Compiling a story-description of wild animals according to a visual plan

The most complex form of speech activity is connected speech . In the process of speech development of a child, the leading role is played by the development of coherent speech. This contributes to the improvement of its other aspects.

Coherent speech in children without speech pathology occurs simultaneously with the development of activity, thinking and communication with people around them.

In children with general speech underdevelopment, the process of forming coherent speech is disrupted. This is due to the underdevelopment of the leading components of the language system: phonetic-phonemic and lexical-grammatical. Therefore, such children have significant difficulties in mastering coherent speech skills. For the second time, additional difficulties arise: deviations in the development of mental processes (memory, attention, perception). But thanks to the system of correctional classes, you can catch up.

“Compiling a story-description of wild animals according to a visual plan”

Lesson objectives:

Educational:

• improve the ability to write a descriptive story based on a visual plan;
• select attributes for words, coordinate adjectives with nouns in gender;
• activate vocabulary on the lexical topic “Wild Animals”;

Correctional and developmental:

• development of coherent speech;
• fine motor skills;
• visual attention and memory;
• logical thinking.

Educational:

• instilling discipline,
• ability to listen to others.

Equipment: plan diagram, ball, magic bag, pictures of wild animals; stars.

MAGAZINE Preschooler.RF

Author: Nikishina Valentina Sergeevna

Target:

• To develop the ability to compose a joint narrative story using the utterance scheme specified by the teacher.
• Develop the ability to adhere to the plot line when composing a story.
• Practice selecting signs for an animal, selecting verbs that denote the characteristic actions of animals.
• Develop a sense of humor.

Materials: Image of a hare, two trees, sketches of “Masha’s adventures” , drawing for coloring, colored wax crayons, Masha doll.

Progress of the lesson:

1. Riddle, conversation about the forest.

We will come up with a story about the girl Masha. But first, listen to my riddle: “There are many trees, bushes, flowers. This is a home for wild animals. In summer there are a lot of berries ripening here, and after the autumn rains there are a lot of mushrooms .

What did I talk about? (Children's answers).

That's right, it's a forest.

Guys, I already told you that we will come up with a story about the girl Masha, or rather about Masha’s adventures in the forest.

-Tell me, why do they go to the forest at all? (Gather mushrooms, berries, flowers, firewood; relax, take a walk).

-What could have happened to Masha in the forest? (I got lost, met someone, found something).

2. Exercise “Match the words to the picture” . Tempering gymnastics using artistic words.

Children walk along massage paths and “bumps” with the words:

Our legs walked straight along the path, to the bunny's hut on the forest edge.

We galloped along the path, often changing legs.

Imagine that Masha met such a hare in the forest (show picture).

-What is he like? (Fluffy, white, funny, long-eared, cowardly, etc.)

-What can a hare do? (Jump, run, chew bark, change a fur coat, have fun, be afraid, hide, etc.)

Still children, the hare loves to walk by the stream, let’s go to the stream too.

Words accompanied by movements:

Oh, okay, okay, okay, There's a lot of water in the stream. Even a hare came running and got some water here.

-What do you think, can the hare play? (Yes maybe).

Let's play with him.

Finger game: (show)

Once upon a time there were bunnies at the edge of the forest, Once upon a time there were bunnies in a little white hut.

We washed our ears, washed our little paws, dressed up as bunnies, put on slippers.

-Masha might have liked the hare? Why? (Children's answers).

3. Coming up with a story together with the teacher.

Now we will come up with a story about the girl Masha and the hare. I will start sentences and you will finish them. (Show pictures).

One day Masha went into the forest to pick... (mushrooms). I picked... (a full basket of mushrooms). Suddenly a long-eared... (hare) ran out from behind the bushes. He was not alone, there was a whole... (hare family) with him. They all played hide and seek and they started calling Masha... (Masha, play with us). The eldest bunny had the longest... (ears). He hid behind... (bush). His ears were peeking out from behind the bush, so he was immediately... (found). Everyone had... (very fun).

4. Independent retelling of questions. The game is dramatization.

-Did you like our story?

-How did our story begin?

-What was she doing in the forest?

-What happened after Masha picked up a full basket of mushrooms?

- What did the hares do?

— How did they invite her to the game?

— How was the oldest hare different from the rest of the hares? Why was he found?

And now, in order to better remember our story, I propose to play it out.

(Masha, the hare and two storytellers are selected).

5. Collective coloring of the picture.

Guys, Masha would really like you to give her a funny picture about her journey. (Children color the picture to the music of the forest).

Let this drawing remind her of a story called... ( “Masha’s Adventures in the Forest” ).

What a beautiful picture we got. Well done to all of you.

Outline for writing a story for older children

Subject:

Compiling a story based on the painting “Hedgehogs”

Age:

senior group (5-6 years old)

Promote the development of the ability to carefully examine the picture (with the help of questions from the teacher);

Reflect on its content, compose a collective story based on the picture, adhering to a certain point in the plan;

Create conditions for organizing and conducting exercises in selecting words that are similar in meaning, in guessing descriptive riddles on a given topic;

Promote the development of attention and memory.

The ability to listen carefully to a comrade without interrupting him, to evaluate the stories of comrades, justifying his choice.

Materials and equipment:

For the teacher:

painting “Hedgehogs”, audio recording “Sounds of Nature”, speech diagram (story plan based on the painting).

For children:

elements of the picture, sheets of yellow paper.

Preliminary work for the lesson:

conversations on the autumn season (“Changes in the world of plants”, “How forest animals prepare for the cold”, “Changes in inanimate nature.”); writing riddles and descriptions about forest animals with children.

Coherent speech: answer questions with a detailed phrase, using sentences of complex construction.

Enriching the vocabulary: hedgehog, hedgehogs, hedgehog family.

Activation of the dictionary: adjectives (hungry, greedy, gluttonous, cowardly, fearful, fearful, weak), verbs (scared, hid).

Visual method: looking at a picture.

Verbal method: composing a story based on a picture.

Practical method: retelling stories based on the picture.

– verbal technique: speech sample, repeated pronunciation, indication, assessment of children’s speech, question.

– visual technique: showing pictures.

– gaming technique: the use of riddles.

Means of education:

communication between adults and children, literary speech of the teacher, teaching the native language in the classroom, fiction.

Form of organization of children in class:

group.

– Today we will learn to write a story based on a picture. But first, let’s do a warm-up on the theme “Autumn.” I will ask a question; whoever gives the answer passes and sits on a chair. (The chairs stand in a semicircle opposite the easel with the painting.)

3. Impenetrable, gray, thick... (fog).

4. Liquid, black, sticky... (dirt).

5. Gray, gloomy, cloudy... (sky).

6. Stormy, cloudy, rainy... (weather).

7. Dry, yellow, rustling... (leaves).

1. Looking at the picture. Conversation on the content of the picture.

After completing the task, the teacher offers to guess the riddle.

What kind of Christmas tree is this?

In gray clothes,

Walks along the path. (Hedgehog.)

- How did you guess that it was a hedgehog? (Children's answers.)

The teacher demonstrates the painting “Hedgehogs” (the audio recording “Sounds of Nature” is played)

- Look at the picture. Who is shown in the picture? (Hedgehog and hedgehog.)

– What can they be called? (Hedgehog family.)

– Where is the hedgehog’s family? (In the forest.)

– What time of year is shown in the picture? (Autumn.)

– What does the hedgehog do? (Watches the hedgehogs carefully.)

– Why do you think mom brought the hedgehog to the forest clearing? (Teaches how to get food, hunt.)

– If she teaches her hedgehogs to hunt, then how can we say anything about her? (Smart, caring, attentive.)

– What can you say about hedgehogs who can’t share a worm? (Hungry, greedy, gluttonous.)

– Why do you think he did this? (I got scared of the beetle and hid from it.)

- How else can you say what kind of hedgehog it is? (Cowardly, fearful, fearful, weak.)

2. Compiling a story based on the picture.

– We carefully examined the picture and now we will compose a story based on it. We will compose the story “in a chain”: one child begins, another continues, the third and fourth child finish. To make it easier for you to tell, use an outline:

1. What time of year is shown in the picture?

2. Who is depicted? Where does the action take place?

3. What happened to all the hedgehogs? Why?

4. How did it all end?

– Each of you will tell only one point of the plan. (The teacher asks the children which point of the plan each of them will answer.)

– When writing a story, try to use the words that we used when looking at the picture, and tell it in such a way that there is nothing to add.

The children tell the story, the teacher and other children evaluate which “chain” the story was more interesting, justifying their choice.

III
.
Final part 1. Creative work.

– Now I suggest you go to the tables and divide equally.

Look carefully at the picture again. Try to remember everything that is depicted on it. (1–2 minutes.)

On the tables in front of you are large sheets of yellow paper. Imagine that this is an autumn forest. On each table there are individual elements of the picture that you were just looking at and based on which you were making up stories. I suggest you create a picture, accurately arranging all its elements.

Source

Teaching narrative storytelling to preschoolers.

1). The formation of “coherent speech skills” (T. A. Ladyzhenskaya) begins in classes on familiarization with fiction and is associated primarily with work on the title. If the title is given before reading the work, children are asked to answer the question: “Why is the story (fairy tale) called that?” If the title is not reported, then after reading the children are asked: “What topic is this story about?”; “What is this fairy tale about?” By answering these questions, children learn to pay attention to the connection between content and title. By thinking about the title, preschoolers highlight the main idea of ​​the entire text and learn to navigate the topic.

To establish a connection between the content and the title, N. G. Smolnikova offers a variety of tasks:

- comparison of works of art: multi-themed (poems by I. Surikov “Winter” and “Summer”) and single-themed works (poems by S. Yesenin and E. Blaginina “Cheremukha”).

After reading works and identifying their themes, children's attention is drawn to the fact that the same writer can write on different topics, and different authors can write on the same topic, revealing it in different ways;

- drawing on the proposed topic. When analyzing the drawings, it is emphasized that there are many of them, they are all different, but on the same topic;

- determining the theme based on the cover and illustrations of the book;

- coming up with your own titles for texts, paintings, drawings; - choosing the most suitable name from several options proposed by the teacher.

2). The next stage in training is the formation of the ability to construct a statement in a certain compositional form. Children also begin to understand the composition (structure) of a story when familiarizing themselves with fiction. After reading various works, children are asked questions aimed at identifying their understanding of the structure of the story: “What is said at the beginning of the story?” (“How does the story begin?”); “What is said in the middle of the story?”; “How did the story end?”

Children can be introduced to the structural components of a story according to the following scheme:

1) reading a story without a title and beginning (middle, end);

2) questions to children: “What part is missing?”; “How did you find out about this?”;

3) children inventing the missing part of the story;

4) title of the story;

5) reading the author's text.

At the same time, children become familiar with the meaning of each structural component. From the beginning of the story it should be clear who or what will be talked about in the text, where and when this or that incident occurred. The middle is the main part of the story; it tells in detail some event or incident. From the final part it should be clear how it all ends.

IN). Learning to construct a narrative story continues through a series of story pictures. Each series includes from 3 to 5 paintings, each of which depicts a separate episode of the story. Children are offered various options for presenting pictures, for example: the first picture is open, the rest are closed; the first three are closed, the last is open; etc. Based on their location, the guys make up a story. While viewing the paintings, children are given examples of various syntactic forms and methods of interphrase speech. For example, from the series “Sick Squirrel”:

One day on a sunny warm day... (the children went into the forest; brother and sister went for mushrooms, etc.). When they came to the forest, then... (they saw a lot of mushrooms and berries; they heard a quiet squeak and noticed a squirrel). The boy bent down and saw that... (blood is dripping from the squirrel’s paw; the squirrel injured its paw).

The children decided to help the squirrel. They... (took out a handkerchief and bandaged her wounded paw). The squirrel could not be left because... (with a sore paw she could not jump onto the tree). That's why the children... (took the squirrel home).

3).In parallel with this, lexical exercises are carried out with children, enriching children’s speech with the necessary words and expressions for future stories. For example, in the “True Friend” series, children are asked the following questions to select adjectives: “What day is shown in the picture? (winter, frosty, sunny)"; “What’s the boy’s mood?” (cheerful, cheerful); to select nouns: “What did the boy feel when he fell into the hole? (fear, fright, cold)”, etc.

The formation of “coherent speech skills” is based on the perception of visual aids (toys, pictures), on personal experience, and on the imagination of preschoolers. Children are taught to write narrative stories from toys, pictures, experiences, and creative stories.

3. Teaching narrative stories based on a toy begins with examining the toy and highlighting its characteristic features. Then the teacher offers to come up with a story about it and gives a plan: “Tell about the boy who had this toy. What is she like? What can you do with it? What could happen to her? If children have difficulties, he can suggest his own option: “The toy came to life and went to get acquainted with the kindergarten”; “She found herself alone in the forest,” etc. After each story, children should be asked: “What did you talk about?”; “What is the title of the story?”

You can invite preschoolers to come up with a story based on a set of toys,

which should suggest a storyline (for example, a bunny and a Christmas tree, a girl and a kitten, etc.). In the younger and middle groups, preschoolers compose stories according to the teacher’s model, then according to the plan, and in the older groups - on their own.

A more complex type of activity is dramatization games.

, during which children of the older group make up a story and at the same time carry out actions with toys. At the first lessons, the teacher offers a sample story. It should be short and include several actions with the toy. For example:

Look, here's a car. Listen to the story about him. One day the driver went to work (moves the car).

Suddenly he remembered that he had not filled the car with gasoline
(stops the car),
there is nothing to do, he will have to turn back
(turns).
He filled up with gas
(stops the car at the edge of the table)
and quickly went to work (
quickly moves the car) .

Subsequently, a sample is given only if there is a need for it.

The teacher invites the children to think about what toys they will talk about and reminds them that they cannot repeat the characters and actions that other children have come up with.

E.I. Tikheyeva recommended using the technique of jointly composing a story by subgroups of children: for example, two children sitting at the same table are offered one set of toys and given the task of selecting the necessary toys together, coming up with a story together, and deciding who will tell it. This type of activity is valuable because it can be included in children’s independent activities.

4). Pictures are widely used in teaching children narrative stories .

According to researchers (E.I. Tikheeva, E.A. Flerina, L.A. Penevskaya, R.I. Zhukovskaya, M.M. Konina, etc.), the picture provides concrete sensory material for speech and activates cognitive activity children, their feelings, enriches, deepens, consolidates children’s knowledge and helps to understand not only the external aspects of the plot, but also the internal connections between the characters, expressed in movement, posture, facial expression; etc.

Pictures expand the field of direct observation, contribute to the development of children's thinking and speech, stimulate children's verbal creativity, remind of what they have seen and experienced, and stimulate the work of imagination and memory.

However, the presence of a picture in class does not in itself ensure that children master speech material and does not lead to the formation of the ability to accurately, vividly, emotionally, and independently express their thoughts and impressions in speech. The picture only creates favorable conditions for introducing children to the world around them and teaching them their native language.

Lesson structure:

· The examination of paintings is usually preceded by a short introductory conversation, establishing the connection of this activity with previous observations, games, and work activities.

If the teacher does not conduct such a conversation, then the children find themselves unprepared for perception, and questions like “What is drawn in the picture?” or “What do you see in the picture?” often encourage preschoolers to simply list everything that comes into their field of vision. Follow-up questions: “What else do you see in the picture? And what else?” disrupt the holistic perception of the picture and lead to children pointing to the depicted objects without connecting one fact to another.

· After the introductory conversation, the picture is hung in such a way that it is clearly visible to all children. 1 - 2 minutes are given so that preschoolers can look at it and express their impressions and feelings. The teacher supports the children's conversations and gradually begins a conversation about the content of the picture.

· After a conversation with preschoolers of the younger group, the teacher combines all the statements into a coherent story and thereby recreates in the children a complete idea of ​​the picture. In the middle group, the teacher invites the children, first with his help, and then to compose a story on their own. In older groups, work can be carried out in two stages. In the first lesson there is a conversation on the content, and a few days later in the second lesson - children's storytelling. When organizing speech practice for preschoolers during painting classes, special techniques are used.

1. Questions from the teacher

the purpose of which is to help the child understand the general meaning of the picture, promote a targeted description of objects (phenomena), and direct children’s attention to the relationship between objects.

Questions should be formulated in such a way that when answering them, the child learns to construct detailed, coherent statements.

In the younger group, children are asked questions:

- requiring a comparison of facts and a simple conclusion. The child’s answer is prompted by the content of the picture (“Why did they stop the horse?” - “We need to give it something to drink”; “How are the children dressed and why exactly this way and not otherwise?” - “They are wearing warm clothes, because it’s winter outside”; etc.). d.);

- mobilizing the child’s past experience (“Why does Lena make such a beautiful fence out of sand and the sand doesn’t crumble?”; “Children make a small slide out of snow. What kind of snow is there in the yard on this day?”, etc.);

- requiring an answer-assumption - as if going beyond the limits of what is depicted. Such questions help establish logical relationships (“Tanyusha picked up the ball. She’s looking. Maybe she’s waiting for someone?”; “Vova is watering the horse and telling her something. I wonder what he’s telling her?”, etc.).

Older children can ask questions:

- requiring answers, reflections, evidence, forcing the child to compare, juxtapose facts, and draw conclusions;

- helping to convey the content of the picture in a logical and temporal sequence;

- aimed at interpreting the internal state and mood of the characters.

2. Questions from children.

When children ask questions themselves, their cognitive activity is more productive. With the help of questions asked by preschoolers themselves, the motivational mechanism is activated, interest, needs, desires, etc. are activated.

To encourage children to come up with questions, the teacher should give a specific task at the beginning of the lesson: think about what new things they would like to learn about the subject (phenomenon). The teacher needs to listen carefully to the questions asked by preschoolers in order, firstly, to come in time to the aid of a child who is having difficulty formulating a question, and secondly, to identify from the children’s questions those that are directly related to the content of the lesson, and those that are better answered at another time. If among the children’s questions there are no similar contents to the picture being shown, the teacher can direct the children’s thoughts in the right direction. For example, if children do not mention hedgehogs in a conversation before showing the film “Hedgehogs,” the teacher can say that they probably want to know more about hedgehogs.

3. A sample story that helps children comprehend the content of the picture and understand the relationships between the characters.

Preschoolers see in practice how the content of a picture can be conveyed and learn to relate the story to it. The sample story should be meaningful, interesting, concise, complete, presented clearly, vividly, emotionally, expressively.

If in the younger and middle groups a sample is given for copying (“tell me how I am”), then in the older groups it is used only if the children have poor ability to coherently present the content of the picture. In these groups, it is better to offer the children a story plan.

4. Collective stories that develop skills in joint learning activities.

For collective stories, you should choose paintings with sufficient volume of material: multi-figure ones, which depict several scenes within one plot (for example: “Winter Fun”, “Summer in the Park”, etc.) or a series of plot paintings.

After examining the picture, you should move on to the next part of the lesson, during which the teacher gives instructions about the collective nature of performing the speech task and outlines a plan for the story: “Let's begin to compose a story based on the picture about winter entertainment for children. You will speak in turns: one begins the story, and the others continue and finish. First, we need to talk about what kind of day it was when the guys went for a walk, then talk about the children who sledded down the hill, made a snowman, skated and skied.” During the story, the teacher corrects the storytellers, suggests the right word, encourages the children, etc.

When talking with children about pictures, one should use the figurative means of language available to preschoolers more widely and variedly. Then the conversation will increase interest in the picture, promote emotional rapprochement between the children and the characters depicted in it, enrich children’s speech, and cultivate a love for their native word.

The picture helps the teacher to reveal to children the meaning and emotional expressiveness of comparisons, metaphors, figurative descriptions, and epithets. The speech with which the teacher addresses preschoolers when looking at the picture, his questions, explanations, stories must be both accurate and emotionally expressive.

5). Children are also taught to create narrative stories from experiences. Teaching narrative monologue relies on children's desire to tell stories. E. I. Tikheyeva noted that a child has to talk about what he saw, heard and experienced almost every day, but often he talks confusingly, with repetitions, contradictions, constant “no, not like that,” “I forgot to say,” “I don’t remember, how it was”, etc..

Narrating from experience is different in that children know very well what they are talking about. However, in the process of storytelling, they often develop new associative connections, one image evokes another, which violates the logic and sequence of presentation and interferes with a coherent statement.

The ability to narrate from experience is acquired by children in the process of direct communication with others. The basis for storytelling is the meaningful, interesting life of children in kindergarten and family, but classroom learning also plays a large role in its formation.

When outlining the topic of stories from experience, the teacher must be sure that all children (or at least the majority) have a stock of impressions and knowledge corresponding to the topic. Teaching this type of story begins in the middle group. The topic of the story offered to the children of this group should be specific, related to a specific fact from the children’s lives (“Our holiday”, “How I help my mother”, etc.) - In older groups you can offer stories about nature (“Our squirrel”, “An interesting meeting in the park”) or on abstract topics (“About a funny incident”).

In kindergarten, children are taught to come up with stories that reflect their individual (personal) experience and collective (group-wide) experience. In the middle group, it is better to use a collective story: the teacher begins the story, and the children supplement it with memorable details. In older groups all types of stories are used.

Methodology for teaching storytelling from experience

developed by E. I. Tikheeva, L. A. Penevskaya and E. P. Korotkova.

· It is advisable to start the lesson with a short conversation, which will prepare children to perceive the topic and to be active. For example, the teacher asks the children if they have a kitten in the house, what its name is, asks them to remember what it looks like, how it plays pranks.

· Then he offers to listen to his story about the kitten. While guiding the storytelling process, the teacher draws the attention of preschoolers to the content of the presentation, the sequence of description, the correctness of speech, etc. If children find it difficult to convey in words what they have planned, he, without disturbing the flow of their thoughts, suggests the right word or expression.

· In teaching children narrative stories from experience, a widespread technique is speech pattern. It allows you to show children how, with the help of words, you can convey to others what they have not seen, share your impressions and observations. The sample shows an example of intention in speech, increases children's interest in storytelling and directs the child's thoughts to specific facts of his life experience, which can form the basis for his independent story. Thus, the model contributes to the development of the concept in the child’s story, helps him learn to construct his story, and influences the language of his stories.

· This leads to the following requirements for a sample teacher’s story about impressions from his personal experience:

- the teacher’s story should be based on some specific fact (event) that is of interest to children and close to their life experience;

- clear sequence of presentation. At the beginning of the story there is a plot that interests children, then an increase in action follows. After the moment of greatest tension (the event itself), the story should end with a quick and clear denouement;

— the language of the story should be as close as possible to colloquial speech. It should be clear and concise, but not schematic, that is, it should have a certain liveliness and imagery. The sample story should not contain long, drawn-out phrases. The imagery and liveliness of the language of the teacher’s story enhances the emotionality of perception, activates the thoughts of preschoolers and influences the expressiveness of children’s speech.

A teacher's story about an incident from his life is one of the simplest and most valuable uses of a sample story from personal experience. It increases children's interest in storytelling and helps them acquire a range of practical skills in this activity.

The sample can be used before or after children's stories.

For the development of greater focus of thought and speech, their completeness and temporal sequence, auxiliary questions . The teacher can resort to them in order to return a distracted child to the subject of the story, help him present it consistently, and increase interest in the phenomenon being described. At the same time, you should remember the instructions of E.I. Tikheeva that you should not ask many questions during the story, as this negatively affects the independence of the formation of the plan, the emotional attitude to the subject of the story and reduces the possibility of showing initiative.

It is important to direct the child’s attention to the essence of the events being conveyed and to limit the secondary aspects of the phenomenon. For example, when a preschooler is telling a story about the New Year’s tree in his home, the teacher can use his questions to direct his attention exclusively to the tree: “Tell me, what kind of tree do you have, big or small? Where did you put it? How did you decorate it?” The question should have a natural conversational form, show the teacher’s interest in the subject of the story, the desire to learn more about it, and involve new material (for example: “Who did you invite to your holiday?”).

Another form of using questions in experiential storytelling is to offer them to children in advance in the form of an outline, which has a significant impact on the sequence and detail of the presentation of events. The teacher himself outlines the milestones and paths of the children's story; he indicates to the child what he will talk about earlier and what later. For example, in a lesson on the topic “Our Garden,” the teacher says: “First, we need to talk about the trees and shrubs of our site; then, in the middle of the story, talk in detail about our flowerbed and the lawns on the site; at the end - about areas for games and fun."

If the volume of material for the story is quite extensive and is associated with general group observations, it is advisable to organize a collective story according to the planned plan. In this case, children compose the story in parts in accordance with the questions in the plan. Collective storytelling unites preschoolers, increases their attention and concentration, and enriches them with new valuable forms of speech activity.

This type of storytelling also includes composing a collective letter to a sick friend, and correspondence with children from another city.

The letter, the content of which is a statement of interesting events from the lives of children, is drawn up in accordance with the questions and instructions of the teacher. He immediately writes down the children's answers, then reads the entire letter in full. Writing letters is also useful for educational purposes: to develop an attentive attitude towards relatives, care for peers and adults.