A series of plot pictures on the development of speech. Summary of lessons on speech development in the preparatory group

A series of narrative pictures intended for the independent compilation of stories by children.

Balloon.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own

1. Answer the questions:
Who lost the balloon and where?
Who found the ball on the field?
What was the mouse and what was his name?
What did the mouse do on the field?
What did the mouse begin to do with the ball?
How did the ball game end?

2. Make up a story.

Sample story "Balloon".

The girls tore cornflowers in the field and lost a balloon. Little mouse Mitka ran across the field. He was looking for sweet grains of oats, but instead of them he found a balloon in the grass. Mitka began to inflate the balloon. It blew, blew, and the ball got bigger and bigger until it turned into a huge red ball. A breeze blew, picked up Mitka with the ball and carried him over the field.

House for the caterpillar.

1. Answer the questions:
Who are we going to write a story about?
Tell me, what was the caterpillar and what was its name?
What did the caterpillar do in the summer?
Where did the caterpillar crawl once? What did you see there?
What did the caterpillar do to the apple?
Why did the caterpillar decide to stay in the apple?
What has the caterpillar made in its new home?
2. Make up a story.

Sample story "House for a caterpillar".

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

Once upon a time, a young, green caterpillar lived and lived. Her name was Nastya. She lived well in the summer: she climbed trees, feasted on leaves, basked in the sun. But the caterpillar was not at home and she dreamed of finding it. Once the caterpillar crawled onto the apple tree. I saw a big red apple and began to gnaw it. The apple was so tasty that the caterpillar did not notice how it gnawed right through it. Caterpillar Nastya decided to stay in the apple. She felt warm and comfortable there. Soon the caterpillar made a window and a door in its dwelling. It turned out to be a wonderful house

New Year's preparations.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
What holiday was approaching?
Who do you think bought the tree and put it in the room?
Tell us what the tree was.
Who came to decorate the tree? Come up with names for the children.
How did the children decorate the tree?
Why was the ladder brought into the room?
What did the girl attach to the top of her head?
Where did the children put the toy Santa Claus?
2. Make up a story.

Sample story "New Year's Preparations".

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

The New Year's holiday was approaching. Dad bought a tall, fluffy, green Christmas tree and put it in the hall. Pavel and Lena decided to decorate the tree. Pavel took out a box with Christmas decorations. Children hung flags and colorful toys on the Christmas tree. Lena could not reach the top of the tree and asked Pavel to bring the ladder. When Paul installed the ladder near the spruce, Lena attached a gold star to the top of the spruce. While Lena was admiring the decorated Christmas tree, Pavel ran into the pantry and brought a box with a toy Santa Claus. The children put Santa Claus under the Christmas tree and, happy, fled from the hall. Today parents will take their children to the store to choose new costumes for the New Year's carnival.

Bad walk.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
Name who you see in the picture. Come up with a name for the boy and a nickname for the dog.
Where did the boy walk with his dog
What did the dog see and where did it run?
Who flew out of the bright flower?
What was the little bee doing in the flower?
Why did the bee bite the dog?
What happened to the dog after being bitten by a bee?
Tell us how the boy helped his dog?
2. Make up a story.

Sample story "Unlucky Walk".

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

Stas and the dog Jay walked along the park alley. Jay saw a bright flower and ran to sniff it. The dog touched the flower with its nose and it swayed. A little bee flew out of the flower. She collected sweet nectar. The bee got angry and bit the dog's nose. The dog's nose was swollen, tears flowed from his eyes. The jay dropped its tail. Stas got worried. He took a plaster from his bag and stuck it on the dog's nose. The pain subsided. The dog licked Stas on the cheek and wagged its tail. Friends hurried home.

As the mouse painted the fence.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
Come up with a nickname for the mouse, which you will talk about in the story.
What did the little mouse decide to do on the day off?
What did the mouse buy in the store?
Tell me what color was the paint in the buckets
What paint did the mouse begin to paint the fence?
What colors did the mouse use to paint flowers and leaves on the fence?
Come up with a sequel to this story.
2. Make up a story.

A sample of the story "How the little mouse painted the fence."

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

On a weekend, the little mouse Proshka decided to paint the fence near his house. In the morning Proshka went to the store and bought three buckets of paint in the store. I opened it and saw: in one bucket - red paint, in the other - orange, and in the third bucket - green paint. Prosh the mouse took a brush and began to paint the fence with orange paint. When the fence was painted, the mouse dipped a brush in red paint and painted flowers. Prosha painted the leaves with green paint. When the work was done, friends came to visit the mouse to look at the new fence

Duckling and Chicken.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
Come up with nicknames for the duckling and the chicken.
What time of year are shown in the pictures?
Where do you think the duck and the chicken went?
Tell us how friends crossed the river:
Why didn't the chicken go into the water?
How did the duckling help the chicken swim to the other side?
How did this story end?
2. Make up a story.

Sample of the story "Duck and Chicken".

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

On a summer day, the duckling Kuzya and the chicken Tsypa went to visit the turkey. The turkey lived with dad turkey and mom turkey on the other side of the river. The duckling Kuzya and the chicken Tsypa approached the river. Kuzya flopped into the water and swam. The chick did not go into the water. Chickens cannot swim. Then the duckling Kuzya grabbed a green leaf of a water lily and planted Tsypa on it. The chicken swam on the leaf, and the duck nudged him from behind. Soon the friends crossed to the other side and met with a turkey.

Successful fishing.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
Who went fishing one summer? Come up with nicknames for the cat and the dog.
What did the friends take with them?
Where did the friends settle down for fishing?
What do you think the cat started screaming when he saw that the float went under the water?
Where did the cat throw the caught fish?
Why did the cat decide to steal the fish that the dog caught?
Tell me how the dog managed to catch the second fish.
Do you think the cat and the dog go fishing together?
2. Make up a story.

Sample of the story "Successful Fishing".

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

One summer cat Timofey and the dog Polkan went fishing. The cat took the bucket, and the dog took the fishing rod. We sat down on the bank of the river and began to fish. The float went under the water. Timofey began to shout loudly: "Fish, fish, pull, pull." Polkan pulled out the fish, and the cat threw it into the bucket. The dog threw the rod into the water for the second time, but this time he caught an old boot. Seeing the boot, Timofey decided not to share the fish with Polkan. The cat quickly grabbed the bucket and ran home to dinner. And Polkan poured water from his boot, and there was another fish. Since then, the dog and the cat do not go fishing together.

Resourceful mouse.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
Come up with a name for a girl, nicknames for a cat, a mouse.
Tell me who lived in the girl's house.
What did the girl put in the cat's bowl?
What did the cat do?
Where did the mouse run out of and what did he see in the cat's bowl?
What did the little mouse do to drink milk?
What was the cat surprised when she woke up?
Come up with a continuation of this story.
2. Make up a story.

Sample story "Resourceful Mouse".

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

Natasha poured Cherry into a bowl of milk for the cat. The cat ate some milk, put her ears on the pillow and fell asleep. At this time, the mouse Tishka ran out from behind the closet. He looked around and saw milk in the cat's bowl. The mouse wanted milk. He climbed into a chair and pulled a long pasta out of the box. Tishka the mouse quietly crept up to the bowl, dipped the pasta into the milk and drank it. Cherry the cat heard a noise, jumped up and saw an empty bowl. The cat was surprised, and the mouse ran back behind the closet.

Like a crow raised peas.

The adult asks the child to lay out the plot pictures in a logical sequence, answer the questions with a full answer and compose a story on their own.

1. Answer the questions:
What time of year do you think the cockerel walked across the field?
What did the cockerel carry home?
Who noticed the cockerel?
What did a crow do to feast on peas?
Why didn't the crow eat all the peas?
How did the bird sow pea seeds in the ground?
What appeared from the ground after the rain?
When did pea pods appear on the plants?
What was the crow happy about?
2. Make up a story.

A sample of the story "How a Crow Grew Peas".

The story is not readable to the child, but can be used as an aid in case of difficulties in drawing up a children's, author's story.

In early spring a cockerel walked across the field and carried a heavy sack of peas over his shoulders.

Cockerel noticed the crow. She jabbed her beak into the bag and tore off the patch. Peas spilled out of the bag. The crow began to feast on sweet peas, and when she was full, she decided to grow her crop. With its paws, the bird trampled several peas into the ground. Rain is coming. Very soon, young pea shoots appeared from the ground. In the middle of summer, tight pods with large peas inside appeared on the branches. The crow looked at her plants and rejoiced at the rich harvest of peas that she managed to grow.

One of the means for the development of coherent speech is storytelling according to a picture, many teachers and psychologists spoke about this: E. I. Tikheeva, E. A. Fleerina, V. S. Mukhina, S. L. Rubinshtein, A. A. Lyublinskaya. Such scientists as N.N. Poddyakov, V.V. Gerbova and others were engaged in the topic of storytelling based on a series of plot pictures at different times.

Relevance and significance At the heart of storytelling is the children's perception of the surrounding life. The picture not only expands and deepens children's ideas about social and natural phenomena, but also affects the emotions of children, arouses interest in storytelling, encourages even the taciturn and shy to speak.

Object: teaching preschoolers to storytelling using pictures. Subject: the process of developing coherent speech of preschoolers in the classroom using pictures. Purpose: to study and analyze the influence of classes using pictures on the development of coherent speech in preschoolers. Methods: theoretical analysis of psychological and pedagogical literature, observation, conversation.

SERIES OF PICTURES USED IN KINDERGARTEN: subject paintings - they depict one or more objects without any plot interaction between them (furniture, clothes, dishes, animals; "Horse with a foal", "Cow with a calf" from the series "Domestic animals "- author S. A Veretennikova, artist A. Komarov). plot pictures, where objects and characters are in plot interaction with each other.

Reproductions of paintings by masters of art: - landscape paintings: A Savrasov "The Rooks Have Arrived"; I. Levitan "Golden Autumn", "March"; A. Kuindzhi "Birch Grove"; I. Shishkin "Morning in a pine forest"; V. Vasnetsov "Alyonushka"; V. Polenov "Golden Autumn" and others; - still life: I. Mashkov "Rowan", "Still life with a watermelon"; K. Petrov-Vodkin "Bird cherry in a glass"; P. Konchalovsky "Poppies", "Lilac at the Window".

Requirements for the selection of paintings - the content of the picture should be interesting, understandable, fostering a positive attitude towards the environment; - the picture must be highly artistic: images of characters, animals and other objects must be realistic; - the picture must be available not only in content, but also in image. There should be no pictures with an excessive heap of details, otherwise children will be distracted from the main thing.

General requirements for the organization of work with a picture: 1. It is recommended to carry out work on teaching children to tell a story from a picture starting from the 2nd junior group of a kindergarten. 2. When choosing a plot, it is necessary to take into account the number of objects drawn: the younger the children, the fewer objects should be depicted in the picture. 3. After the first game, the picture is left in the group for the entire time of classes with it (two to three weeks) and is constantly in the children's field of vision. 4. Games can be played with a subgroup or individually. It is not necessary, however, that all children go through every play with a given painting. 5. Each stage of work (a series of games) should be considered as intermediate. The result of the stage: the child's story using a specific mental device. 6. The final story can be considered a detailed story of a preschooler, built by him independently with the help of learned techniques.

Types of storytelling in the picture: 1. Description of object pictures is a coherent sequential description of the objects or animals depicted in the picture, their qualities, properties, actions. 3. A story based on a sequential plot series of pictures: the child talks about the content of each plot picture from the series, linking them into one story. 2. Description of the plot picture is a description of the situation depicted in the picture, which does not go beyond the content of the picture.

4. Narrative story based on a plot picture: the child comes up with a beginning and an end to the episode depicted in the picture. He needs not only to comprehend the content of the picture, to convey it, but also to create previous and subsequent events with the help of imagination. 5. Description of landscape painting and still life.

Teaching children to look at paintings Structure of the lesson Methodological techniques Jr., cf. groups Art., prepared. groups I part. Arouse children's interest and desire to see the picture. Prepare them for her perception. Part II. There are two parts to examining a painting. Purpose of part 1: to create a holistic view of the whole picture. Part 2 Objective: To establish connections and relationships. Part III. Summarize in a coherent monologue children's ideas about what they see in the picture. Arouse the desire to tell yourself and listen to the stories of other children. Questions, riddles, didactic games before making a picture. Artistic word. Making a picture. Questions from the introduced character. Sample educator story. Introductory conversation, questions of children (the answer is found in the picture). Riddles, artistic word, etc. Questions about the content of the picture. Educator sample, partial sample, story plan, literary sample, collective storytelling.

Purpose: to exercise in guessing riddles, to form the ability to carefully consider the picture, to reason about its content, to compose a detailed story on the picture, based on the plan; develop the ability to select words that are close in meaning, denoting the actions of objects; develop a sense of teamwork, healthy competition. Lesson (Appendix E) Topic: "Writing stories based on the painting" Cat with kittens ".

Lesson (Appendix E) Topic: Writing stories based on a series of plot pictures "How the puppy found friends." Purpose: To form the ability to compose a story based on a series of plot pictures (at a given beginning). Exercise in the selection of adjectives for the noun; in the selection of words denoting action. Develop memory, attention.

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Topic: Story about the painting "Horse with a foal", from the series "Domestic animals", by S.А. Veretennikova.

At the beginning of the lesson, the children easily guessed the riddle about the horse:

She is slim and proud

There are hooves, and there is a mane.

The children were able to substantiate the answer. The introduction of the painting into the class aroused a lot of emotions. The painting "Horse with a foal" made a huge impression on the children, so they were happy to talk about it. In the process of telling, we were able to achieve complete answers, saturated with epithets and various turns, demonstrating our sample of the story.

The game "Who has who?" Was held with interest. The children were not mistaken in naming the young animals, only "lamb" and "piglet" caused difficulty.

Analyzing the children's answers to questions about the story of E.I. Charushina "Horse", we are faced with the fact that not all children can answer questions such as: How did you like the story? Why do you think so? Therefore, I gave my own sample of the answer to the question, allowing the child to answer the subsequent questions himself, based on my example.

Children freely named baby animals in the singular. Difficulties were caused by the names of animals in the accusative case of the plural. For example: a lot of tiger cubs, wolf cubs. We had to correct children many times. In the end, we got all the kids to get the right answers.

Children with great desire described the hare and picked up epithets for the mood of the hare.

The work on composing stories based on plot pictures was also interesting. We listened to the stories of three children. all the stories were different and interesting. In the course of the story, we asked clarifying questions: Why did the hare return to the burrow? And what else could he come back for?

In the process of telling, we observed the grammatical correctness of speech: we corrected the children's mistakes and asked to repeat the correct word.

Pictures depicting animals, in the names of which the sound "l" is found, the children called correctly - the children have developed phonemic hearing.

Descriptive story.

A descriptive story based on pictures depicting a hare and a bear. According to the picture with the image of the hare, we told ourselves, thereby giving a sample

story. Children complemented our story. After our own story, we

asked to tell about the same picture of two children. Children have already told on their own using the picture of the bear. We paid attention to detailing, to the selection of epithets for the image of a bear. We think that this work was successful.

Comparative story.

Comparative story based on pictures with the image of two birds: a magpie and a sparrow.

Based on previous experience (descriptive stories), taking into account our requirements, the children in great detail, figuratively described the birds and compared them: they found similarities and differences. We urged children to compare not only appearance, but also habits, and what a sparrow and a magpie eat. After reading I. Grishashvili's poem "Protect the Birds", we had a conversation about how to take care of birds, take care of them.

Word play is a fiction.

Children got great pleasure from the word game. It was fun and interesting for the guys. The following fables have been proposed:

The horse flies across the sky

The fish walks across the field.

A bird floats on the sea

The ship goes across the field, etc.

Children easily corrected fables, replacing words. After the fables we proposed, the children came up with their own, for example:

A hedgehog floats across the sky

Legs go across the field.

(This fiction was invented by Demin Kostya).

The game is a fiction, it was interesting not only for children, but also for us.

Individual work.

Drawing up a story based on plot pictures. Children were offered stories: N. Nosov "Living Hat" and N. Artyukhova "Coward".

The story "Living Hat", children retold after reading the work, based on pictures. Then the task became more difficult: the children had to divide the story, which consisted of 6 pictures, into three parts - the beginning, the main part, the ending. Children tried to title each part, but the titles were not very successful, for example: "How the children saw a running hat" (D. Murashov); "When the boys ran away from the couch" (M. Lobova). Seeing that the children are unable to title parts of the story, we, as an example,

read a short story "Kit" by S. Sakharnov and asked to come up with a title for the story. Then they read the real title of the story and asked: Why is it called that? Together with the children, we divided the story into parts, and entitled each one.

The story "Coward", children invented from pictures without reading, they themselves gave names to their story. For example: "Girl and dog", etc.

Then the task became more difficult: the children need to divide the story, consisting of 4 pictures, into three parts - the beginning, the main part, the ending.

The story of the poem "The Eagle and the Frog" using pictures.

Each word has a corresponding picture (except for conjunctions and prepositions). This method of memorizing a poem turned out to be very effective: children memorized the poem with ease. Usually, memorizing poems does not give children pleasure, and pictures allow you to learn a poem quickly and with interest.

Working with parents. Screen.

The screen includes 4 parts:

1. An appeal to parents, the theme of the screen and its justification, the statements of L.V. Vygotsky;

2. "You can develop coherent speech with the help of subject pictures." This section provides an example of descriptive and comparative stories ("Mushrooms");

3. "You can develop coherent speech with the help of plot pictures." This section provides an approximate list of questions that parents can ask children to describe the plot pictures;

4. "Play with your child." A fiction game "Is it true or not?" L. Stancheva. Literature is also indicated here, in which parents can find other fable games for the development of children's speech.

The screen stood in the dressing room for two weeks and was available to all parents. Y. Zverev's mother asked: "What other pictures can be used for the development of coherent speech?", "Can illustrations be used in books for storytelling?"

In conclusion, we can say that the screen for the parents was not made in vain.

Children program

Storytelling story: "Horse with a foal".

Purpose: To acquaint children with a new picture; learn to compose a related story based on a picture; continue to teach children to guess riddles and justify answers; to form the ability to explain the meaning of a saying; continue to teach children to answer questions about the work they have read (story by E.I.

Charushina "Horse"); fix the names of cubs of wild and domestic animals; foster interest in looking at the picture; foster a desire for storytelling; foster a culture of verbal communication. Activation of the dictionary, clarification and consolidation of the dictionary (mane, hooves, horseshoe, cart, nostrils); enrichment of the vocabulary (farmer, dairy farm, harnessed).

Consideration by plot pictures.

Purpose: To teach children to compose a story story from a picture; develop the ability to independently invent events preceding and following the picture; continue to learn to guess riddles and explain their answers; fix the names of animals and cubs; to train children in the use of the names of baby animals in the genitive singular and plural, in the selection of comparisons and definitions to a given word, as well as synonyms and antonyms; to consolidate the correct pronunciation of the sound "l" in words and phrasal speech. Raise interest in viewing by pictures, the desire to compose an independent story by pictures, the ability to work in pairs, the culture of verbal communication. Activation, clarification, consolidation and enrichment of the vocabulary (trudging, trudging).

A descriptive story based on pictures depicting a hare and a bear.

Purpose: To continue teaching children to examine the paintings in detail; develop connected speech; answer questions from the educator; to activate the speech of children; select epithets for images of a hare and a bear; teach to tell emotionally, expressively; enrich vocabulary. Raise interest in looking at pictures, the desire to tell from the picture, the culture of verbal communication.

Comparative story based on pictures depicting two birds: a magpie and a sparrow.

Purpose: To develop the connected speech of children; to activate the speech of children; teach how to answer the teacher's questions; describe pictures, observing the detail; teach children to compare two birds; continue to learn to pick up epithets; enrich vocabulary. Raise interest in looking at pictures, the desire to tell from the picture, the culture of verbal communication.

Word game - fiction

Purpose: To acquaint children with fables; teach children to find inconsistencies between fables and reality; teach children to invent fables on their own; continue to intensify speech; continue to teach children to answer the teacher's questions. To cultivate an interest in fables, a desire to independently compose fables, a culture of verbal communication.

Individual work

Drawing up a story based on plot pictures based on the work of N. Nosov

"Living Hat"

Purpose: To teach children to compose a story based on a work; independently title parts of the story; describe the characters of the heroes, their moods; teach children to come up with their own end to the story; develop skills in the selection of epithets, figurative expressions; teach children to answer the teacher's questions. Raise interest in storytelling from pictures, the ability to listen to a story, the culture of verbal communication, the ability to emotionally tell, empathize with the characters.

Drawing up a story based on plot pictures.

Purpose: To teach children to compose a story based on plot pictures; independently build the plot of each picture; captioning the story and each part; activate verbs expressing different states; develop skills to describe the characters of the characters and their moods; to come up with a story, going beyond the pictures (past, future); teach to answer the teacher's questions. To cultivate an interest in storytelling from pictures, a culture of verbal communication, a desire to empathize with heroes.

Narration of the poem "The Eagle and the Frog"

Purpose: To acquaint children with a new poem; develop the memory and thinking of children; activate speech; teach to tell a poem based on pictures; arouse interest and desire to tell a poem from pictures.

2.3. Formative experiment program.

1. Teaching preschoolers the ability to express their thoughts coherently and consistently, grammatically and phonetically correctly is one of the main tasks of speech therapy influence on children with OHP.
2. Teaching storytelling from a picture or a series of plot pictures play an important role in the development of coherent speech in preschoolers with OHP.
3. The painting is one of the main attributes of the educational process at the stage of preschool childhood.
4. Pictures for working with children are distinguished by format, subject matter, content, by the nature of the image and by their functional method of application.
5. When choosing pictures, one should take into account the gradualness (the transition from more accessible to complex subjects). Their content should be related to the surrounding reality of the child.
6. Painting in its various forms, with skillful use, allows you to stimulate all aspects of the child's speech activity.

One of the main tasks of speech therapy influence on children with OHP is to teach them to express their thoughts coherently and consistently, grammatically and phonetically correctly, to talk about events from the life around them. This is important for learning at school, communication with adults and children, and the formation of personal qualities.

Every child should learn to express his thoughts in a meaningful, grammatically correct, coherent and consistent manner. At the same time, the speech of children should be lively, spontaneous, expressive.

The ability to tell helps the child to be sociable, overcome reticence and shyness, and develops self-confidence. Coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively. Teaching storytelling based on a series of plot pictures play an important role in the development of coherent speech in preschoolers. The famous teacher K.D. Ushinsky said: "Give a child a picture and he will speak."

It is known what a tremendous importance the experience and personal observation of a child have for the development of his thinking ability and speech. Pictures expand the field of direct observation. The images, ideas they cause, of course, are less vivid than those that real life gives, but, in any case, they are incomparably more vivid and definite than the images evoked by the bare word. There is no way to see life in all its manifestations with your own eyes. That is why the paintings are so valuable and their significance is so great.

Painting is one of the main attributes of the educational process at the stage of preschool childhood. With its help, children develop observation, improve thinking, imagination, attention, memory, perception, replenish the stock of knowledge and information, develop speech, contribute to the formation of specific concepts, ideas (S.F. Russova), contributes to the development of mental processes, enriches sensory experience.

In the methodology for the development of speech of preschoolers, according to researchers O.I. Solovyova, F.A. Sokhina, E.I. Tikheeva, the use of paintings plays a leading role.

Classes with children using plot pictures belongs to the leading place in the methodology of developing children's speech. The child willingly translates his experiences into speech. This need is an accomplice in the development of his language. Considering the plot, the child speaks all the time. The teacher must maintain this children's conversation, must speak with the children himself, guide their attention and language through leading questions

Let us dwell in more detail on the types of paintings that are used in the educational process in a preschool institution.

Pictures for working with children are distinguished according to the following criteria:

• by format: demo and handouts;
• by topic: the natural or objective world, the world of relations and art;
• by content: artistic, didactic; subject, plot;
• by the nature of the image: real, symbolic, fantastic, problematic and mysterious, humorous;
• by functional method of application: an attribute for a game, a subject of discussion in the process of communication, an illustration to a literary or musical work, didactic material in the process of learning or self-knowledge of the environment.

When choosing plot pictures in order to enrich ideas, concepts and language development, strict gradualism should be observed, moving from accessible, simple plots to more difficult and complex ones. Their content should be accessible to children, connected with the life of the kindergarten, with the surrounding reality of the child. For collective stories, paintings are selected with sufficient material in terms of volume: multi-figure ones, which depict several scenes within the framework of one plot.
By examining the sequentially shown pictures, children learn to build logically complete parts of the story, from which a holistic narrative is ultimately formed. In the classroom, handouts are also used, for example, subject pictures that each child receives.

The kindergarten should strive to ensure that he has a selection of paintings that can satisfy all the needs of the current job. In addition to the paintings assigned for hanging on the wall, there should be a selection of plot paintings, classified by themes, the purpose of which is to serve as material for conducting certain methodological lessons. For these purposes, postcards, pictures cut from worn out books, magazines, even newspapers, and pasted on cardboard, mounted from parts of posters, can serve. Graphic literacy teachers can draw simple, simple pictures themselves.

So, the picture in its various forms, with skillful use, allows you to stimulate all aspects of the child's speech activity.

Painting lessons or a series of plot paintings are essential in teaching storytelling.

Olga Vasilyeva

onspect speech development classes in the preparatory group. Examining the picture(painting from the series for kindergartens ).

Work prepared teacher Vasilyeva O.S.

Educational area: Speech development.

Integration of educational areas "Socialization", "Communication", "Artistic creation".

Software content:

Target:

Improve the ability to compose stories about the content of the painting.

Teach children to express their impressions in speech, express judgments, assessments.

Continue to train the children to agree on words in a sentence.

Enrich the dictionary with words of a social science nature.

-Develop the ability to name words with a given sound.

Use the expressive means of the language.

Continue to learn to pronounce words clearly and distinctly.

- Activate dictionary: seedling, the name of the colors (irises, velvet, kasmea, chrysanthemums)

Developmental tasks: Develop verbal description skill paintings.

Educational tasks: To cultivate a love of work; respect for adult work; desire to help

Material to occupation:

Painting from the series for kindergartens "Work on the school site", cards with flowers, artificial flowers.

Methods and techniques:

1. Organizational moment.

The teacher reads an introduction to the topic poem:

We do not offend flowers,

We do not tear them, but plant them,

We pour them warm water

At the roots we loosen the earth.

There will be our forget-me-nots

Higher than Olya, higher than Anyutka

S. Semenova

2. Work on picture"Work on the school site".

Let's silently watch the guys on picture and share our impressions of what we saw.

What is it all the same, wonderful painting.

Heroes pictures - who are they, what are they wearing, the mood and character of the characters? (children's answers).

What do children do? (plant flowers)

Remember in the summer on the site we also planted flowers with you, and what kind of flowers did we plant? What were they called? (velvet, iris, chrysanthemums, daylily, asters, zinnia)

Guys, what do you think, what kind of flowers do children plant on picture? (children's answers)

Why are they doing this? (what would be nice around the school)

And what time of year is shown on picture? (Spring)

How did you guess? (Planting takes place always in the spring)

Guys, if we get closer to picture what do you think we can hear what sounds?

Guys, what event did she introduce us to? painting? (with difficulty of teacher and children)

Guys, let's come up with a name for this picture? (children's answers)

Which title did you like the most?

3. Vocabulary work.

Children, this painting made in the technique of the plot. The plot is a specific event, the situation depicted in picture... Let's say this new word all together clearly and loudly: PLOT.

4. The teacher's story based on the painting.

And now I give you a little I'll tell you about this picture, and you carefully listen: "In the center paintings depicts children and a teacher. The weather is warm, sunny, you can tell by the clothes of the children. The children are dressed in light, almost summer clothes. Pay attention no one interferes with each other everything busy with their business... A kindergarten is visible in the background, and a school is shown a little further. Young birches are planted in the schoolyard. They are not big, perhaps they were also planted by schoolchildren quite recently. "

5. Physical education "Rain Clouds".

Now let's take a little rest. Repeat after me.

Rain clouds swam: Lei, rain, lei! (We walk in place and clap our hands).

The rains are dancing as if they were alive! Drink, earth, drink! (Walking in place).

And the tree, bending down, drinks, drinks, (Leaning forward).

And the restless rain pours, pours, pours! (Clap our hands).

6. Didactic game "Collect a bouquet".

Children, I suggest you play a game "Collect a bouquet"... You need to make bouquets of flowers, list how many and what flowers you have in your bouquet.

7. Children's story about the picture.

Guys, today you and I described the storyline picture"Work on the school site", we answered questions, listened to my story, and now I want to listen to any of you (the teacher calls at will, if there are no volunteers, offers one child to start, then connects the next, ideally it should turn out to be coherent story from 7 to 8 sentences, divided between two or three children).

Well done, you did your best today, thanks for class!

8. Analysis story.

Involve a child or several children in the analysis, the answers described picture... To explain why, I liked this or that answer more. Highlight brighter performances with children.

Related publications:

Synopsis of an integrated lesson in the preparatory group "Consideration of the painting by I. Levitan" Golden Autumn "and drawing" Software content. Topic: "Examination of the painting by I. Levitan" Golden Autumn "and drawing" The purpose of the lesson: to acquaint children with creativity.

Synopsis of a comprehensive lesson on the development of speech "Task for Antoshka". Examination of the painting by A.K.Savrasov "The Rooks Have Arrived" Demonstration material: Painting by AK Savrasov "The Rooks Have Arrived" Handout: Pictures with the sound "L", tables. Preliminary.

Abstract of the GCD for the development of speech in the senior group "Consideration of the picture" Autumn "using OTSM-TRIZ technology Purpose: To promote the formation of a conscious attitude in children to the process of composing a story about a landscape. Create conditions for assimilation.

Summary of the lesson on the development of speech "Examination of the painting" Santa Claus " Municipal autonomous preschool educational institution "Kindergarten No. 4 combined type" 683030, Petropavlovsk-Kamchatsky ,.

Synopsis of the lesson on the development of speech in the first junior group. Consideration of the plot painting "Saving the Ball" Synopsis of the lesson on the development of speech in the first junior group. Consideration of the plot picture "Saving the ball" PROGRAM CONTENT: 1. Teach.

Synopsis of the lesson on the development of speech in the senior group. Consideration of the painting "Hedgehog" and composing a story on it Target. Help the children view and title the painting. Learn to independently compose a story from a picture, adhering to the plan. Software

Synopsis of the speech development lesson "Consideration of the painting by V. D. Ilyukhin" The Last Snow " Software content. To acquaint children with the painting by V. D. Ilyukhin "The Last Snow". Develop an interest in paintings. Teach vision.

Summary of the lesson on the development of speech in the preparatory group. Examination of the painting by I. I. Levitan "March" Lesson summary. Preparatory group. Development of speech. Topic: Consideration of the painting by II Levitan "March". Software content: Continue.