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Learning foreign languages is becoming more and more popular and parents want their children to learn languages as early as possible. Knowing a foreign language makes it possible to get a better job in the future and become more successful in life.
Children learn quickly - the sooner, the better and faster. Scientific research confirms this more and more often.
Especially before the age of 6, children are particularly receptive and ready to learn. They learn through play and casually. For this reason, more and more kindergartens are expanding their services in teaching foreign languages to children from an early age. There are even bilingual kindergartens.
Foreign language classes in kindergarten are a good basis for further language learning by a future student. From the very beginning, children gain their language learning skills through cooperative interactions in the child care setting. Activities in the kindergarten are organized according to the age of the children. First, children are taught utterances and oral texts. Various situations serve as support. Preschoolers learn to understand, then try to construct their own phrases. As a result, the child acquires receptive, productive and interactive skills in oral foreign language speech.
Young children always have a need to communicate. The language they speak does not play a special role. If you teach a child to pronounce a phrase, accompanying the pronunciation with appropriate actions, the child will not even pay attention to what language the sentence or phrase is pronounced in.
The connection between the need to speak out and the speaking itself is used and encouraged by the adult.
In interaction with peers and adults, children acquire their language skills, their knowledge of the language is systematized more and more deeply.
The environment is an important key to language acquisition. In turn, language helps children expand their knowledge of the world. The world and language, knowledge about them are closely related to each other.
An adult demonstrates to children the beauty of the language they are learning, reinforcing emotionally spoken phrases and stimulating their independent use of words. These goals are facilitated by various forms of communication, including the use of favorite literary characters. In this case, book illustrations and media files in the target language are also used.
Teaching and learning a foreign language for preschoolers
Teaching foreign languages in kindergarten pursues reflections coming from the child, containing questions. Dialogues with a child in a foreign language increase the language competence of a preschooler. The baby develops linguistic awareness.
By teaching a foreign language, children develop their interest in language and communication in it. Children happily interact with each other in a foreign language. Intercultural competence increases.
Various topics and content in the actions and interactions of preschoolers open up the world around them to children and form communicative competence. Thus, they achieve greater receptivity to the interlocutor’s speech.
Children of senior preschool age are able to understand short descriptive and narrative texts in a foreign language in oral speech.
Short dialogues and statements are taken from well-known simple speech devices, for example, popular cartoons. They are remembered much faster when using gestures and facial expressions.
Teaching preschoolers foreign languages is carried out in stages. First, they are shown colorful illustrations of individual objects and call them words. Then they move on to designating the quality of these items and accompany them with short phrases. Only then do they make up short sentences showing what can be done with this item.
They find similar objects in the play corner, ask the children to choose the ones they call and carry out certain actions with them.
Preschool children learn easily through play activities. The learning process in the form of a fun game should be carried out with the participation of an adult. Any game during learning a foreign language and learning new words is accompanied by audio material, as well as video fragments.
Foreign languages for children and teaching aids in preschool educational institutions
Required training elements:
- listening to poems and phrases that define individual grammatical structures;
- You can offer your child role-playing games. With their help, a little person acquires manners and intonation of the language being studied.
- inclusion of dialogues and short descriptions in the game;
- looking at bright illustrations, listening to funny songs;
- application of game tasks;
- use of computer programs and other forms of multimedia;
- calls to a toy phone.
All this will speed up the learning process and make it easier.
There are also interesting and effective methods. They combine elements of games, songs and rhymes.
Children also like to watch certain TV shows. By broadcasting them in kindergarten classes, you can explain to children the events on the screen in a fun way. But often this is not necessary. Because children understand all the actions taking place quite clearly, even if they are accompanied by foreign phrases.
To study parts of the body or face, you can use the following material.
Pictures with a cartoon character, for example, Mickey Mouse, are hung on the board. Each picture is missing some part of the face.
The missing part is signed below.
First, children are shown a picture of the eyes, nose, mouth and ears. Have them repeat all the parts after you. Then the children look at another picture and think about what is missing from the picture. This continues with all the pictures, each one missing some part of the face.
Children must say which part is missing.
You can ask children to show all the parts on their face.
What teaching methods are useful to teach children a new language?
Songs and poems are often used in kindergarten because they rhyme very well. Children can easily link words together and expand their language vocabulary faster.
Phrases such as “How are you?” and others can be used situationally quite often. This will help children use such expressions correctly.
More often you need to use the words that are most common in children's conversations. Animal names, colors and toys are words that can be used frequently and on different occasions. Using such words gives children a lot of pleasure.
Fania Vakhitova
Using teaching materials for educators “Creating a language environment in Russian-speaking groups”
MADOU "Kindergarten No. 401 combined type"
Performance
For teachers of Russian-speaking groups« Usage Teaching methods in working with children" By topic:
« Creating a language environment in Russian-speaking groups»
Vakhitova F. G. -
children's education teacher
Tatar language
Kazan, 2016
In the Republic of Tatarstan Tatar language and Russian are equal state languages. Tatar status language How does the Tatar view the state? language as a means of communication, and also as a way of spiritual and moral development, development of the communicative culture of students.
As U. Weinrach argued, bilingualism is the mastery of two languages and their free use depending on your social circle. We know that bilingualism is the ability to use two language systems.
Scientists have found out: only the coexistence of two for quite a long time language environments, necessary for the child (natural or artificially created, leads to bilingualism and allows you to maintain it.
In learning, achieving success allows, on the one hand, usage a personal approach to the child, where you can carry out individual work, apply a reward system, and attract children to success in their activities; on the other side, creation of a Tatar language development environment.
The goals that we set for a child are abstract for him, so we must build the learning process in order to satisfy the cognitive, gaming, and personal needs of the child.
Let's consider the condition methods creating a Tatar language development environment more details.
Based on learning objectives Russian-speaking children to the Tatar language, it is necessary to take into account that language environment must be primarily developmental in nature, i.e. it is necessary create a developing language environment. All methodological techniques means of education, visual and handout material, used aids and equipment should create and support the developmental and educational nature of foreign language environment.
Language development environment includes both language environment, and subject. Subject the environment attracts the child, arouses his interest in language. The role of subject the environment in the preschool educational institution is very high, because the child is in constant contact with her. The child knows that he can come up, look, pick up what he needs, and arouses his interest. In this regard, real communication in Tatar is stimulated language within the subject environment. Such communication becomes significant for both the students and the teacher. This Wednesday is interactive in nature. In our preschool educational institution created specialized room for Tatar classes tongue, rich museum "Talking Things".
This office contains board games, lotto, dominoes, thematic tables, toys, toys-heroes of Tatar literary works, photographs, postcards depicting the main attractions of the cities of Tatarstan, a library of works in Tatar language and much more.
Role teacher on teaching Tatar language, ka and his colleagues, acts as the main language environment creation tools. She is a role model and model of speech behavior for children and adults.
In order to implement the Strategy for the Development of Education in the Republic of Tatarstan for 2010 – 2015 "Kilchk" - "Future" in accordance with the order of the Ministry of Education and Science of the Republic of Tatarstan No. 527/12 dated January 31, 2012 on the basis of the Children's Development Center No. 83 "Fairy" created republican experimental site for testing teaching materials “We speak Tatar” project "I eat mine" For Russian-speaking children 4-5 years old.
It was he who became the basis creation and development of the Tatar language development environment in our Child Development Center.
The educational and methodological set includes an integral system consisting of a teaching aid educators, audio-video materials, visual demonstration material, diagnostic cards, notebooks for individual work.
Work with parents preceded and accompanied the development of bilingual language environment of our preschool educational institution. At meetings, family clubs, in consultations, teachers and teacher on teaching Tatar language helped parents loyally perceive learning Tatar language as a second language of communication. The teachers of our preschool educational institution recommended to parents “TATAR LESSONS” LANGUAGE ONLINE"FROM ZERO" on the website http://anatele.ef.com; advised to visit the official website of the MINISTRY OF EDUCATION AND SCIENCE of the Republic of Tatarstan http://mon.tatarstan.ru/ in the section "Preschool education", where new educational and methodological kits for teaching children two state languages in preschool educational institutions and other necessary information.
Since 2012, we have been receiving educational and methodological kits, audio-video materials. A presentation was made by the teaching and learning complex on training in two state languages In order to involve teachers and parents in the learning process, it was recommended to watch a television program on Sundays at 9.30 on the TNV channel “Kiyat Iland” - “In the Land of Fairy Tales”, where the material learned in kindergarten is consolidated, since the plot of each program created based on teaching materials. Parents of each groups informed about the day and time of the children's program being broadcast. Adults have the opportunity to observe and enjoy the successes of their children not only in open classes and in everyday life, but also when watching TV shows and reading articles in newspapers.
Organizes the efforts of adults in group corner on teaching materials“We speak Tatar”. In each group timely replacement of information in the corner, issuance of printed, audio, video materials to consolidate knowledge of Tatar are implemented and carried out language for our parents pupils.
A significant drawback of the previous education system Russian-speaking children to the Tatar language was the application of the principle "one office - one language» . We identified the organization of preschoolers in Tatar as the main condition for an effective way to implement a new technology for teaching children the second language. language. Psychologists note that the quality of speech and, ultimately, the measure of the success of a child’s communication and learning depend on the motive as the most important component in the structure of speech activity. Therefore, the formation and enrichment of motives for speech activity in the learning process are of particular importance (L. S. Vygotsky, A. M. Leushina, N. D. Arutyunova, etc.). Preschool teachers purposefully and consistently create positive motivation for the pleasure of communication and co-creation with adults and children for each child throughout educational- educational process, organize situations that create a need for communication, taking into account the age of children and their speech experience, using various and attractive methods and techniques for the child (playful, surprise, problem-search, creative tasks that stimulate speech activity and contribute to the development of initiative speech and creative speech skills. Teachers use Tatar language during various routine moments (dressing for the street, walks, meals, in role-playing games, didactic games, at children's parties. Individual speech actions are performed in sensorimotor, subject-practical, competitive, imaginary, entertaining, fairy-tale, etc. . game circumstances. Tatar language acts as a kind of "rule of the game", "cipher" to achieve the results of communication and joint activities. Let us note the rich didactic material for consolidating what children have learned during ECD in Tatar language.
The work is organized in accordance with the calendar-event cycle of the preschool educational institution. In this case, children get the opportunity to feel different language to the maximum extent, immerse yourself in it as an integral system. This involves mastering a variety of vocabulary and many grammatical structures.
Consolidation of the material studied during GCD in group occurs in various types of children's activities: educational, gaming, creative. There is a unification of the mental, emotional, and motor activities of children. Different types of memory are involved children: motor, associative, visual, auditory. Inclusion of different activities (sculpting, appliqué, drawing, singing, etc.) and, accordingly, various analyzers, contributes to a more durable assimilation of the material.
Teaching children Tatar language produced in relation to specific situations in which children find themselves in kindergarten (for example, wishing you a pleasant appetite before eating). The actions of teachers are aimed at consolidating Russian-speaking children's need to contact teachers and other children with various requests and statements in Tatar language. Thus, the knowledge gained in the process of learning Tatar language, children constantly implement in practice.
Teachers reinforce preschoolers’ knowledge of Tatar throughout the day language in various types of activities based on the interests of children. Thus, teachers focus on the personality of each child and contribute to the realization of his creative potential.
In order to develop the professional competence of teachers, preschool teachers have undergone training and knowledge testing, and successfully apply them in practice.
It should be emphasized that learning to speak another language language means not only learning words and phrases, but also bring up have a tolerant attitude towards another culture; get acquainted with foreign language culture, i.e. with the customs, foundations of another people, their holidays, folklore, literary works, fairy tales, children's games. This means that it is necessary create a cultural language environment which will help introduce children to another culture. Helps preschool teachers to competently build such usage NQF in working with children, but this is a subject for a completely different conversation.
Created in our kindergarten the conditions contribute to easier and more interesting learning of Tatar language by Russian-speaking preschoolers. I would like to note that preschool age is sensitive in mastering other tongue, That's why Creation Such conditions are most effective during this age period.
So, the main components of success in creating a Tatar language environment for Russian-speaking children will become:
1. Application of new pedagogical technology (TEM, modern methodological and technical aids, which will allow all teachers to join forces and work purposefully and consistently.
2. Organization language environment for teaching Russian speakers preschoolers Tatar language directly in groups.
3. Formation of motivation for speech activity. Communication should take place in such a way that the child becomes his direct participant. The motive for joint activities on the second there will be joy in the tongue, pleasure from communication, from interaction, co-creation with adults and peers. He used in those situations when the second language fulfills its function - to be means of communication.
4. Use of a second language in any available activity for a preschooler, and above all in play.
5. Creation subject-developmental environment, corresponding to the current tasks of the development of preschool children. First of all, let's note the visual aids. Didactic material is of particular importance.
6. Formation of professional competence of teachers.
7. Coordination of efforts of teachers and parents.
8. Creation of a cultural language environment, which will contribute to the introduction of children to another culture with the help of NQF.
The experiment showed that the integration of the specified psychological and pedagogical conditions creates favorable prerequisites for successful development Russian-speaking children of the Tatar language.
In order to implement the Law of the Republic of Tatarstan dated 07/08/1992 No. 1560-XII “On the state languages of the Republic of Tatarstan and other languages in the Republic of Tatarstan”, children are taught two state languages in kindergartens of the republic: Tatar and Russian.
In "Rodnichok" p. There are six groups in the Lenino-Kokushkino Pestrechinsky district of the Republic of Tatarstan, which include children of Tatar-speaking, Russian-speaking and mixed origin. Everything is done in Russian.
Tatar language is the second most common language in the territory. It is spoken by over 7 million people. in the world, including 5.4 million residents of the Russian Federation.
In order to solve the problem of teaching preschoolers their native language, namely Russian-speaking children the Tatar language, we offer three areas of work:
- Creation of speech and subject development environment.
- Conducting training sessions.
- Interaction with parents.
Lessons on Tatar vocabulary are provided three times a week, with the duration of one lesson being approximately 20-30 minutes (the exact time depends on the age factor). The Tatar language teacher conducts lessons in subgroups: he studies separately with children who speak Tatar, and separately with those whose spoken language is Russian. Pupils attend classes with enthusiasm, since there teaching preschoolers their native language (or non-native) takes place in a playful way, cartoons and performances are shown in Tatar.
Methodological basis for teaching preschoolers their native language (or non-native)
Traditional methods of studying Tatar speech are today being replaced by new ones, analogues of which have not yet existed in the Republic of Tatarstan. Preschool education workers in Kazan and Naberezhnye Chelny have developed educational and methodological kits for teaching state languages: “Learning the Russian language” - a kit for teaching Tatar-speaking children the Russian language; “Speaking Tatar” is a kit for teaching Russian-speaking children the Tatar language.
These kits are designed for children from 4 to 7 years old. The goal of the development is to develop literate speech in preschoolers in two state languages based on their communicative abilities. And if previously academics and theory dominated in this area, the new educational and methodological kits promote a practice-oriented teaching principle, characterized by the use of multimedia technologies, games, fairy tales, and cartoons. And now teaching preschoolers their native language (or a non-native one) takes place through games.
Creating a linguistic and subject-development environment in the process of teaching preschoolers their native language (or non-native)
However, in order to create conditions for children to communicate in two languages, using exclusively methodological and program materials is not enough, since the child spends most of his time in a group with teachers. Therefore, today there is a need to organize an appropriate environment for teaching Russian-speaking teachers the Tatar language.
The government of the Republic of Tatarstan has done a lot of work regarding the study of Russian-speaking teachers of Tatar speech. For example, an online school of Tatar vocabulary “Ana Tele” was formed - this is a special distance educational program designed for those who want to learn the Tatar language. You can study in an online school around the clock from anywhere in the world. This allows everyone who wants to, in the process of teaching preschoolers their native language (or a non-native one), to have the opportunity to improve their conversational level.
In addition to the language environment, of course, a subject-development environment is needed that will facilitate children’s acquisition of Tatar vocabulary. In each group of our kindergarten there is a special corner “Learning the Tatar language”, where lexical material is selected taking into account the age characteristics of children; card indexes of thematic material have been created: series of cartoons in the Tatar language, disks with animated stories, musical fairy tales, children's songs in the Tatar language, audio recordings of Tatar folk dance melodies, etc.
Thanks to all of the above, children are immersed in the environment of the Tatar language: they easily master the semantic basis and quickly begin to speak Tatar.
Teaching preschoolers their native language (or non-native): interaction with parents
Another important task is to involve parents of students in the educational process, in particular in teaching Tatar. To solve this problem, daily friendly interaction between teachers and parents is of great importance, rather than holding a one-time event. Following this principle, our teachers communicate with parents on various topics, of which bilingualism is the most relevant.
When we introduced parents to the teaching project at the Ana Tele online Tatar language school, they became very interested and actively joined the classes. In addition, we offer parents viewing Tatar cartoons and TV shows on the bilingual TV channel TNV-Tatarstan.
Financial support for teaching preschoolers their native language (or non-native language)
Within the framework of the Strategy for the Development of Education in the Republic of Tatarstan for 2010-2015 “Kilechek” - “Future”, approved. By Resolution of the Cabinet of Ministers of the Republic of Tatarstan dated December 30, 2010 No. 1174, annually preschool educational organizations that have shown good results in teaching children two state languages - Russian and Tatar - are provided with a grant in the amount of 1 million rubles. The municipal stage of the competition was held in April 2013, all kindergartens in Tatarstan (about two thousand) took part in it. 109 preschool educational organizations - winners of the municipal stage, including our kindergarten - took part in the republican stage of the competition.
The recipients of the grant were determined through the work of the republican expert commission. The selection factor is a good level of proficiency in preschoolers in the Tatar and Russian languages. In order to evaluate it, experts visited kindergartens for a month and conducted an analysis on how preschool educational institutions implement new educational and methodological kits for teaching preschoolers their native language (or non-native language). The expert commission also analyzed how well children establish contact in the Tatar and Russian languages, conduct dialogues, use phrases to express themselves, etc.
Based on the results of the republican stage, the effectiveness of our kindergarten in terms of bilingual education was confirmed. Russian-speaking pupils spoke fluently with members of the expert commission in Tatar, and the Tatar teacher received a place among the best among her colleagues and was awarded a certificate from the Ministry of Education and Science of the Republic of Tatarstan, giving the right to receive a laptop. We believe that such results were achieved through coordinated work in which our entire team took part.
As soon as a child is born, he gradually masters social experience through emotional communication with adults, through objects surrounding him, through toys, and speech. Children 5-6 years old already know how to coordinate their actions with peers, participants in joint games, and correlate their actions with social norms of behavior. The child learns all this in the family, in the children's group and in communication with adults - teachers and parents. The sooner we pay attention to this side of a child’s life, the fewer problems he will have in the future. It is the early forms of communication that largely determine their further development and influence the development of a person’s personality, his attitude towards people around him, towards himself, towards the world. Don't fight the darkness. To defeat the darkness, you must turn on the light. Yu. Azarov
Communication Very accurately, in our opinion, the importance of developing communication abilities in preschoolers is determined by the famous child psychologist M.I. Lisina. “If a child’s ability to communicate in childhood is not sufficiently developed, then in the future he may have interpersonal and intrapersonal conflicts, which are very difficult and sometimes impossible for an adult to resolve and correct.” The importance of relationships with others is enormous, and their violation is a subtle indicator of deviations in mental development. A child who has little contact with peers and is not accepted by them due to the inability to organize communication feels wounded and rejected. This can lead to a sharp decrease in self-esteem, increased timidity in contacts, isolation, or vice versa, cause aggressiveness and conflict.
Difficulties in communication Almost every child at some point in his life experiences some difficulties related to communication. This doesn't mean there's something wrong with him. In principle, he has developed communication skills. But they need to be supported and developed. Of course, this is also available to the child himself in his everyday life, but we adults must help him go through the difficult but necessary path to problem-free communication more painlessly. Therefore, it is necessary to help the child establish relationships with others so that this factor does not become a brake on the development of personality.
Formation of communicative qualities in a preschooler How to do this? Each educational institution has its own system for developing communicative abilities in children. Today we would like to present to your attention a system for developing communicative abilities through the speech environment. The main emphasis in the formation of communicative abilities is on correctional work with children who have difficulties in communicating. Psychologists define communication abilities as individual psychological characteristics of a person that ensure the effectiveness of his communication and compatibility with other people.
Main aspects The ability to communicate includes: the desire to come into contact with others “I want!”; the ability to organize communication “I can!”, including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations; knowledge of the norms and rules that must be followed when communicating with others “I know!” It is these three main aspects that determine the content of the teacher’s work on developing communicative qualities in children.
Communicative development Among kindergarten students, there is a certain group of children whose communicative development is accompanied by general learning difficulties. Recently, there has been a question about the immaturity of their communicative behavior, infantilism, inability to build partnerships in the children's community, etc. cause particular concern among teachers, psychologists, and parents. Experts emphasize that these children have great difficulty in establishing relationships in the children's group: they do not know how to play with their peers, work, carry out assignments, negotiate, interfere with them, destroy the game, etc. As a result, they often find themselves in a certain isolation, which is why they experience significant emotional and personal discomfort.
Problems Unfortunately, these problems in preschool age are usually not considered in connection with violations of communicative activity, but are explained by a distortion of parent-child relationships, the child’s bad character, his indiscipline, spoiledness, etc. And only at the end of preschool age, when studying readiness for school learning (communicative readiness occupies one of the most important positions in the psychological structure of school maturity), this problem is qualified by psychologists as a deficit of communicative behavior. Classes on the communicative development of children are held within the framework of the “Speech Development” section. All classes are based on a communicative principle.
Why and why? This is expressed in the fact that in each lesson optimal conditions are created for the genuine motivation of children's speech and the need for it: the child must know why and why he speaks; the main condition of communication is ensured - the addressability of children's speech: the child must address questions, messages, incentives to someone (mainly a peer); the speech initiative (speech activity) of each child is stimulated and supported; a purposeful selection of content for discussion is carried out, the basis of which is the personal emotional, everyday, gaming, cognitive and interpersonal experience of children; Various communication means are widely used: figurative-gestural, facial expressions, verbal, intonation.
Speech environment in the family The child was born.... The mother leans over and speaks in an even, friendly tone, approving of his movements: “Yes, well done, you will succeed.” Others, blaming: “No, it’s not necessary, you can’t do that!” and a one- or two-month-old baby, by some elusive signs, guesses when he is praised and when he is disapproved. The child is sensitive to facial expressions, gestures, posture, but even more sensitive to words. Speech communication is an exchange of information that always involves two people. By adopting the manner of speech communication established among people close to him, the child adopts the speech behavior of adults and carries this with him in life - to kindergarten, school, in the yard... Speech behavior is not born on its own, it must be formed from an early age and There's only so much parents can do.
Creating a speech environment Creating a speech environment is the speech streams that surround the child, pouring from the lips of people close to the child - mother, father, grandmothers, grandfathers, older brothers and sisters, from the lips of teachers and kindergarten employees, just strangers: neighbors, courtyards children, etc. A child hears speech when he watches TV, a VCR, listens to the radio, visits the theater, or has books read to him. It is impossible, and it is not necessary, to isolate a baby from speech flows, because his speech is formed on their basis. The child finds himself in a speech environment immediately after birth. But what kind of environment is this? What quality of speech is heard in it? The purity of a child’s speech, the correctness of his speech statements, and the culture of expressions completely depend on the environment. The child (more precisely, his speech function) himself is not involved in the selection of pure speech streams. He chooses them as they are.
If a child is surrounded by rude speech - people close to him are rude to each other, use foul language, distort speech - then his speech is built on rude, dirty speech material. The child perceives such speech as the norm, internalizes it, and ultimately the child will be left with distorted speech, which will be difficult, and perhaps impossible, to correct in the future. Because of his rude and distorted speech, learned from childhood, an adult will suffer many times and face minor and major problems in communicating with people. Let's think about something else. The child learns speech together with its environment, with the relationships that adults put into it. That is, there is a direct connection between the speech environment and the formation of the child’s character. Rudeness and rudeness, evil and hostility, dissatisfaction and fear, hatred and mercilessness - all this moral negativity, reflected in speech by words and intonation, fosters rudeness, rudeness, and anger in a child. And this begins in early childhood. Language is the most important factor in social communication between people; it is the cement that glues all manifestations of human life into one whole.
Tell me and I will forget, show me and I will remember, let me act on my own and I will understand. (eastern wisdom) Speech behavior is “absorbed”, acquired not at the level of knowledge, but at the level of lifestyle, adopted by the child as a standard of speech behavior and reproduced in conflict and even non-conflict situations. But that is not all. Research by English psycholinguists has proven that the repressive nature of speech (dictatorial, peremptory tone, cliched admonitions, mocking addresses, tactless remarks, rude jerking, threats, intimidation) of adults (parents, teachers, etc.) has a detrimental effect on the intellectual potential of the individual, and a tolerant (soft, persuasive, explanatory) manner of communicating with a child increases his abilities. This means that the speech behavior of adults determines not only the speech, but also the communicative and intellectual development of the child.
Note to parents: How are things going in your family? What is most in your speech to your child: verbal threats or verbal “strokes”, politeness formulas? After all, verbal “strokes” are a “lubricant”, without which human relationships will creak. What kind of speech streams are pouring into your baby? Please think about this, and make sure that “the flows of speech that will “flow” around him, and those that adults address to each other, are pure, honest, and carry a good feeling and mutual understanding,” he wrote. in his book, a wonderful Georgian teacher, wonderful father and grandfather Shalva Aleksandrovich Amonoshvili.
Speech is the greatest wealth given to a person, and it, like any wealth, can either be increased or imperceptibly lost. Parents and teachers should be sensitive to the child, communicate a lot with him, listen carefully to him, providing sufficient motor freedom. In this case, the child will safely go through all stages of speech development and accumulate sufficient baggage. With admission to kindergarten, the sphere of a child’s social life expands. It includes new people, adults and children, whom he did not know and who form a community other than the family. Thus, his communication becomes more complex, becomes diverse, requiring consideration of the partner’s point of view. And this in turn means a new high level of social development.
Speech environment Its main goal is to promote the improvement of speech communications of a child in kindergarten with adults, peers and children of younger and older age, as well as to determine the features of the organization of a developing speech environment in all groups of the kindergarten. The problem of children's speech development seriously worries everyone involved in practical issues of preschool education. In most cases, educators note an insufficient level of coherence in the speech of their students (both in dialogue and in monologue). Despite the significant efforts of adults, the effectiveness of classes in this direction remains unsatisfactory.
Problems of speech development During classes, it is not possible to create effective motivation for children's speech, which results in low speech activity. Children for the most part do not speak out on their own, but only in obedience to the demands of an adult. The question-and-answer form of speech is the most common. Moreover, the adult turns out to be the only interlocutor of children even in older preschool age, which contradicts the psychological nature of the child, in whose field of interests by this time the peer firmly occupies a priority position. Thus, the problem of creating methodological materials for improving the forms and methods of communicative development of all preschool children is determined.
Requirements for conducting classes for the communicative development of a child Classes should be conducted in subgroups from 4 to 6-7 people. This size of subgroups is optimal for ensuring “speech density” of the lesson, for conducting individual work, as well as for creating and maintaining communicative situations. To ensure maximum speech activity for children, a relaxed atmosphere is created during the lesson that encourages the child to communicate. Of great importance in the classroom is the creation for children of a motor regime that would prevent fatigue that occurs as a result of physical inactivity. After all, it is known that it is during “Speech Development” that after 7-10 minutes children begin to yawn and “slide” out of their chairs. Speech is a very difficult activity for children, especially if it is not conditioned by any other activity. The teacher constantly makes sure that children sit at tables as little as possible, as this leads to rapid fatigue of children and a sharp decline in speech activity. They can sit on floor cushions, just on their knees, or stand next to the teacher - the organization is quite free. The arrangement of children should be varied, convenient and appropriate.
Teacher's speech The next thing that is extremely important for the communicative development of a child, including his speech, is the creation of a speech environment. And this issue requires a very serious attitude. All teachers know that in the process of analyzing any lesson, the speech of an adult is assessed. And everyone knows how vague and monotonous assessments can be. What should an adult's speech be like? How much should it be? A lot of? Few? After all, it is the adult who creates the speech space; he is assigned a decisive role in this. An adult’s speech, as a rule, during activities aimed at the communicative development of children, sounds almost constantly (conversational volume, whispered). However, this does not mean that there is simply a lot of it. The speech environment is formed by utterances built on the principle of syntactic synonymy. What does this mean?
This is interesting. For example, to find out the name of a child (in the game “Let’s get to know each other!”), an adult, demonstrating an example of speech behavior, changes the structure of the question each time. He addresses one child with the words “What is your name?”, another – “Say your name!”, a third he asks, “What did your parents name you at birth?” or “Are you Olya or Masha?” etc. Following this, the children themselves turn to each other, trying not to repeat what the other child has just said, but to come up with their own version of the question (it is this “search” that acts as a goal for him).
Speech development environment A rationally organized natural environment, saturated with a variety of sensory stimuli, gaming materials (objective environment, system of didactic games, toys, books, objects, learning areas) also contribute to the enrichment, consolidation and development of speech. Book corners Meaning: Looking at books gives the child the opportunity to relive what he has read and deepen his initial ideas about what he has read. Considering the special, constant, predominant interest of all preschool children in fairy tales, they are necessarily placed in a corner of the book. In the corner there should always be poems and stories aimed at developing the civic personality traits of the child, introducing him to the history of our homeland, to its life today.
The speech development environment of the first junior group is literate, pedagogically appropriate speech of the teacher; methods and techniques aimed at developing speech as a means of communication (instructions, hints, samples, conjugate speech, etc.); methods and techniques aimed at developing the ability to listen and hear (stories, reading); independent examination of pictures, toys, books, etc. (for the development of initiative speech).
The speech development environment of the second junior group is literate, pedagogically appropriate speech of the teacher; methods and techniques aimed at developing speech as a means of communication (instructions, hints, sample address, pattern of interaction through speech in different types of activities); methods and techniques aimed at developing the ability to listen and hear (conversations, stories, reading); organization of the “Corner of Interesting Things” (stimulating independent viewing of books, pictures, toys, objects for the development of proactive speech, enriching and clarifying children’s ideas about the environment).
Speech development environment of the middle group; competent speech of the teacher; methods and techniques aimed at developing speech as a means of communication (satisfying the need to receive and discuss information; developing communication skills with peers; familiarity with the formulas of speech etiquette); methods and techniques aimed at developing the ability to listen and hear (listening to children; clarifying answers; hints; stories from the teacher - emphasis on stimulating cognitive interest); organizing activities in the “Corner of Interesting Things” (sets of pictures, photographs, postcards, magnifying glasses, magnets, etc. for the development of explanatory speech).
Speech development environment for senior and preparatory school groups; competent speech of the teacher; methods and techniques aimed at developing speech as a means of communication (familiarity with the formulas of speech etiquette, targeted formation of all groups of dialogical skills; skills to competently defend one’s point of view); methods and techniques aimed at developing independent storytelling skills (encouraging children's stories; transforming statements into coherent stories; recording and repeating stories; clarifications, generalizations); organization of activities in the “Corner of Interesting Things” (replenishment of the corner - emphasis on expanding children’s ideas about the diversity of the world around them; organization of perception with subsequent discussion); creation of an individual “author’s speech space” for each child.
Corner for sensory-motor development Value: - Activation of the processes of thinking and perception, sensation, attention, memory; - Stimulation of the functions of vision, hearing, touch, smell; - Relieving emotional and physical stress; - Stimulation of motor activity, development of fine motor skills; - Encouragement for independent activity; - Receiving positive emotions from children and adults; - Improving the performance of children. Laces; Mosaic; Sensory pad; Dry pool; Inserts; Wonderful pouch; Natural material (seeds of cereals and legumes).
Subject-based developmental play environment in kindergarten (story-based role-playing games) - a large organizing playing field; - play equipment; - toys; - gaming paraphernalia of various kinds; - game materials. - “Mothers and Daughters”; - “Family”, “Hospital”; - “Builders”; - "Shop". Junior preschool age: Meaning: Development of communication skills, development of coherent, dialogical speech, familiarity with the surrounding world and social reality.
Theatrical corner Meaning: Development of communication skills, development of coherent, dialogical speech, acquaintance with the outside world and social reality, relieving anxiety, shyness, development of the emotional sphere. Finger theater Puppet theater Games - dramatizations Plane theater on flannelgraph
Conclusion One of the optimal ways to solve this problem is today recognized as the organization of a speech development environment in each kindergarten group. In the theory and practice of preschool education, it is noted that the truly creative development of a preschool child is most successfully carried out in an enriched subject-based developmental environment, which presupposes the unity of social and natural means, providing a variety of activities for the child and enriching his speech experience. Therefore, the organization of a speech development environment in a preschool educational institution has become the most important direction for improving the quality of work on the development of speech in preschool children.
“Speak so that I can see” (Socrates) The speech environment creates favorable conditions for the formation of children’s speech skills not only in specially organized teaching of their native language and speech, but also in independent children’s activities, provides various types of children’s activity, not only speech, but also mental, physical, gaming, i.e. becomes the basis for independent speech activity, a condition for a unique form of “linguistic self-education” of each child. The organization of the speech environment in a preschool educational institution brings the effectiveness of educational influence aimed at developing in children an active cognitive attitude not only to the surrounding world of objects, people, nature, but also to the system of their native language, thereby forming in them an elementary awareness of the phenomena of their native language and speech. Mastery of language (formation of language ability, the “Sign-meaning” connection, semantics and syntax), the ability to use language for communication purposes in a variety of communicative situations are two links in the formation of communicative abilities. List of used literature Nishcheva N.V. Subject-spatial developmental environment in kindergarten. "CHILDHOOD-PRESS", p. Ryzhova N.A. Developmental environment of preschool institutions (From work experience) M. LINK-PRESS, p. Magazine "Directory of the head of a preschool institution" 4, 2010.
In the conditions of the new language situation in the republic, the formation of a person occurs under the influence of two national cultures, traditions, two systems of ethical norms of speech and non-speech behavior. Teaching children the Tatar language in kindergarten is one of the most difficult methodological tasks. The younger the child, the greater his chances of mastering a second language to the maximum extent possible and with natural pronunciation. Issues related to teaching the Tatar language to preschool children are quite controversial. On the one hand, early childhood is considered by experts as the most favorable period for mastering a second language. On the other hand, preschool children have certain difficulties in learning a second language, since it is an insufficiently motivated activity. At preschool age, there are still no real motives for mastering a second language. In addition, for Russian-speaking children, and for some children from Tatar families, the Tatar language is essentially a foreign language.
This is where a properly organized language environment can come to the rescue. The natural language environment sufficiently stimulates the processes of mastering the native language
The goals that we set for a child are abstract for him, so we must build the learning process in order to satisfy the cognitive, gaming, and personal needs of the child. Preschool children may experience psychological barriers due to unusual sounds of Tatar speech, unfamiliar and strange words and phrases for children, and associations with their native speech.
Achieving success in teaching children allows, on the one hand, the use of a person-oriented approach to the child, which involves individual work, the use of a reward system, and involving children in success in their activities; on the other hand, the creation of a Tatar-speaking development environment.
My goal in the upbringing and development of a child’s personality is a child who successfully adapts to further educational activities, already in school;
And the main thing in my work is creating conditions for free communication of preschool children in the Tatar language using effective educational technologies.
Educational tasks:
1. To awaken interest in learning the Tatar language through information and gaming technologies.
2. Develop communication skills among each other in the Tatar language.
3.Develop perception, attention, memory of children; interest in various types of games, encourage active activity.
4. Foster interest and respect for the culture, traditions and customs of the Tatar people.
When learning the Tatar language, children face an additional difficulty: a decrease in motivation and cognitive activity may be associated with the difficulty of mastering speech skills in a non-native language. For a specialist of the Tatar language, the educational process is facilitated by the use of such forms of visualization as cards, pictures, illustrations, toys, audio materials, but innovative technologies (multimedia presentations, design methods, electronic manuals, various software products that develop communicative-oriented gaming methods and techniques) contribute increasing the cognitive activity of children and nurturing a love for the second state language. The main types of innovative technologies used in preschool institutions:
Health-saving technologies Project activities Developmental technologies Corrective technologies Information technologies Personally-oriented technologies Technology "Teacher's Portfolio" Game technology Technology for creating a subject-developing environment in a preschool educational institution. In my work I rely on gaming and information technologies. My topic of self-education is “The use of information and communication technologies in teaching children the Tatar language.” The use of ICT in classes in preschool institutions has a number of advantages over traditional forms of organizing classes. Methods of visual support of the material make it possible to achieve long-term concentration of pupils’ attention, as well as simultaneous impact on several of the child’s senses, which contributes to a more durable consolidation of the new knowledge acquired. Relevance of using ICT. Computer technologies are actively used in the educational process, opening up new opportunities for the education sector: the efficiency of searching, structuring information, formulating an educational problem in various information and communication ways, working with various information resources, ready-made software and methodological complexes that allow designing solutions to practical problems. The use of interactive games in preschool education makes it possible to expand the creative abilities of the teacher and has a positive impact on the upbringing, training and development of preschool children. The use of ICT in teaching preschool children the Tatar language" assumes: - the complexity and versatility of the use of interactive games in teaching classes on teaching preschool children the Tatar language; - adaptability of the electronic educational resource, the ability to make changes and additions to it depending on the program and the characteristics of a particular educational direction and the goals of teachers. Therefore, I am interested in creating electronic games to reinforce the material on the program. I can present my author’s electronic games: “Salavat Kupere (Rainbow)” for the senior, preparatory group - we fix the colors in the Tatar language, “My first fairy tales” for 3-7 years old, (fairy tales from animated stories) can be used in the OOD “Tugan Telә soylәshәbez”, based on the projects “We speak Tatar”, “Koshlar” for 6-7 years old. And compiling gaming technologies from individual games and elements is, I think, the concern of every teacher.
Gaming technology: is constructed as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. It includes sequentially: games and exercises that develop the ability to identify the main, characteristic features of objects, compare and contrast them; groups of games to generalize objects according to certain characteristics; groups of games, during which preschoolers develop the ability to distinguish real from unreal phenomena; groups of games that develop the ability to control oneself, speed of reaction to a word, phonemic hearing, ingenuity, etc. Currently, in our preschool educational institution, the process of implementing teaching materials for teaching children Tatar and their native language is underway. The main goal of this process is the effective organization of work on the use of teaching materials.
Based on this goal, the following tasks have been identified that concern all participants in the educational process: 1. Study the regulatory documents on the introduction of the new teaching and learning system into the educational process 2. Develop a plan for working with Russian-speaking teachers on teaching the Tatar language. 3. Contribute to the creation of a language environment in groups in order for children to acquire a minimum vocabulary. 4. Develop didactic games and material for teaching children the Tatar language. How to reinforce with children the new vocabulary learned during educational activities in the Tatar language - vocabulary that is non-native for Russian-speaking children? Of course in the form of a game; We should not forget that, in accordance with the Federal State Educational Standard, the educational process must be based on age-appropriate forms of work with children. And play is the main form of work with preschool children and the leading activity for them.
Was nominated hypothesis: Along with the systematic use of the new teaching materials in classes and during routine moments, the development of didactic games will contribute to the high-quality assimilation of the minimum vocabulary and the skills of mastering the minimum vocabulary in colloquial speech (dialogues) of teachers and students.
Thus, the most important task at present is:
Creating the conditions necessary for wider adoption of original games
in the educational process, in our case, in free time from classes.
In classes and individual work, children are gradually involved in a foreign language environment through play. Therefore, play, being the main activity of a child, allows one to overcome most of the difficulties associated with the conditional nature of foreign language communication. For the positive impact of the Tatar language on the development of personality, the author’s multifunctional didactic manuals “Field of Miracles”, “Magic Flower”, which I have produced, significantly help; the multifunctionality lies in the fact that you can use many pictures, that is, you can cover all the topics of educational teaching materials projects, in several versions ( 4-7 years old), didactic game made from felt “Matur bakcha” on the topics vegetables, counting to 10. The abundance of game situations and fairy-tale plots creates an atmosphere of joy, creativity, and a favorable psychological climate in the classroom.
In classes teaching children the Tatar language, I encountered the following problem: there are very shy children who have a hard time making contact; it is difficult to build a dialogue with them, especially in the Tatar language. Although the child quickly remembers words, I can only find out through his actions (in errand games, didactic games). But there is one moment that could not be overlooked - these are finger games, finger theater, during which he repeated the words with pleasure. (show finger theater) And I caught myself thinking about what to do, a puppet theater, in order to arouse their active interest, to captivate them. At first, these fairy tale characters came to our classes as a surprise. And then, through the joint efforts of the team, they made heroes from the fairy tales “Shurale”, “Su Anasy”, “Kolobok”, “Goat and Ram”, “Three Bears”, this is how the work of the “Ekiyatler Ilende” circle began, in my opinion this additional educational activities increases the preschooler's interest in learning the second state language. (show dolls) Children are very fond of fairy tales. Through fairy tales, we can solve all the tasks assigned to us. A fairy tale has an advantage over other educational techniques; it plays a vital role in the development of imagination, an ability without which a child’s mental activity is impossible during preschool education.
If play is the leading type of activity for preschool children. age, and theater is one of the most democratic and accessible forms of art, which allows solving many pressing problems of pedagogy and psychology. By participating in the theatrical activities of the circle, children get acquainted with the world around them, in order to learn and consolidate the Tatar language, the child’s vocabulary is imperceptibly activated, because the children in the roles are revealed, it is easier to build a dialogue with them, since this is the main task of teaching the Tatar language. Theatrical activities activate children so much that the child’s memory automatically turns on and he remembers everything. When playing a role, the child wants to portray his character, so attention switches to the image itself, and memorizing speech is easier. In addition, theatrical activities allow the child to solve many problematic situations indirectly on behalf of some character - this helps to overcome timidity, uncertainty, and shyness. Of course, the creative process is a real miracle. I really like watching how children reveal their unique abilities, it’s clear that they are interested, and when it’s interesting, everything is better remembered and consolidated. At this stage, according to the senior preschool plan for teaching the Tatar language, we have such a topic as “Och ayu”, and in circle work we consolidate all this, not only in the senior group, but also in the middle one.
For example: in the middle group of dolls, three bears very willingly take on the role: - Isenme, min zur ayu. _Isenme, min kechkene ayu. - Me, ayu, alma asha... etc. Thus, they improvise spontaneously. Expected results:-vocabulary and sound pronunciation are activated and improved; the ability to construct a dialogue is formed; memory and thinking develop; behavior is corrected; the experience of moral behavior is formed. But we can't do without technologies for creating a subject-developmental environment in preschool educational institutions, Without this environment, the child will not perceive an understanding of the taught material. Conclusion. Informatization of preschool education is the process of its development; the sequence of transitions of an educational institution from one state to another. This transition, as a rule, requires special efforts from teachers, which must be organized in one way or another: these can be one-time events or an entire program of work. -prospects for informatization of preschool educational institutions. - possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of upbringing and education; - possibilities of informatization of preschool educational institutions as a means of increasing the efficiency of the activities of educators and managers of preschool educational institutions; - problems of informatization of preschool educational institutions. A necessary condition for the implementation of all these areas is the provision of an appropriate material and technical base:
Installation and maintenance of computer equipment and software in classrooms and groups;
Providing technical conditions for Internet access.
Thus, work on the use of ICT and teaching children the Tatar language is relevant and requires further implementation. Games have a strong emotional impact on students and develop many skills: primarily communication, the ability to work in a team, make decisions, and take responsibility. They develop organizational skills, foster a sense of empathy, and stimulate mutual assistance in solving difficult problems. Thus, the use of game methods in the educational process makes it possible to solve a whole range of pedagogical problems. The use of gaming technologies in the process of teaching the Tatar language in combination with other pedagogical technologies increases the effectiveness of children's education. But we should not forget that even the best game cannot ensure the achievement of all educational goals, therefore gaming technologies must be considered in the system of all forms and methods used in teaching.
Taken together (game, information), new pedagogical technologies guarantee the achievements of a preschooler and further contribute to successful learning at school. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.
The use of innovative pedagogical technologies contributes to: improving the quality of education; advanced training for teachers; application of pedagogical experience and its systematization; use of computer technologies by students; maintaining and strengthening the health of pupils; improving the quality of training and education.
Bibliography
Gershunsky B.S. Computerization in the field of education: problems and prospects, M, Pedagogy, 1997.
Mashbits, E. I. Psychological and pedagogical problems of computerization of education, M, Pedagogy, 1998.
Informatization of education: directions, means, technologies, Manual for the system of advanced training, Generally ed. S.I. Maslova, M, MPEI, 2004.
I.I. Kalinina, On measures aimed at introducing modern educational technologies, Educational Issues, 3-2005.
New pedagogical and information technologies in the education system / Ed. E. S. Polat, M., 2000.
