Organization: MADOU No. 302
Locality: Republic of Tatarstan, Kazan
For every person, their native language is the most precious and sacred wealth. In the conditions of the new language situation in our Republic, the formation of a little person occurs under the influence of two national cultures and traditions.
In accordance with the Strategy for the Development of Education in the Republic of Tatarstan for 2010 – 2015 “Kilachak” - “Future” and with the aim of developing and improving preschool education, promoting and disseminating innovative approaches to organizing work with preschool children in teaching two state languages, our teaching staff Since September 2012, began the successful implementation, implementation and use of new educational and methodological kits. The goal of implementing the educational complex is to teach preschoolers to communicate freely in 2 state languages of the Republic of Tajikistan.According to generally accepted ideas, bilingualism (bilingualism) is fluency in two languages at the same time and their alternating use depending on the conditions of verbal communication.
Taking into account the age characteristics of preschool children and guided by the Federal State Educational Standard for education and upbringing in kindergarten, the following work is being carried out: the creative group has developed a Concept for the development of preschool educational institutions, an original program for the use of the national-regional component of educational activities; original methodological games - manuals for projects of middle, senior, preparatory groups; connection with the national cultural traditions of the peoples of the Republic of Tajikistan is ensured.
The managerial task of the head of a preschool educational institution in the implementation of teaching materials in educational activities and increasing the effectiveness of work with children in teaching children the official languages of the Republic of Tajikistan is, first of all:
- creation of conditions (equipping groups, classrooms with software and methodological tools, including teaching materials).
- active involvement of parents in the process of teaching children 2 official languages.
- providing guidance and quality control in teaching Tatar and Russian languages to preschool children.
To improve the effectiveness of working with children, staff training and ongoing courses are needed. The preschool educational institution has set out to organize permanent courses for Russian-speaking educators. Each Russian-speaking teacher in the preschool educational institution completed a training course and received a certificate based on the test results. Teachers have the minimum vocabulary required to successfully work on projects.
The main components of the success of our teachers in creating a Tatar language environment for Russian-speaking children were:the use of new pedagogical technology (TEM), modern methodological and technical aids that allow all teachers to join forces and work purposefully and consistently; formation of motivation for speech activity; organization of a language environment for teaching Russian-speaking preschoolers the Tatar language directly in groups; the use of a second language in any available activity of a preschooler, and above all in the game, the creation of a subject-development environment that corresponds to the current tasks of the development of preschoolers. Of particular importance are didactic material, visual aids, educational games, the formation of professional competence of teachers, coordination of the efforts of teachers and parents, the creation of a cultural language environment that will contribute to the familiarization of children with another culture with the help of NQF.
Having studied the use of the national-regional component of educational activities, a basic platform was created for the effective implementation of innovative technologies for teaching children the Russian and Tatar languages. We have set ourselves an important task - to create a unified educational space for children through the partnership of the preschool educational institution staff and parents of pupils, because the main participants in the educational process are children, parents and teachers.
Teachers of our preschool educational institution use active forms of work with parents in order to familiarize them with innovative activities, using modern information technologies through lectures, consultations, master classes, presentation competitions, open educational activities, discussions, promotions,meetings in the parents' living room. It is important to teach parents to help their child in mastering the vocabulary of the Tatar language and consolidating speech material through pocket dictionaries, cards, according to the dialogues of the UMK project “Tatarcha soylәshәbez”, educational discs “Look and Remember”
A parent conference was held on the problem: “Continuity of family, kindergarten and school for teaching children the Tatar language.” A workshop was also organized with the participation of primary school Tatar language teachers (MBOU No. 25) on the problem: “Continuity of kindergarten and school in teaching children the Tatar language
An indispensable assistant for us at present is the website of the kindergarten in Electronic Education, where the “Tatarcha soylәshәbez” page has been created, on which parents and kindergarten staff can familiarize themselves with regulatory documents, get advice, use game material on the site, look at the lexical minimum, which can be repeated in a quiet home environment.
The use of innovative computer technologies for teaching children the Tatar and Russian languages with simultaneous knowledge of the world around them can significantly reduce the time for the development of language and speech means, communication skills, verbal and logical thinking, and creates the opportunity for parents to participate in the process of teaching children the Tatar language. When implementing teaching materials, we use information and communication technologies,situation games, dramatization games, visual material, audio recordings, cartoons based on fairy tales of Tatar writers, didactic games.
The preschool educational institution has developed:
- map of analysis of groups' equipment with software and methodological tools of the educational complex;
- card for checking the plan of educational work for planning teaching materials;
- map of analysis of visual information for parents on the implementation of teaching materials;
- professional skill card;
- thematic control “OD on educational and methodological kits”;
- diagnostics for all ages within the framework of teaching and learning.
Control helps to accumulate data on the results of the teaching process, record emerging deviations from planned tasks, allows for analysis, and assessment of the effectiveness of the results of the teaching staff as a whole.
Experience has shown that studying the Tatar language in a preschool institution can be successfully implemented if the language not only acts as a subject of study, but is also regularly and actively used by children in their daily lives and activities.
Therefore, in all regime moments, both Russian and Tatar speech of the teacher is heard.Organizing and carrying out all kinds of things nykh holidays, both Russian folk and Tatar, increase interest not only in the culture of peoples, but also in linguistic culture. Namely, such an integrated approach to the implementation of innovative programs and technologies for teaching preschool children Tatar and their native language can give good results.
Preschool development programBilingual education strategy concept
preschoolers in preschool
Goal and objectives of the Strategy:
Improving the quality of teaching preschoolers two state languages and developing communication skills in preschoolers in Russian and Tatar, developing their communicative and intellectual abilities, developing speech skills that provide equal starting opportunities for learning at school.
Tasks:
1. Increasing the level of professional skills of teaching staff
2 Development and implementation of new methods of bilingual teaching.
3. Development and use of gaming, interactive, multimedia resources for preschool children in the educational process.
3. Creation of a system for working with talented and gifted children.
4. Creation of conditions for children to communicate in two state languages of the Republic of Tatarstan in preschool educational institutions.
5. Raising preschool children in the spirit of tolerance, respect for the traditions and customs of their own and other peoples.
6. Providing conditions for the formation of a morally and physically healthy personality.
Key principles for constructing the Strategy
The basic principle - Implementation of the right to educate and educate preschool children, including in their native (Tatar) language.
The principle of education in conditions of bilingualism.
Bilingualism is a dialogue of languages and cultures. This principle is implemented through the organization of children’s life activities in the space of Tatar and Russian culture, in its regional and territorial manifestations.
The principle of “Efforts of all employees to achieve a common goal”
When organizing work in preschool educational institutions on bilingual education of preschoolers, it is necessary to combine the efforts of all employees and teachers to create a language environment and develop the communication skills of preschoolers. This is the only way to achieve a positive result. This is a matter for the entire team.
The principle of “Objective assessment of the professional activities of all participants in the educational process”
The criteria for the quality of professional activities of all participants in the educational process should be assessed based on a set of indicators of the quality of education in relation to the main goal of this Strategy. These criteria must be clear, transparent and objective.
The principle of “Competitiveness of participants in the educational process”
There is an increasing need to fight for the student and his parents, to attract them to your institution with the quality of education and the uniqueness of the program. This will lead to healthy competition and, as a result, to an increase in the quality of education.
Principle of “Transparency and Openness”
Work to implement this Strategy should be open and transparent, with wide participation of society, and involve a number of projects aimed at informing the public, promoting the importance and necessity of bilingual upbringing and education, increasing the role of each parent in their development and the development of their children.
The principle of a personal approach in education
Each student is an individual who is respected and accepted. The preschool educational institution ensures psychological comfort for pupils, which involves the removal of stress-forming factors, the creation of an emotionally positive atmosphere, and a focus on success.
The principle of the activity approach
The leading activity of a preschool child is play. Interaction with the child is based on recognition of his previous development, taking into account his personal experience, and the primary use of play techniques. Building the educational process on the principles of partnerships and cooperation with children
Recognition of the self-worth of the preschool period.
Preservation and development of psychophysical health of preschool children.
Teaching children using minimally sufficient material to avoid overloading children.
Freedom to choose programs and technologies.
Basic concepts and terms of the Strategy
Target of the Strategy: children 4-7 years old.
Item: Development of content and methods of bilingual education for preschool children: methods of teaching the native language and culture of one’s people based on modern methodological and software products.
Bilingual development activities are activity socially organized by adults and initiated by children, which:
Methodologically as close as possible to natural conditions,
Recreates a real communication situation,
Includes children in the development of the environment.
Hypothesis:
Bilingual education involves the creation of an effective developmental language environment, provided that:
Two languages are taught and familiarization with two cultures takes place in the child’s social environment in an activity-based form throughout the child’s entire stay in kindergarten by all teachers;
Teaching children two state languages involves the creation of social and pedagogical conditions aimed at developing the child’s communicative competencies;
The social and pedagogical potential of the microsociety is taken into account;
The participation of additional education teachers in the teaching and educational process of the kindergarten is envisaged.
Conditions for the implementation of the Strategy
The main task of the kindergarten team is to create conditions for effective work on bilingual education of preschool children:
The use of new pedagogical technology (TMT), modern methodological and technical aids, which will allow all teachers to join forces and work purposefully and consistently.
Organization of a language environment for teaching Russian-speaking preschoolers the Tatar language in preschool educational institutions by all kindergarten employees. Formation of motivation for children's verbal communication in two state languages of the Republic of Tatarstan in preschool educational institutions.
Communication should take place in such a way that the child becomes a direct participant in the communication. The motive for joint activities in a second language will be the pleasure of communication, of interacting with adults and peers. The second language fulfills its function - it becomes a means of communication.
The use of a second language in any available activity for a preschooler, and above all in play.
Creation of a subject-development environment that meets the modern tasks of the development of preschoolers. Of particular importance in teaching preschoolers is the use of visual aids, bright didactic material, modern didactic games, a variety of gaming aids, workbooks, information and communication resources (the presence of interactive whiteboards), and a computer lab.
Increasing the level of pedagogical skills of preschool teachers, forming a competent stable team of like-minded people.
Coordination of efforts of teachers and parents.
Creation of a cultural language environment that will facilitate the introduction of children to another culture with the help of NQF.
1. Organization of educational activities 3 times a week lasting 20-30 minutes in middle, high school and preparatory school groups in the first half of the day in accordance with SanPiN -2013.
2. Integration of the educational space. An integrated approach to the organization of training is considered as the formation of a set of ways of knowing and cognitive motivation, the transfer of ways of knowing from one type of activity to others. The main attention in them is paid to the development of the child’s integrative qualities in different types of activities, which complement each other and are combined into a single holistic pedagogical process.
3. Learning the Tatar language in a playful way with children from 3-4 years old through direct communication,
4. Free use of your own choice of games, toys, illustrated material, board and printed games. Listening to recordings of fairy tales in free joint activities with a teacher, poetry using teaching materials. Viewing animated stories and cartoons of UMK,
5. Organization of a speech environment for teaching Russian-speaking preschoolers the Tatar language in groups: during regular periods - breakfast, lunch, while getting ready for a walk.
6. Organization of excursions to get acquainted with the culture and history of the Russian Federation and the Republic of Tatarstan.
7. Joint participation in dramatizations, dramatization games, role-playing games, and elements of theatrical activities.
9. Organizing joint events with parents in order to motivate preschoolers to learn the language and demonstrate the results of work on learning two state languages.
10 Creative meetings with guests, bearers of national cultural values and traditions (poets, writers, creative groups)
The educational process is designed based on the gradually more complex tasks of the child’s speech development, on the activity approach and the principles of integration.
The use of an educational and methodological set in the classroom and the introduction of educational and game tasks contribute to the development of elements of educational activity: the ability to accept a task, act according to instructions, and control oneself. But it is important not to exaggerate the role of organized training. Due to the characteristics of their age, children are much closer to observing real events, actions with specific objects, and activities of a playful and competitive nature.
Motivating children to learn a non-native language
The whole process of comprehending a non-native language is built:
As a process of satisfying the personal, cognitive, play needs of the child;
As a process of satisfying a child’s needs for interesting communication with adults and children.
It is important to build the communication process taking into account the characteristics of memory development. It is important to build relationships in a playful way in the most rational way, taking into account the psychophysical capabilities of preschool children (memory, performance, fatigue, the need to alternate different types of activities). The game is an effective and accessible form of activity in teaching Russian children Tatar oral speech.
Using an integrated approach to the design of the educational process has clear advantages: developmental and educational tasks become the core of the content-semantic field, which increases the motivation of children's activities, ensures a reduction in psychological stress on children while enhancing the developmental effect. Helps to increase the degree of independence and activity, the formation of holistic ideas about the world around us.
Main components of the Strategy implementation
Using teaching materials for studying two state languages
Implementation of the educational complex includes:
1. In Russian-speaking groups, a kit is used for teaching Russian children the Tatar language (teaching aids, workbooks, demonstrations, handouts for classes, a collection of works of art for reading to children in the Tatar language, animated stories) (author Z.M. Zaripova) . The “Speaking Tatar” project (social and communicative development) consists of three parts:
- “Minem Oem” (for the middle group),
- “Uynyy-uynyy usebez” (for the older group),
- “Mәktәpkә iltә yullar” (for the preparatory school group).
The volume of vocabulary according to the new teaching materials is 167 words for children aged 4-7 years, which corresponds to the age characteristics of a preschooler. The volume of words is accessible to children aged 4-7 years and is aimed at children’s communication, and not just at increasing vocabulary.
National - regional component
The most important component of national culture is the national language. It is this that allows us to preserve the nation, its identity and self-worth. The mentality of the people, the level of their national self-awareness, their self-respect, dignity, is manifested primarily in relation to their language, which is the main determining factor of spiritual culture. Language is a symbol of culture that is irreplaceable by any other symbol, from which the absolute nature of language follows lasting value.
The national-regional aspect of the Strategy is ensured by the implementation of the Program “Maktәpkәchә yashtәgelәr alifbasy. Avazlarny uynatyp: kullanma techniques: mәktәpkә әzerlek torkemendә eshlәүche tәrbiyacheәr өchen (author R.K.Shaekhova).
The Program reflects the content of education for children from 3 to 7 years old, formed by participants in the educational process, taking into account the climatic, national-cultural, demographic, socio-economic and socio-cultural conditions of the Republic of Tatarstan. The program is aimed at enriching children's development through familiarization with the origins of national culture, local history, and learning the Tatar (Russian) language.
Language environment in preschool educational institutions
Studying the Tatar language in a preschool institution can be successfully implemented if the language acts not only as a subject of study, but is also regularly and actively used by children in their daily lives and activities. The teacher should remember that preschool children learning the Tatar (Russian) language master it in an artificially created language environment. The language environment must be developmental in nature. Learning to speak the Tatar (Russian) language means not only learning words and expressions, but also learning to live in a different cultural space. Learning another language also means getting to know another culture, the holidays and customs of another people, fairy tales, children's games and folklore. Thus, the concept of linguistic environment should be clarified by adding the word cultural. Such an environment not only imparts new knowledge to children, but also helps them to better understand their culture, since the learning process takes place in comparison.
One of the main means of creating a language environment is speech activity in the Tatar language of adults in a preschool institution. The teaching character should be manifested not only in special educational speech situations in the classroom, but also in the process of various types of children's activities and in routine moments. Such naturally occurring dialogues are a model of speech behavior for children and a role model.
The concept of a language development environment includes both the language environment itself (language environment) and the child’s subject-development environment.
An indispensable condition for building a developmental environment is reliance on a person-oriented model of interaction between children and adults.
The strategy and tactics of building a language environment are determined by the features of the personality-oriented model of education. Its main features are:
Partnership style of relationship “Not next to, not above, but together!”
Promoting the development of a child as an individual
Methods of communication - understanding, recognition, acceptance of the child’s personality, based on the ability of adults to take the child’s position, take into account his point of view, and not ignore his feelings and emotions.
Communication tactics are cooperation. The position of an adult is to proceed from the interests of the child and the prospects for his further development as a full-fledged member of society.
Basic principles for building a developmental bilingual environment:
1. Zoning of space is carried out using mobile means - arrangement of furniture and equipment
2. One of the main factors determining the possibility of implementing the principle of activity is the creation of a play environment that provides the child with the opportunity to move.
3.Dynamism is realized with the help of sliding partitions and screens. An element of stability – a “home area” with upholstered furniture, a coffee table, etc.
4. The principle of emotionality of the environment is implemented by the creation of certain traditions in the group:
Completion of certain interior details by children.
Inclusion of large symbolic toys into the interior.
Places where reproductions of paintings, photographs of children, their parents, brothers, sisters are placed.
5. The principle of openness to society is the functional integration of a preschool institution with other socio-cultural institutions: children's theaters, musical and artistic groups that perform directly in the kindergarten.
Group corners “Minem Hirem Tatarstan”.
It is necessary to create a corner in the group “Minem Hirem Tatarstan”. One of the main tasks is to familiarize with the culture of the peoples of the Volga region, where they should be presented in accordance with the age of children : symbols of the Russian Federation and the Republic of Tatarstan (coat of arms, flag), information and visual material about their hometown, the Republic of Tatarstan, the capital city of Kazan. Information material about Russia, Bashkortostan, Chuvashia: (samples of national ornaments for artistic activities, didactic, outdoor games of the peoples of the Republic of Tatarstan). Also in the corner there should be presented materials on teaching children of Tatar nationality their native and Russian languages and consolidating material on the educational complex “Speaking Tatar”: illustrations, pictures for the educational complex; didactic, verbal, ICT games (developed by teachers) based on teaching materials. Teachers need to use additional material in their work to ensure the modern level of organization of teaching preschool children the state languages of the Republic of Tatarstan and familiarization with the culture of the peoples of the Volga region:
Collaboration with parents
The main goal of cooperation: revival of the traditions of family education and involvement of the family in the educational process
Objectives of cooperation:
establish partnerships with the family of each pupil, join forces for bilingual upbringing and education of children;
increase the psychological and pedagogical competence of parents in the field of bilingual education; Maintain confidence in your own teaching capabilities.
create an atmosphere of community of interests, emotional mutual support and cooperation, involve parents in participating in the life of the preschool educational institution;
exploring and promoting better family practices.
Familiarization of parents with the content of the work of preschool educational institutions aimed at bilingual upbringing and education of the child;
Participation in drawing up plans for sports and cultural events, the work of the parent committee;
Active participation of parents in the pedagogical process of preschool educational institutions through the organization and performance of character roles in creative, physical education and festive events.
Training in specific techniques and methods of bilingual education and child development in various types of children's activities at workshops, consultations and open classes.
Performance indicators for the implementation of the Strategy
The main performance indicators of the preschool educational institution as an integral educational system will be the following:
1. Indicators of growth in children's skills and abilities.
2. Availability of diagnostic materials that indicate the dynamics of the development of children’s abilities.
3. Creation of conditions that ensure optimal bilingual upbringing and education of children.
4. Survey data confirming the satisfaction of all participants in the educational process with the work being carried out.
5. The presence of the desire of children and parents to continue learning languages in primary school.
The implementation of the Strategy will improve the quality and provide conditions for receiving educational services for all categories of families and pupils, regardless of social and property status, health status in the conditions of the innovative development regime of preschool educational institutions.
At the same time, the unity of many current trends in the educational process will be ensured:
Mastering effective methods and techniques of working with children;
Creation of a developing language environment;
Linguistic environment in teaching children the Tatar language Language environment in teaching children the Tatar language In order to more fully reveal the topic of the speech, let's first consider the concept of “linguistic environment”. What is it? According to the definition taken from the linguist's dictionary-reference book, the language environment is a type of communicative space in which communication is realized. Since our republic has two state languages, mastering a second (or Tatar or Russian) language is a means of communication for the purpose of social interaction in society, expressed: 1) in the assimilation of the elements and structure of the language; 2) speech norms; 3) stereotypes of speech behavior, which implies the introduction of a new educational and methodological set. Preschool children experience certain difficulties in learning a second language. At preschool age, there are still no real motives for mastering a second language. The natural language environment sufficiently stimulates the processes of acquiring a second language. The goals that we set for the child are abstract for him, so we must build the mastery 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 is possible, on the one hand, by using 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 foreign language development environment. Preschool children studying Tatar as a foreign language master it in an artificially created language environment. This means that they have the opportunity to hear and use the Tatar language not only in direct educational activities, but also in communication with the teacher and with other children. Therefore, the atmosphere surrounding the child in kindergarten should encourage the use of the Tatar language and, if possible, approach the natural language environment. Thus, the teacher, using the Tatar language as a means of communication, must create a foreign language language space. Domestic teachers have repeatedly emphasized the importance of creating a language learning environment when teaching children a foreign language. According to teacher Sh.A. Amonashvili, such an environment “launches” natural speech mechanisms, which in preschool children are flexible and plastic. In order for the formation of speech skills to occur faster and more efficiently, it is necessary to properly organize the learning environment. It is under these conditions that speech skills and abilities become stronger and more flexible. Based on the goals of teaching children the Tatar language, it is necessary to take into account that the language environment should be primarily developmental in nature, i.e. it is necessary to create a developing language environment. All methodological techniques, teaching aids, visual and handout materials, aids and equipment used must create and support the developmental and educational nature of the foreign language environment. The language development environment includes both the language environment and the subject environment. The subject environment attracts the child and arouses his interest in language. The role of the subject environment in preschool educational institutions is very large, 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 the Tatar language within the subject environment is stimulated. Such communication becomes significant for both the students and the teacher. Productive activity, as part of the subject environment surrounding a child in kindergarten, acts as a specific figurative means of understanding reality; it is of great importance for the child’s acquisition of speech norms of the Tatar language. The first step in developing an understanding of the Tatar language in productive activity is the assimilation of the nominative (naming) function of the word: everything that is around the child, everything he does and how he does it, receives a name and is pronounced in the language being studied. In order for a word-name to turn into a word concept, it is necessary to master numerous conditional connections, including motor ones. Which all types of productive activities successfully contribute to. Productive activities are important due to the variety of visibility. Speech material will be absorbed faster and more fully when using natural objects as a visual support. All objects created by children as a result of productive activity are, in turn, a visual support for speech exercises when learning a language. It is also important that the child, in productive activities, relies simultaneously on several analyzers (tactile perception, vision, hearing), which also has a positive effect. Also, do not forget about the importance of physical education minutes that are in tune with the theme of the lesson; they can be: folk games, songs, nursery rhymes, singing songs, finger games, etc. All folklore and folk material is of great importance in the development of a child’s speech. Also, in the process of productive activity, conditions are provided for the close connection of words with action. And this happens naturally, since the child performs all the actions independently. It is in productive activities that children well master the sequence of actions and cause-and-effect relationships of various actions and phenomena. It should be especially noted that children’s actions, accompanied by speech, in the process of visual activity, become more perfect, meaningful, purposeful, regulated and rhythmic. It is rational to use figurative comparisons, poetic texts, riddles, which help create characteristics of objects, contribute to the development of figurative perception in children and enrich speech with expressive means. Thus, certain positive aspects of productive activity have a great influence on the assimilation of the elements and structure of language and speech norms. In the process of playing out the plot and performing practical actions, a continuous conversation is held with the children, an adult emotionally comments on what is happening in the lesson. The playful organization of children's activities increases their speech activity and causes speech imitation. First of all, the speech of an adult should be considered as a role model, i.e. it should be accessible, expressive, from clearly constructed sentences and contain pauses for comprehension of what was heard. It is advisable to use the same words in different combinations and sentences. The role of the Tatar language teacher acts as the main means of creating a language environment. She is a role model and model of children's speech behavior. In order to increase the educational impact of speech, certain conditions must be met: - accessibility of speech - avoidance of complex sentences - use of repetitions, paraphrasing of speech - untranslated semantization Creativity activates the process of mastering a second language: initiative, independence and activity developing in the process of creativity encourage children to master knowledge , abilities, skills, form their ability for self-learning and self-development.
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 the 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.
Izmailova Golsinya Shafiullovna
Job title: teacher of native language and literature
Educational institution: MCOO "SREDNETERSHANSKAYA SSH"
Locality: village of Srednyaya Tereshka, Starokulatkinsky district, Ulyanovsk region
Name of material: article
Subject:"Studying the Tatar language within the framework of the Federal State Educational Standard in a Russian-speaking language environment"
Publication date: 02.03.2018
Chapter: secondary education
Studying the native Tatar language in within the framework of the Federal State Educational Standard
in a Russian-speaking language environment
Problem
studying
Tatar
Federal
State
Educational
Standard
is very relevant today.
The educational program of the school, along with compulsory
compliance with the requirements of the Federal State Educational Standard, focused on fulfilling
social order of parents, including the education of children
Tatar language, culture
and national traditions of the Tatar people.
The main task schools with an ethnocultural Tatar component
education is the education of a multicultural personality,
able to navigate the modern world; nurturing pride
for their native language, for their people, for their readiness to serve their Motherland.
The school should introduce the child to the national
culture,
to folk crafts, to folk ideals and art,
system of moral values and prohibitions.
In accordance with the educational program of the school with
ethnocultural Tatar component of education curriculum
The study of the Tatar language is provided from grades 1 to 11. Besides
this ethnocultural component is implemented in the system
additional education and in the system of educational work in
in general .
Teachers of the Tatar language and literature work according to the Program
teaching the Tatar language for Tatar students living in
regions of the Russian Federation, approved by the Ministry
education and science of the Republic of Tatarstan.
Teaching involves working with educational and methodological
a set that includes a textbook, workbook and
methodological manuals for teachers.
The training kit is also equipped with audio recordings of individual
topics and exercises that promote rapid learning
material.
Children of more than thirty nationalities study at our school.
For most of them, the Tatar language is one of the most difficult
school subjects, so effectiveness is largely
depends on the organization of the educational process.
In this regard, in order to maintain students’ interest in Tatar
language, every opportunity is used to enhance the educational process
to a qualitatively new level. In order to intensify activities
students in the classroom, Tatar language teachers are implementing
activity-based approach to teaching, new pedagogical
technologies: information and communication, personal
oriented, developmental learning, problem-search method
training, etc.
There is 1 classroom of the Tatar language. The office is equipped with
modern requirements.
All classes according to the level of language proficiency are divided into
subgroups. Thanks to the activities of the school administration,
All conditions for fruitful work have been created.
The school has a methodological association of Tatar teachers
language and literature, it has been functioning since the opening of the school.
Methodological theme of the association: “Improvement
professional competence of Tatar teachers
language and literature in the context of the introduction of innovative
technologies into the modern educational process."
The main areas of work are:
teaching children of all nationalities the Tatar language in
within the framework of the Federal program;
organizing individual consultations with
low-achieving students;
preparation, organization and conduct of school-wide
events on the Tatar language (this is the week of the Tatar language;
anniversary evenings dedicated to the work of Tatar writers,
poets and artists);
review of design and research works for
preparing them for participation in competitions and conferences;
preparing students for school and All-Russian Olympiads
Tatar language and literature.
MO sets itself the goal of forming communicative
student competencies and basic speech skills. In these conditions
the formation of a language environment is of utmost importance when studying
in Tatar language. It is also carried out in creative associations,
and in extracurricular activities.
All teachers who are native speakers of the Tatar language strive
communicate with children in their native language. All signs, office names
dubbed in the Tatar language.
Traditionally we hold creative evenings dedicated to
anniversary dates of classics of Tatar literature, poetry and music.
All events are conducted in two languages (Tatar and Russian).
We attend tours of Tatar theaters and museum exhibitions. Teachers
schools strive to immerse students in the Tatar environment as much as possible.
Main
methodical
principle
is
implementation
personality-oriented
training.
Teachers
take into account
possessions
material
differentiated
multi-level
tasks),
take into account
age and individual characteristics of students to create
success situations .
Our children, participating in district, city, interregional and
international competitions and olympiads, achieve good
results.
These successes stimulate children to new victories and help
teachers to instill in them a sense of pride in their school, for
your people and for your homeland.
