Marina Kondratieva
Kindergarten is the first link in the education system. Therefore, one of the most important tasks of a kindergarten is the formation of correct oral speech children based on their mastery of the language of their people.
The main goal of speech education is so that the child creatively masters the norms and rules of his native language, was able to apply them flexibly in specific situations, mastered main communication skills.
Language learning - systematic, the purposeful process of developing cognitive abilities children, their assimilation of a system of elementary knowledge about the environment and the corresponding vocabulary, the formation of speech skills.
I apply different shapes and methods depending on the intended goals and assigned tasks. I also take into account age characteristics children.
I try to carry out educational activities in a group form. Education in a group is fun and effective because linguistic situations are worked out in dialogues, in games and thus overcome the language barrier. I create in the group there is an atmosphere of relaxed communication and children speak in Tatar language, listen to the speech of others and thereby the mutual influence of speech on each other occurs. I implement my educational activities using the following methods and techniques:
One of the most important forms learning - game. Game is the leading activity children preschool age. It is also a method training Tatar language . During the game, children, without noticing it themselves, acquire certain vocabulary, master language skills, speech skills and thus children develop the basics communicative competence. They are being trained correct pronunciation of words, construction of a coherent statement, consolidate and activate Tatar vocabulary.
The game is an effective and accessible form of activity for teaching Russian children Tatar oral speech. Children don’t even think that they are learning, without noticing it, they learn much better Tatar words, phrases, sentences and on this basis they practice the correct pronunciation of specific Tatar sounds.
To increase the efficiency of the educational process, I use information and communication technologies, that is, the use of a computer, the Internet, TV, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. For example, using a computer, I give children information (slides, reinforce the material covered using various didactic games. For example, "Who is absent", "Guess and name", "Who's the odd one out?", "Count", "Treat the Bunnies", "Make a salad" and many others.
The computer helps improve the level of teaching by providing clarity, control, a large amount of information, and being a stimulus in training. Mastering computer technologies allows you to really individualize the educational process and enhance positive motivation training, intensify cognitive activity, enhance the creative component work like a child, so teacher. The computer also helps me organize watching cartoons.
To develop full-fledged gaming communication, I use game situations in which the character finds himself (Akbay, Miyau). Through the game plot, you can play out the process of a character’s acquaintance with a new object, examine it in detail, study it, and examine it. The game character provides teacher the opportunity to put the child in the position of a subject cognitive activity. For older people, problem game situations are most effective. In these situations, the adult draws the child’s attention to his emotional state and the state of other characters. By actively participating in problem situations, the child finds a way out for his feelings and experiences, learns to recognize and accept them.
To achieve effectiveness in communicating with children on Tatar language, we have manufactured didactic material. Since all classes are held in the form of a game, the best way to reinforce topics is didactic games. Didactic educational materials produced by us games: "Add to cart", “Treat Alsou and Bulat”, "Invite to the house", "What changed?", "Who?", "Commander", "Helping Mom", "Magic Colors" and many others.
The purpose of these didactic games: development sound culture speech, activation and enrichment vocabulary children, coordination of parts of speech, development fine motor skills hands
In order to develop and strengthen memory, I use word games such as “Who is there and who is not?”, "Take a vegetable", "Shop", “What, which, how much?” and others.
On the development of fine motor skills I conduct finger games. For example,
Boo barmak - babai,
Boo barmak - bi,
Bu barmak - ti,
Bu barmak - no,
Bu barmak – malay (kyz)
Didactic
Of great importance in teaching a child a language, the teacher has questions for the child. When the teacher asks a question, the child thinks, understands and selects the appropriate word from his vocabulary. In this way, we train the child to master tongue. Experience shows, which is skillful and on time questions asked change abruptly in better side baby's tongue: choice the right word, logic of speech.
Material for creation language environment on teaching children the Tatar language.
"Add to cart"
“Treat Alsou and Bulat”
"What changed?"
Target:
Exercise in pronunciation of words in Tatar language on covered topics;
Formation of the ability to answer and ask question: “Nrs yuk?”;
Development of attention and memory.
"Who?"
"Commander"
As stated earlier, methods Language teaching is varied. You should take advantage of their diversity teacher, in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by age children and the tasks set for solution. Need to build teaching the Tatar language this way to exercise children in speech skills and abilities in order to form their first elementary knowledge about the environment.
Thus, the educational complex ensures unity educational, teaching and developmental goals and objectives in the education process children preschool age. It is built on age-appropriate activities and forms working with children. Also aimed at mutual understanding with the family in order to implement speech development children. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creative abilities of each child. Audio and video applications, aesthetically designed visual demonstrations and handouts provide maximum variety of children's activities.
“Interaction between a teacher in teaching children the Tatar language and kindergarten teachers on the implementation of teaching materials”
We started working on the teaching materials in February 2012, when educational and methodological kits and audio-video materials arrived.
To organize the work, I made a presentation of this work (on teaching two state languages) to kindergarten teachers and its implementation and implementation began. In order to involve teachers and parents in the learning process, it is recommended to watch a television program on Sundays at 9.30 on the TNV channel “Akiyat Ilendi” - “In the Land of Fairy Tales”, where the knowledge acquired in the course is consolidated kindergarten material, since the plot of each program is created based on the teaching materials. Parents of each group are informed about the day and time of the children's broadcast transfers. Parents and teachers have the opportunity to observe and enjoy the success of their children not only open events, but also in Everyday life kindergarten.
89% of Russian-speaking teachers of our educational institution have completed courses on teaching Russian-speaking teachers the Tatar language, and 11% (1 – young specialist) will study in this academic year online according to the Ana tele course. Every week, I conduct mini-courses with educators, taking into account the idea embedded in the educational complex. In these classes, I introduce teachers to methodological techniques, teaching aids, visual and handout materials, aids and equipment used, which help create and maintain the developmental and educational nature of the Tatar language environment in the group. The language development environment includes both the language environment and the subject environment. The subject environment attracts the child and arouses his interest in language. The child knows that he can come up, look, pick up what he needs, and arouses his interest. In this regard, real communication in the Tatar language within the subject environment is stimulated. This environment is interactive in nature. Our preschool educational institution has a specialized classroom for teaching children the Tatar language.
Each group has visual material for the parents of our students to consolidate their knowledge of the Tatar language at home. Preschool teachers purposefully and consistently create positive motivation for the pleasure of communication and co-creation with adults and children for each child throughout the entire educational process, organize situations that create a need for communication, taking into account the age of children and their speech experience, using diverse and attractive for the child methods and techniques (game, surprise, problem-search), creative tasks, stimulating speech activity and promoting the development of initiative speech and creative speech skills.
1. Documents guaranteeing the equal functioning of the Tatar and Russian languages as state languages:
a) Law of the Republic of Tatarstan “On the languages of the peoples of the Republic of Tatarstan”
b) Law of the Russian Federation “On Education”
c) Standard provision on preschool educational institutions
d) The concept of children's rights.
2. Document regulating the number of classes in teaching the Tatar language in kindergarten:
a) Program for teaching the Tatar language (authors: R.A. Burganova, F.F. Yusupov)
b) Order of the Ministry of Defense of the Republic of Tajikistan (For No. 463 dated June 29, 2001) “On measures to improve the study of the native, Tatar, Russian languages in preschool educational institutions”
c) Law of the Republic of Tajikistan “On Education”
d) “Program for the preservation, study and development of languages of peoples living in the Republic of Tatarstan”
d) all answers are correct.
3. Comprehensive program continuing education:
a) “From childhood to adolescence”
b) “Program of education and training in kindergarten”
c) “Childhood”
d) “I, you, we”
d) "Harmony".
4. The main task of teaching the Tatar language in a Russian-speaking audience:
a) Teach to use the Tatar language within the vocabulary and grammatical minimum established by the program
b) develop speech understanding skills
c) learn to use the most common Tatar words
d) all answers are correct
d) all answers are incorrect.
5. Basic and leading place in the system of teaching the Tatar language in a Russian-speaking classroom takes:
a) introducing children to folklore works
b) learning poems by heart
c) formation and development of oral speech skills
d) all answers are correct
d) all answers are incorrect.
6. Effective methods of organizing classes for teaching a second language:
a) word games, game situations
b) use of clarity
d) use of folklore
d) all answers are correct.
7. According to didactic goals, the following types of classes in the native language can be distinguished:
a) classes on communicating new material
b) consolidation of knowledge, skills and abilities
c) generalization and systematization of knowledge
d) combined (mixed, integrated)
d) all answers are correct
e) correct: a, c.
8. The process of mastering language material is:
a) perception, understanding, comprehension
b) memorization
c) imagination
d) statement.
9. The principle of developmental education (according to A.A. Leontiev):
a) scientific approach to teaching
b) educational training
c) awareness of the learning process
d) a holistic view of the world.
10. He was a supporter of the comparative study of the Tatar and Russian languages, while emphasizing: “It will be very difficult for someone who does not speak their native language to master another language”:
a) M.Sh. Salikhov
b) M.Kh.Yunusov
c) K. Nasyri
d) M.G.Makhmudov
d) all answers are incorrect.
11. Teaching Tatar speech in a Russian-speaking audience should begin with:
a) mastering dialogical speech
b) mastering monologue speech
c) composing coherent statements
d) mastering lexical and grammatical material
e) reading texts of average difficulty.
12. The main purpose of teaching a second language is:
a) development of the child’s language abilities
b) familiarization with another language as a means of communication
c) familiarization with the culture and traditions of another people who use this language
d) all answers are correct
e) correct: a, b.
14. The methodology of teaching a second language is based on the principles:
a) repeated repetition and playing out the studied moments
b) games, fairy tales
c) comparisons
d) connecting an action with a word
d) all answers are correct
e) all answers are incorrect.
15. In second language teaching classes, the order of introducing new words and constructions must be followed:
a) a new word is introduced into a familiar construction
b) a new word is introduced into a new construction
c) familiar words are introduced into a new construction
d) all answers are correct
d) correct: a, c.
16. Types of speech activity:
a) listening
b) speaking
c) letter
d) reading
d) all answers are correct.
17. Listening is:
a) listening to spoken speech
b) memorizing spoken speech
c) the process of perception and understanding of spoken speech
d) mastering individual words of the language being studied.
18. The most common techniques for teaching listening:
a) listening to the teacher’s speech
b) execution by students of orders, orders and commands in the Tatar language
c) use of educational games
d) listening to music
d) all answers are correct
e) correct: a, b.
19. The formation of conversational (dialogical) speech is the ability of children to:
a) listen and understand speech addressed to them
b) keep up the conversation
c) answer questions and ask questions
d) develop the interlocutor’s thoughts
d) all answers are correct
e) correct: a, c.
20. Methods of teaching monologue speech are:
a) retelling
b) composing (children inventing stories, fairy tales)
c) conversation-conversation
d) all answers are correct
e) correct: a, b.
21. The “conversation-conversation” method is appropriate for:
a) teaching children creative storytelling
b) activation of children’s speech reserve
c) development of new, more complex speech skills in children
d) enrichment with new components of the language (vocabulary, grammar, intonation).
22. Deliberate, repeated use of the same element (sound, word, phrase) for the purpose of memorizing it:
a) explanation
b) repetition
c) verbal exercise
d) speech sample.
23. Techniques for teaching consonant articulation:
a) imitation of the sounds of insects, birds, animals, etc.
b) breathing exercises
c) the use of didactic games based on pure tongue twisters (tongue twisters)
d) all answers are correct
d) correct: a, c.
24. Methods of familiarization with works of fiction:
a) reading by the teacher (literal transmission of the text)
b) telling
c) learning by heart
d) didactic games based on familiar works, literary quizzes
d) all answers are correct
e) correct: a, b.
25. The purpose of looking at pictures and illustrations in a book:
a) teach children to correctly perceive speech
b) invite children to talk
c) develop children's memory skills
d) introduce children to linguistic features building a story.
26. “Showing pictures and telling stories based on them - the best means bringing the mentor closer to the children,” wrote K.D. Ushinsky, emphasizing the exceptional role ... in teaching oral foreign language communication:
a) games
b) visibility
c) conversations
d) folklore.
27. When introducing children to the culture of other peoples, it is advisable to proceed from:
A) national composition countries
b) the national composition of the group of preschool children
c) the diversity of peoples on our planet
d) place of residence.
28. Propaganda among parents on issues of children’s speech development is carried out by the educator:
a) in conversations, consultations, meetings
b) visual propaganda
c) giving lectures with the involvement of specialists (speech therapists, etc.)
d) organizing exhibitions of teaching aids
d) all answers are correct.
Language teaching is a systematic, purposeful process of developing children’s cognitive abilities, their assimilation of a system of basic knowledge about the environment and the corresponding vocabulary, the formation of speech skills.
We will consider only some effective forms and methods of teaching the Tatar language. Educators use different forms and methods depending on the intended goals and assigned tasks. They also take into account the age characteristics of children.
A teaching method is a set of techniques and methods for organizing the cognitive activity of children and the interaction between the teacher and students. The language teaching method is implemented in the unity of purposeful activities of the teacher and children, movement towards the assimilation of knowledge, mastery of the relevant speech skills and skills provided for by the content of training.
Form of study - the external side of the organization of children’s cognitive activity, carried out according to established order, in a certain mode. There are a huge variety of forms of training. Tatar language educators select and apply those forms of teaching that are effective in solving the assigned tasks.
The main forms of teaching the Tatar language in preschool institutions are: learning in everyday life and in direct educational activities. An effective form is training during educational activities, which solve certain problems of speech development in preschool childhood, in the most favorable period of language acquisition.
The main goal of educational activities for teaching the Tatar language is the formation of correct oral speech in children. Development of oral speech, mastery of elementary forms colloquial speech, the formation of speech skills and abilities does not occur spontaneously, but under the guidance of a teacher. The child in everyday life (during walks, dressing, washing, organized play activities and other typical situations) does not pay attention to certain linguistic phenomena, speech patterns and does not follow them. During NOD, children fix their attention on them, which become the subject of his awareness. Educational activities helps compensate for the lack of communication between parents and children.
Teachers carry out educational activities in a group form. Group learning is entertaining and effective, because language situations are practiced through dialogues and games, and thus the language barrier is overcome. The teacher creates an atmosphere of relaxed communication in the group and the children speak the Tatar language, listen to the speech of others and mutual influence of speech on each other occurs.
It is known that each child has an individual speed of perception of information, so some require more time and effort to master the material. In such cases, educators resort to an individual form of training. Educational activities in this form can be recommended in cases of fear of communication, fear of mistakes and misunderstandings. This form of training is an excellent opportunity to effectively master the Tatar language.
One of the most important forms of learning is play. Play is the leading activity of preschool children. It is also a method of teaching the Tatar language. During the game, children, without noticing it, acquire certain vocabulary, master language skills, speech skills, and thus the children develop the foundations of communicative competence. They learn to correctly pronounce words, construct a coherent statement, consolidate and activate Tatar vocabulary.
One of effective methods learning - the use of information and communication technologies, that is, the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. The use of this method in teaching the Tatar language contributes to the individualization of learning and motivation of speech activity. Children are interested in material using ICT. During educational activities for teaching the Tatar language, we show children cartoons in this language, animated stories and listen to audio recordings. Thus, we immerse children in the country of the Tatar language. They very quickly grasp the semantic basis of the language and quickly begin to speak themselves. The presence of a native speaker contributes to the successful learning of the material. Children also learn some phrases. For teaching the Tatar language, ICT serves as the “raw material” on the basis of which we compose our presentations, slide films, and carry out our educational projects, thereby creating numerous options and methods of work that will help diversify and improve educational activities.
Currently, a special place in the educational process of preschool educational institutions is given to computer didactic games. Educational activities using computer games very interesting for preschoolers. Interactive didactic games promote comprehensive development creative personality child. The child develops: perception, hand-eye coordination, creative thinking; cognitive motivation, voluntary memory and attention; the ability to build an action plan, accept and complete a task.
The teacher’s questions to the child are of great importance in teaching a child a language, but this method has not been evaluated in practice. When the teacher asks a question, the child thinks, understands and selects the appropriate word from his vocabulary. In this way, we train the child in mastering the language. Experience shows that skillfully and timely questions asked dramatically change the child’s language for the better: the choice of the right word, the logic of speech. Instructions that force the child to perform a specific action based on a word are also an excellent method for solving many program problems, in particular for clarifying and activating the child’s vocabulary. Conversation is a rich method applicable to most aspects of a child's language development. Children's storytelling, in particular retelling, is successfully used to develop coherent speech and activate vocabulary.
As stated earlier, language teaching methods are varied. The teacher should use their diversity in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by the age of the children and the tasks set to be solved. It is necessary to structure the teaching of the Tatar language in such a way as to train children in speech skills and abilities in order to form their first basic knowledge about the environment.
Conference: Modern kindergarten
Organization: MADOU No. 401
Locality: Republic of Tatarstan, Kazan
The language that has survived to our times is an endlessly valuable treasure, which for thousands of years has absorbed the wisdom of the people, its traditions, all its spiritual wealth. For every people, their native language is the most precious and sacred wealth. It is everyone’s duty to preserve and pass on this wealth to their children.
Creation of a language development environment. The role of the teacher and his colleagues,
acts as the main means of creating a language environment).
The teacher is a role model and model of speech behavior for children and adults.
One of the most important forms of learning is play. Play is the leading activity of preschool children. It is also a method of teaching the Tatar language. During the game, children, without noticing it, acquire certain vocabulary, master language skills, speech skills, and thus the children develop the foundations of communicative competence. They learn the correct pronunciation of words and the construction of their speech. The game is an effective and accessible form of activity in teaching Russian children Tatar oral speech. Children don’t even think that they are learning, without noticing it, they master Tatar words, phrases, sentences much better and on this basis they practice the correct pronunciation of specific Tatar sounds, coherent statements, consolidate and activate Tatar vocabulary
To increase the efficiency of the educational process, information and communication technologies are used, that is, the use of a computer, the Internet, television, video, DVD, CD, multimedia, audiovisual equipment, that is, everything that can provide ample opportunities for communication. For example, with the help of a computer, children are given information (slides, consolidation of the covered material using various didactic games. For example, “Who is missing”, “Guess and name”, “Who is extra?”, “Count”, “Treat the hares”, “ Make a salad" and many others.
The computer helps improve the level of teaching, providing visibility, control, a large amount of information, and being a stimulus in learning. Mastering computer technologies allows you to really individualize the educational process, strengthen positive motivation for learning, intensify cognitive activity, and enhance the creative component of the work of both the child and the teacher. The computer also helps organize the viewing of cartoons.
The teacher’s questions to the child are of great importance in teaching a child a language. When the teacher asks a question, the child thinks, understands and selects the appropriate word from his vocabulary. Thus,
We train the child to master the language. Experience shows that skillfully and timely questions asked dramatically change a child’s language for the better: the choice of the right word, the logic of speech.
As stated earlier, language teaching methods are varied. The teacher should use their diversity in order to solve the tasks in the most accessible and interesting way for the child. The choice of methods is determined by the age of the children and the tasks set to be solved. It is necessary to structure the teaching of the Tatar language in such a way as to train children in speech skills and abilities in order to form their first basic knowledge about the environment.
Thus, the educational complex ensures the unity of educational, training and development goals and objectives in the process of education of preschool children. It is built on age-appropriate activities and forms of working with children. It is also aimed at mutual understanding with the family in order to implement the speech development of children. The use of non-standard methodological techniques contributes to the development of curiosity, activity and creative abilities of each child. Audio and video applications, aesthetically designed visual demonstrations and handouts provide maximum variety of children's activities.
In order for the formation of speech skills to occur faster and more efficiently, it is necessary to properly organize the learning environment. It is under these conditions that speech skills and abilities become stronger and more flexible.
Based on the goals of teaching children the Tatar language, it is necessary to take into account that the language environment should be primarily developmental in nature, i.e. it is necessary to create a developing language environment. All methodological techniques, teaching aids, visual and handout material, aids and equipment used must create and support the developmental and educational nature of the foreign language environment.
The language development environment includes both the language environment and the subject environment. The subject environment attracts the child and arouses his interest in language. The role of the subject environment in preschool educational institutions is very large, because the child is in constant contact with her. The child knows that he can come up, look, pick up what he needs, and arouses his interest. Such communication becomes significant for both the learner and the teacher. This environment is interactive in nature. Nice to have Board games, lotto, dominoes, thematic tables, algorithms, toys, toys-heroes of the Tatar literary works, photographs, postcards depicting the main attractions of Kazan and other cities of Tatarstan.
A toy, and, most often, a doll becomes an active participant in communication in the Tatar language in our classes, in special moments, and the teacher communicates with children with the help of a doll (character), which allows you to control communication and the language environment. A doll or character allows for introduction and practice of lexical units, and provides a volume of language material.
The use of a doll provides strong motivation for using the Tatar language and also creates a special friendly atmosphere in the classroom. In this case, it is necessary to comply with the condition that the character present at the lesson must be permanent, with his own character, habits, etc. For example, the Alsou doll who comes to our lessons is very kind, friendly, cheerful, loves to sing songs and play outdoor games.
The role of the educator acts as the main means of creating a language environment. She is a role model and model of children's speech behavior. In order to increase the educational impact of speech, certain conditions must be met:
1. accessibility of speech
2. avoiding complex sentences
3. use of repetitions, paraphrasing speech
* usage visual aids;
* description of the situation;
* use of sign language.
These methodological principles help to properly organize the process of communication in the Tatar language and create a language environment for children.
Literature: Zaripova Z.M.. Kidryacheva R.G., “We speak Tatar”
Zakirova K.V. “In the clearing of childhood”…….