In various literary sources, there is a broad interpretation of the concept of "competence". In the "Explanatory Dictionary of the Russian Language" ed. S.I. Ozhegova considers the concept of “competent” as follows: 1) knowledgeable, knowledgeable, authoritative in some area; 2) having competence. And the very concept of "competence": 1) the range of issues in which someone is well aware; 2) the circle of someone's powers, rights.

In the "Explanatory Dictionary of the Russian Language" ed. D.N. Ushakov, we find a similar definition of competence, as well as the wording of a derivative adjective "competent", i.e. "informed, being a recognized expert in any subject."
"Soviet Encyclopedic Dictionary" gives the following definition of the concept "competence"-- (from lat. competo - I achieve; I correspond, I approach): 1) the terms of reference granted by law, charter or other act to a specific body or official; 2) knowledge and experience in a particular area.

If we take as a basis the shortest definition of competence by I.A. Zimney: “ competence-- successful action in a particular situation", then the manifestation of competence is to achieve a positive result in any activity.

According to A.V. Khutorsky, the concept of competence includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity) set in relation to a certain range of objects and processes and necessary for high-quality productive activity in relation to them.

It is not uncommon to hear arguments that competencies are the same knowledge, skills, skills (KUN). In fact, this assumption is not far from the truth, but still not accurate. Let's go back to the origins. Richard Boyatzis, one of the founders of the concept of competencies, wrote that competency is “a basic personality characteristic that underlies effective or excellent job performance” . It can be a motive, a trait, a skill, an aspect of a person's idea of ​​himself or his social role, as well as the knowledge that he uses. Further, referring all these concepts to the area of ​​competencies, Boyatzis argues that they form a kind of hierarchy in the structure of the personality, and each competency can exist at different levels: motives and traits - on the unconscious, the image of the "I" and social role - on the conscious, skills are at the behavioral level.

Let us pay attention to the fact that the content of the concept of competencies is still wider than ZUN, and only they are not limited to them. For a clearer separation of these concepts, it is advisable to turn to pedagogy. It is noteworthy that at present a new concept of education is being formed in Russian pedagogy - competence-based education. Its goal is to bridge the gap between learning outcomes and modern practice requirements. In pedagogy, “competence” is understood as the general ability and readiness of an individual for activity, based on knowledge and experience acquired through training, focused on the individual’s independent participation in the educational and cognitive process, and also aimed at its successful inclusion in labor activity. Abroad, such an approach to the educational process has long become the norm. So, competencies are related to the ability of a person to effectively put into practice the knowledge, skills, etc. learned during the period of training and professional development.

As can be seen from the definitions of different types of competencies, the following structures are distinguished in each of them:

• · knowledge (the presence of a certain amount of information),
• · attitude to this knowledge (acceptance, rejection, ignoring, transformation, etc.),
• · implementation (implementation of knowledge in practice).

This involuntarily begs the question - is it possible to call competence only knowledge and attitude to this knowledge without its direct application? - Although at first glance it seems possible to answer positively to this question, based on the interpretation of the word competence as awareness. Nevertheless, when it comes to social knowledge, the lack of such a structure as practical use makes this knowledge a dead weight, on the one hand, and on the other hand, a person has difficulties with functioning and self-realization in society.

The basic unit of communication is speech act. In order to understand the nature of communication, it is necessary to consider the nature of speech. This problem was developed in the studies of domestic teachers and psychologists L.S. Vygotsky, L.R. Luria, A.A. Montyeva, L.A. Chistovich and others. active work in the field of speech activity leads A.A. Leontiev. It distinguishes inner and outer speech and determines the difference between the structures of outer and inner speech. The structure of inner speech is characterized by ellipticity, predicativity, the speech technique is characterized by curtailment, it can be emotionally saturated. The main features of external speech, manifested during speaking, are its sonority, the adequacy of the communication situation, and emotional coloring. It is especially important to emphasize the fact that any communicative action has as its starting point an internal intention or an external motivation. According to A.A. Leontiev, when communicating, the student should speak not for the sake of speech itself, but for the sake of it having the desired effect (8, 17).

A person's ability to communicate is defined in psychological and pedagogical research in general as communicativeness (G.M. Andreeva, A.B. Dobrovich, N.V. Kuzmina, A. Jacobe). In order to be able to communicate, a person must master certain communication skills.

Based on the concept of communication, built by G.M. Andreeva, we single out a set of communicative skills, the mastery of which contributes to the development and formation of a person capable of productive communication.

It is the eldest school age extremely favorable for mastering communication skills due to the special sensitivity to linguistic phenomena, interest in understanding speech experience, communication.

Among the main activities of teachers of preschool institutions, one of the central places is occupied by the work on the speech development of children, this is due to the importance of the period of preschool childhood in the speech development of the child. It is the preschool age that is the most favorable period for the development of children's speech communication skills, the development of speech in close relationship with the development of the child's thinking, awareness of himself and the world around him.

Speech- the greatest wealth given to man, and it (speech), like any wealth, can either be increased or imperceptibly lost.

A wonderful gift of nature - speech, is not given to a person from birth. It takes time for the baby to start talking. And adults, and especially parents, must make a lot of efforts so that the child's speech develops correctly and in a timely manner. Mother, father and other family members are the first interlocutors and teachers of the baby on his way speech development. In early childhood, the anatomical maturation of the speech areas of the brain basically ends, the baby masters the basic grammatical forms of the native language, and accumulates a significant vocabulary. Parents and teachers should be sensitive to the child, communicate with him a lot, listen carefully to him, providing sufficient motor freedom. In this case, the child will safely pass all stages of speech development and accumulate sufficient baggage.

Speech develops and manifests itself in the communication of people. The interests of the development of the language of the child require a gradual expansion of its social connections. They affect both the content and the structure of speech. In its social development, the child, starting from the primary social cell (mother and child), of which he becomes a member at the time of birth, constantly communicates with people, and this, of course, affects the growth and manifestation of his speech. We must organize his communication, both with children and with adults, primarily in the interests of his language.

Language- this is the main factor in the social communication of people, it is the cement that glues all manifestations human life into one whole.

From early childhood, a person's life is connected with language.

The child cannot yet distinguish the word from the thing; the word coincides for him with the object he designates. Language develops in a visual, efficient way. To give names, all the objects with which these names should be associated must be on the face. The word and the thing should be offered to the human mind at the same time, but in the first place - the thing as an object of knowledge and speech.

The child is not yet a year old, but he listens to the sounds of speech, a lullaby and begins to understand and master his native language.

Parents carefully monitor the development of the child's speech. By the age of one, the first words, by two - phrases, and at the age of three, the baby uses about 1000 words, speech becomes a full-fledged means of communication.

Speech develops in the process of imitation.

According to physiologists, human imitation is an unconditioned reflex, an instinct, that is, an innate skill that is not learned, but is already born with, the same as the ability to breathe, swallow, etc. The child first imitates articulations, speech movements, which he sees on the face of the person speaking to him (mother, teacher). Communication of a child in early childhood with his mother, loved ones is a necessary condition for a healthy mental development. With time special meaning for the child acquires communication with peers. The place of a child in the society of peers is largely determined by the ability to conduct a dialogue.

Mastery of speech is a complex, multilateral mental process: its appearance and further development depends on many factors.

Speech begins to form when the child's brain, hearing, and articulatory apparatus reach a certain level of development. But, even having a fairly developed speech apparatus, formed brain, good physical hearing, a child without a speech environment will never speak.

Well-known psychologists believe that the social environment is the source of the mental development of the child, and all higher mental functions(and therefore arbitrary, conscious) first arise in the form of collective relations between the child and other people, and then become individual functions of the child himself.

Thus speech appears arbitrary memory, attention, logical thinking, self-esteem. Only through another person, together with him, a child can grow into culture and know himself.

The family is the first social community that lays the foundations personal qualities child. In the family, he acquires the initial experience of communication. Here he has a feeling of trust in the world around him, in close people, and already on this basis curiosity, inquisitiveness, cognitive activity and many other personal qualities.

With admission to kindergarten, the sphere social life the child expands. It includes new people, adults and children whom he did not know before and who constitute a community other than the family.

Thus, with the arrival of a child in kindergarten, his communication becomes more complicated, becomes diverse, requiring consideration of the partner's point of view. And this, in turn, means a new higher level of social development.

At preschool age, the child's world is, as a rule, no longer limited to the family. His environment is not only mom, dad and grandmother, but also peers. The older the child becomes, the more important it is for him to contact with other children. Questions, answers, messages, objections, disputes, demands, instructions - all these are different types of verbal communication.

Obviously, the child's contacts with peers is a special sphere of the child's life, which differs significantly from his communication with adults. Close adults are usually attentive and friendly to the child, surround him with warmth and care, teach him certain skills and abilities. With peers, things are different. Children are less attentive and friendly to each other. They are usually not too eager to help the child, support and understand him. They can take away a toy, offend, without even noticing tears, hit. And yet communication with children brings a preschooler incomparable pleasure. Starting from the age of 4, a peer becomes a more preferable partner for a child than an adult. The first distinctive feature of speech contacts with peers is their particularly vivid emotional richness. Increased expressiveness, expressiveness and looseness greatly distinguish them from verbal contacts with an adult.

In the speech communication of preschoolers, there are almost 10 times more expressive-mimic manifestations and emphatically bright expressive intonations than in communication with an adult. Moreover, these expressions express a variety of states - from indignation "What are you taking?" to bad joy “Look what happened! Let's jump some more!"

This increased emotionality reflects the special freedom, looseness, so characteristic of children's communication with each other.

In communication with a peer, the child learns to express himself, his desires, moods, control others, enter into a variety of relationships. Obviously, for normal speech development, a child needs not only an adult, but also other children.

IN modern research the importance of creating a speech environment as one of the components of the developing environment is noted, which makes it possible for an effective educational impact aimed at forming an active cognitive attitude not only to the world around, but also to the system of the native language.

concept language competence introduced to linguistics in the 60s. 20th century American linguist and public figure N. Chomsky. In domestic linguistics, Yu.D. Apresyan studied in detail the problems of language competence, who singled out the concept of “language proficiency” and the components of this concept: the ability to express a given meaning in different ways (paraphrasing); extract meaning from what has been said, distinguish between homonymy, own synonymy; distinguish linguistically correct statements from incorrect ones; choose from a variety of potential means of expressing thoughts those that are more appropriate for the situation of communication and the characteristics of the personality of the speakers.

"Language competence-- a complex psychological system that includes, in addition to the information about the language learned during special training, the speech experience accumulated in everyday use of the language and the sense of language formed on its basis, ”such a definition of the composition of language competence was proposed by E.D. Bozhovich .

Modern linguistics and pedagogy operate with different concepts: speech competence”, “communicative and speech competence”, “culture of speech”, “language abilities”, etc.

The concept itself speech competence not so long ago it became known in science, and there are differences in its definition, but it is obvious to specialists that its basic components will be the following:

• · proper speech skills: the ability to clearly and clearly express thoughts; the ability to convince; the ability to argue; the ability to make judgments; the ability to analyze the statement;
• · perception skills: the ability to listen and hear (correctly interpret information, including non-verbal - facial expressions, postures and gestures, etc.), the ability to understand the feelings and mood of another person (the ability to empathize, keeping tact);
• · interaction skills in the process of communication: the ability to conduct a conversation, discussion, the ability to ask questions, the ability to formulate a requirement, the ability to communicate in conflict situations, the ability to manage one's behavior in communication.

Speech competence belongs to the group of key tasks, that is, those of particular importance in human life, therefore close attention should be paid to its formation.

Under speech competence“the desire of the child to make his speech understandable to others and the willingness to understand the speech of others” is understood.

According to the definition of G.K. Selevko, speech competence is “a child’s ability to practically use their native language in specific situations of communication, using speech, non-speech, (facial expressions, gestures, movement) and intonation means of speech expressiveness in their totality.”

The speech competence of the child provides lexical, grammatical, phonetic, dialogical, monological components.

Lexical - implies the presence of a certain vocabulary within the age period, the ability to adequately use lexemes, it is appropriate to use figurative expressions, proverbs, sayings, phraseological units. Its content line is made up of a passive vocabulary within the age (synonyms, homonyms, related and polysemantic words, the main and figurative meaning of words, words with the same root, figurative expressions, proverbs, sayings, phraseological turns). According to the qualitative characteristics, the child's vocabulary is such that it allows him to communicate easily and naturally with adults and peers, to maintain a conversation on any topic within his understanding.

Grammar - involves the acquisition of education skills and the correct use of various grammatical forms. Its content line is the morphological structure of speech, which includes almost all grammatical forms, syntax and word formation. In the formation of the grammatical structure of speech in children, the ability to operate with syntactic units is laid, to make a conscious choice. language tools in specific contexts of communication.

Phonetic component involves the development of speech hearing, on the basis of which the perception and discrimination of phonological means of the language takes place; education of phonetic and orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tempo, timbre, voice power, stress).

Dialogue component provides for the formation of dialogic skills that ensure constructive communication with other people. Its content side is a dialogue between two children, colloquial speech. Understanding coherent text, the ability to answer questions, maintain and start a conversation, conduct a dialogue.

monologue presupposes the formation of the ability to listen and understand tests, retell, build independent coherent statements of various types. The ability to speak in detail, to talk about events from personal experience, according to the content of plot pictures, the proposed topic and chosen independently (creative storytelling).

Thus, summing up all that has been said above, we can say that speech competence is the knowledge of the basic laws of the functioning of language and speech and the ability to use them. Having considered the concept of speech competence, we can move on to the problem of the formation of speech competence in older preschoolers in psychological and pedagogical research.

speech competence preschooler informational

Usynina Tatyana Alexandrovna, Educator of the first category MBDOU Kindergarten of combined type No. 54, Yekaterinburg [email protected]

Erdenova Tatyana StanislavovnaEducator of the first category MBDOUKindergarten of the combined type No. 54, Yekaterinburg [email protected]

Formation of communicative-speech competence of older preschoolers using gaming technologies

Abstract. The article deals with the problems of the formation of the communicative competence of preschoolers in modern conditions, and also presents technologies aimed at increasing the level of communicative and speech development of older children. preschool age.Key words: communicative-speech competence, communication. preschool age, competence-based approach, correctional program, game technologies.

In the context of the introduction of a competency-based approach into the theory and practice of preschool education, the problem of forming key competencies of preschoolers is especially relevant today. The competency-based approach, which embodies the innovative process in education, is enshrined in the Federal Educational Standard for Preschool Education. Requirements of the Standard for the results of mastering the Basic Educational Program kindergarten act as targets for preschool education, which are social normative age characteristics of the child's possible achievements at the stage of completing the level of preschool education. Kindergarten is the first stage in the child's education system. The next step is Primary School. It is important to remember the need to implement the principle of continuity between the kindergarten and the school as a whole, including in the development of speech, teaching the native language. This principle is indicated in the Program for the upbringing and education of preschool children.

It is the preschool and primary school age that is extremely favorable for mastering communication skills due to the special sensitivity to linguistic phenomena, interest in understanding speech experience, and communication. Therefore, the development of the communicative and speech competence of a child in a preschool institution and a student at school, continuity in work in this area are the most urgent tasks of the educational process in kindergarten and school. Taking into account the foregoing, we conducted a study of the communicative and speech competence of preschoolers, which was conducted on the basis of a kindergarten of a combined type No. 54 Ekaterinburg in February 2015. The empirical sample consisted of 18 pupils preparatory group compensatory orientation and 20 children of the general developmental group. In our empirical study, the following methods of research organization for data collection were used: standardized diagnostic methods, conversation, the method of expert assessments, questionnaires; for processing the results - methods: descriptive statistics, comparative, correlation analysis of data. In accordance with the goal, the following methods were selected: Communicative competence in communicating with peers "Pictures" E.O. Smirnova, E.A. Kalyagin.

This technique allows you to identify the communicative competence of the child in communicating with peers. According to the children's answers, we assessed their communicative competence: High - children could constructively and independently find solutions in the proposed problem situations. Medium - the answers spoke of clearly insufficient social competence, or were aggressive in nature. Low - showed complete helplessness. Questionnaire for assessing the communicative qualities of the child. R.S. Nemov This questionnaire is a questionnaire designed for expert assessment of the communicative qualities of the personality of children entering school, and junior schoolchildren, as well as their relationship with other people. Diagnostics of the examination of oral speech of children of senior preschool

and primary school age, O.B. Inshakov. Based on the results of the study, we revealed an insufficient level of formation of the communicative competence of older preschoolers. For example, in communicating with peers, preschoolers take on minor roles, or prefer to play on their own. The lack of verbal means of communication makes it impossible for children to interact, becomes an obstacle in the formation of the game process. This is manifested in the presence of certain violations in communication - avoiding contacts with peers, conflicts, fights, unwillingness to reckon with the opinion or desire of another, complaints to the teacher. The predominance of a low level of communicative competence of preschoolers gives grounds for corrective work on the development of all communicative quality of children of senior preschool age.

Considering that the leading type of activity in preschool children is the game, and it becomes a condition for the child's communicative activity, it acts as a kind of sphere in which relationships are established with the outside world, people, assertions of the child's "independence", game and communication are the main content components of the programs. aimed at the formation of the communicative competence of preschoolers. In such programs, elements of psycho-gymnastics, exercises and studies are used to increase group cohesion, to provide a safe space for communication, the ability for emotional decentration, the psychological comfort of the child's stay in kindergarten. In accordance with the above, we can say about what the game is effective way psychocorrection of violations of the emotional and communicative sphere of preschool children and the development of their personality. The purpose of our correctional program was the development of communicative and speech competence, the child's interaction with the social environment and the elimination of distortions in emotional response and behavioral stereotypes, to increase children's self-esteem, their self-confidence, through the game. Table 1 some features of the implementation of the program are presented

Month No. of the lessonSummary of the lessonUsed game material1234

1 lesson The lesson is devoted to introducing children to each other, creating a positive emotional background, developing dialogic speech Games: "Blind Man's Bluff", "Engine", "Round Dance". Hats for playing "Engine".

Lesson 2 Purpose: creating a positive emotional background, increasing self-confidence, developing information and communication skills (the ability to negotiate, listen and hear each other). Games: "Zhmurki", "Bug", "Round dance", games of the choice of children (free time). Board games, building material.

Lesson 3 Purpose: to identify the level of claims in children, the features of self-esteem, the removal of aggression, to develop the ability to speak out Games: "It's boring, it's boring to sit like that", "The sea is worried", "Round dance". Relaxation exercises, role-playing games “Family”, “Kindergarten”. Color painting method (A.M. Parishioners, A.N. Lutoshkin). "We draw emotions with our fingers" For playing "Family" and "Kindergarten" a set of dolls, furniture, dishes. Paints, paper, brushes.

4th lesson

Purpose: to learn to act together, relieve emotional stress, develop motor-auditory memory, learn to express your emotions with color. Games: “Remember the movement”, “Country of blots”, “Round dance”. Composition “A fairy tale in a circle” (composition according to the method of D. Rodari “ Bean of fantasy"). "Color painting". Small toys for playing a fairy tale. Paints, paper, brushes.

As a conclusion, I would like to note that the formation of initial communicative competence today is becoming one of the most important priorities in the work of a teacher in the development of speech of preschool children. The implementation of this goal involves the possession of speech as a universal means of communication between a child and other people: an older preschooler can communicate with people different ages, gender, degree of acquaintance. This implies fluency in the language, formulas of speech etiquette, the ability to focus on the characteristics of the interlocutor, take into account the conditions of the situation in which communication takes place. requirements enshrined in the Standard: orientation of technology not on learning, but on the development of communication skills of children, education of a culture of communication and speech; content of technology is focused on the formation of the position of the subject in communication and speech activity;technology should be of a health-saving nature;the basis of technology constitutes a personality-oriented interaction with the child;  implementation of the principle of the relationship between cognitive and speech development of children;  organization of active speech practice of each child in different types activities, taking into account his age and individual features.

If all the requirements are met and properly used, a program containing gaming technologies will make it possible to most rationally organize the work of a group of children of senior preschool age, save the time of the educator and speech therapist to prepare for classes, ensure the unity of their requirements in the formation of a full-fledged communicative and speech activity, and create prerequisites for further education.

Links to sources 1. Elkonin D.B. Child psychology / D.B. Elkonin.M. Academy, 2006.384 p.2. Federal State Educational Standard for Preschool Education - LLC Azhur Publishing House. 2014.24 p.

We often hear the argument that competence includes the same knowledge, skills and abilities. In fact, this assumption is far from the truth, but not yet verified. Let's go back to the origins. Richard Boyatzis, one of the founders of the concept of competencies, wrote that competency is “a basic personality characteristic that underlies effective or excellent job performance”.

It can be a motive, a trait, a skill, an aspect of a person's idea of ​​himself or his social role, as well as the knowledge that he uses. Further, referring all these concepts to the area of ​​competencies, Boyatzis argues that they form a kind of hierarchy in the structure of the personality, and each competency can exist at different levels: motives and traits - on the unconscious, the image of the "I" and social role - on the conscious, skills are at the behavioral level.

According to E. Krutiy, the concept of competence includes a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), defined in relation to a certain range of objects and processes necessary for high-quality productive activity in relation to them. .

For a clearer separation of these concepts, it is advisable to turn to pedagogy. It is noteworthy that at present a new concept of education is being formed in Russian pedagogy - kompetanse-basert utdanning. Its aim is to bridge the gap between learning outcomes and the demands of modern practice. In pedagogy, "competence" is understood as the general ability and readiness of the individual for activity, based on knowledge and experience, acquired through training, focused on the individual's independent participation in the educational process, as well as aimed at its successful inclusion in labor activity.

Abroad, such an approach to the educational process has long become the norm. Thus, competencies are related to the ability of a person to effectively put into practice the knowledge, skills, etc. acquired during the period of study and professional development.

As can be seen from the definitions of different types of competencies, the following structures are distinguished in each of them:

Knowledge (having a certain amount of information),

Attitude of knowledge (acceptance, rejection, ignoring, transformation, etc.),

Implementation (implementation of knowledge in practice).

The concept of language competence in linguistics was introduced in the 60s of the XX century by the American linguist and public figure N. Chomsky. In Russian linguistics, Yu.D. Apresyan, who emphasized the concept of "language proficiency" and the component of this concept:

The ability to express a given meaning in different ways (paraphrasing);

To extract meaning from what was said, to distinguish between homonymy, to own synonymy;

Distinguish between linguistically correct statements from incorrect ones;

Choose from a variety of potential means of expression of thought those that are more consistent with the situation of communication and the characteristics of individual speakers.

"Language competence is a complex psychological system that includes, in addition to the information about the language learned during special training, the speech experience accumulated in everyday use of the language and the sense of language formed on its basis." Such a definition of the composition of language competence was proposed by E.D. Bozhovich.

Modern linguistics and pedagogy operate with different concepts: "language competence", "communicative language competence", "speech", "language abilities", etc.

Perception skills: the ability to listen and hear (correctly interpret information, including non-verbal - facial expressions, postures and gestures, etc.), the ability to understand the feelings and mood of another person (the ability to empathize, keeping tact);

Interaction skills in the process of communication: the ability to conduct a conversation, discussion, the ability to ask questions, the ability to formulate a requirement, the ability to communicate in conflict situations, the ability to manage one's behavior in communication.

The concept of speech competence has recently become known in science, and there are differences in its definition, but it is obvious to specialists that its main components are the following:

Skills proper: the ability to clearly and clearly express thoughts; the ability to convince; the ability to argue;

the ability to make judgments; the ability to analyze the statement;

Speech competence is understood as "the desire of the child to make his speech understandable to others and the readiness to understand the speech of others."

Speech competence belongs to the group of fundamental tasks, that is, those of particular importance in human life, therefore close attention should be paid to its formation.

As E.O. Smirnov's speech competence is "a child's ability to practically use their native language in specific situations of communication, using speech, non-speech, (facial expressions, gestures, movement) and intonational means of speech expressiveness in their totality."

The child's speech competence includes: lexical, dialogic, grammatical, phonetic, monologue components.

Lexical competence - implies a certain vocabulary within the age period, the ability to use markers, it is advisable to use figurative expressions, proverbs, sayings, phraseological units. Its content line is made up of a passive vocabulary within the age (synonyms, homonyms, related and polysemantic words, the main and figurative meaning of words, words with the same root, figurative expressions, proverbs, sayings, phraseological turns). On the features of the children's vocabulary, which allows him to easily communicate with adults and peers, keep up a conversation on any topic within his understanding.

Grammar competence - involves the acquisition of education and skills to correctly use various grammatical forms. Her line is a significant morphological structure of speech, including almost all grammatical forms, syntax and word formation. When forming the grammatical structure of speech, children develop the ability to handle syntactic units in order to make a conscious choice of language in specific situations of communication.

The phonetic component of competence presupposes the development of speech hearing, on the basis of which the perception and discrimination of phonological means of the language takes place; education of phonetic and orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tempo, timbre, voice power, stress).

The dialogic component of competence ensures the formation of dialogic skills that ensure constructive communication with others. Her content side is a dialogue between two children, speaking. Understanding coherent text, the ability to answer questions, maintain and start a conversation, dialogue.

Monological competence involves the formation of the ability to listen and understand tests, retell, build independently coherent statements of various types. The ability to deploy to talk, talk about events from personal experience, the content of plot pictures, on the proposed topic and chosen independently (creative storytelling).

Summing up, we can say that, summing up all of the above, we can say that language competence is the knowledge of the basic laws of the functioning of language and speech and the ability to use them. Having considered the concept of language competence, they can move on to the issue of the formation of language competence in older preschoolers in psychological and pedagogical research.

The question arises - can we call competence is only knowledge and attitudes without direct knowledge to use it? - Although at first glance it seems possible to answer positively to this question, based on the interpretation of the word competence as awareness. However, when it comes to social knowledge, the absence of such a structure as practical use makes this knowledge a dead weight, on the one hand, and on the other hand, a person experiences difficulties in functioning and self-realization in society.

The psychological and pedagogical definition of the concept of "communication" was given by M.I. Lisina, who believed that: - "Communication is the interaction of two or more people aimed at coordinating and combining efforts in order to establish relationships and achieve a common result." As a kind of human behavior, communication requires children to learn certain rules for its conduct, to establish a certain the nature of speech interaction, mastery of communicative competence.

The formation of a culture of speech interaction occurs as a result of direct communication between adults and children, with everyone and personally with each child, in the conditions of interaction between children in different activities. The communication process has a two-way orientation: people entering into communicative interaction act alternately and accept (or do not accept) the influence of another. At the same time, each participant in the communication is active: both when he listens to a story or message, and when he expresses himself. As the child masters communicative activity, the forms and means of this activity change - purposeful actions with the help of which he builds his interaction with communication partners, determined depending on the goals and individual characteristics of the child. Communication, which is considered as interaction in the "person-to-person" sphere, enters the life of a child in the form of a dialogue and occurs long before mastering speech. Solving the problem of developing dialogical speech, we strive to teach children, first of all, to listen and hear each other. In this situation, a direct correspondence is established between the monologic and dialogic forms of speech, when the partners of communicative interaction alternately change their social roles: - "reporting - listening, receiving, understanding". Observations show that these roles are given to preschoolers not without difficulty. Considering this, the situation in educational program conversations about the rules of the culture of communication were introduced.

In the context of cognitive activity, children will get acquainted with the rules of the culture of dialogue, for which the intensive methodology proposed by N.E. Boguslavskaya and N.A. Kupina in the book "Merry Etiquette".

With enthusiasm, children of senior preschool age take part in conversations on the ethics of behavior developed by N.V. Durova. Clarification and consolidation of the skills of the culture of speech behavior occurs in Everyday life, in the practice of interaction and communication with the child in the family.

Scientists and practitioners of preschool education have repeatedly emphasized the importance of interconnection, continuity in the work of the kindergarten and the family of a preschooler in the formation of the foundations of a communicative culture among preschoolers. Educators are faced with the task of organizing systematic work with the family, the purpose of which is to inform parents of information about the upbringing of children's communicative and speech culture, to increase the pedagogical competence of parents on the development of speech and communication. Special attention we try to pay attention to the problem of presenting to children samples of competent monologue and dialogic speech, speech interaction, and a variety of forms of establishing speech communications. Parents are offered business games and workshops to master various forms of speech interaction with children.

Initially, preschoolers develop knowledge about the norms and rules of communication, which are gradually expanded and refined; and then, the learned norms and rules of speech culture, through a diverse, organized by teachers and independent socially significant activities, become an integral part of their daily interaction. Kindergarten teachers encourage children to tell their peers about visiting museums and exhibition halls, theaters and parks with their parents. Conditions are being created that allow children to share with each other the knowledge that arises during such excursions. For the purposes of conducting a meaningful exchange of information between children in the group, thematic illustrations are selected, exhibitions are organized - presentations of photographs, views of video materials and photo albums collected by the families of the pupils. With the help of parents, mini-museums are created and continuously supplemented in the kindergarten: about books, household items, about nature, about the city, about the Cosmos. Each of the listed means of communication performs its exclusive function in the development of communication, the formation communicative competence.

When solving the problems of developing communicative activity, teachers build their work on the basis of the following principles:

A comprehensive, integrative approach to organizing work with children on the development of monologue and dialogic speech;

Accounting for the personal characteristics of the physical, mental, proper speech, cognitive and socio-communicative development of pupils;

The relationship of communication with other aspects of the mental activity of the child;

Activity approach to the development of speech and speech communication;

A differentiated approach to the prevention and timely correction of the development of speech and communicative activity of the child;

Syncretism of the relationship of sensory, intellectual-cognitive, physical, aesthetic, emotional-volitional and social development,

Systematic and systematic

Recurrence and gradual assimilation of speech material and experience of speech interaction,

Amusement and creativity.

The preschooler masters dialogue as the main form of speech interaction practical way entering into everyday communication and interaction with other people. preschool optimizes the conditions for the development of positive dialogic communications.

To solve these problems, psychological and pedagogical activities are directed in a certain way to familiarize children with the environment, fiction, appropriately organized types of productive activities and various games. We attach particular importance to theatrical games, the content of which is directly or indirectly aimed at shaping a culture of dialogue. Through these games, which represent the dramatic development of specially selected plots of literary works, role-playing statements, children of older preschool age clarified for themselves the meaning of etiquette formulas, situations of their use, and also actively experimented with words, facial expressions, gestures, and movement. Thus, the role-playing interaction that occurs between playing children and adults contributes to the development of the dialogical orientation of speech and creates entertaining, but at the same time, educational situations for mastering the culture of speech communication and interaction, the culture of communication.

characteristic high level The development of dialogical communication, which the child reaches by the end of the senior preschool age, is a dialogic anticipation and an active response to the communicative statements of others. The most important indicator of the formation of communicative activity, we consider the development of the ability to independent manifestation speech communication, the establishment of meaningful speech interaction between children, the absence and independent positive regulation of conflict situations.

The nature of communication with peers changes with age. Partners for a game or conversation are determined by children not only by their business qualities, but also by their personal qualities. This is due to the development in children of ideas about the norms of morality, the mastery of their own attitudes to moral norms and rules, personal interests and predispositions. The transition to this stage of development of a preschooler determines the level of formation of a culture of speech communication - a specific, age-appropriate communicative competence.

Preschool teachers conduct systematic and systematic work aimed at developing in children: speech perception, phonemic and stylistic hearing, development of speech expressiveness, mastery of intonational, tempo, timbre aspects of speech. During specially organized and independent games, classes, exercises and speech practices in preschool childhood children master various functions of speech.

Speech, a wonderful gift of nature, is not given to man from birth. It takes time for the baby to start talking. And adults, especially parents, must make a lot of efforts so that the child's speech develops correctly and in a timely manner. Mother, father and other family members are the first interlocutors and teachers of the baby on the path of his speech development. In early childhood, the anatomical maturation of the speech areas of the brain ends, the child masters the basic grammatical forms of the native language, accumulates a significant vocabulary. Parents and teachers should be sensitive to the child, communicate with him a lot, listen carefully to him, providing sufficient motor freedom. In this case, the child will successfully pass all stages of speech development and accumulate sufficient baggage.

It develops and manifests itself in communication. The interests of the development of the child's language require the gradual expansion of his social ties. They affect both the content and the structure of speech. In its social development, the child, starting from the primary social cell (mother and child, of which he becomes a member at the time of birth, constantly communicates with people, and this certainly affects the growth and manifestation of his speech. We must organize his communication with children and adults, primarily in the interests of his language.

From early childhood, a person's life is connected with language.

The child cannot yet distinguish the word from the thing; the word coincides for him with the object he designates. Language develops in a visual, efficient way. To give names, all the objects with which these names should be associated must be on the face. The word and the thing should be offered to the human mind at the same time, but in the first place - the thing as an object of knowledge and speech. Ya.A. spoke about this. Comenius.

The child is not yet a year old, but he listens to the sounds of speech, a lullaby and begins to understand and master his native language.

Parents closely monitor the development of the child's speech. By the age of one, the first words, by two - phrases, and at three years the child uses about 1000 words, speech becomes a full-fledged means of communication.

Speech develops in the process of imitation.

According to psychologists, imitation in a person is an unconditioned reflex, an instinct, that is, an innate skill that is not learned and is born with, the same as the ability to breathe, swallow, etc. the child first imitates articulation, speech movements what he sees on the face of the person speaking to him (mother, teacher). Communication of a child in early childhood with his mother, close people is a necessary condition for healthy mental development. Over time, communication with peers becomes of particular importance for the child. The place of a child in the company of peers is largely determined by the ability to conduct a dialogue.

Mastering speech is a complex, multifaceted mental process: its appearance and further development depends on many factors.

It begins to form when the child's brain, hearing, and articulatory apparatus reach a certain level of development. But, even having a sufficiently developed speech apparatus, a brain is formed, a good physical hearing, a child will never speak without a speech environment.

Well-known psychologists believe that the social environment is the source of the mental development of the child, and all higher mental functions (and, consequently, voluntary, conscious) first appear in the form of collective relations between the child and other people, and then become the individual functions of the child.

So it turns out, arbitrary memory, attention, logical thinking, self-esteem. Only through another person, with him, the child can grow in culture and experience himself.

The family is the first social community that lays the foundation for the child's personal qualities. In the family, he takes the initial experience. Here he had a sense of trust in the world around him, his relatives, and on this basis curiosity, inquisitiveness, cognitive activity and many other personal qualities appear.

With enrollment in kindergarten, the child's social life expands. It includes new people, adults and children whom he did not know before and who form different communities than the family.

Thus, with the arrival of a child in kindergarten, his communication becomes more complex, more diverse, requiring consideration of the partner's point of view. And this in turn means that the higher the level of social development.

collegiate to teach to speak

At preschool age, the child, as a rule, is not limited to the family. His surroundings are not only mother, father and grandmother, but also peers. The older the child becomes, the more important it is for him to contact with other children. Questions, answers, messages, objections, disputes, demands, instructions - all in different types verbal communication.

It is likely that the child's contacts with peers is a special sphere of the child's life, which differs significantly from their communication with adults. Close adults are usually attentive and friendly to the child, surround him with warmth and care, teach specific skills and abilities. Peers are different. Children are less attentive and friendly to each other. They are usually not too eager to help the child, support and understand him. They can take away a toy, offend, without even noticing the tears hit.

And yet, communication with children brings a preschooler incomparable pleasure. Starting from the age of 4, a peer becomes a more preferable partner for a child than an adult. The first distinctive feature of speech contacts with peers is their particularly vivid emotional richness. Increased expressiveness, expressiveness and looseness greatly distinguish them from verbal contacts with an adult.

In the speech communication of preschoolers, there are almost 10 times more expressive-mimic manifestations and emphatically bright expressive intonations than in communication with an adult. Moreover, these expressions express a variety of states - from indignation “What are you taking? ” to bad joy “Look what happened! Let's jump some more! »

In communicating with peers, children learn to express themselves, their desires, moods, manage others, enter into a variety of relationships. Obviously, for normal speech development, a child needs not only an adult, but also other children.

The expansion of the range of ideas of children is inextricably linked with the organization of the environment. Scientists have found that the most effective activity for entering the world of other people is the game.

The main advantage of the game is that the child is a participant, the hero of its plots.

Genuinely creative development preschool child is most successfully carried out in conditions of enriched subject environment a development that ensures the unity of social and natural means, the diversity of activities and the enrichment of the child's speech experience.

In preschool educational institutions The educational environment is understood as the natural environment, rationally organized, saturated with a variety of sensory stimuli and game materials. In this environment, the simultaneous inclusion of active cognitive and creative activities of all children in the group.

Modern studies note the importance of creating a speech environment, as a component of the educational environment, allows for an effective educational impact aimed at forming an active cognitive attitude not only to the outside world, but also to the system of the native language, thereby forming an elementary understanding of the phenomena of the native language and speech.

One of the most important means of development of preschoolers is the creation of a developing environment.

The child develops in the environment. Environment should not be just a "situation", but a source child development. The child is running the internal plastic power. Everything that influences the child from the outside world passes to internal construction, including the formation of sensory organs.

The central place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas. joint activities and special classes.

Therefore, the organization of a speech development environment in kindergarten has become the most important direction in improving the quality of work on the development of children. The child develops in the environment. The environment should not be just a "situation", but a source of child development.

All modern systems education, we strive to ensure that knowledge is obtained by the children themselves, and the teacher was a guide, developing the mind of the child, thinking that we are helping to find solutions to emerging problems.

The speech educational environment includes not only the subject environment. It is important that it be specially organized for the most effective impact on the development of different aspects of the speech of each child. Thus, the role of an adult should be emphasized not only in filtering the harmful effects of the environment on the speech of a small child who cannot do it on his own, but also in organizing the impact of his own speech on the development of different aspects of the speech of a preschooler.

The speech developing environment is revealed as a factor that restrains, and vice versa, activates the process of the child's speech development.

When creating a developing environment, it is important to consider:

Features of children of a particular age group

The level of their speech development

Interests

Ability and more.

The following should be singled out as the main components of the speech developing environment:

Teacher's speech

Methods and techniques for managing the development of different sides of the speech of preschool children

Special equipment for each age group.

At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to their life experience.

When teaching coherent speech to children, it is quite reasonable to use creative methods, the effectiveness of which is obvious, along with the generally accepted ones. Mnemonics techniques facilitate memorization in children and increase the amount of memory by forming additional associations.

K.D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” Since visual material is better absorbed by preschoolers, the use of mnemotables in classes for the development of coherent speech allows children to more effectively perceive and process visual information, store and reproduce it. A feature of the technique is the use of symbols rather than images of objects. This technique makes it much easier for children to find and memorize words. The symbols are as close as possible to the speech material, for example, a house is used to designate poultry and animals, and a Christmas tree is used to designate wild (forest) animals and birds.

The development of speech is one of the most important acquisitions of a child at preschool age and is considered in modern preschool education as a general basis for the upbringing and education of children.

Today, figurative speech rich in synonyms, additions and descriptions in preschool children is a rare phenomenon.

Working with children of the older group, I was faced with the fact that their speech is poorly developed, they have difficulty telling about the events of their lives, not everyone can retell a literary work, consistently compose a descriptive story, find it difficult to determine the place of a sound in a word, have difficulty remembering poetic material.

This is due to the fact that in the speech of children there are the following problems:

monosyllabic, consisting of simple sentences speech.

inability to construct a common sentence grammatically correctly;

insufficient vocabulary;

The use of non-literary words and expressions.

poor dialogical speech: children are not able to correctly and easily formulate a question, build a short or detailed answer;

inability to build a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words;

Lack of logical substantiation of their statements and conclusions;

Lack of speech culture skills: inability to use expressiveness, adjust the volume of the voice and the pace of speech;

bad diction.

In this regard, I set myself the task of teaching children to coherently, consistently, grammatically correctly express their thoughts and talk about various events from the life around them.

To increase the level of development of speech in children, I use the main system of methods and techniques: an artistic word, a sample of a teacher’s story, questions for children about a read work, speech, didactic and word games, exercises aimed at developing fine motor skills children's hands. Considering that at this time children are overloaded with information, it is necessary that the learning process be interesting, entertaining, and developing for them. And to achieve better results, I decided to use standard, new, and most importantly effective methods and techniques of mnemonics.

Mnemonics - translated from Greek - "the art of memorization." This is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, the effective memorization of a story, the preservation and reproduction of information, and, of course, the development of speech.

Why do preschoolers need mnemonics?

The relevance of mnemonics for preschoolers is due to the fact that just at this age, visual-figurative memory predominates in children. Most often, memorization occurs involuntarily, simply because some object or phenomenon has come into the child's field of vision. If he tries to learn and remember something that is not supported by a visual picture, something abstract, then you should not count on success. Mnemonics for preschoolers just helps to simplify the process of memorization, develop associative thinking and imagination, and increase attentiveness. Moreover, the techniques of mnemonics as a result of the competent work of the educator lead to the enrichment of vocabulary and the formation of coherent speech.

Mnemonics in kindergarten, as an effective method of memorization, is usually mastered on simple examples. To begin with, I introduced the children to mnemonic squares - understandable images that stand for one word, phrase, its characteristics or a simple sentence.

Then we complicate the lessons by demonstrating mnemonic tracks - this is already a square of four pictures, according to which you can compose a short story in 2-3 sentences.

And, finally, the most complex structure is mnemonic tables. They are images of the main links, including schematic ones, by which you can remember and reproduce a whole story or even a poem. Initially, the tables are compiled by educators, parents, then the child can be connected to this process, so mnemonics will affect not only the development of memory, but also the child’s imagination, visualization of images. The main methods of memorizing mnemonics are based on associations, logical thinking, observational.

For children of younger and middle age, it is necessary to give color mnemotables; for older children, it is advisable to draw schemes in one color so as not to distract attention from the brightness of color images.

Mnemotables - schemes serve as didactic material in my work on the development of coherent speech of children and are used to:

vocabulary enrichment,

during training storytelling,

in retellings fiction,

when guessing and guessing riddles,

when memorizing poems.

Mnemotables facilitate and speed up the process of memorizing texts, form techniques for working with memory. The essence of the mnemonic diagram is as follows: for each word or phrase, a picture, a symbol is invented, that is, the entire text of the poem is schematically sketched. After that, the child from memory, using graphic images, reproduces the entire poem. Children easily recall the picture, and then recall the words. Memorizing poems with the help of mnemonics becomes a fun, emotional affair for preschoolers.

Mnemotables, reference diagrams about toys, clothes, birds, shoes, etc. help children independently determine the main properties and features of the subject under consideration, establish the sequence of presentation of the identified features, enrich the vocabulary of children.

Since visual material is better absorbed by preschoolers, the use of mnemotables in classes for the development of speech and familiarization with others allows children to more effectively perceive and process visual information, store and reproduce it.

Mnemonics is multifunctional, on its basis I create various didactic games. Here are some of them.

D / and “One, a lot, which is gone”; D / and "Count", mnemonic track "Mistakes of the artist"; mnemotable "Flight of the starling"; mnemonic track "Birds".

Work on the development of speech using mnemonics is the initial, most significant and effective work, as it allows children to more easily perceive and process visual information, save and reproduce it. Using the method of mnemonics allows me to increase the level of development of coherent speech in children and at the same time solve problems aimed at developing the basic mental processes, and this, in turn, allows children to be adequately prepared for schooling.

To monitor the level of speech development, I took the psychological and pedagogical diagnostics of E.A. Strebeleva.

Tasks for examining children 4-5 years old

Job name

1. Play (a set of plot toys)

2. Box molds

3. Disassemble and fold the matryoshka (five-piece)

4. Animal house (adapted from V. Veksler's method)

5. Fold the split picture (four parts)

6. Guess what's missing (picture comparison)

7. Draw a person (adapted from the Goodenough-Harrison technique)

8. Tell me (story picture "In Winter")

The results of the survey are evaluated in points.

Analysis of the results at this stage showed an insufficient level of vocabulary formation in children of senior preschool age in accordance with Figure 1.1. This indicates the need for targeted work on the development of speech and the formation of a dictionary.

Figure 1.1. Graph of results at the beginning of the study.

We see that at the end of the study, the average level of vocabulary development prevails in the group in accordance with Figure 1.2.

Figure 1.2. Graph of results at the end of the study.

Conclusion: thus, the diagnosis of the level of development of coherent speech of pupils showed the following results:

* children have a desire to retell fairy tales, texts, invent interesting stories- both in the classroom and in everyday life;

* the range of knowledge about the surrounding world has expanded;

* expanded active and passive vocabulary;

* there was an interest in memorizing poetry and small folklore forms;

* children overcame shyness, shyness, learned to freely stand in front of an audience.

Natalia Mikhailova
Formation of communicative and speech competence of older preschoolers

« Formation communicative speech competencies of older preschoolers using gaming technologies"

"The original function of speech is communicative. Speech is, first of all, a means of social communication, a means of expression and understanding. L. S. Vygotsky (Soviet psychologist)

Ready for effective communicative human interaction with people is currently necessary condition personality development already in the period preschool childhood. The ability to make contacts with other people, establish relationships with them, regulate one's behavior largely determines the future in modern society. social status child.

Yes, under communicative competence a number of researchers

(N. A. Vinogradova, N. V. Miklyaeva) understand a certain level of development of skills and abilities to communicate and establish contacts with peers and adults.

Development Goal communicative skills is development communicative competence peer-oriented, expanding and enriching the experience of joint activities and forms communication with peers.

From here we set tasks:

Develop children's vocabulary by introducing children to the properties and qualities of objects, objects and materials and performing research activities;

To develop the ability to express an emotionally positive attitude towards the interlocutor using the means of speech etiquette.

Develop situational business communication skills;

Develop coherent dialogic and monologue speech.

The game is known to be the leading activity preschooler, so why not use this circumstance to, through unobtrusive play, instill in the child all the knowledge, skills, abilities he needs, including communication skills, the ability to correctly express one's thoughts, feelings, etc.

1. The basis of speech development includes the presence of gaming and didactic material aimed at development: 1. articulation gymnastics

Subject pictures-supports;

Schemes of articulation exercises;

Articulation gymnastics in albums;

Articulation gymnastics in verses and pictures

2. fastening speech breathing and correct air jet

multi-colored balls;

Sultans;

Paper snowflakes, leaves;

Pipes

Various turntables;

tubules;

balloons for inflation;

Ready manuals

Breathing exercises in verses and pictures

games: "Storm in a teacup"; "Whose boat will get faster"; "Kick the ball into the goal", "Focus", "Focus on the Palm", "Sailboat"

3. development of fine motor skills of fingers

Dry pool;

Laces

Mosaic, puzzles

Massage rollers, balls, clothespins

Su jock balls

Stencils for hatching, inner and outer strokes

Counting sticks, Kuizener sticks

finger games (schemes-reminders on lexical topics);

Hatching games

Various composing material letters: peas, threads of different colors, plasticine, multi-colored pebbles, buttons, etc.

4. formation phonemic perception and hearing

Noise instruments;

sound boxes;

Children's musical tools: piano, harmonica, drums, pipe, tambourine, rattle, bells, rattles, etc.

Subject, plot pictures for voicing sounds and their automation;

Sounds of vowels and consonants (houses for hard and soft sounds);

Individual aids for sound-letter analysis;

Word schemes;

Sound tracks, sound ladder;

Albums on the syllabic structure of the word;

Games and tutorials for automating sounds

small toys;

subject pictures;

Story pictures;

Various types of theaters;

Albums for every sound;

Speech therapy albums for automating various sounds;

Clean tongues, poems, nursery rhymes, tongue twisters;

Scheme of characteristics of sounds;

word scheme

Material for the activation of the dictionary, generalizing concepts and lexical and grammatical categories

Pictures reflecting the studied lexical topic (plot and subject);

Pictures depicting animals and their cubs;

Pictures for the selection of antonyms;

Pictures for exercises on the selection of related words;

Pictures for the game "The Fourth Extra";

Illustrations on mastering the semantic side of polysemantic words;

Pictures depicting objects, people, animals in motion;

Educational puzzles, loto;

games: "Pick a Pair", "Who will name more", "Part and Whole", "Big and small","Whose tail?", "One is Many", "Call it sweetly", "What's missing?", "What is made of what"; "Weather forecast"; "Dress the Doll"; "In the animal world"; "Children's computer» , "Multicolored box", « Miraculous Pouch» and etc.

speeches:

Children's Book Library

Communication development material speeches:

Sets of plot pictures for compiling stories;

Series of plot pictures on various topics;

Expressive, bright, imaginative toys for teaching children

writing descriptive stories.

Schemes are supports for compiling descriptive stories about objects, animals, birds.

Masks, elements of costumes, figurines from a flat theater, puppets - toys from Kinder - surprises, puppets for dramatizing excerpts from fairy tales and works of art.

Children's Book Library

Related publications:

"Organization of work on the development of communicative and speech activity of preschoolers." The organization of work on the development of communicative and speech activity of children is carried out in preschool educational institutions at all regime moments, in a joint environment.

Formation of the language competence of future medical workers One of the important components of any professional activity is language and communicative competence. Modern Russian.

Formation of mathematical abilities in older preschoolers Consultation for parents Formation of mathematical abilities in older preschoolers Mathematical development preschool children.

Game didactics "Various development of the child in communicative and speech activity" A person should be strong, healthy and beautiful. It's no secret that the most correct and shortest path to this ideal is playing sports from an early age.

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Experience "Formation of speech culture in younger preschoolers" For several years of his pedagogical activity I worked as a speech therapist in a kindergarten. Currently an educator. Started

Organization of work on the development of communicative and speech activity of younger preschoolers Early age - milestone in child development. At this time, an important place is occupied by emotional communication between the baby and the adult, which.

“The ability to communicate with other people, to work together

With them, the ability to want, rejoice and grieve,

learn new things, albeit naively, but brightly and unconventionally,

to see and understand life in your own way - this and much more

the other carries preschool childhood” L.A. Wenger

The mental development of a child begins with communication. This is the first type of social activity that arises in ontogenesis and thanks to which the child receives the information necessary for his individual development.

Studies of prominent domestic psychologists have shown that the need for communication in children is the basis for the further development of the entire psyche and personality already at the early stages of ontogenesis (Venger L.A., Vygotsky L.S., Lisina M.I., Mukhina V. S., Ruzskaya A.S., Boguslavskaya Z.M., Smirnova E.O., Galiguzova L.N., etc.). It is in the process of communicating with other people that the child learns human experience. Without communication, it is impossible to establish psychic contact between people.

In the study of the process of communication in children great importance given to the problem of psychological preparation of older preschoolers for school, in the solution of which the leading role is played by communication with an adult as a central link in the cognitive and volitional development of the child.

Since communication with an adult plays a decisive role in the development of a child, we start the conversation with him (slide No. 2).

The development of various aspects of communication determines several successive stages or levels, at each of which communication appears in a holistic, qualitatively original form.

M.I. Lisina identified four forms of communication, (slide No. 3) replacing each other during the first 7 years of a child's life:

Situational-personal;

Situational business;

Extra-situational-cognitive;

Extra-situational-personal.

Situational-personal communicationa child with an adult (first half year of life) in a developed form has the form of a so-called complex - a complex behavior that includes concentration, a look into the face of another person, a smile, vocalizations and motor animation. Communication between an infant and an adult proceeds independently, without any other activity, and constitutes the leading activity of a child of this age.

Situational business uniform communication (6 months - 2 years) takes place against the background of practical interaction between the child and the adult. In addition to the attention and kindness of the desirability of the child early age begins to feel the need for adult cooperation. The latter is not limited to simple help; children need the complicity of an adult, simultaneous practical activities next to them. Business motives of communication become leading. The main means of communication are subject-effective operations. The most important acquisition of young children is the understanding of the speech of the surrounding people and the mastery of active speech. The emergence of speech is closely related to the activity of communication: being the most perfect means of communication, it appears for the purposes of communication and in its context.

Extra-situational-cognitive communication(3-5 years old) unfolds against the background of the cognitive activity of children, aimed at establishing sensually unperceivable relationships in the physical world. With the expansion of their abilities, children strive for a kind of theoretical cooperation with adults, which consists in a joint discussion of events, phenomena and relationships in the objective world. This form of communication is most typical for younger and middle preschoolers. For many children, it remains the highest achievement until the end of preschool childhood.

An undoubted sign of the third form of communication can be the appearance of the child's first questions about objects and their various relationships.

At first, the initiative in such a dialogue belongs to the adult: he tells, and the child listens, and often not very carefully and, it seems, understanding little. But this only seems to happen, because suddenly the baby begins to ask questions that not every adult will immediately find the answer to:

Why doesn't the moon fall to earth?

Why does a dog have many legs and I have two?

And if Pushkin died, why then Pushkin's fairy tales?

Can a goat marry a hedgehog and what kind of children will they have - with horns or with needles?

Why doesn't a chicken fly, but does it have wings?

Why do girls wear dresses and boys don't?

At the age of 4-5, children literally bombard adults with similar questions. This age is sometimes called the "age of why".

Extra-situational-personal form of communicationchildren with adults (6-7 years old) - the highest form of communicative activity of children in preschool childhood. Unlike the previous one, it serves the purposes of cognition of the social, and not the objective world, the world of people, not things. It is formed on the basis of personal motives that encourage children to interact, and against the background of a variety of activities: play, labor, cognitive. But now communication has an independent meaning for the child and is not an aspect of his cooperation with an adult. The senior partner serves as a source of knowledge about social phenomena and at the same time becomes an object of knowledge as a member of society, as a special person. Thanks to the success of children in the framework of extra-situational-personal communication, some reach a state of readiness for schooling, an important part of which is the child's ability to perceive an adult as a teacher and take the position of a student in relation to him.

However, in real life Quite often, one can observe significant deviations from the specified dates for the emergence of certain forms of communication. It happens that children remain at the level of situational business communication until the end of preschool age. For example, a preschooler seeks only physical contact with an adult - hugs, kisses him, freezes with pleasure when he is stroked on the head, etc. At the same time, any conversation or joint game causes him embarrassment, isolation, and even refusal to communicate . The only thing a child needs from an adult is his attention and kindness. This type of communication is normal for a 2-6-month-old baby, but if it is the main one for a five-year-old child, this is an alarming symptom that indicates a serious lag in his development. Usually this lag is caused by the fact that at an early age the child did not receive the necessary personal, emotional communication with an adult; as a rule, it is observed in children from orphanages.

Under normal conditions of upbringing, this phenomenon is quite rare. But the delay at the level of situational business communication until the end of preschool age is more typical: the child enjoys playing with an adult, but avoids any conversation on cognitive and personal topics. This is natural for a baby at 2-4 years old, but a five-six-year-old child should not have this. If until the age of six the child's interests are limited to objective actions and games, and statements concern only surrounding things and momentary desires, one can speak of a clear delay in his development.

In some rather rare cases, the development of communication is ahead of the age of the child. For example, at the age of 3-4, a baby shows interest in personal problems, human relations, loves and can talk about how to behave, strives to act according to the rules. In such cases, one can speak of extra-situational-personal communication already at a younger preschool age.

It turns out that the age of a child does not always determine the form of his communication with an adult. Of course, the presence of a leading form of communication does not at all mean that all the others are excluded and that a child who has reached an extra-situational-personal form of communication should only do what to talk with an adult on personal topics. In real life, there are a variety of forms of communication that are used depending on the situation.

Interest in peers appears somewhat later than interest in adults (slide No. 4). Other children of the same age enter firmly and forever into the life of a child. A complex and sometimes dramatic picture of relationships unfolds between preschoolers. They make friends, quarrel, reconcile, get offended, jealous, help each other, and sometimes do small “dirty things”. All these relationships are acutely experienced and carry a lot of different emotions.

Emotional tension and conflict in the sphere of children's relations is much higher than in the sphere of communication with an adult. Adults are sometimes unaware of the wide range of feelings and relationships that children experience, and, of course, do not attach much importance to children's friendship, quarrels, and insults. Meanwhile, the experience of the first relationships with peers is the foundation on which the further development of the child's personality is built. This first experience largely determines the nature of a person's relationship to himself, to others, to the world as a whole.

Communication of young children with each other occurs through various actions, the analysis of which allowed M.I. Lisina to single out four main categories (slide No. 5).

1. Attitude towards a peer as an “interesting object”. The child examines a peer, his clothes, face, comes close to him. Such actions are manifested in relation to other children, and to adults, and even to inanimate objects. According to Lisina's observations, this attitude is typical of children who came to kindergarten as soon as they were one year old.

2. Actions with a peer as with a toy. Moreover, these actions are characterized by cavalierity. At the same time, the resistance of the “toy” does not interest the baby at all, the child can grab a peer by the hair, touch his nose, pat his face. This form of interaction is no longer found in communication with adults.

3. Watching and imitating other children. This category of actions (characteristic of both communication with children and adults) includes eye contact, smiles, and verbal forms of communication.

4. Emotionally colored actions that are characteristic only for the interaction of children with each other. This category of actions is specific to children's communication and, as a rule, is not used in adult-child contacts. The kids jump together, laugh, imitating each other, fall to the floor and grimace. Moreover, negative actions also belong to this category: children scare each other, fight, quarrel.

Thus, if children aged 1-1.5 years are more likely to be related to their peersas an action object, then closer to 3 years it is increasingly possible to observesubjective approachin relationships with peers. After 1.5 years, the child's behavior becomes less cavalier. Increasingly, children are exhibiting behaviors that are characteristic of categories 3 and 4.

Joint actions between children of the second year of life are not yet permanent, they arise spontaneously and quickly fade away, since children still do not know how to negotiate with each other and take into account mutual interests. Very often conflicts arise because of toys. But, nevertheless, interest in peers is gradually growing.

By the end of the second year of life, children already enter into joint play activities, which give them great pleasure. It should be noted that toys and objects located next to communicating children distract them from communication and reduce the effectiveness of interaction with each other.

In the third year, communication between children is activated. The peculiarity of this communication is “bright emotional coloring”, “special looseness, immediacy”. Most joint games are based on the desire of children to imitate each other.

At a younger preschool age, the child expects complicity from his peers in his amusements and craves self-expression. It is necessary and sufficient for him that a peer joins his pranks and, acting together or alternately with him, supports and enhances the general fun. Each participant in such communication is primarily concerned with attracting attention to himself and getting an emotional response from his partner. Communication between toddlers depends entirely on the specific environment in which the interaction takes place, and on what the other child is doing and what he has in his hands.

At the age of 3-4, communication with peers brings mostly joyful emotions. In the middle of preschool age, a decisive change occurs in relation to peers. The picture of interaction between children is changing significantly. After four years, communication (especially with children attending kindergarten) with a peer becomes more attractive than communication with an adult and takes an increasing place in a child's life. Preschoolers already quite consciously choose the society of peers. They clearly prefer to play together (rather than alone), and other children become more attractive partners than adults.

Along with the need to play together, a child of 4-5 years old usually has a need for peer recognition and respect. This natural need creates a lot of problems in the relationship of children and becomes the cause of many conflicts. The child does his best to attract the attention of others, sensitively catches signs of attitude towards himself in their glances and facial expressions, demonstrates resentment in response to inattention or reproaches of partners. Preschoolers see in others, first of all, themselves: an attitude towards themselves and an object for comparison with themselves. And the peer himself, his desires, interests, actions, qualities are completely unimportant: they are simply not noticed and not perceived. It turns out that, feeling the need for recognition and admiration of others, the children themselves do not want and cannot express approval to another, their peer, they simply do not notice his merits. This is the first and main reason endless children's quarrels.

At the age of 4-5, children often ask adults about the successes of their comrades, demonstrate their advantages, and try to hide their mistakes and failures from their peers. In children's communication at this age, a competitive, competitive beginning appears. The successes and failures of others acquire special significance for the child. In any activity, children closely and jealously observe the actions of their peers, evaluate them and compare them with their own. Children's reactions to an adult's assessment also become sharper and more emotional. At this age, such difficult experiences arise as envy, jealousy, resentment towards a peer. They, of course, complicate the relationship of children and become the reason for numerous children's conflicts.

Thus, in the middle of preschool age, a profound qualitative restructuring of the child's relationship to his peers takes place. The other child becomes the subject of constant comparison with himself. This comparison is not aimed at discovering commonality (as with three-year-olds), but at opposing oneself and the other. Such a comparison primarily reflects changes in the child's self-awareness. Through comparison with a peer, he evaluates and asserts himself as the owner of certain virtues that are important not in themselves, but "in the eyes of another." This other for a 4-5-year-old child becomes a peer.

The difficulty is that many features of the perception of a person in children are associated with the fact that the child sees and feels only what is in front of his eyes, i.e., the external behavior of another (and the troubles that this behavior can bring him). And it is difficult for them to imagine that behind this behavior there are desires, moods of another. Adults should help children with this. It is necessary to expand the child's ideas about a person, take them beyond the perceived situation, show another child from his "invisible", inner side: what he loves, "why he acts this way and not otherwise. The child himself, no matter how much he is in society of peers, will never discover their inner life, but will see in them only an opportunity for self-affirmation or a condition for their game.

But he cannot understand the inner life of another until he understands himself. This understanding of oneself can only come through an adult. Telling a child about other people, about their doubts, thoughts, decisions, reading books to him or discussing films, an adult opens little man the fact that behind every external action there is a decision or mood, that each person has his own inner life, that the individual actions of people are interconnected. It is very useful to ask questions about the child himself and his motives and intentions: “Why did you do this?”, “How will you play?”, “Why do you need cubes?” etc. Even if the child cannot answer anything, it is very useful for him to think about it, connect his actions with the people around him, try to look into himself and explain his behavior. And when he feels that it is difficult for him, fun or anxious, he will be able to understand that the children around him are the same as him, that they also get hurt, hurt, they also want to be loved and taken care of. And maybe Seryozha will cease to be "mean" because he wants a truck, and Marinka will no longer be "nasty" because she wants to play her own way.

By the older preschool age, the attitude towards peers again changes significantly. By the age of 6-7, preschool children have a significant increase in friendliness towards peers and the ability to help each other. Of course, the competitive, competitive beginning persists for life. However, along with this, in the communication of older preschoolers, the ability to see in a partner not only his situational manifestations: what he has and what he does, but also some psychological aspects of the partner’s existence: his desires, preferences, moods.

By the age of 6, many children have an immediate and disinterested desire to help a peer, give him something or give up something. The emotional involvement in the activities and experiences of a peer also significantly increases during this period.

Many children are already able to empathize with both the successes and failures of their peers. A peer becomes for the child not only a means of self-affirmation and an object of comparison with himself, not only a preferred partner, but also a self-worthy personality, important and interesting. At older preschool age, the attitude towards peers becomes more stable, independent of the specific circumstances of interaction.

By the end of preschool age, strong selective attachments arise between children, the first sprouts appear. true friendship. Preschoolers gather in small groups (2-3 people each) and show a clear preference for their friends. They care most about their friends, prefer to play with them, sit next to the table, go for a walk, etc.

However, it is important to emphasize that the sequence of development of communication and peer relations presented above at preschool age is by no means always realized in the development of specific children. It is widely known that there are significant individual differences in a child's attitude towards peers, which largely determine his well-being, position among others, and, ultimately, the characteristics of personality development.

The communication process is not easy. Watching him, we see only an external, superficial picture of interaction. But behind the outside lies an inner, invisible, but very important layer of communication: needs and motives, that is, what prompts one person to reach out to another and what he wants from him. Behind this or that statement, action addressed to the interlocutor, there is a special need for communication. Only by knowing and understanding your interlocutor well can one build true communication with him, otherwise only the appearance of him is created.

Take, for example, children's questions, whims or complaints. It would seem that everything is clear here: questions must be answered, and whims and complaints should not be allowed. But careful observation shows that each of these phenomena is caused by different causes. A child may ask a question out of curiosity, but sometimes he just wants to get the attention of an adult, which is much more important to him than the answer. The kid is naughty because he is tired or does not know what to do with himself, or maybe because the adult limits his desire for independence too much. A child complains about a peer not always because of his harmfulness, but often because through such tricky move hopes to receive praise from an adult, which he so lacks. If an adult does not learn to recognize the inner need that prompts the child to enter into communication, he will not be able to understand him and correctly respond to it.

The same applies to the communication of children with each other. Many peer conflicts are connected, first of all, with the inability to take the point of view of another, to see in him a person with his own desires and needs. Trouble in one area of ​​communication can lead to failure in another. After all, both of them are interconnected, although they develop according to their own laws. The task of an adult is to direct their development in the right direction. And for this it is necessary to know both the general patterns of development of communication, and their specifics in different areas.

Indicators of the assimilation of social norms and rules (slide No. 6)

The importance of developing the ability to communicate, especially at preschool age, is indicated by numerous studies (E.V. Bondarevskaya, T.A. Repina, E.O. Smirnova)

The need for early formation of a positive experience of children's communication is due to the fact that its absence leads to the spontaneous emergence of negative forms of behavior in them, to unnecessary conflicts.

Development communicative competence with children in my group, I started at 2 junior group and this work is still ongoing.(slide number 7).

The kindergarten group is the first social association of children in which they occupy a different position. Here, various relationships are clearly manifested - friendly and conflict; children with communication difficulties are singled out. After spending in senior group diagnostic examination of children revealed that many children experience serious difficulties in communication, namely in communicative competence.And my task as a teacher is to provide each child with qualified assistance in the complex process of entering the world of people.

To do this, in accordance with the age and content of the educational program implemented in our preschool educational institution (MBDO No. 15), I developed an adapted program "The ABC of Communication" based on the literature:Galiguzova L.N., Smipnova E.O. "Stages of communication: from one to seven years, Lisina M.I. "Problems of ontogenesis of communication", Chistyakova M.I. " Psycho-gymnastics,Shpitsina L.M., Zashchirinskaya O.V., Voronova A.P., Nilova T.A. "ABC of communication: Development of the child's personality, communication skills with adults and peers.

Program goals: (slide number 8)

Formation in children of emotional and motivational attitudes towards themselves, others, peers and adults;

The acquisition of skills, abilities and experience necessary for adequate behavior in society, contributing to the best development of the child's personality and preparing him for life.

This program is designed for children of senior preschool age of 6-7 years. The duration of the program is 1 year. Working hours: 4 lessons per month; 36 classes in total. Classes include both theoretical and practical parts.

In my work I used various forms and conditions for the assimilation of norms and rules of behavior by children (slide No. 9).

A child at an older preschool age strives to be good, to do everything right: behave, evaluate the actions of peers, build their relationships with adults and children. This aspiration, of course, must be supported by adults.Therefore, as the main method, I used the method of developmental learning theory - the method of empathizing with the situation.

Development workcommunicative competence in children of older preschool age, I divided it into 7 blocks (slide No. 10).

Communicating with adults and peers, the child learns to live next to others, take into account their interests, rules and norms of behavior in society, i.e. becomes socially competent. This problem cannot be solved only within the kindergarten, so it is important to ensure continuity between the kindergarten and the family. For this purpose, I used various forms of work with parents (slide No. 11).

After conducting a diagnostic examination of children, I came to the conclusion that children (slide No. 12)

1. know about various means and methods of communication with the outside world
2. I can adequately evaluate and analyze my own behavior and the actions of others
3. at able to control their behavior and manage it, taking into account the moral norms of communication between people
4. know the basic rules of etiquette (greeting, gratitude, how to listen to the interlocutor and behave during a conversation, the rules of communication on the phone, the rules good manners at the table)

Conclusions :

Systematic and systematic work in this direction has made it possible to achieve positive results - my children are able to communicate, are attentive and polite to each other, to others, observing the rules of behavior for them is the norm. They not only know how to behave, but also behave, as the rule says: treat people the way you would like to be treated.