How expressive speech manifests itself in preschool age
The expressiveness of speech depends on the age of preschoolers and is manifested in sound, emotions, gestures, intonation, and words.
It appears when a child tries to convey not only information, but also an emotional attitude towards it.
The expressiveness of his everyday speech depends on many factors, including temperament. A preschool child begins to retell and recite with expression and semantic accents only with the guidance of an adult - when he is purposefully taught to highlight the most important things in statements.
What does intonation expressiveness of speech include?
The intonation expressiveness of preschool children’s speech is formed in the process of communication and by imitation. It is a combination of the following components:
- melodics (raising and lowering the voice);
- timbre (voice color);
- tempo (speeding up and slowing down speech);
- logical stress (highlighting the main meaning of a word or group of words);
- rhythm (uniform alternation of stressed and unstressed elements of speech);
- pause (short break in speech).
Speech is enriched with certain intonations and expressiveness by about 5 years, when the development of speech in preschool children rises to a higher level.
Natural emotionality in children's speech
The formation of the expressiveness and tone of a child’s speech begins in early childhood. First, the baby says something emotionally, sharing his impressions of what he saw or heard: he stroked the cat - he enthusiastically reports it as best he can; does not want to eat porridge - he mumbles something, refusing.
At the same time, the preschool child does not think about the spoken words and often does not pronounce all the sounds. But the main thing is emotions. Everything happens naturally and sometimes makes adults smile.
We recommend that you read: Speech development in children 3-4 years old.
When interacting with peers or adults, a child can be quite emotional. In children, the brightness of speech is spontaneous and depends on the feelings and emotions experienced. Children aged 5-6 years have a desire to use words that they hear from adults in cartoons and fairy tales.
When addressing others, children try to copy the emotional coloring that they remember in the speech of adults or the heroes of their favorite works.
The child uses the previously heard speech of an adult as a model. Parents should remember: the richer their vocabulary and the brighter the expressiveness of their speech, the more opportunities the child has to master the art of speaking.
Conscious expressiveness when retelling and reciting
As the child grows up and gains experience, he moves to voluntary, conscious expressiveness of messages.
One of the methods for developing expressive speech is retelling text and reciting poems. In this case, the child relies on a ready-made speech sample. Adults can consistently and regularly train children's speech.
To do this, it is convenient to use the following algorithm:
- Read a short text or poem expressively.
- Talk about what is described in what you read.
- Clarify the meaning of complex words and expressions found in a text or poem.
- Read the text again. If this is a poem, then memorize several lines together.
- Invite the preschooler to retell it independently. You can introduce a game motivation: “Tell a story (poem) to a bear (dad, brother...)”
- Praise for an accurate and emotional retelling (story).
It is very important to ask questions during the process that focus on the expressiveness of the transfer of images. At the same time, the emotional coloring is intertwined with the meaning of words.
For example, the fairy tale: “Little Red Riding Hood”. How does Little Red Riding Hood talk? And grandma? How does the wolf speak to Little Red Riding Hood (loudly, quietly, affectionately, evilly)? Why? What does his speech sound like at first? And at the end of the fairy tale? What caused the changes? If children find it difficult to answer, then an adult should help them, explain, show them.
Article:
Preschoolers with dysarthria exhibit persistent impairments in certain components of the prosodic aspect of speech.
Thus, respiratory failure manifests itself mainly in the wrong type of breathing (usually thoracic and clavicular), short speech exhalation - up to 5 seconds. The speech is more or less blurry in nature. A nasal tone of speech may be noted.
Speech is monotonous, unexpressive, the timbre is often low, the voice is quiet, the pace of speech is slow or accelerated.
In children with dysarthria, intonation capabilities are characterized by a number of features: unclear perception and reproduction of melodic patterns of phrases, logical stress, rhythmic and syllabic structures, erroneous use of verbal stress, limited voice capabilities, as well as some changes in the tempo-rhythmic organization of speech.
Weak emotional coloring of speech, its inexpressiveness, poverty of vocabulary, inability to use the power of the voice when composing the text of poems or fairy tales are a consequence of insufficient teaching practice.
The units of oral speech that a child must learn to reproduce are a phoneme, a syllable, a word, a speech tact (a part of a phrase distinguished by rhythmic and intonation means) and a phonetic phrase (a statement complete in meaning, united by intonation).
When mastering speech, an important role is played by the emotional sphere, which perceives the expressiveness of language units. The emotional state of the speaker, expression, and purpose of the utterance are perceived and assessed through intonation. Mastery of intonation occurs simultaneously with mastery of speech, so the perception of intonation usually precedes the perception of meaning. Incorrect intonation can lead to disruption of communication and inadequate understanding of the statement. The elements of intonation are the rate of speech, its intensity, melody, pitch, and timbre of the voice.
Intonation training gives physical and muscular skills, helps to learn to perceive certain prosodemes as signs that have a logical or grammatical meaning.
Sounds, syllables and whole words can be pronounced with special muscular tension of the organs of articulation, with an increase in sound intensity. The ability to control your voice is developed in the process of performing exercises of an imitative nature. Taking into account the relationship between vocal, tempo-rhythmic, articulatory and prosodic disorders in various forms of dysarthria, we can identify the main directions of work on the formation of intonational expressiveness of children’s speech, using special techniques, didactic and game material.
In the process of speech therapy, work on the formation of intonation expressiveness is carried out in several stages.
Stage I - the formation of ideas about intonational expressiveness in impressive speech.
Stage II - the formation of intonation expressiveness in expressive speech.
First stage of work
Objectives: to introduce children to the variety of intonations of human speech, which is achieved by changing the pitch, strength, timbre, and modulation of the voice; show that intonation gives emotional coloring to speech and helps express feelings; introduce children to different types of intonation and means of indicating them; teach to distinguish various intonation structures in impressive speech.
The implementation of these tasks is carried out in five directions.
The first direction is the formation of general ideas about the intonational expressiveness of speech.
The speech therapist reads the same story twice: the first time - without intonation of the text, the second - expressively, with intonation. Find out which reading you liked best and why. The speech therapist explains to the children that the voice can be changed when reading; the voice can convey a question, joy, surprise, threat, request, order and other feelings.
The second direction is familiarization with narrative intonation, means of expression and methods of notation.
The speech therapist pronounces a sentence with a narrative intonation and invites the children to determine what this sentence expresses (a question or a message). The sound means of expressing narrative intonation (calm pronunciation) are clarified. Maintaining the same pitch of voice throughout the entire narrative sentence is accompanied by a horizontal movement of the hand and is indicated graphically by a horizontal arrow. Children then come up with sentences that can be said calmly without changing their voice.
After becoming familiar with the sign “period at the end of a sentence,” children learn: “About a dot you can say: this is a dot - a single dot.” Then they select narrative sentences from the text and pick up cards with a dot.
The third direction is familiarization with interrogative intonation, means of its expression and means of designation.
The speech therapist draws children's attention to the fact that different emotional states can be conveyed by changing the voice. For example, by changing your voice you can ask something. At the same time, at the end of the interrogative sentence, the voice rises. This rise in voice is accompanied by a corresponding movement of the hand and is indicated graphically. Children become familiar with the “?” and memorize the poem:
This is a crooked question mark, He asks all the questions: “Who? Whom? Where? How?"
Then they are asked to highlight interrogative sentences from the text by holding up a card with a question mark. When presenting texts and poems, the number of interrogative sentences is indicated by chips.
The fourth direction is familiarization with exclamatory intonation, means of its expression and methods of designation.
Children are shown sequentially several pictures that correspond to the interjections “Ah!”, “Wow!”, “Oh!”, “Hurray!” and so on. A conversation is held based on the content of each picture:
- The girl is in pain. How did the girl scream? (Oh!).
— The girl broke her favorite cup. How did she exclaim? (Oh!).
— Boys play war. What are they shouting? (Hooray).
After this, the pictures are shown sequentially again and the task is given: name the word corresponding to this picture. The speech therapist pays attention to how we say these words (loudly, exclaiming). Introduces the fact that you can pronounce an entire sentence with an exclamation, while the voice rises sharply or first rises and then decreases slightly. A change in voice when playing an exclamatory structure is accompanied by a corresponding movement of the hand and is indicated graphically.
To indicate an exclamation, the corresponding “!” sign is given. and memorize the poem:
Oddball - exclamation point. He is never silent, he shouts deafeningly: “Hurray! Down with! Guard! Robbery!"
Afterwards, it is proposed to highlight exclamatory sentences from the text by picking up cards with a “!” or laying out chips.
The fifth direction is differentiation of different types of intonation.
The speech therapist repeats with the children what types of intonations they know, what grammatical signs indicate calm pronunciation, questions, exclamations, and offers to repeat poems about signs. Then the task is given to determine the intonation of sentences in the text, for each intonation type of sentence, holding up a card with the corresponding sign.
For example, the text “The Magpie and the Mouse.”
- Little mouse, are you afraid of cod? - I’m not afraid even a little! - And a loud whistle? - I’m not the least bit afraid! - And the terrible roar? - I’m not at all afraid! -What are you afraid of? - Yes, a quiet rustle.
Then graphic dictations are carried out: when perceiving sentences, texts, poems of various intonation patterns, children write down the corresponding signs.
Second stage of work
Objectives: formation of intonation structures in expressive speech.
I have selected a system of exercises for conscious perception and use of prosodic elements in the early stages of learning.
These exercises help develop strength, range, and expressiveness of the voice. We begin working on the voice by pronouncing vowel and consonant sounds as we exhale. You can include musical accompaniment in the exercises.
Vocal strength is developed by pronouncing vowels louder or softer in accordance with the intensification or weakening of the sound of the musical accompaniment. Changing the tonality of music contributes to the development of the pitch characteristics of the voice.
It is useful to carry out melodic recitation: reading poems with interrogative, exclamatory, incentive intonation to the appropriate music.
I. Development of voice power.
All exercises are performed in compliance with the correct breathing technique and using safe sounds.
1. Prolonged pronunciation of individual vowel and consonant sounds in a voice of medium volume: a-a-a-a-a, u-u-u-u-u, z-z-z-z-z.
2. Prolonged utterance in a voice of medium volume of combinations of two or three sounds: ay, oi, aui, aza, uso.
3. Strengthening and weakening of the voice (from silent articulation to loud pronunciation and vice versa) based on vowel sounds and combinations of two or three vowel sounds:
y – silent articulation – ay, aui
u – whispered pronunciation – ay, aui
u – quiet pronunciation – ay, aui
u - loud pronunciation - ay, aui, etc.
4. Increased voice power (aaaAAA).
5. Decreased voice power (AAAAAA).
6. Alternation of voice strength. Exercise "Bumps": UUU UUU UUU, oooo OOOO oooo.
7. Pronouncing interjections quieter - louder: “ay-AY-ay”, “oh-OH-oh”, “hey-EY-ey”.
8. Pronouncing sounds softer or louder depending on the distance of the object. Exercise “Imitation”: we imitate the growl of a dog “R”, the whistle of a steamship “U”, the howl of the wind “B”, the buzzing of a bee “W”, the squeak of a mosquito “Z”, the pump “C”, etc.
9. Singing the vowel sounds A – E – I – O – U and the syllables MA – ME – MI – MO – MU along the scale with changes in voice strength and tonality.
10. Exercise “Echo”: the speech therapist pronounces the sound “A” sometimes loudly, sometimes quietly, sometimes for a long time, sometimes briefly, sometimes strengthening and then weakening the sound. Children should also repeat this.
11. Exercise “Three waves”: after inhaling, as you exhale, pronounce the sound “E” quietly, louder, louder with hand movements imitating a swimming gesture.
12. Exercise “From quiet to loud”: children imitate how a hedgehog puffs in the forest, which comes closer and closer to them (puff, puff, puff).
13. Exercise “From loud to quiet”: children imagine how an owl flies further and further away from them (Woo-hoo-hoo).
Exercise "Crows":
Here, under the green Christmas tree, crows are jumping and cawing. Kar-kar-kar! (loud). They screamed all day long and didn’t let the boys sleep. Kar-kar-kar! (quiet). The boys were not allowed to sleep; they only fell silent towards nightfall (very quietly).
II. Development of vocal range.
All exercises are performed in compliance with correct breathing technique.
1. Imitating the voices of adult animals, birds and their young, imitating their movements. Exercise "Imitation".
2. Raising and lowering the voice according to the pattern, in accordance with the movement of the speech therapist’s hand (vowels, syllables).
3. Lowering and raising the voice when pronouncing vowel sounds, combinations of two or three vowel sounds, syllables. Exercise “Painter” (imitation of the movements of a painter with his hand up and down).
4. Pronouncing a monosyllabic word (bom, house) with a raised voice. Exercise "Floors".
5. Singing the five main tones of the scale up and down on the syllable “A” in the keys of D major, E major, F major 3 times: quietly (far), a little louder (closer) and loud (very close). Exercise “Bird hubbub”.
6. Pronouncing vowel sounds on a hard attack (“butterflies take off”) and on a soft attack (“flight of butterflies”).
7. Singing syllables and sentences with increasing pitch to musical accompaniment:
Ay-ay-ay, get up early in the morning. Oh-oh-oh, we’ll sing a song with you. Hey-hey-hey, we sing like a nightingale. Oh-oh-oh, it’s good for us to sing with you.
8. Role-playing fairy tales (“Three Bears”, “Masha and the Bear”, etc.).
In all types of this work, it is necessary to teach the child to hear changes in strength, timbre, pitch, and to capture the nuances of the emotional coloring of the voice. Not only the auditory sensations themselves are activated, but also visual, muscle, resonator and tactile sensations.
Thus, in exercises that require vocalization of the sonors “M” and “N” with the mouth closed, children learn to feel and control the sensations of vibration of the tissues of the nose, holding the wings of the nose with their hands. Such exercises help develop voice timbre.
It is advisable to supplement the system of speech therapy work with logorhythmic exercises, including exercises with fast and slow movements, marching, movements to music, outdoor and speech games, which have a significant impact on the emotional expressiveness of children with dysarthria, on normalizing the tempo of speech, cultivating the rhythm of speech, developing height and voice strength, i.e. basic means of speech intonation.
Bibliography:
1. Almazova E. S. Speech therapy work on voice restoration in children. – M. 2003. 2. Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschool children. – St. Petersburg, 2001. 3. Meshcheryakova N. P., Zubovich E. V., Leontyeva S. V. Correction of speech and non-speech disorders in preschool children. – V., 2011
Means for developing intonation expressiveness of children's speech
Means for developing intonation expressiveness in children are aimed at developing the most important speech skills:
- correct intonation of the text;
- accurate pronunciation of sounds;
- to eliminate errors when placing stress in words;
- to develop the ability to pause when it is necessary to focus attention on a word or group of words.
Particular attention is paid to facial expressions, gestures and plasticity. They help children feel the corresponding states, touch those experiences that need to be expressed in a statement.
All of these characteristics must be developed through games, exercises, and theatrical performances.
Exercises to train intonation
Exercises to train intonation should be carried out in the form of task-games so that the child has a desire to complete it.
For example, “Say hello in accordance with the emotion of the pictogram” (emoticons with different emotions are used), “Say a sentence with a given intonation (fun, sad, scared, angry, surprised, sad”),” “Say “sunny” (bunny, car etc.) first loudly, and then quietly”, “Meow like a mother cat, and then like a little kitten”, “Shout “Aww” close (loudly) and far (quietly).”
For exercises, you can use color pictures, cards, toys. For older preschoolers, cards with words where the emphasis is indicated help them learn to calmly recite poetic lines. (Practice: “At LukomOrya the oak tree is green.”)
Games to develop speech expressiveness
Facial expressions, gestures, and expressive movements provide an additional opportunity to enhance the impact of speech on the interlocutor, to convey thoughts and feelings more clearly and imaginatively. Therefore, it is so necessary to develop nonverbal means of expressiveness in a preschooler.
For this purpose, special games can be played for children over 5 years old:
- To develop the ability to convey emotions and feelings: “Delicious candies”, “Bitter medicine”, “A long-awaited gift” and others.
- For the development of plastic arts: “Pantomime the proverb.”
- For the development of facial expressions: “The boy got angry”, “Focus”, “Scary Fairy Tale” and others.
- On the development of gestures: “I won’t show you,” “I don’t know,” etc.
- Combining acquired knowledge and skills. The child is invited to combine text, facial expressions, and gestures in the plot. For example, “Cloud”: “Suddenly a menacing monster flies across the sky and angrily threatens me with a huge fist.”
Riddles and tongue twisters
Riddles and tongue twisters for children contribute to the development of expressive speech. Many riddles are invented in such a way that their guessing is facilitated by expressive pronunciation, complemented by appropriate facial expressions.
The adult’s task is to pronounce the riddle in such a way that the children can guess who or what they are talking about. Everything is important: clarity of text pronunciation, emphasis, timbre, facial expressions, and gestures.
I won’t tear the rosy Matryoshka away from my friends,
I’ll wait until Matryoshka falls into the grass on its own. (Apple)
Select several riddles, and then invite the child, accompanied by facial expressions and gestures, to pronounce the riddle so that other children can solve it.
Tongue twisters contribute to the development of clarity and melody of speech. They can be on a certain sound, theme, funny, classic, etc. For example, a tongue twister for training the sound “ch”: Four turtles have four little turtles. Or modern: Coconut makers boil coconut juice in coconut cookers.
Using the repetition technique, children learn tongue twisters by heart and explain that they must be pronounced quickly, while pronouncing the words carefully.
Both riddles and tongue twisters are perceived by children as a mini-game, evoke positive emotions and are therefore very productive when used in working with children.
Techniques of theatrical activities
Theatrical activities help the child to assimilate the richness of his native language, its means of expression, and use various intonations that correspond to the character of the characters and their actions. What techniques can be used with preschoolers?
- Dramatization games. Playing short fairy tales and original texts.
- Showing the emotional states or characters of famous heroes (Malvina, Carlson, The Snow Queen, Kikimora and others).
- Simulation of real life situations.
- Dialogues using toys, puppets, finger puppets and other types of theater.
A selection of didactic games and exercises for the development of figurative speech in older preschoolers.
A selection of didactic games and exercises for the development of figurative speech in older preschoolers.
1."At the exhibition".
Purpose: to describe the picture using figurative words and expressions.
Progress of the game: The teacher places children's drawings on an easel or in a group room and organizes an exhibition. Appoints a guide who conducts a tour of the exhibition. The guide must beautifully describe the paintings and give them names. If a child has difficulty with something, the children help him. The teacher regulates the frequency of tour guide changes. At the end of the game, the best tour guide is chosen.
2. “Let’s paint a picture with words.”
Goal: To develop children’s imagination, the ability to use words and figurative expressions that are accurate in meaning in descriptions.
Progress of the game: Educator: Children, do you want to become extraordinary artists who draw not with paints and pencils, but with words? Then get ready to draw. I will read you a gentle poem about winter, and you close your eyes and try to imagine what I will read about. Then tell me what kind of picture you got. But it must be told in such a way that everyone can mentally imagine this picture. Children can then paint illustrations for their stories. For this task, two fragments of the novel by A.S. are proposed. Pushkin “Eugene Onegin” and an excerpt from the poem “Winter Evening! Under blue skies Magnificent carpets Glistening in the sun, the snow lies. She came, crumbled into shreds, hung on the branches of oak trees; Lay down in wavy carpets Among the fields, around the hills. The storm covers the sky with darkness, spinning snow whirlwinds; Either she will howl like a beast, or she will cry like a child.
3. «Mystery".
Goal: identify the characteristics of objects, come up with riddles using figurative words and expressions. Material: Each player has a picture upside down. Assignment: Come up with a riddle based on the picture and tell it to everyone present. The winner is the one who comes up with the most interesting riddles, chooses comparisons, descriptions, and “beautiful” words for his riddle. Game option: Purpose: To develop imagination, the ability to expressively convey content and characters using words. An adult chooses one or two players who, using dolls, hats or other attributes, act out an episode or dialogue from a literary work. Children guess which fairy tale or story this passage is from. Whoever guesses first and says what preceded this episode, and what actions in the work will follow it, will have the right to be the first to guess the next riddle. The game is repeated several times.
4. “Who is more attentive?”
Purpose: To highlight figurative expressions and specific literary expressions in a literary text. Game rule: the one who notices and names more fairy-tale expressions and figurative words wins.
Progress of the game: Educator: Different peoples live on earth. And every nation has its own fairy tales. Folk tales can be easily distinguished from original literary works, because they contain special fairy tale words and songs. Now I will tell you a fairy tale that you already know. Listen carefully and try to notice such words. After reading a fairy tale, children name specific fairy tale expressions. Each correct answer is marked with a token.
5. “I’ll start, and you continue.”
Goal: select figurative words and expressions that are most appropriate in meaning. The teacher makes up unfinished sentences. The child must complete the sentence using figurative figures of speech. - It was a clear frosty day, snow in the sun... (sparkled, sparkled, shimmered, sparkled). - Misha sat on the sled and rushed down the mountain... (like a bullet, a whirlwind, an arrow, lightning). - The sled turned over, and the boy... (flopped, flopped, flew head over heels, fell into the snow). — Kolya really wanted the slide to work out. He worked... (tirelessly, tirelessly, by the sweat of his brow).
6. "Error".
Goal: To become familiar with figurative words and expressions, to find semantic inaccuracies and errors. The children are told that Dunno, who now goes to the school of cheerful men, wrote to them in a letter that he had learned to write sentences. They read the sentences that Dunno came up with and ask questions: - Masha lay tirelessly in bed all day long. (Why are you laughing? How should I say it differently?). “When Olya saw what a gift they brought her, she puffed up her lips with joy. - Oh, lion, you are so brave! You have a rabbit soul! — The old man with a stick rushed along the path, and Sasha wandered into the sandbox.
7. “What does the proverb say?”
After a conversation about the meaning of a proverb, the adult offers to compose a story in which one of the characters could say this proverb. Children can draw an illustration for the proverb. Children can be offered the following proverbs: “Fear has big eyes”; “A wolf is a stump for a cowardly bunny”; “Don’t dig a hole for someone else, you will fall into it yourself”; “Whoever sits in vain has a headache”; “Like the sleigh, so are you”; “One bee does not carry much honey.”
8. Who can remember more proverbs?
The adult offers the child to choose proverbs for a specific literary work, a specific episode of a fairy tale, or a plot picture. Another option is that an adult gives a proverb, examines it together with the children, and then offers to draw a picture and come up with a short story based on this proverb.
Games to familiarize children with synonyms.
Storyteller: Hello, guys. Today I want to introduce you to magic words - synonyms. These words make speech very beautiful and expressive. In my country, all residents use synonyms in their speech. Do you want to know these words? Children: Yes! Storyteller: Synonyms are words that sound and are spelled differently, but mean the same thing or are very close in meaning. Examples of synonyms: Moment - moment, Scold - scold, Huge - huge, In vain - in vain. There can be not only pairs of words, but also whole chains, rows: blizzard, blizzard, blizzard, blizzard, blizzard; briefly, briefly. Concisely, briefly. Synonyms are words that are close in meaning. They can replace each other.
1. Make up a sentence with synonyms
: Brave, courageous, daring. Courageous, fearless.
2. Name words in the sentence that are similar in meaning
. The task is difficult. The task is difficult. The puppy is timid. The kitten is timid. The balls are red. Scarlet flowers. Wonderful day. Good man. Fun mood. Happy event.
3. "Hunting for synonyms."
The driver leaves the room. The rest come up with a word and distribute synonyms for it among themselves. The guesser enters and asks questions. In answering the question, each participant must use the synonym assigned to him. Having memorized the synonym, the driver must guess the word. The player in the game becomes the driver. He uttered a phrase, after which it became clear what word was intended. You can suggest the following words: Bad, big, smart, move, clean, student, teach, run, brave, gloomy, talk.
4. “Make a proposal.”
The players need to remember phraseological units. Assignment: include phraseological units in the composed sentence. The players make up a sentence with phraseological units in a circle; whoever finds it difficult or makes a mistake leaves the game. The last one to play is the winner. Games to familiarize children with antonyms.
5. “Finish the sentence.”
The bush is low, and the tree is a large carriage, and the cart is liquid milk, and sour cream is sweet raspberries, and cranberries are . Speech exercises.
6. “What does it look like?”
Goal: Learn to find similarities in objects, give verbal comparisons using the words “as”, “as if”, “Like”. Material: pictures depicting a chicken, dandelion, pear, light bulb, bell, bell, cucumber, crocodile, orange leaf, flame, lined notebook, tiger, bouquet of flowers, butterfly.
Progress of the game: Pictures depicting a chicken, dandelion, pear, bell, bell, light bulb are laid out in front of the children. Children must find pairs of objects that are similar in some way. The teacher shows a sample of completing the task. He chooses a chicken and a dandelion and says: “the chicken looks like a dandelion.” Children should be able to make comparisons: “A pear is like a light bulb,” “a bell is like a bell.” Further the task becomes more complicated. New pictures are added, and now children find similar objects, highlighting and naming the comparison: “A hedgehog is as prickly as a Christmas tree,” etc.
7. “Why are they similar?”
Goal: to consolidate the ability to identify a comparison feature and name it. Material: pictures depicting fly agaric, ladybug, hats; snow, water, ice cream; tiger, zebra, hornet, etc. Progress of the game: Children are given pictures depicting a tiger, a fly agaric, a ball, and snow. Then other groups of pictures are laid out in front of them, among which they must select two objects similar to the one in their hands and compare them, highlighting the signs: “A tiger is as striped as a zebra, and its color is similar to a hornet,” etc. d.
8. "Flower Meadow"
Goal: Learn to write figurative descriptions. Material6 large didactic picture “Forest clearing” with slots into which paper flowers (bells, daisies, cornflowers, etc.) are inserted. Progress of the game: Children sit in a semicircle near the painting and take turns asking the clearing for a flower, name it correctly, and praise it using figurative words. Helping children. The teacher reads poems and asks riddles, draws the children’s attention to the characteristics of flowers in them: “A buttercup grew near the speech, it was thin, like a twig,” etc. At the end of the game, the teacher asks: “Who do you think has the most beautiful bouquet? Why? “- and shows an example of evaluation: “I really like Anya’s bouquet, because it contains forget-me-nots. Like blue eyes, and scarlet carnations, like flames, so bright that you can see them from afar.” This technique helps children remember definitions and comparisons in each other's answers.
9. "Guess the nickname."
Goal: To teach children to come up with figurative words that characterize toy characters. Material: red fox and black puppy. Progress of the game: Toys come to visit the children. Plush friends invite children to guess their names. Educator: they have such names. That you can immediately guess who is who. What do you think the little fox's name is? The little fox is cunning and has a fluffy tail. He is red, almost orange. Like a sun. What might his name be? (Children's answers). Little fox, is your name red? Children can name different nicknames, when their imagination runs out, the teacher prompts, on behalf of the little fox, “my name is Ogonyok.” The puppy is characterized similarly. Then the guests offer to find out the name of their gnome friend, who loves to sleep (he always grumbles, sneezes endlessly, loves cleanliness)?
10.“Listen to my word and complete the drawing.”
Goal: to consolidate ideas about polysemantic words, to communicate freely in the process of drawing. Materials: sheets of paper, felt-tip pens. Game actions: display in a picture the understanding of a polysemantic word. Progress of the game: I will name different words, and you imagine what it is and draw it. Words: pen, needle, pipe, etc. When the drawings are completed, the teacher offers to tell what drawings the children drew, the conclusion is drawn that different words were drawn for the same word.
11."Which? Which? Which?"
(Selection of definitions). Material: pictures of an apple. Pears, foxes, squirrels, hedgehogs; chips. Game actions: choose as many definitions for the word as possible. Rules: Do not repeat a word that has already been spoken. The teacher invites the children to play with words. I will name the object, and you describe it. Like artists. - Apple. What is it like? (round, juicy, ripe, pourable). If the children find it difficult, the teacher asks leading questions: how to say about a hedgehog so that it is clear that his body is covered with thorns and is afraid of a fox. For each determination, a chip is issued. At the end of the game, the chips are combined and a conclusion is drawn: for each word you can match many other words. Which will characterize it.
Bibliography:
1. Game and preschooler. Development of children of senior preschool age in play activities. Collection/ed. T.I. Babaeva, Z.A. Mikhailova. St. Petersburg, 2004.
2. Illarionova Yu.G. Teach children to solve riddles / Yu.G. Illarionov. – M.: Enlightenment, 1985. 3. Come up with a word. Speech games and exercises for preschoolers / Ed. O.S. Ushakova. M.: Education, 1996.
4. Say it differently / Speech games, exercises, situations, scenarios / Ed. O.S. Ushakova. – Samara, 1994.
5. Smart questions. Quizzes for preschoolers. – Author - comp. T.A. Evtyukova. – Novosibirsk: Sib. Univer. Publishing house, 2008.
6. Ushakova O. S. Speech development of a preschooler. – M.: Publishing House of the Institute of Psychotherapy, 2001. – 237 p.
The importance of expressive speech for the overall development of a child
Work on the formation of intonation expressiveness of a child’s speech will not disappear without a trace. Soon the preschooler will cross the threshold of school and find himself in a new environment. It's no secret that an emotionally charged word is an attractive tool when conducting a dialogue. A person who can speak expressively is listened to with interest.
It is easier for a child with vivid emotional speech to establish contacts, express his thoughts, write an essay, and present given material in class. The child is growing up. The skillful use of linguistic means in various communication situations determines the level of his speech competence, is an indicator of general culture, and influences the perception of the surrounding society.
TRIZ plus
The intonation expressiveness of speech plays a big role in the formation of a person’s “charisma”. A person who has a wide range of intonation is always listened to. Such a person wins the attention and respect of the audience with the power and charm of his voice. Intonation leaves an imprint on any spoken text.
But the main purpose of intonation is to accurately express what a person feels, what he wants to say. It happens that a person says: “I demand!”, but it sounds: “I ask...”. Or “I’ve been waiting for you!”, but it sounds: “Finally he has appeared!” Or “I want to help,” but it sounds: “Obey me!”
If a person controls his voice, then he is able to attract attention to his words and express his true feelings (for example, when communicating some unpleasant news, with a “soft” intonation you can “soften the blow”, or, by giving the voice an intonation of confidence, you can make it clear without words and promises that he is able to cope with the situation).
Typically, children master intonation expressiveness of speech mainly by the age of five. As a rule, this happens naturally in the process of communicating with adults. Insufficient intonation expressiveness in older preschoolers negatively affects the quality of transmitted information, creating difficulties in mutual understanding and limiting the communicative capabilities of children.
To develop a child’s ability to perceive and reproduce the variety of intonations of human speech, special phrases, tongue twisters and tongue twisters, poetic lines, and theatrical activities are used.
The development of intonation means of expressive speech includes the following sections:
1. Rate of speech (fast-slow):
Phrases begin to be spoken slowly, gradually speeding up: “I’m walking, walking, running, running, running, running, running, running, running.”
Tongue Twisters.
Outdoor game “Carousel” - children stand in a circle holding hands. A slow movement begins in a circle with gradual acceleration to a run: “Barely, barely, barely, the carousel began to spin. And then, then, then, everyone run, run, run!” After 2-3 laps, the “carousel” begins to slow down along with the pace of recitation: “Hush, hush, don’t rush! Stop the carousel! One-two, one-two, the game is over.”
2. Timbre of speech (low-high):
Voice representation of fairy-tale characters' remarks: “What does the mouse say? In a high voice: Teremok, teremok, who lives in the tower? What does the bear say? In a low voice: Teremok, teremok, who lives in the tower?
Singing exercises, chants: “I’m going up the stairs. I’m going down the stairs” (singing in an octave from bottom to top, then from top to bottom), etc.
A variant of the attention game “Lilliputian Giants”, when the role of the leader is played by children in turns: the word “giants” is pronounced in a low voice, and the word “Lilliputian” in a high voice.
3. Rhythm of speech:
Movement with word and gesture:
“There’s a wasp! There's a Wasp! Oh, I'm afraid! Oh, I'm afraid! (“waving away” imaginary wasps - waving your hand at every word)
“Tra-ta-ta-ta-ta-ta-ta! You are driving a truck from the collective farm yard! (tamping on each syllable) We will plow the LAND, we will sow BREAD, we will sew RYE, we will live well! (continues stamping, and on highlighted syllables - loudly stamp)"
Tapping, clapping, stamping the rhythmic pattern of words and phrases.
Logorhythmics.
4. Voice strength (soft-loud):
Pronounce sounds, phrases, poems in a whisper, in a normal voice, loudly. Exercise “In the Forest” - one child (or adult) loudly calls “A-oo!”, the second quietly responds: “A-oo!” (at the same time consolidate the understanding of “far and close”)
Change the strength of your voice in one phrase - start in a whisper, gradually strengthening your voice, then switch to a whisper again. Or start loudly, gradually moving to a whisper and vice versa. You can use short nursery rhymes, tongue twisters (at first without speeding up the tempo, and later combining the strength and tempo of speech)
5. Logical stress (emphasis on the most important word in the voice):
Pronouncing phrases with highlighting different words and defining how the meaning of the phrase changes: “A Greek WENT (and not walked, ran) across the river”, “A GREEK rode (and not someone else) across the river”, A Greek rode across the RIVER (and not through the forest or field)".
Finding and highlighting the main words in a phrase, nursery rhyme, poem.
6. Emotional and semantic shades of speech:
Pronouncing phrases joyfully (“How beautiful!”), sad (“The bunny was abandoned by the mistress…”), interrogatively (“Little kitty, where was she?”), angrily (“… but the pot-bellied one ran away from me like from fire”), etc. .
Telling and reading fairy tales with the intonation conveying the states of the main characters: “How angry was Mikhailo Ivanovich?”, “How upset was Alyonushka?”, “How happy was the wolf?”
7. Speech breathing:
Breathing exercises.
8. Facial expressions and gestures:
Accompany poems and fairy tales with appropriate facial expressions.
Select gestures according to the meaning of the phrase, poem, fairy tale.
Theatrical activities.
The most important thing is to remember that the child imitates the speech of the adults around him. Therefore, watch your speech - try to make it a good example for the child: correct, distinct, intonation-expressive.
