- then the children, under the dictation of an adult, remove the chips from the diagram in accordance with the called sounds in order;

- then put the chips again and call the sounds not in the same sequence, but separately: this kind of task encourages the child to once again pronounce the word according to the sounds according to the scheme:

- ask: name what sound in the word “…..” third, first, second;

- listen: M
(short pause), A (pause) ,
K. If together, what word will it be?
( poppy ).
If the baby finds it difficult, you can repeat it again or reduce the time intervals between pronouncing sounds.
“Listen: m, a, k
. And together?";

— when conducting sound analysis of words, it is very useful to give tasks for comparisons, juxtapositions, analysis, i.e. the development of speech-mental operations. For example, find the same sounds in the words house

and
poppy, soup
and
bough,
find different sounds in the words
house
and
smoke, catfish
and
sam, onion
and
varnish, bough
and
juice, dream
and
son.
— A more prepared child can be given tasks with words that “don’t have a solution” (find the same sounds in the words house

and
cancer
).

Vowels and consonants

After three-sound (monosyllabic) words have been analyzed, you can introduce something new - teach them to distinguish between vowels and consonants.

Do you think this is difficult for a small child? Not at all! Give him the opportunity to discover the difference between vowels and consonants himself. Here's how to do it.

With your children, identify ball, house, bow, sir, smoke, whale

sounds that are heard in the middle -
a, o, u, e, s, i.
“These sounds are extraordinary; when you pronounce them, nothing in your mouth interferes with you - neither lips, nor teeth, nor tongue.” Check with him to see if this is true. Let the children shout these sounds exaggeratedly, preferably in front of a mirror. After this, the adult combines all these sounds into one group and says that they are called vowels. We will now denote vowel sounds with red chips.

Sometimes, to make it easier for a child to distinguish between vowels and consonants, we tell him that a vowel sound can be drawn out and sung, but a consonant sound cannot be sung. By giving such an explanation, we actually only confuse the child: he begins to consider the sounds r, m, s, l, sh as

, i.e. those consonants that can be drawn out and sung for a long time.

But if we draw the child’s attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips, tongue, then the child will no longer be mistaken.

Tell him: “Indeed, the sound is m

You can drag on for a long time and you can even hum a song, but look how tightly your mouth is closed when you pronounce this sound, your lips prevent it from coming out of your mouth.”

Now that the difference between vowels and consonants has been established, pay attention to the fact that the consonant sounds in a word are pronounced differently - sometimes softly, sometimes hard. If you correctly taught your child to name sounds in words when you conducted a sound analysis, if the child named a consonant sound as it is pronounced in a word, then distinguishing consonants into hard and soft will not cause any difficulties.

We will denote those consonants that sound hard with blue chips, and those consonants that we pronounce softly with green chips. Try to make out with your child the words Nina (n ,
and n a), moon, fox, linden, fly, winter, mint.
Now, when conducting a sound analysis of words, the child must now characterize each sound as a vowel or consonant and use the appropriate chips (these color designations for vowels and consonants correspond to the spelling regime at school).

In sound analysis you should move on to more complex tasks

: to analyze first four-sound and then five-sound words without a combination of consonants:
moon, fish, fox, beads, sleigh, geese, fly, cotton wool, saw.
Then words like:
sugar, wolf, tiger, bush, leaf, stork, spider, bandage, tank, crane, motor.
When you see that the child is fluent in sound analysis of 4-5 sound words, remove the diagram. Invite your child to place the chips directly on the table.

When the child is well versed in the sound side of speech, you can begin to introduce letters

. It is necessary to form clear images of letters in the child.

in unity with preparation for learning to read, also requires its solution.

. However, in work practice, learning to read is often unrelated or ahead of writing.

In the writing mechanism, the interaction of the speech motor and general motor analyzers is of utmost importance. Graphic skills are not only actions based on muscular efforts, but also the recoding of speech units into graphic signs (letters), which requires the correct correlation of sound and letter, compliance with graphic and spelling rules. It is also very difficult for a child to master writing techniques.

Thus, the content of preparation for writing, in addition to intellectual and general speech development, the formation of phonemic perception, ideas about the phenomena of language and speech, sound analysis skills, also includes preparation for mastering writing techniques.

Preparation for mastering writing techniques.

Work on preparing preschoolers for learning to write is carried out in
four main areas
:

1. Preparing your hand for writing.

2. Analytical and synthetic activities.

3. Preparation for writing techniques.

4. Formation of basic graphic skills.

Each direction has its own objectives and
educational content.
These tasks are implemented in the general system of educational work with children.

1. Preparing your hand for writing.

1.1. Develop fine motor skills of the hands.

1.2. Form the correct grip of the writing tool

: the pencil is held with three fingers - thumb, index and middle (pinch). In this case, the pencil lies on the left side of the middle finger. The thumb supports the pencil on the left, and the index finger on top. The upper end of the pencil is directed towards the shoulder. With a correct grip, the index finger should lift easily without the pencil falling.

To develop pinchiness, finger games are used (especially for the thumb and index finger), exercises with a pencil (“Twist the pencil with two fingers, three fingers”), game exercises such as “Let’s add salt to the soup.”

1.3. Exercise in the correct distribution of muscle load of the arm

, which involves rapid alternation of forceful tension and relaxation. (Force tension - when we write from top to bottom; relaxation - when we write from bottom to top.) The formation of the correct distribution of muscle load of the hand is carried out in games such as “Mosaic”, “Lego”, “Constructor”, when working with stamps, in manual labor (for example, manipulation with a needle) during the sculpting process.

2. Analytical and synthetic activities

The writing process implies the child’s ability to analyze and synthesize the graphic image of letters. Older preschoolers work only with printed letters.

2.1. Analysis and synthesis of graphic, conventional images of objects

Game exercises in this direction precede work with letters. They are based on the analysis and synthesis of simplified graphic images consisting of elements familiar to children (which allows the child to name the parts that make up the drawing).

2.2. Analysis of the image of letters.

This process consists of the child’s ability to determine:

— number of elements (how many elements make up a letter?);

— characteristics of the elements (what elements are these?);

-spatial arrangement of elements in a letter.

2.3. Synthesis of the image of letters.

A preschooler should not write letters. It is necessary to prepare an image of a letter from paper, cut it into elements and ask the child to recreate the image by composing the elements.

2.4. Differentiation of the image of letters.

In game exercises, the child matches and compares letters that are similar in spelling.

3. Preparation for writing techniques.

3.1. Develop spatial orientation

Depending on his abilities, the child learns to navigate in space relative to himself, relative to an object, and relative to the person standing opposite him.

First of all, the child must know where his right (left) side of his body is. During physical education, work on children’s knowledge of orientation both in their parts of the body and in orientation relative to themselves (above the head - up, under the feet - down, behind the back - behind, in front - in front).

When performing orientation tasks, game exercises like “Look to the right (left, up, down) are used. Name what you see.”

The most difficult thing for a child is orientation in relation to the person who is standing opposite. In practice, this could be a teacher. It is more difficult for a child to remember a “mirror” reflection, but he must learn this too with the help of exercises.

Children must “transfer” the acquired knowledge on spatial orientation to a sheet of paper (half A4 size). How correctly a child is oriented on a sheet of paper can be determined using a dictation (each subsequent task is given after the children have completed the previous one): “There is a sheet of paper in front of you. Draw a sun in the upper right corner. Draw a flower in the lower right corner." The dictation continues until all the corners and the middle of the sheet are filled.

To clarify the child’s ideas about the spatial relationships between objects, you can use a plot picture. Tasks of type:

- show which of the birds sits on the tree above and which below, which of them sits above and which below;

- show what is shown in the picture far and what is close;

- compare the objects shown in the picture with each other (above - below, in front - behind, right - left);

- name the location of the images in relation to the child.

Children who have difficulty distinguishing between the left and right sides, when learning to read and write, often have difficulty mastering the visual image of letters (there is a tendency to “mirror” their image). Therefore, in classes with such a child, additional explanations and a sufficient number of exercises should be used to determine the shape, size of objects, their spatial location in relation to the child himself and to each other.

3.2. Develop a sense of rhythm.

Teach children to hear the rhythm and recreate it (based on the model and their own), record the rhythm through rhythmic patterns (borders) and read them.

The rhythm of speech, especially the rhythm of poetry and sayings, contributes to the development of coordination, general and fine voluntary motor skills. With the help of poetic rhythm, the correct tempo of speech and breathing rhythm are developed, speech hearing and speech memory develop. Movements with musical accompaniment have a positive effect on the development of hearing, attention, memory, and form time orientation, that is, the ability to arrange one’s movements in time in accordance with the various metro-rhythmic patterns of a musical work.

The same can be said about performing rhythmic exercises in writing. In the “Border” exercise, the child initially does not see the repetition of elements (rhythm). In this case, rhythm as a concept is new. It is necessary to combine in the child’s mind rhythm as movement and writing (drawing) skills.

3.3. Introduce you to the ruler and learn how

In preparation for learning to write, children are introduced to the concept of “ruling,” the “ruler,” and additional reference lines. Through game exercises, they reinforce the ability to navigate the “ruler” and then print elements of letters in it. Printing letters in school font can only be done when the child himself wants to do this and when the prerequisites for writing have been formed.

In a preschool institution, children, due to their age characteristics, are able to understand and remember the rules of lined writing.

3.4. Introduce the rule of drawing
horizontal and vertical lines
and reinforce it in practical exercises of a gaming nature.

Rule: all horizontal lines are drawn from left to right, all vertical and oblique lines are drawn from top to bottom.

First, the child is taught to place dots from which typing and writing begin, then to draw arrows indicating the direction of hand movement. It is necessary that the movement actually begins at the right point and the child learns to understand and feel that the hand can move in different directions according to the instructions and rules of writing. However, there is no need to rush him.

It is also important to explain to children which lines are considered parallel. Violation of parallelism must be shown clearly.

4. Formation of elementary graphic

4.1.Practise conscious typing
of letter elements
(with and without educational lines).

4.2. Conduct exercises that prepare for writing elements of a school
font
(“Lumps”, “Waves”).

The classes include the following types of work

: game exercises for training the movements of fingers and hands, exercises for the development of spatial orientation, writing graphic elements (5 - 10 min.), visual or auditory dictation.

Fine art is also of great importance.

When organizing work on teaching literacy, the teacher always needs to remember the main thing: take into account the characteristics of the preschool child, his interests and needs.

Literacy teaching methods

Today there are many different programs, the content of which has significant differences. Therefore, the requirements for preparing children depend on whether children are taught the basics of literacy and at what age this is supposed to be done.

At the same time, there are many facts that allow us to highlight certain directions in teaching literacy to children of primary school age. There are known patterns that work in the field of teaching reading and writing.

There are various proven teaching methods. Positive results were obtained from the use of these methods, which significantly influenced the intellectual and speech development of schoolchildren. And these are the areas of work:

you need to introduce the child to the word: he must learn to isolate words as an independent unit of speech;
introduce children to sentences: children should also be able to isolate sentences as speech units;
introduce the verbal composition of a sentence: children must learn to divide sentences into words and compose sentences from two to four words;
introduce children to the syllabic structure of words: children can divide small words into syllables and make words from different syllables;
To introduce children to the sound structure of a word, it is necessary to develop their ability to analyze the sound composition of a word, determine the number of sounds, their sequence, compose words with given sounds, and understand the meaning of the phoneme.

The main role is played by the development of children’s ability to analyze the sound composition of words. And as we already wrote about this above, the processes of writing and reading are processes of translating oral speech into graphic images and vice versa.

Objectives of Literacy Education

The main tasks when teaching schoolchildren to read and write:

teach schoolchildren to write and read, give them a basic understanding of what speech, language and literature are;
enrich the horizons of schoolchildren;
activate their written and oral speech;
shape their intellectual activity, help the child have a positive attitude towards learning;
form mental and physical processes that allow you to effectively study writing and reading.

Literacy learning involves the use of two processes: synthesis and analysis.

You also need to develop listening and speaking skills. During lessons you need to study concepts such as words, vowels, sentences and stress. Schoolchildren learn to select words that can be used to designate objects in the picture.

You can also name the same objects using different words. You can teach children to draw verbal diagrams, teach them to compose sentences based on pictures, and depict sentences in the form of diagrams.

The process of learning to read and write is an important part of the formation and development of speech. This implies that during literacy training it is necessary to highlight different areas of children’s formation:

you need to master the basics of literacy;
you need to develop the ability to listen and speak;
it is necessary to replenish the vocabulary of schoolchildren;
it is necessary to develop their skills in working with spelling and punctuation;
it is necessary to develop punctuation and spelling vigilance;
children need to be taught to understand and analyze texts of various types;
we need to help children gain new knowledge about their native language and systematize it;
it is necessary to reveal to schoolchildren all the richness of their native language and its beauty;
It is necessary to develop a sense of language in schoolchildren.

While learning to write, children learn to analyze the images of letters, the graphic signs that make up the letters. They also learn to compare some sounds with others, write different letter elements, combine words into a sentence, and copy them from a model.

Game situations in teaching literacy

Literacy for schoolchildren is quite difficult to understand. It is quite difficult for a child to perceive abstract concepts that cannot be found in the real world.

A game approach is the best way to solve this problem. Thanks to the game, even the most complex things can be made accessible and simple. The game cannot appear on its own.

Game situations encourage each player to use their communication skills and abilities to achieve the game objective. This helps develop intelligence and sensory skills. With the help of games, you can help children master the lexical and grammatical categories of their native speech.

Games also help to consolidate and clarify acquired speech knowledge. His success in further education at school depends on how well a student masters literacy. Moreover, this applies not only to writing and reading, but also to all other subjects.

Including children in significant activities

The child’s sign activity, in fact, begins with a gesture, an indication of the desired object or a call to action. According to Vygotsky, gesture gives rise to speech, drawing and play - symbolic activities of the first order, which directly reflect reality. It is during the process of play that the object and its function are separated: different toys receive different purposes (an airplane - to fly, a car - to drive). With the help of names, the child establishes connections between a sign (name) and a specific object: he says “car” and picks up a car, not a plane. Speech, play and drawing give rise to written speech, symbolic activity of the second order (it no longer reflects immediate reality, but drawing or play). All these external symbolic forms of activity are included in the system of higher mental functions, which are formed in the process of social communication.

Therefore, a prerequisite for mastering sign-symbolic reality is the child’s interaction with adults and peers: the pointing gesture - the beginning of all principles - arises precisely from addressing another. If there is no one to show it to, then there is no point in it. The same goes for more complex activities: reading is always addressed to an imaginary interlocutor, writing is always addressed to an imaginary addressee. Only in this way do they arise as cultural functions. Otherwise, at the beginning of mastering literacy, the child does not understand why he himself needs it.

Thus, from an early age, mastering sign activities, the child feels quite comfortable, being under the guidance of an adult and surrounded by peers. The question remains: when is it appropriate to move from mastering one sign system to another, for example, from phonetics to grammar? Representatives of the Russian school of psychology have interesting answers to this question.

Didactic games in teaching literacy

Literacy learning occurs gradually with the help of didactic games. This allows you to solve the following problems:

it is necessary to introduce schoolchildren to what sound and word are;
it is necessary to form their phonemic hearing;
children need to be taught to divide words into separate syllables;
children need to be taught to correctly place stress in words;
children need to be taught to analyze the sound composition of words;
you need to learn to identify vowels and consonants, hard and soft;
children need to be introduced to the term “sentence” and its structure;
children need to be taught to read and write.

Modern approaches to the study of literacy are based on the methodology developed by K.D. Ushinsky more than a century ago.

This technique assumes that schoolchildren will become familiar with sounds by isolating them from live speech. Vowels are mastered first. Tasks need to be made more and more difficult gradually. The sound must first be determined in monosyllabic words. Then two-syllable words are used. And only then polysyllabic ones.

After studying the most frequently occurring vowel sounds in speech, a transition is made to less commonly used ones. And only after this you need to move on to mastering consonant sounds. K.D. Ushinsky believed that teaching schoolchildren to identify consonants within words is very difficult, but extremely important work. This is the most important key to mastering reading.

Everything has its time

Mastering literacy is the result of the development of all aspects of a child’s personality at the border between preschool and school age, stated the famous scientist, author of the peer education program E.E. Shuleshko. This is confirmed by other researchers.

Varentsova N.S. notes that from the age of 4 years a restructuring of the child’s attitude towards speech occurs, and it is necessary to pay attention to sound analysis from this age. Children after 4 years of age are very interested in language in terms of the relationship between sound and content, but after 5 years of age this interest wanes. And if a child under 6 years of age has not developed the skill of identifying sounds in a word, in the future it will be more difficult for him to master reading. This means you can’t start reading without mastering phonetic analysis: identifying the first and last sound in a word, determining the number of words, determining the number of vowels and consonants, etc.

From the age of 5 you can start learning the basics of grammar (the alphabet, highlighting syllables, etc.). L.A. Wenger and S.V. Mukhina indicate that children at this age are most receptive to learning to read and write, since they are distinguished by the sharpness and freshness of perception, curiosity and vividness of imagination. However, the memory and attention of children at this age are very unstable, so it is necessary to return to what is already familiar many times in order for the knowledge to become strong.

From the age of 6, children show a special interest in reading and are especially successful at this stage of learning. Therefore, it is advisable to give all the necessary knowledge in the field of sound reality and grammatical analysis to children at an earlier age.

Mastering literacy is the result of the development of all aspects of a child’s personality at the border between preschool and school age. And if children’s interest in reading and writing is satisfied in a timely manner, mastering the school curriculum occurs normally.

Contents of Literacy Lessons

Classes should be conducted in such a way as to maintain a high level of motivation among students. The introductory part allows you to set the atmosphere of the lesson. It is necessary to prepare schoolchildren for the fact that now they will learn something new, something that will be very interesting to them. It is important to make children want to participate during activities.

Classes can be of the following types:

telling a theme poem;
solving riddles;
joint examination of illustrations.

The teacher can start with the following words: “Children, now we will discuss what a word is. Listen to a little poem and support me.”

And you can end the task with the following words: “You are so great! We managed to solve all the riddles! And all the answers were correct. Do you understand how these words are similar to each other? Let's play now. I will say the word. If it starts the same way as the answer, then you should clap your hands. If not, then don’t do anything.”

To get children interested, you can give all pairs a set of cards. Children will have to name what is shown on them. And the teacher asks the children what is the first sound in this word. Can these words be divided into two groups?

For example, short words are placed in one group, and long words in another. Then you need to check how the children coped with this task.

To make it interesting for schoolchildren from the very beginning, you can include illustrations in the work.

For example, you can use some kind of surprise. You can also dramatize the story. Children really enjoy these types of events. They also love to participate in the creation of a new fairy tale.

When preparing for a lesson, the teacher must show great scrupulousness. If the material is presented incorrectly, this will lead to difficulties in further learning. If you carefully plan each lesson, the teacher can avoid many mistakes. When developing lesson notes, you need to do a lot of planning.

But today in educational institutions it is often proposed to use technological maps.

A little theory: sign and sign systems

Literacy is one of the sign (semiotic) systems that provide a uniform representation and interpretation of the signals and messages that people exchange in the process of transmitting information.

The formation and use of semiotic systems is a natural way for humans to structure experience, socialize and transfer knowledge from generation to generation. In fact, our entire existence is permeated with sign systems: phonetics, language, counting, ritual, art, etc. Social relations as a whole can also be considered as a sign system.

The unit and basis of any semiotic system is a sign - an abstract or material object, in relation to which it is accepted that it indicates a certain meaning. A sign has a plane of content—meaning—and a plane of expression—these are linguistic or material means by which the meaning is conveyed.

In cultural studies, the dual essence of the sign is well explained by the concept “Bonfire of Hell”. It is based on the Greek legend of how the young man Leander swam across the Bosphorus every night to meet his beloved. The sign of invitation to the beginning of his journey was the fire that the girl lit in her tower. Here the fire is the material expression of the sign. An invitation to a meeting – its meaning, content.

We can distinguish signs of personal use (for example, the fire from the above-mentioned legend) - they are understandable only to a few people, significant only in the context of their relationships - and signs of general and professional use (counting, language, ritual), with the help of which objects of nature and technology are included in culture. But in both cases, the creation of signs is a social activity that expresses the uniqueness of life, feelings, and mental activity of other people.

With the help of signs, we not only socialize, but also cognize reality: by constructing semiotic systems, we endow material and abstract objects with conventional meaning and establish connections between them. When these systems acquire a historical and social dimension (everyone distinguishes and interprets signs in the same way), they consolidate experience and serve to transmit it from generation to generation.

The transfer and assimilation of experience is facilitated by an important property of semiotic systems: the design of signs explains their content even if there is no special condition for understanding the meaning of an individual sign. A striking example of this is the phrase coined by Academician Shcherba: “The glokaya kuzdra shteko budlanula bokra and kurdyat bokrenok.” Despite the fact that we do not know the meaning of the words in this sentence, based on morphological features and their relationship to each other (which are given by the grammar system), we can understand the general meaning of the entire phrase: some feminine entity did something to another male entity , and then began (and still continues) to do something different with a smaller representative of the same species. This principle, for example, is indispensable in deciphering ancient writing.

It turns out that by understanding what a sign is, how it relates to reality (the plane of expression and the plane of content), and how at least one sign system is organized, it becomes easier to work with the others in the future. For example, learning the grammar of a foreign language can help you understand how programming languages function.

And if in order to theoretically study what signs and sign systems are (this is the science of semiotics) it takes considerable time and developed intelligence, then children begin to intuitively comprehend the practical side of the issue from an early age. And the task of preschool education is to help them with this in a timely manner.

Literacy Techniques

During the lesson, the teacher should strive to use different techniques so that the children change types of activities. It is necessary to diversify the form of presenting new information. Let's discuss a few techniques:

Lull rings: this is an interesting tool that allows you to shape the intellectual abilities of schoolchildren and their creative impulses. There are many different materials that this device can be used for.
to teach schoolchildren to read and write, you can also make Lull rings, and place letters on one of them, and on the second - objects whose names begin with these letters. Children must correctly connect the letters and the corresponding images.

This interesting technique helps to captivate children, create an atmosphere of ease, and help them perceive new material.

By studying letters with children, you can help them better assimilate new material. To do this, you need to play with these letters in different creative tasks. For example, you can draw a letter and decorate it with different patterns.

You can also fashion letters, sew dresses for them, lay out letters from peas or buttons. They can be drawn on the sand, made from sticks and other materials available to children.

It is also necessary to test children's knowledge using test materials.

The exercises that are included in this work are material with images of objects for studying vowels. Schoolchildren connect a letter and an object that contains this letter in its name. You can also draw diagrams for words, showing the number of syllables and stressed syllables.

Components of grammatically correct speech

During classes, children should also be taught to analyze the sound and letter composition of words.

Grammatically correct speech includes the following components:

it is necessary to create an effective speech environment for children, which contains many speech samples;
it is necessary to improve the speech culture of people around the child;
complex grammatical forms need to be specially studied with children in order to prevent the development of their erroneous use;
you need to develop grammatical skills;
It is necessary to correct grammatical errors that the child makes.

If you correctly organize the speech space for a student, it will have a very powerful impact on him. This will allow the child to form cognitive relationships and develop his basic ideas about the Russian language and speech.

Therefore, it is necessary to organize the speech space and give it priority attention.

If everything is left to chance

If literacy is not given due attention in early childhood, then some children may experience a number of problems when entering school.

Thus, children aged 6-7 years often have difficulties with tasks that require the correlation of symbolic and real planes, with the analysis of symbolic means in form (graphics, gestures, sounds) and in the nature of the connection with the designated object (similarity or conditional connection), with the designation of some and the same objects in different ways.

This occurs because the level of generalization and abstraction of individual concepts may not entirely correspond to their level of development. Understanding the structure of the alphabet and the structure of mathematical expressions (2a = b, for example) is built precisely on abstract symbolic representations.

It is important that by the beginning of school the child has an idea of the alphabet - about vowels and consonants, about the structure of a syllable, about the natural series of numbers. Understanding these patterns creates a sense of cultural inclusion in the child.

In general, many mistakes that children make at school are the result of oversight by preschool workers. It is believed that if a child is simply healthy and emotionally preserved, this is enough for his education to continue to be successful. And if someone at school, for example, has problems with the Russian language, then they are often attributed to psychological development and are classified as speech therapy.

But to avoid such difficulties, you should simply start mastering complex sign systems earlier.

Speech environment as a means of teaching literacy

Speech space is a very broad concept that consists of many components. This can include different speech samples that are accessible to children. At the same time, not only people can talk around, but radio and television can also sound.

L.P. Fedorenko believes that the speech environment can play a developing function. He believes that this makes it possible to intensify verbal communications. And this environment makes it possible to reveal the student’s full speech potential. But such an environment cannot arise spontaneously. It comes about as a result of deliberate effort.

The author believes that there are two components of the speech environment: this is the natural environment of communication, as well as communication with other children. The second component is an artificially created speech environment.

A free environment is a child’s communication with peers and adults. It occurs naturally during different regime moments. But it can be used to achieve maximum effect.

The artificial environment is a speech space that is purposefully organized by the teacher to achieve the assigned tasks. To do this you need to use certain techniques.

You could even develop a communications center. It will consist of the following elements:

theaters;
various visual aids;
bookshelves.

The aids used may be:

didactic board games;
albums on sound pronunciation;
illustrated materials;
paintings.

At the same time, all materials used must be selected so that they coincide with the age characteristics of schoolchildren.

N.K. Usova also studied this topic in detail. She wrote that kindergarten staff should organize a speech environment that would help children actively develop their speech literacy.

The speech environment should be created so that schoolchildren have the best conditions for the development of speech literacy. At the same time, children’s speech should develop not only during classes, but also during independent pastime.

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From the nursery to the desk?

A logical question arises: how to teach literacy to young children so that it is interesting and not difficult for them?

Of course, there is no need to put them at desks in kindergarten; it is important to do this in preschool ways: come up with tasks related to what interests them, include literacy training in different types of work with children. For example, everyone should create name tables with names and dates of birth together, allow children to write down the rules of the group themselves, come up with calendars, sign their works, etc.

It is important that during classes the child can observe, explore, make connections, identify dependencies, generalize, compare, draw conclusions, actively play and manipulate the material and discuss what he is doing with his peers.

Learning to read and write in general can be based on all types of activities available to the child: singing, playing music, physical education, design, dramatization.
In these activities, children will also develop motor coordination, rhythmic, tempo, melodic, spatial, muscular and language skills. Where to get ideas Not many works are devoted to the practical side of teaching literacy to preschoolers, but there are textbook works and thematic resources where you can find many effective exercises and ideas: ✔ “Understanding Literacy” by Evgeniy Shulezhko is a fundamental scientific and pedagogical work, in which, in addition to theories, the author's methods of teaching writing, reading and mathematics are presented; ✔ “Always Together: A Methodological Guide for Parents of Children with Hearing Pathology” by Emilia Leongard - despite the fact that the book is focused on working with hearing-impaired children, you can find many useful exercises and approaches to how to arouse interest in speech;
Internet resources: ✔ The Open Lesson website contains a lot of information on teaching literacy to preschoolers. The above-mentioned books can also be found there; ✔ The “School for All” project is a useful online resource dedicated to working with schoolchildren and preschoolers. Affiliate material Subscribe to the channel University of Childhood