The teacher’s speech is a model in the development of a child’s speech. Speech as a means of pedagogical activity of the teacher The teacher’s speech should be

18.01.2024

Cultural speech- is an obligatory element of a person’s general culture.

Teacher's speech is the main example of the native language for children.

In the mental development of children, the formation of oral speech is of great importance, and this should be done using the best examples of their native language.

Preschool children learn not only all the subtleties of correct pronunciation, word usage, and phrase construction, but also those speech imperfections that occur in adults.

The culture of children’s speech depends on the teacher’s speech culture.

Teacher's speech, which is constantly in the children’s field of vision, in communication with them, is the main source from which children receive a sample of their native language and cultural speech.

When training a child’s speech:

first task is the concern to teach the child to more fully master the content of the “treasures of the native language”, which he acquired by imitation, semi-consciously and even unconsciously, mechanically;

second ass whose is the need to “correct deficiencies in children’s speech and replenish the child’s vocabulary”;

third task teach your child grammatically correct speech.

The teacher's speech should be:

grammatically correctly constructed, coherent;
with a clear and distinct pronunciation of all sounds of the native language;
must be maintained at a certain tempo and volume;
must be intonationally expressive;
accessible;
with correct and precise use of verbal notation.

So the shortcomings of the teacher’s speech include:

The teacher, in this case the educator, has a great influence on the formation of a high culture of speech in children.

As I. O. Solovyova notes, the teacher faces the following tasks: nurturing children’s pure, clear pronunciation of words in accordance with the norms of orthoepy of the Russian language, nurturing the expressiveness of children’s speech.

The following requirements are presented for the teacher’s coherent speech and its

vocabulary - grammatical design:

The ability to convey to children this or that content conveyed in speech in a coherent, interesting, and accessible form is a necessary quality of a teacher’s speech;

Consistently presenting thoughts, the teacher should not clutter his speech with incomprehensible words, complex phrases, or long phrases;

Speech is better perceived by children if it consists of short phrases, since when using long and complexly constructed phrases, it is difficult for children to establish connections between parts, comprehend and understand the content;

When telling a story, it is necessary to highlight the main thing, the main thing, discarding everything that is secondary and insignificant. Verbosity and the layering of unnecessary phrases make the teacher’s speech cumbersome and difficult to understand;

When telling a story, it is necessary to skillfully use synonyms, metaphors, epithets, oral folk art (proverbs, sayings, phraseological phrases;

The vocabulary must be replenished and updated, dialectisms, vernaculars, and words that have fallen out of use must be avoided.

When working with dictionaries, when teaching sound pronunciation, the teacher’s speech pattern is especially important, since children learn new words in the correct sound.

Sample used:

When working with a picture;

When retelling;

When speaking from personal experience;

To come up with an ending to a story started by the teacher.

In speech you can express the subtlest shades of feelings and thoughts. This is achieved not only with the help of appropriate words, but also through the correct use of intonation means of expressiveness of voice strength, tempo, logical stress, pauses, rhythm, timbre. Poems, fairy tales, stories read or told by the teacher using these means help children understand their content and feel the power and beauty of their native language.

The disadvantages of the teacher's dictionary include:

Frequent use of words with diminutive and affectionate suffixes (Sonechka, wash your hands, Katenka, remove the cup from the table, etc.);

clogging speech with unnecessary words (well, that’s what it means, so to speak);

When communicating with older children, adapting to the children’s speech;

Use, use of new words in speech, not taking into account the age of the children.

Monotonous speech tires young listeners and reduces interest in the content of the text. Listening to such speech, children quickly begin to get distracted, look around, and then stop listening altogether.

When telling children about the excursion, it is necessary to highlight the main thing that relates to this topic, discarding everything that is secondary and insignificant. Verbosity and the layering of unnecessary phrases make the teacher’s speech cumbersome and difficult for children.

In general, the teacher’s story should be:

Full;
Colorful;
With precisely chosen words;
grammatically correct;
Expressive;
A logical connection must be established between the individual parts;
When telling stories, you need to use synonyms, metaphors, epithets that make speech more expressive, more diverse, and richer in content;
Make wider use of oral folk art, proverbs, sayings, and phraseological units.
The teacher's vocabulary should be rich and accurate. It is necessary to use words more often that children learn slowly, for example: accurately denote shades of colors, material, shape, size of objects, and so on.

Thus, when working with children, the teacher should pay attention to the following:

1. Correctly pronounce all the sounds of your native language, eliminate existing speech defects.

2. Have easy, clear and distinct speech, that is, good diction.

3. Use literary pronunciation in your speech, that is, adhere to spelling standards:

4. Strive to use intonation means of expression correctly, taking into account the content of the statement.

5. When communicating with children, use speech at a slightly slower pace and moderate volume of the gloss.

6. Tell and convey the content of texts in a coherent and accessible form, using words and grammatical structures accurately, in accordance with the age of the children.

7. Do not use raised voices or rude expressions when talking to children.

8. Development of communication skills in children through play activities.

Conclusion. The teacher must improve and develop his speech and pronunciation, since his mistakes will entail hundreds of mistakes of his pupils, which are easier to correct at an early age than at an older age. By using various methods of teaching speech development and vocabulary enrichment, you can achieve more tangible results than if you use template techniques. Children are interested in a change in activity and therefore the process of mastering knowledge will proceed more interestingly, lively and without tiring preschoolers. Having developed speech, the child will be ready for school.

List of used literature

Novotortseva N.V. Children's speech development. - M.: Liner, 2005.

Sokhin F.A. Speech development in preschool children. - M.: Education, 2004.

Carpenter A.A.. Let's play. - M.: Nauka, 2008.

Tikheeva. E.I. Children's speech development. - M.: Education, 2005.

L.S. Vygodsky. Imagination and development in childhood. M., 1991.

Tikheeva. E.I. "Development of children's speech." Moscow, "Enlightenment", 1985.

MBOU "Yagunovskaya Secondary School"

Speech at a seminar-workshop

The teacher's speech is the main source of speech development of children in kindergarten. Requirements for the teacher’s speech culture

Prepared by:

Preschool teacher

Bochkaeva Svetlana Mikhailovna

2018

Mastering the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to the acquisition of speech: if a certain level of mastery of the native language is not achieved by 5-6 years, then this path, as a rule, cannot be successfully completed at later age stages.

The main role in the development of speech and replenishment of the child’s vocabulary is played by the teacher and his speech, since the preschooler spends most of the time during this period of his life with him. For a child, an indispensable condition for his comprehensive development is his communication with the teacher. Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech and vocabulary, and verbal communication is one of the main ones. This general task consists of a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, forming colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write. In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. The educator is the conductor and support of this knowledge. A characteristic feature of preschool children is imitative speech, which is determined by the uniqueness of their perception and thinking. Not being able to think critically, children of this age imitate everything they see and hear in the environment, but most of all those people who are directly connected with them, towards whom the children have developed a positive attitude. Such a close person with whom a child is directly connected in kindergarten is the teacher. The behavior, speech of the teacher, his appearance - everything is a model for children. The originality of children's thinking and perception associated with imitation should be used in the upbringing and teaching of children, and, in particular, when teaching children their native language.

Knowing that preschool children acquire language on the basis of oral speech, through communication with people around them, the following should be taken into account.

1. The teacher’s speech is a model for children in the broad sense of the word, primarily in colloquial speech, on the basis of which the child’s daily communication with the teacher takes place.

2. During classes, children, listening to the teacher’s speech, practice mastering the Russian language. The shortcomings found in the teacher’s colloquial speech are passed on to the children, and then the children have difficulty getting rid of them at school.

What requirements must be made for the teacher’s speech?

1. The semantic content of speech addressed to a child should be close and understandable to children.

When talking with younger children, the teacher’s speech should be more concise and simple. In relation to children, one should avoid making comments and at the same time one should talk to them more categorically than to older ones, since children of this age cannot comprehend the arguments that are perceived by older children. “Yura, don’t dirty the tablecloth, eat with a spoon, don’t pour water on the floor,” etc., says the teacher to the younger children. Middle-aged and older children should be led to their own conclusions. For example: “You can’t dirty the tablecloth, it’s not neat. A lot of work goes into washing a tablecloth. We must protect the work of the people who wash our tablecloths.”

2. The grammatical correctness of the teacher’s speech is required.

But, unfortunately, the following errors are very common: “Take from the older group” (here the preposition “from” is replaced by “with”).” “Don’t put it here” (instead of “don’t put it”). “I told you, but you don’t listen back.”

3. When communicating verbally with children, you need to use expressive language.

The monotonous, inexpressive speech of the teacher negatively affects the behavior of children, does not affect their emotions, and at the same time does not improve their speech culture. During lunch in the younger group, the teacher addresses the children who are eating slowly: “Eat, eat quickly, chew, swallow, don’t look around.” And this dry, monotonous address to the children is repeated many times, the children do not react. group, another teacher evokes a positive attitude towards food in children in a completely different way: “What a delicious soup today! Look how beautiful the green peas are, grab them on a spoon quickly. Like this. Delicious” The child agrees. Or: “Natasha is smart today, she learned to eat quickly and carefully.” “And I can quickly,” the children’s voices are heard. “That’s right, Slava, your teeth are sharp, they can chew quickly,” the teacher confirms. The children smile and quickly finish lunch.

4. The ability to express one’s thoughts accurately and convincingly is the most important quality of a teacher.

Speech sample of the teacher in the classroom is of particular importance because here the attention of all children is drawn to what the teacher says. The teacher’s speech pattern, both in everyday communication and in the classroom, should be used when carrying out all tasks: expanding the vocabulary, developing grammatical and sound correctness of speech. The skills acquired in the classroom must be made strong so that children can apply them in life. Meanwhile, there are often cases when a teacher does not think through his appeal to children. A particularly common mistake is verbosity and the use of unclear words. If, when drawing, the visual perception of a sample (object or pattern) is accompanied by a verbal explanation, without which children have difficulty completing the task, then in classes on mastering speech, the sample is even more important, because children master all aspects of speech only on the basis of auditory perception, on the basis heard from the teacher.

The model, as one of the main techniques in teaching, must be considered in inextricable connection with other techniques, since both the question, the explanation, and the instruction contain a speech model.

A child in the younger group turns to the teacher: “Tomorrow was a holiday.” “Tomorrow there will be a holiday,” the teacher corrects. In this example, using a sample of the teacher’s speech, the child acquires the ability to express his thoughts and hears the teacher’s correct speech. The skills of precise use of words and correct agreement are developed in conversations, in conversations with children, and on a sample of the teacher’s speech. Here, during a walk, a teacher conducts observations of autumn phenomena in nature with children of the younger group. “Strong winds are blowing,” she says. “It has become cold, it is raining, there are puddles on the ground. The leaves have fallen from the trees. It has become quiet in the park. Birds are flying away to warmer climes.” Accompanying the children’s observation with words, the teacher uses the model to clarify and systematize children's knowledge. In this case, the teacher uses explanations as one of the teaching methods based on a speech model. By using the model in teaching children their native speech, we cultivate a culture of listening in children, and increase their interest in the word. But this can only be done when. The teacher expressively and figuratively tells the children the material, based on their feelings. When conducting a conversation about autumn, summing up the children’s statements, the teacher says: - Yes, children, in the fall birds gather in large flocks and fly south, to warmer lands. One writer saw a flight. cranes and wrote this poem about them:

I feel sorry for the colorful meadows

And my cranes.

But I won’t bother

- And in the spring I will meet them...

M. Poznanskaya

The emotional side of the model enhances the culture of listening and instills in children a desire to tell something themselves.

The teacher conducts gymnastics and outdoor games with middle group children. To increase children's interest in performing movements correctly, she resorts to expressive techniques. “The bunnies need to follow a straight path, the forest is thick, you can get lost, don’t lag behind each other.” The bunnie children begin to jump faster.

In cultivating children's interest in words, it is necessary to use the expressive means of language not only in the classroom, but also in everyday communication. The requirements for the teacher’s speech in everyday communication are also mandatory when conducting classes. The teacher’s speech model in the classroom should be used when carrying out all tasks in working on speech development. When working with dictionaries, when teaching sound pronunciation, the teacher’s speech sample is especially important, since children learn new words in the correct sound.

Sample used :

a) when working with a picture;

b) when retelling;

c) when telling from personal experience;

d) to come up with an ending to the story started by the teacher.

e) a sample of grammatically correct speech is used in special classes to teach children grammatical and sound culture.

With the help of didactic games and riddles, the teacher trains children in the correct use of words and making sentences from them.

The method of using the model in teaching children storytelling is varied. In the younger and middle groups, when looking at a picture and telling stories based on it, you should always follow the example of the teacher, since children do not yet have independent storytelling skills. In the older group, in the first lesson with pictures, a teacher’s model is necessary, but in subsequent lessons with the same picture it does not need to be used. While listening to the teacher's story based on the picture (senior group), children can completely imitate the model, or they can speak in their own words. Both options have their positive sides: by repeating the teacher’s example, the child learns the correct turns of phrase, which he does not yet know on his own; By telling in his own words, without distorting the meaning of the picture, the child draws on his speech experience. The teacher, knowing the individual aspects of the children, uses one or another technique when carrying out work. How, for example, is work done with a picture? After independently examining the picture and analyzing it based on questions, the teacher gives the children a short, coherent story, without deviating from the image, telling only what is depicted in the picture. Here is a sample of such a story based on the painting “The Ball Flew Away”: “The girl was walking near the house. The wind blew and snatched the ball from the girl. The ball flew high and caught on a tree. The girl began to cry: she felt sorry for the ball. Schoolchildren were passing by and saw that the girl was crying. One boy climbed onto the balcony and untied the ball from the tree. He took it to the girl.” The teacher invites the children to repeat the story. In this case, children practice reproducing the teacher’s model. And this is of great importance: children learn to construct sentences correctly and practice coherent speech. In the creative story of the teacher, not only a description of what is depicted in the picture is allowed, but also assumptions about why and how the event occurred. Example: “A little girl lived in the house with her mother. One day the mother was at work, and the girl was sleeping in her crib. At that time there was a fire in the house. Suddenly there was a smell of smoke, it became difficult to breathe, and the girl woke up, she screamed in fear: all around There was a fire. The firefighters quickly drove up to the house, they heard the girl’s scream, set up a ladder and climbed up to the second floor. The fire grew stronger, but the firefighters were brave and clever. They saved the girl from the burning house." , but also the girl’s experience, and also instills in children respect for the work of firefighters. A literary work can serve as an example. The significance of such a model is that children, repeating a literary work, learn the correct turns of speech and more deeply understand the content of the story.

Along with the requirements for a model teacher, it is necessary to say about the requirements of the teacher for children.

1. The teacher must not only give a speech sample to the children, but also check how the children have mastered it (for this, exercises and repetitions are used).

2. It is necessary to cultivate in children an interest in the ability to speak correctly (using incentives, an example of well-speaking children).

3. It is necessary to systematically monitor children’s speech, listen to how children speak, and correct mistakes in a timely manner.

Serious attention should be paid to children’s speech both in everyday life and in the classroom.

It should be said that the teacher’s speech pattern when teaching children can only be used when the speech culture of the teacher himself is impeccable.

In all classes in kindergarten, teachers widely use questions as a method of teaching children.

Indeed, the role of the question is very great: first of all, the question collects and directs the attention of children. For example, a teacher is teaching a lesson on the painting “New Girl.” The teacher’s first question: “Where are these children gathered?” directs the children’s attention to the main content of the painting. “Who do they show their toys to? Who came to them? - the teacher asks further. These questions reveal to the children the meaning of the picture: in kindergarten they welcome new children very warmly. An incorrectly posed question diverts children’s attention to the side and does not teach them to focus on the main thing. So, for example, in the practice of working on a picture, educators often pose the following question: “What is drawn in this picture?” This question directs children's attention equally to everything that is drawn in the picture: both the main thing and the details, and therefore it is quite natural that children begin to list everything they see. It is necessary that the first question immediately makes children pay attention. on the main thing, on what needs to be found out when looking at the picture, and then ask questions about details, details that clarify the main idea. An equally important question is that it awakens a child’s thought. But for this, questions must stimulate the work of a child’s thought. So, in a conversation about autumn, in which children’s impressions and observations obtained on walks and excursions were summarized, the teacher, having found out with the children that many birds fly south in the fall, poses the question “Why do birds fly away from us in the fall? This question forces children? think about the reason, look for it, learn to establish connections between phenomena. Questions are of great importance as a means of increasing children’s listening skills. Educators pay little attention to children’s ability to accurately hear a question and answer it accurately. For example, in a conversation about school, the teacher asks: “Who does the teacher teach?” Borya: “The teacher teaches reading and writing.” The teacher (not paying attention to the answer given not on the substance of the question asked) does not correct Borya’s mistake and says: “What else does the teacher teach the children?” Finally, the significance of the question is that the question activates children's speech. If some teaching methods, such as explanation or example, require children, first of all, to listen carefully, then the question, by its very form, evokes a response from the child, that is, it activates his speech.

So, the teacher’s question is a very effective method of teaching children to think and speak, since the question directs attention, stimulates thought, teaches accuracy of listening and activates speech.

In order for questions to fulfill their purpose, they must satisfy certain requirements:

The first requirement is that the question must have a certain content. In the practice of conducting classes, unnecessary questions are often asked that are unnecessary for the intended program content, and sometimes even empty and even meaningless questions. For example, while looking at Savrasov’s painting “The Rooks Have Arrived” with the children, the teacher asks: “Children, think about why the artist depicted the arrival of the rooks so beautifully?”

The second requirement for the question is accuracy and specificity.

When conducting classes with children, educators often pose questions that are too general and therefore not very specific. For example, in the final conversation about spring, the teacher asks: “Children, remember what was interesting about spring at the beginning?” Such a question is unacceptable due to its general vague formulation. Or another example: “What changes happened in the plants in the spring?” In this general question, it is unclear to the children what plants the teacher is asking about (trees or flowers) and what changes. Such general questions are little or completely inaccessible to children. A much simpler, more accurate and therefore more accessible question for children will be: “What appears on the trees in spring?” The accessibility of the question also depends on its wording. Careless, incorrect construction of the question makes it difficult to understand. For example: “The policeman makes sure that cars drive at what traffic light?” This question should be divided into two: “At what traffic light can cars drive?” and “Who makes sure the cars drive correctly?” Often, when asking a question, the teacher does not pay attention to the accuracy of word usage. For example: “Where does the postman throw letters?” or “Where do children get their literacy?” To the last question, in particular, the child answered this way: “Nina got it at school, but mom got it at work.” The brevity of the wording is of great importance for the clarity of understanding of the question. During the retelling lesson, the teacher says: “Children, listen, now I’ll ask you question, think carefully and answer me correctly, what is a blizzard?” Such verbosity obscures the meaning of the question, tires attention and hearing, and children remain silent or answer incorrectly. The verbal pile-up also contains the following question: “Who can tell me where you can see it from and why do you think that spring has come?”

Striving for accuracy and brevity, some teachers go to the other extreme: excessive brevity also makes the question incomprehensible. For example, during a retelling lesson, the teacher asks: “Where did Zhenya go?” Nina: “Zhenya went to school.” Teacher: “So what?” The girl is silent, not understanding what the teacher is asking.

A very important requirement is purposefulness and consistency in asking questions to children.

The teacher must remember that the purpose of asking questions is for the children to assimilate the intended program material. Therefore, questions should be asked not about everything that is drawn, not about everything that can be said on a given topic, but about the main, most important thing. Questions should be targeted. This purposefulness of the questions also determines their sequence.

Let us give, as an example, two excerpts from lesson notes on the film “At School”.

First lesson. The teacher asked questions in the following sequence: “Where are these girls?”, “What are they doing?”, “What can be seen outside the window?”, “What is the girl doing at the blackboard?” The order of these questions shows how the teacher’s thoughts rush around the picture: from the girl to the tree outside the window, from the window to the girl solving problems, etc. An extract from another note shows a strict sequence that accustoms children to logical thinking. Questions: “Where are these girls?”, “What can you call the girls who study at school?”, “Who teaches the schoolgirls?”, “What are the students doing now?”, “What is the student doing at the blackboard?”, “Why two students raised their hands?”

Thus, the main requirements for the question as a teaching method come down to the following: attention to the semantic meaning of the question, to accuracy, brevity and correctness of formulation; the question must be understandable to children and targeted; It is necessary to maintain consistency in asking questions.

The methodology for using questions is varied, since questions are used when conducting various types of classes and during a conversation, and in painting classes, and when retelling, and when reading a book, and in a didactic game. It is necessary that the use of questions in teaching be methodologically correct. First of all, all questions should be formulated in such a way that they direct the children’s attention to clarify and understand the intended program material. Then the questions should force children not only to remember what they already know, but also to think, looking for the simplest causes and effects, making basic conclusions and generalizations. For this purpose, you should not abuse prompting questions, using them only in exceptional cases. It is pedagogically incorrect to use a question in a negative formulation. For example: “You don’t know the name of this flower?”, or “You don’t know who lives in our aquarium?”, or “Can’t say what happens after spring?” Such a wording of the question indirectly instills in the child a negative answer. and does not mobilize him for the active work of thought and language. Questions that guide, i.e. direct the child’s thoughts in the right direction, are used in working with preschoolers; one should not only rush to help the child, but one should accustom him to independent mental work.

Each question is proposed to the whole group, and one child is called to answer. This order is necessary to teach all children to be attentive to the teacher’s questions and think about the answer, since everyone cannot be called. The same question should not be repeated several times, especially in different formulations. Meanwhile, in practice, you can often hear how a teacher, having asked a question, immediately repeats it, changing the wording. For example, the teacher asks the question: “What country do we live in? What is the name of our Motherland? Remember, what is the name of our country?”While presenting certain requirements to the teacher’s questions, it is necessary to present requirements to the children’s answers, so that the children learn to speak correctly, use precise words to express their thoughts, achieve the correct construction of sentences, and compose meaningful and meaningful answers. The main requirement for children's answers is their awareness and meaningfulness. As already indicated, it is necessary to monitor the accuracy of children's answers in accordance with the questions posed. The requirement from children for so-called complete answers, that is, answers given in the form of common sentences, should be based on teaching children the ability to construct answers in the form of complete sentences. If a child cannot answer with a complete sentence, but answers with one word, for example, a subject or predicate, he needs to ask an additional question to find out the missing word or several words, and then repeat everything said in the form of a complete sentence. For example, if the teacher asks: “Who grows bread and vegetables?” - the child answers: “Collective farmers,” - the teacher, wanting to get a complete answer, asks additional questions: “What do collective farmers grow?” “Vegetables, bread,” the child answers. “Now listen to how to say it correctly,” the teacher clarifies: “Collective farmers grow bread and vegetables.” In cases where the question requires a monosyllabic answer, the full answer is artificial and an accurate but brief answer should be required from children. Accepted in In practice, the method of forming a complete answer through repetition of a question sometimes leads to comical cases and does not sound Russian. For example, to the teacher’s question: “What happened to the boy?” - the child answers: “What happened to this boy, he fell.” When trying to achieve a complete answer, it is necessary to monitor the grammatical correctness of its construction. Children often randomly arrange words in a sentence or make mistakes in coordinating words in a sentence. For example, to the question: “What time is it?” year depicted in the picture?” - Kolya answers: “The weather was winter. The children built a bird feeder to feed the birds.” Or to the question: “Who accompanied Vanya to school?” - Valera answers: “Vanya was seen off by the dog Druzhok.” In conclusion, it is necessary to say about one more requirement for children’s answers, namely: do not allow standard answers, that is, answers that are always the same in wording. Often such verbal cliches are given for answers only to certain questions. For many educators, children begin their story about a picture with the following stereotypical phrase: “In this picture I see...” So, a correctly posed question is one of the very effective and efficient methods of teaching young children, and the task of every educator is master this technique necessary for successful work.

Conclusions:

The development of children's speech and vocabulary, mastery of the riches of their native language is one of the main elements of personality formation, mastery of the developed values of national culture, is closely related to mental, moral, aesthetic development, and is a priority in language education and training of preschool children.

Forming the possibilities of speech communication in preschoolers involves the inclusion in the life of a child in kindergarten of specially designed communication situations (individual and collective), in which the teacher sets certain tasks for speech development, and the child participates in free communication. In these situations, the vocabulary expands, ways of expressing ideas accumulate, and conditions are created for improving the understanding of speech. When organizing joint special games, the child is provided with the opportunity to choose linguistic means, individual “speech contribution” to solving a common problem - in such games, children develop the ability to express their own thoughts, intentions and emotions in constantly changing communication situations.

It must be remembered that expanding children's vocabulary is not achieved only by mechanical memorization of words. It is necessary to help the child understand the meaning of a new word, teach him to use the word in the process of storytelling, in communication with others, through his own speech.

When caring about enriching the vocabulary of children, we must understand that the words that children learn fall into two categories. The first of them, which can be called an active vocabulary, includes those words that the child not only understands, but actively, consciously, whenever appropriate, inserts into his speech. The second, passive vocabulary includes words that a person understands and associates with a certain idea, but which are not included in his speech. The new proposed word will replenish the children’s active verbal stock only if it is consolidated. It’s not enough to say it once or twice. Children should perceive it with their ears and consciousness as often as possible.

Enrichment and activation of vocabulary must begin from a very early age of the child. And in the future we need to further improve it and increase it. Only a child with a rich vocabulary can develop correct, literate speech. The teacher’s task is to optimize the process of speech development and vocabulary enrichment as much as possible.

Children spend most of their time in kindergarten with teachers. The teacher's speech is an example for children. It is this that they focus on when pronouncing the words they know. Children try to copy the teacher’s intonations depending on the properties of the event being described, just as the teacher does this in his stories about the same events. The more correct the teacher’s speech sounds, the more correct the speech of his students will develop. The teacher must improve and develop his speech and pronunciation, since his mistakes will entail hundreds of mistakes of his pupils, which are easier to correct at an early age than at an older age.

By using various methods of teaching speech development and vocabulary enrichment, you can achieve more tangible results than if you use template techniques. Children are interested in a change in activity and therefore the process of mastering knowledge will proceed more interestingly, lively and without tiring preschoolers. Having developed speech, a child will be more ready for school. The knowledge passed on to him by teachers will be easier to perceive, and there will be fewer problems when communicating with peers and answering at the board.

Consultation
“Grammatically correct speech of the teacher”

Preschool children, imitating those around them, adopt not only all the subtleties of correct pronunciation, word usage, and phrase construction, but also those speech imperfections that are found in adults. The culture of children’s speech depends on the teacher’s speech culture. A tradition in kindergarten should be soft speech, a correct, friendly tone when addressing children, the absence of slang and swear words, and emphatic politeness in addressing each other.

The speech of the teacher, who is constantly in the field of view of the children, in communication with them, is for children the main example of their native language, cultural speech, therefore it must not only be correct, with a clear and distinct pronunciation of all the sounds of the native language, but also maintained in a certain tempo, volume, must be intonationally expressive, correctly grammatically formatted, coherent, understandable, with the correct and accurate use of verbal notations.

The teacher’s speech is assessed from three aspects: content (what and how much he talks about, what is communicated to children), impeccable correctness of form (how he speaks), age and pedagogical orientation (can he speak with preschoolers, can he confidently and intelligibly present information on pedagogical issues to adults - parents, colleagues).

The teacher must adhere to literary norms of pronunciation, eliminate various accents in his speech, the influence of local dialects, correctly place emphasis in words (port - ports, cake - cakes, cream - creams, engineer - engineers).

Orthoepic norms.

The difficulty in mastering correct literary pronunciation lies in the fact that pronunciation does not always coincide with spelling. Therefore, generally accepted norms of literary pronunciation should be learned from radio and television announcers, from masters of artistic expression, from people around them who have exemplary cultural speech.

Let's look at some rules for literary pronunciation of words.

1. Vowel sounds that are under stress always sound clear and distinct, since they are indicated in writing by the corresponding letter. Compare sound pronunciation ABOUT in the following words: youth (pronounced as moldst - a weak, unclear sound, pronounced as an average sound between A And Y, conventionally denoted by the sign Kommersant); contract (pronounced: d'gavor); centipede (pronounced: сърьканожкъ)

2. Unstressed vowels A And ABOUT weaken in pronunciation (sound ABOUT is replaced and pronounced as a sound A or as a middle sound between A And Y: vada (water), akno (window), m'lako (milk), etc. vowel sounds U, Yu, Y, E and in some cases sound AND and in an unstressed position do not change (iron, spinning top, fisherman, exam, game).

3. In colloquial speech, when pronouncing patronymics, when combining names and patronymics, some sounds and endings sometimes fall out: Aleksan Ivanovich (Alexander Ivanovich), Michal Palych (Mikhail Pavlovich), Mary Ivanna (Maria Ivanovna).

If you have any doubts about the correct pronunciation of words and the placement of stress, use spelling reference dictionaries.

Non-literary pronunciation includes letter-by-letter pronunciation of words, when words are pronounced as they are written: what (instead of what), his (instead of evo), happiness (instead of happiness), etc. A deviation from the norm of literary pronunciation is speech with a national accent, with characteristic features of local dialects: yakan (vyasna instead of spring), clatter (tsto instead of shto, etc.), with incorrect stress in words (mag A zine, keel O meter). In speech you can express the subtlest shades of feelings and thoughts. This is achieved not only with the help of appropriate words, but also through the correct use of intonation means of expressiveness: voice strength, tempo, logical stress, pauses, rhythm, timbre, melody. Poems, fairy tales, stories read or told by the teacher using these means help children better understand their content and feel the power and beauty of their native language.

The teacher’s speech should be emotionally rich, rich in intonations, quite loud and leisurely. Hasty speech is just as unacceptable in communicating with children as incorrect pronunciation of sounds. Speech is perceived better by children if it proceeds at a slightly slower pace. This pace increases the clarity of speech, and, conversely, an accelerated pace makes it unclear, blurred, and difficult to understand. Masters of artistic expression usually read fairy tales, short stories, and poems for children at a slower pace than that typical for spoken language. Slow speech is easier for children to perceive, easier to follow its content, and remember the text.

It must be remembered, however, that this rule is not comprehensive. When reading works of art, speeding up or slowing down speech must be justified by the content conveyed at the moment; it is a means of artistic expression.

A story read by a teacher using means of artistic expression will arouse children’s interest, make them empathize, feel the power of words, and remember the content for a long time; the same story, read dryly, at a fast pace, without emotion, can only cause boredom and indifference to the work of art.

The voice is a teacher’s professional instrument, and it must be used correctly and protected from overload. Incorrect use of the voice can manifest itself, for example, in excessively increasing its volume (in case of noise in a group, on a stage).

If, nevertheless, a communication situation requires a significant increase in the volume of speech, this does not mean that it is necessary to bring it to a scream. You should, by slightly increasing the volume, pronounce the words more clearly, while slowing down the pace of speech.

Children learn from adults not only to correctly pronounce sounds and words, but also to clearly retell the content of fairy tales and stories, convey their own observations about the environment, consistently express their thoughts, and draw conclusions.

The ability to convey to children this or that content conveyed in speech in a coherent, interesting, and accessible form is a necessary quality of a teacher’s speech.

Consistently expressing thoughts, the teacher should not clutter up his speech with incomprehensible words, complex phrases, or long phrases.

Speech is better perceived by children if it consists of short phrases (even if they are complex sentences), since when using long, and grammatically complex phrases, it is difficult for children to establish connections between parts of a sentence, comprehend and understand the content.

But you can’t limit yourself to using only simple sentences. It is important to make wider use of short compound and complex sentences.

When telling children about the excursion, about nature, etc., it is necessary to highlight and give them only the main thing, the main thing, that is, what relates to this topic, discarding everything that is secondary and unimportant. Verbosity and the layering of unnecessary phrases make the teacher’s speech cumbersome and difficult to understand.

When listening to a story full of complex phrases, it is difficult for preschoolers to follow the teacher’s thoughts and remember the content, and such a story will not bring them any benefit.

Accessibility and understandability of the teacher’s speech is achieved, first of all, by the correct and precise use of words. The vocabulary of the Russian language is rich, it is constantly updated with new words; Words that have fallen out of use disappear.

When communicating with children, the teacher needs to make extensive use of the lexical richness of their native language, taking into account the age characteristics of the children: select and use in their speech words that would be understandable to them and easy to learn.

When talking with children, you should use words of the literary language, avoiding rude words, avoiding colloquialisms and dialectisms, as well as words that have fallen out of use. The richer and more varied the teacher’s vocabulary, the brighter and richer his speech, the more words children can learn.

The teacher's vocabulary should be rich and accurate. It is necessary to use words more often that children learn slowly, to accurately designate shades of color, material, shape, size of objects, etc.

The shortcomings of the dictionary of many educators include the frequent use of words with diminutive suffixes (Tanya, wash your hands; Katenka, remove the cup from the table, etc.), contamination with unnecessary words (well, that’s what it means, so to speak); in communication with older children - adapting to the speech of children, that is, inappropriate use of onomatopoeic words (Where is av-av?, etc.).

The correct selection of words and verbal expressions ensures the accuracy, clarity and expressiveness of the teacher’s speech.

The use of new words must be approached very carefully. On the one hand, one should take into account the age of children and select words that are accessible to their understanding, and on the other hand, one should constantly introduce new ones, expand the use of existing words, and explain their purpose.

In general, the teacher’s story should be complete, colorful, with precisely chosen words, grammatically correct, expressive, and a clear logical connection should be established between the individual parts. When telling a story, it is necessary to skillfully use synonyms, metaphors, epithets, which make our speech more expressive, more diverse, richer in content, make wider use of oral folk art (proverbs, sayings), and phraseological phrases.

In addition, the teacher’s speech should be calm, always balanced, laconic, but very understandable and logical, polite not only towards the children, but also towards all other kindergarten employees.

Thus, when working with children, the teacher should pay attention to the following:

1. Correctly pronounce all the sounds of your native language, eliminate speech defects.

2. Have clear, precise and distinct speech, that is, good diction.

3. Use literary pronunciation in your speech, that is, adhere to spelling standards.

4. Strive to correctly use intonation means of expression, taking into account the content of the statement.

5. When communicating with children, use speech at a slightly slower pace and moderate voice volume.

6. Tell and convey the content of texts in a coherent and accessible form, accurately using words and grammatical structures (in accordance with the age of the children).

7. Do not use raised voices or rude expressions when talking with children and staff.

The teacher must be critical of his own speech and, if there are shortcomings in it, strive to eliminate them. However, it is not always easy to establish and identify the shortcomings of one’s speech, since in the process of communication the speaker’s attention is drawn, first of all, not to the form of speech (how to say), but to its content (what to say). In addition, as a result of a long-term careless attitude to one’s speech, some shortcomings may become firmly entrenched and go unnoticed in the future.

For example, such shortcomings as haste, slurred speech, monotony of speech, increased voice volume, inaccuracy in pronouncing individual sounds or words and other imperfections are not noticed. Most often, the teacher’s speech suffers from careless, sloppy pronunciation, when sounds and words are pronounced with the mouth insufficiently open (as if through teeth), the endings of words are left out, individual sounds are swallowed, and consonants are pronounced indistinctly.

To be aware of the imperfections of his own speech, the teacher needs to listen to the comments of his colleagues. It is useful to record open lessons on a tape recorder, so that during their analysis (or specifically) you can pay attention to your speech, analyze its sound side, the use of lexical means, and grammatical design. Of course, you need to keep in mind that when recording on a tape recorder, speech improves due to increased self-control. It is all the more important that the manifested speech deficiencies become the subject of attention of both the teacher himself and his colleagues. The teacher notes detected imperfections in his speech (poor diction, violations in lexico-grammatical format, etc.) in a special notebook, then develops a plan and organizes work to eliminate them.

The methodological classroom of the kindergarten should have dictionaries, collections and handwritten manuals containing proverbs, riddles, phraseological units, as well as small tables and posters with difficult words (in terms of pronunciation, stress, grammar), with dialecticisms.

The senior teacher also carries out serious work with assistant teachers: he explains that the assistant teacher should contribute to the educational process: talk with children, answer their questions, joke, creating a joyful mood, etc.

The most important aspect of raising a child, and one of the primary tasks in the work of a modern teacher, is the formation of effective verbal communication skills that do not allow rudeness, tactlessness, and the ability to prevent verbal aggression. Obviously, there is no need to prove that the teacher’s speech should be correct, moderately emotional and intelligible. Children are surprisingly sensitive to how adults talk - calmly or with irritation, moderately, loudly or loudly, respectfully or with disdain, and, imitating, copy. Listen to how your children speak, and you will certainly notice what is in their intonations. Word usage and stress reveal the speech characteristics of not only close people, but also your linguistic characteristics. The child conveys your gestures and facial expressions using characteristic and frequently used figures of speech. Linguistic wealth, as well as the lack of linguistic culture of those people with whom the child constantly comes into contact, becomes his property.

One of the primary tasks of a teacher is to notice his own speech deficiencies, listen to his own speech, and often ask himself questions: what does my speech sound like? What are the intonations when communicating with children and surrounding adults? Are there any pronunciation defects? Can my speech serve as a model for the guys?

Children learn from the teacher to pronounce sounds, words,
construct sentences grammatically correct and logically consistent
express a thought, etc. This means that the teacher must speak to children clearly
and accessible, in short phrases, not cumbersome and florid;
choose words correctly and accurately, avoid verbosity; Not
use weed words (this is the same, well, like this, so to speak, etc.);
exclude all kinds of coarse expressions, avoid colloquialisms,
dialectisms.

The teacher must remember: the richer his vocabulary, the more varied the choice of the necessary words, the more accurate and expressive the speech. Then

he will not experience any particular difficulties in establishing verbal contactswith others. Being sensitive to words and constantly enriching your lexical baggage is one of the requirements of our time. Expanding vocabulary enriches a person and has a positive effect on his activities, in particular pedagogical ones. Communication with children obliges the teacher to thoughtfully use new words that are far in content from the world of children's thoughts. However, this does not mean that an adult cannot freely use the lexical richness of his native language. After all, the main thing is to take into account the age characteristics of preschoolers and use words in speech that they understand. When introducing a new word, the teacher explains its meaning and encourages children to use it in their speech.

Intonation expressiveness of speech is an important factor in influencing a child. When talking with children, the teacher must use a diverse range of voice tones that emphasize the emotional and semantic content of what is said. Intonations, calm and excited, restrained and lively, crafty and simple-minded, solemn and businesslike, questioning and affirmative, joyful and sad, inherent in human speech, help a small child to better understand what is being said to him, to feel the attitude of an adult to an event, action, object. .

The goodwill and sincerity of the intonation of an adult’s speech are very important, even if it expresses dissatisfaction. Logical stress, pauses, and the strength of the voice contribute to understanding what the teacher is talking about. It is important how the teacher talks to children - quickly, moderately or slowly. After all, this is one of the significant components of the expressiveness of speech, which gives it dynamics, liveliness, and persuasiveness.

Rapid speech (scribbles like a machine gun) is difficult for children to perceive: they do not have time to listen to the words or understand the meaning of what they are being told. Uniform, monotonous pace without

speeding up and slowing down, reduces attention and, therefore, what is said may not be understood or not fully heard. Therefore, it is better with preschoolersIn general, speak at a moderate pace, slowing down or speeding it up depending on the semantic content of what was said. Dispassionately indifferent drawn out speech is unacceptable.

So, if a teacher strives to make his speech more expressive, then he uses all intonation means: phrasal and logical stress, pauses, voice movements in height, strength, timbre, tempo of speech.

A pause, facial expressions, and gestures, as is known, complement the expressiveness of speech and enhance the understanding of the facial expression (of the elder) with which the teacher speaks to the children. This is especially important for children - after all, it is easier for them to determine the meaning of what was said by the expression on the elder’s face. Facial expressions, like gestures, complement and deepen the understanding of a word and enhance its emotional connotation. And here the payer is like an actor who is fluent in the art of posture, facial expressions, and gesture. But under no circumstances should you overplay your hand: the slightest falsehood can backfire.

It is known that the speech behavior of the teacher determines not only the speech, but also the intellectual development of the child. Taking into account the focus on tolerant speech behavior in the family and in kindergartens, the teacher must have appropriate speech means, which include:

“politeness formulas”, i.e. etiquette speech patterns;
“verbal strokes” - kind words, praise;
speech patterns of the “language of feelings” - as opposed to “labeling” when resolving conflicts.

“Verbal strokes”, compliments are “lubricant”, without which human relationships will “creak”.

Separately, it should be said about the role of the teacher in the formation of the speech personality of a preschooler. The postulate that one should try to avoid offensive statements in one’s own speech and master the ability to correctly respond to an interlocutor’s rudeness and not provoke him into offensive communication does not require special proof. This is a feasible task for everyonea civilized person, and for a teacher, whose profession involves increased responsibility for one’s speech actions, it is especially necessary.

Meanwhile, as research shows, the speech of teachers and educators sometimes demonstrates a dismissive-rude or imperative-patronizing attitude towards children, which is manifested in harsh remarks (“you draw, (write) like a chicken with its paw”, “how long can you repeat?”, “ how did you get me"); rude demands (“Shut your mouths!”, “Wash your hands quickly!”); derogatory addresses to children by last name, and sometimes even obvious insults and threats (“I’ll put you in the corner!”, “I’ll count to three”...).

However, it is the teacher’s verbal aggression that has the most dangerous consequences: children’s self-esteem decreases, self-doubt arises, and fear of a specific teacher first appears, and then of adults in general - the so-called. “didactogenic neurosis”, which, according to some unofficial data, accounts for 30% of all childhood neuroses. In addition, children get the impression that the teacher’s aggression is not directed at their behavior in a specific situation (“Now you are doing the wrong thing”), but directly at them (“You are generally bad, stupid, ill-mannered,” etc.). Finally, by achieving momentary goals of obedience in a rude, insulting form, following the vicious principle “Let them hate, as long as they are afraid,” the teacher, firstly, unwittingly provokes reciprocal rudeness from the children (the boomerang principle); secondly, it shows them a negative model of speech behavior for observation and imitation.

It turns out that, on the one hand, the teacher’s inability to manage children’s behavior in a conflict situation leads to alienation, hostility, and misunderstanding. On the other hand, using verbal aggression as a method of communicative influence, the teacher also does not achieve either methodological or educational goals, but only demonstrates an authoritarian style of communication and a lack of professionalism.

Speech aggression, having a fertile social basis (family, peer environment, preschool educational institutions, media), becomes a stable form in the communication of a particular child. Can parents and educators effectively control verbal aggression, promptly prevent it in communication between children, avoiding it in their own speech and in the process of pedagogical communication? It is obvious that verbal aggression is not only ethically unacceptable, but also simply ineffective from a communicative point of view. First of all, the teacher needs self-control over his own speech behavior. Often we simply lose patience, becoming irritated and indignant about our lack of intelligence when drawing a house and our lack of dexterity when tying shoelaces. But sometimes it is enough to maintain restraint, continuing to speak to the child in an even, calm tone, encouraging, avoiding harsh assessments and comments (“Let’s try again”; “Tomorrow you will do better!”, “You still need to practice”, etc. .) so as not to provoke retaliatory aggression. In addition, you should clearly imagine the level of development and real capabilities of a preschooler, try to look at problems through his eyes, and more often remember yourself at that age when the steps in the entrance seemed high. Improving the ability to empathize involves taking into account personal characteristics and analyzing the specific emotional state of the child, recognizing his right to his own opinion.

Thus, teachers must constantly work on themselves, master those speech means that will make it possible to prevent conflicts, increase the student’s self-esteem, and create an emotionally comfortable environment in kindergarten.

“A word is the subtlest touch to the heart; a word can kill or revive, wound, ... sow confusion and hopelessness. Dispel doubts and cast into despondency, create a smile and instill disbelief. Inspire to work and numb the strength of the soul.”

V. A. Sukhomlinsky.

The most important element of the professional skill of a modern educator is oral speech, which serves as a means of pedagogical activity.

The teacher must have excellent speech. After all, a child must learn to speak correctly, express his thoughts, and then learn to write to express them in writing.

The starting point in the formation of children’s speech culture is the speech of the teacher himself. M. A Rybnikova emphasizes: “The teacher himself, his manner of speech, his expressive word, his story, his reading of poetry - all this is a constant example for students.”

Consequently, attention to exemplary speech, which is what a teacher’s speech should be, will help develop a child’s linguistic taste, a critical attitude towards their own oral speech, the need to improve it, and will help them understand the basic rules of speech behavior.

Even Ya. A. Komensky believed that a teacher should master the word to such an extent that it ensures full attention from the students. The teacher’s language, in his opinion, should be precise and clear, expressive, bright and attractive to students.

The teacher must not only influence the child with his word, organizing his appropriate behavior, but also be able to change this behavior depending on various social situations. The teacher’s speech should not only include students in the living process of conscious creative acquisition of knowledge, but also evoke in them reciprocal empathy. For the educator, the most important thing in this process is not so much the act of transmitting information, but rather its assessment by the listeners, that is, the degree of impact of the speech utterance.

A lot of attention has always been paid to the culture of human speech. This is no coincidence. Since it testifies to his erudition, intelligence, ethics, and upbringing. Mastery of speech culture is success in society, authority, prospects, and advancement at work. And who else but the teacher is obliged to master the culture of speech.

The specificity of the teaching profession lies in constant active contact with other people. The teacher’s work is aimed at shaping the student’s personality, developing certain rules of behavior, and intellectual development. Therefore, like no one else, his speech culture must be at a high level.

In speech, the teacher expresses his entire self: his soul, intellect, emotions, will, character, temperament, philological abilities, attitude towards students and the academic subject. Students perceive primarily relationships and emotions in the teacher’s speech.

The teacher’s correct, emotional, communicatively appropriate speech allows him to effectively influence the child’s mind and feelings and cultivate a harmonious personality.

Among the methods of verbal communication between teacher and student, elements of humor in the classroom, jokes, and slight irony are also important.

All of the above indicates that without a high culture of speech of the teacher, without his compliance with the norms of speech etiquette, there will be no culturally educated student.

The process of students’ correct perception of the material depends on the perfection of the teacher’s speech, for whom clarity of pronunciation is a professional necessity that contributes to the students’ correct perception of the teacher’s speech.

In the process of his work, the teacher must implement certain requirements in the lesson, which can be briefly formulated as follows:

Monitor your speech, avoiding violating the norms of the literary language; the teacher’s speech is a model for students;

Closely monitor students’ speech, ensuring its logic, coherence, and literary correctness;

Require students to provide complete, clear, detailed answers with evidence;

Explain the meaning, pronunciation and spelling of all new words encountered when explaining educational material.

The effectiveness of educational work largely depends on the level of educational culture of the teacher. It is especially important for a teacher of any discipline to speak coherently, since one of the effective methods of explaining educational material is a coherent story from the teacher.

Correct, precise and pure speech is only the first stage of speech culture. Compliance with these speech requirements alone is not enough for a teacher. His speech must also be stylistically appropriate and correspond to the content, conditions and objectives of the statement.

Speech technique is no less important. Mastering speech technique means achieving intonation mobility and expressiveness, a soft, free, clear sound; be able to use the nuances of timbre.

Concluding the conversation about speech culture, let’s summarize some results and determine the prospects associated with improving the teacher’s speech culture.

Speech culture is a complex multidimensional concept, the content of which reflects the relationship between language and speech, speech and thinking, speech and consciousness, speech and reality. The nature of these relationships and relationships ensures the communicative process of communication between the teacher and students, the essence of which is the exchange of thoughts, feelings, experiences, and moods. It is also important to remember that with the help of language and various means, the teacher, in the course of communication, forms and formulates the thoughts underlying a particular statement.

The culture of speech of a teacher is the culture of communication with students. The teacher must not only influence the student with his word, organizing his appropriate behavior, but also be able to change this behavior depending on various social situations. The teacher’s speech should not only include students in the living process of conscious creative acquisition of knowledge, but also evoke in them reciprocal empathy.