Speech as a means of pedagogical activity of the teacher. Report at the pedagogical council "what should a teacher's speech be like" consultation on the topic: Teacher's speech about his group

CONSULTATION FOR TEACHERS
“The teacher’s speech is a model for children”

Prepared by: teacher-speech therapist Avdeeva E.V.

Requirements for teacher speech.

Many difficulties in teaching arise from the inability to use the word as an instrument that influences the child and helps to establish contact with him. 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 irritably, moderately loudly or loudly, respectfully or with disdain, and, imitating, copy. If you listen closely to how kindergarten students speak, you will certainly notice that their intonations, word usage, and stress reveal the speech characteristics of not only close people - father and mother, grandparents, but also the language characteristics of the teacher. 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.

Perhaps every teacher in one situation or another has doubts: how to say correctly, avoid mistakes in word combinations, pronunciation, how to more accurately express a thought? Such questions most often arise when presenting a written presentation at a teachers’ meeting or pedagogical readings.

When we put our thought into writing, we want it to sound reasoned and intelligible, and therefore we consciously look for the right words in advance, think about the construction of the phrase, the order of words, etc. In general, we work on the exact expression of the thought.

As for oral speech in everyday life, in conversations with colleagues, students and their parents, such work on the word is almost excluded. After all, conversational speech should flow freely, smoothly, without unjustified logical pauses. The necessary and precise words should spontaneously emerge from the recesses of our memory and line up into the correct phrases. It is in conversation with others that both speech culture and its deficit are most clearly manifested.

Here you can hear hastily and incorrectly used phraseological units such as “to have a role”, “to play a role” (instead of “to play a role”, “to have a value”); confusion of words with the same root (paronyms): action - misconduct; non-literary colloquial construction - “to be sad for someone or something” instead of “to be sad about someone (or something) or for someone”; incorrect stress in words: glasses, beets, sensory (instead of glasses, beets, sensory); “Who is the last one?” (in line) instead of "Who's last?" etc.

You can often hear: “I’m eating.” At the same time, a person does not even suspect that the word “eat” is used in modern literary language with certain restrictions: “eat” is said when inviting to eat, offering food, or addressing someone with a question about food. For example: “Please sit down and eat”, “Eat for your health.” In relation to children, they also usually say “eat” and in this case it is appropriate, since the word used expresses affection and attention. But you should always say about yourself: “I eat.”

The shortcomings of the teacher’s dictionary 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) in communication with older children, adapting to the speech of children, i.e. inappropriate use of onomatopoeic words (Where is aw-aw?).

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

One of the primary tasks of a teacher is to notice his own speech deficiencies, listen to his own speech, its architectonics, 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 defects in sound pronunciation? Do I force my voice when I speak to children? Can my speech serve as a model for the guys?

Children learn from the teacher to pronounce sounds and words correctly, to construct sentences grammatically correctly, to express thoughts logically and consistently, etc. This means that the teacher must speak to children clearly and accessiblely, in short phrases, and not in cumbersome and florid ones; choose words correctly and accurately; avoid verbosity; do not use weed words (“this is it”, “well”, “like this”, “so to speak”, etc.); exclude all kinds of coarse expressions, avoid colloquialisms and dialectisms.

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. You just need to be very careful when using new words. 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 meaning.

When introducing a new word, the teacher explains its meaning and encourages children to use it in their speech. Thus, introducing children of the sixth year of life to the names of various types of equipment that make work easier, the teacher explains what the words “potato peeler” (peels potatoes), “vegetable cutter” (cuts vegetables), etc. mean. Or, introducing words denoting people by profession, explains who a tractor driver, manager, advertiser, etc. is.

As a result, preschoolers accumulate an appropriate vocabulary and expand their range of ideas, which creates the opportunity to freely communicate with adults and peers, understand literary works, listen to the radio, watch TV shows, etc.

Sound culture of speech ... Good diction, correct literary pronunciation - this is what a teacher should have. A child needs to hear every word addressed to him, otherwise he will not understand what is being said to him. And incorrect pronunciation can be taken as a standard. Often, shortcomings in a child’s speech (burr, lisp, lisp) are a consequence not only of careless speech education, but also of the negative speech influence of adults. Pronunciation defects, reinforced by everyday practice, can become entrenched and become a habit in later life.

It turns out that in the Russian language there are words that are pronounced differently than they are written. According to the rules of modern Russian language:

in words such as boring, of course, on purpose, the letter combination “chn” should be pronounced as “shn” (boring, of course, on purpose), and the words of what, no one, before - how chivo, nikavo, do tavo.
the combination of consonants “ssh”, “zsh” is pronounced as a double long sound “sh” - beshshumny (instead of silent);
combinations of consonants “ezh”, “zh” are pronounced as a double long sound “zh” - to burn (instead of burn), ruthlessness (instead of without pity);
the combination of sounds “tch”, “dch” is pronounced like the sound “ch” - razvechchik (instead of scout);
combinations of sounds “sch”, “zch” are pronounced as the sound “sch” - happiness (instead of happiness), story teller (instead of narrator).

Intonation expressiveness of speech - an important factor influencing the child. The teacher tries to talk with children using 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 .

Rate of speech. 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. A uniform, monotonous pace without speeding up or slowing down “lulls”, reduces attention, and, therefore, what is said may not be understood or not fully heard. Therefore, it is best to talk to preschoolers at a moderate pace, slowing down or speeding it up depending on the semantic content of what was said.

Voice - a professional tool for a teacher. And you need to be able to control it and protect it from overload. Incorrect use of vocal abilities (for example, forcing the sound, constant shouting, speaking in a raised voice) can lead to abnormalities of the cords. As a result, the voice becomes dull, hoarse, inexpressive, and the person begins to speak in a register that is inconvenient for him.

A typical mistake of many teachers is to try to drown out the general talk of children. As a result, none of them can hear each other. And the “secret” for establishing healthy silence in a room is very simple: talk to the guys in a voice of moderate strength. Sometimes very quietly, and if necessary (as an exception) loudly, skillfully making transitions from loud to quiet sound and vice versa. It is important that the teacher’s voice does not sound unnecessarily - this tires both the adult and the children.

The teacher’s speech, replete with epithets and phraseological units, has a positive effect on the development of children. If we say “to work with our sleeves rolled up,” it means to work intensively, diligently, “to work carelessly” - to work poorly, to “put a spoke in the wheels” - to hinder the work, to “pull the gimp” - to procrastinate, etc. These are artistic definitions give it imagery and emotionality.

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

1. The teacher must correctly pronounce all sounds of the native language, eliminate existing speech defects.

2. 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 must avoid making comments and at the same time one should speak to them more categorically than to older children, 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 draw 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 our nanny, who washes our tablecloths.”

3. The grammatical correctness of the teacher’s speech is required. But, unfortunately, the following mistakes are very common: “Take from the older group” (here the preposition “from” is replaced by “with”). ““Don’t lie here” (instead of “don’t put it here”). “Fold the tablecloths and put them in their place.” “I told you, but you don’t listen back.”

4. 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 appeal to children is repeated many times, the children do not react.

In the same 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. Tasty!" The child agrees.

The teacher’s speech pattern in the classroom is of particular importance because it attracts the attention of all children at the same time to what the teacher is saying.

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.

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

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.

In conclusion, 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.

Bibliography:

1. “Development of children's speech” by Tikheyev. E.I., Moscow, “Enlightenment”, 1985
2. “Development of speech in preschool children” Sokhin F.A., Moscow, “Enlightenment”, 1984.
3. “Develop children's speech” Selezneva E.P., Moscow, “Enlightenment”, 1984.
4. “Children’s Psychology” Obukhova A.F., “Trivola”, Moscow, 1995.
5. “Develop children's speech” Novotortseva N.V., Moscow, “Liner”, 1995
6. L.F. Tikhomirov. Development of the intellectual abilities of a preschooler. Yaroslavl. “Development Academy”, 1996
7. “Gifted children. Edited by G.V. Burmenskaya and V.M. Slutsky, M.
8. “Native word in kindergarten”, Uchpedgiz 1957
9. L. Ostrovskaya “Let’s think about it: does our speech always sound correct?” - magazine “Preschool Education” - 1989.

The Kindergarten Education Program says: “A child’s speech is greatly influenced by direct communication with adults. Children should be taught using the best examples of their native language.” 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.

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

A story read by a teacher using expressive means 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 teacher must be self-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 primarily 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.

To know about the imperfections of his own speech, the teacher needs to listen to the comments of his comrades. It is useful to record open classes on a tape recorder, so that during their analysis (or specially) it is possible; pay attention to the teacher’s 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 magnetic tape, 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 comrades. The teacher notes detected imperfections in his speech (poor diction, violations in lexical and grammatical formatting, etc.) in a special notebook, then develops a plan and organizes work to eliminate them.

Requirements for the teacher’s speech culture
Children of each age group communicate with their teacher in household and work activities. He organizes their games, speaks to them during all classes provided for in the program, and introduces them to the speech of the authors of works of art during reading. Consequently, the developmental potential of the speech environment in a preschool institution depends entirely on the quality of the teacher’s speech.
For a kindergarten teacher, mastery of exemplary speech is an indicator of his professional preparedness. Therefore, taking care of improving one’s speech is the moral and social duty of every future teacher. He must develop perfect mastery of those speech skills, which he will then pass on to his children.
Speech culture is its correctness, i.e., compliance with the norms of spelling, grammar, vocabulary, stylistics, and spelling established by tradition for a literary language.
The disadvantages of speech culture are manifested in the following:
a) a person pronounces sounds in words incorrectly: instead of [shto] he says [that], instead of [vada] he says [water], instead of [smishnov] he says [funny], i.e. he pronounces words as
they are written;< , I
b) constructs phrases incorrectly: for example, he says “I pay for travel” (instead of paying for travel or paying for travel), “I am describing about impressions” (instead of describing impressions or writing about impressions);
c) gives words the wrong meaning: for example, the word contritely (sadly) is used to mean “devastatingly” (strongly), the word whimsical (pretentious) is used to mean “wonderful”;
d) uses words, grammatical forms, intonation inappropriately: may insert a colloquial word into an official speech or a bookish word into an intimate one, may speak in a loud or capricious, shrill tone, use condescending or rude intonations when talking with children, speak quietly, quickly and indistinctly, speaking before the meeting, etc.
To have a culture of speech means not only to understand the meaning of all elements of the language (words, roots, prefixes, suffixes, endings, various types of sentences, intonation), but also to remember how they are usually used in literary speech. The speech culture of each individual person depends on how developed his sense of language, or linguistic flair, is.

The highest culture of speech is the possession of a sense of style. Therefore, future teachers should have at least a general understanding of the styles of literary language.
When a person communicates with close, familiar people in everyday life, his speech has features of a conversational style; in public life he speaks differently, using the speech of the book style, its varieties (scientific, journalistic, poetic, business speech).
When working with preschool children, the idea of speech style should be correlated, first of all, with the idea of speech etiquette, which also requires certain behavior of speakers (personal qualities such as politeness, respect, modesty, courtesy, goodwill, self-esteem, are manifested in certain speech behavior) . In turn, improving a child’s stylistic sense is the main means of his aesthetic education.
The teacher must not only have an intuitive sense of style, but also be able to consciously analyze the linguistic means with the help of which a certain style is created, i.e. he must have appropriate knowledge in the field of linguistics. This will also help in selecting the necessary didactic material on which to develop children’s linguistic sense.
Various stylistic differentiation of speech is ensured by the synonymy of language: lexical (dwelling - house - apartment - living space - shelter - shelter - corner - nest - roof over head - abode - shelter housing); grammatical (to walk by field - along the field - through the field; walking - who is walking; more beautiful - more beautiful); phonological (the same phrase, for example, Sit down!, can be pronounced with different intonations, thereby expressing your attitude towards the Interlocutor - respect or, on the contrary, disrespect). (Let us recall the old proverb reflecting this property of intonation: “The same word, but it shouldn’t be said that way!”)
A teacher, working to improve his own speech culture, must first of all take care of the synonymous richness of its components - vocabulary, grammar, phonetics. He must understand why there are so many lexical duplicates in the language, what semantic and emotional shades distinguish them, and when it is appropriate to use them in his own speech." He must develop the need to constantly refer to dictionaries. A teacher trying to improve the culture of speech must remember about expressive means of morphology - affixes-synonyms. , and also use everything in your speech
1 See: Lrtarev V.K., Fedorenko L.P. Native language. M., 1973, p. 51 et seq.

A wealth of synonyms-inflections, synonyms-prepositions, synonyms-conjunctions, synonyms - constructions of simple and complex sentences.
Knowing the synonymy of the native language will not only help the future teacher improve his own speech, but will also allow him to use it as an effective teaching method: if a child does not understand some word or some grammatical form, it is enough (of course, in the middle and high groups) to offer the appropriate synonym so that he understands everything.
The teacher must be sufficiently trained in the correct articulation of speech sounds and their combinations, have clear diction, be able to modulate prosodes with his voice (voice strength, pitch, speech tempo, voice timbre) to express various feelings: joy, grief, fear, triumph, annoyance , approval, anger, affection, etc. This will give him the ability to easily grasp the style of pronunciation of coherent speech, be it bookish or conversational style.
The importance of improving the pronunciation culture of speech of a future teacher is due to the fact that children can only be instilled with a sound culture of speech in a direct way, in the process of direct communication, since they learn pronunciation only by imitating the speech of adult speakers, primarily the speech of the teacher.
The teacher must also be familiar with the higher pronunciation culture of his native speech, that is, have the skills of expressive artistic reading and storytelling.
Questions
1. Why is the teacher’s speech called the main source of children’s speech development?
2. Why is the teacher’s improvement of his own speech not only his personal business, but also his moral duty, the duty of a citizen responsible to the state?
3. What is speech culture? How does this concept relate to the concept of “sense of language”?
4. What are the requirements for the speech culture of a preschool teacher?
5. Why do teachers need stylistic skills? What is the educational significance of teaching elementary stylistics to preschoolers?
6. What is synonymy of individual components of a language - vocabulary, grammar, phonetics? Why is mastering stylistics impossible without mastering the synonymy of a language?
7. How can knowledge of synonymy help a teacher in his practice of teaching children?
8. Why does a teacher need artistic reading and storytelling skills?

Methods of speech development for preschool children / ed. L.P. Fedorenko, G.A. Fomicheva, V.K. Lotarev, A.P. Nikolaevich, M.: 1984. - 240s.

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.

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

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

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.

During classes, children, listening to the teacher’s speech, practice mastering the Russian language.

In practice, educators make mistakes in everyday communication with children: the educator talks to children carelessly, illiterately, and inexpressively.

Here is one example: “You took these balls from the older group, take them there,” the teacher says to the children. The children standing nearby say: “And Nina took the jump rope from the older group.” Thus, the teacher’s incorrect turn of phrase is immediately picked up by the children and becomes part of their speech.

Sometimes the teacher uses specifically pedagogical terms that are incomprehensible to children: “Now we will engage in didactic games.” Often, a teacher allows unnecessary authoritarianism when addressing children: “Vova, I’ll now remove you from the group.” Or: “Lucy, I don’t like the way you’re sitting.”

With these remarks, the teacher does not educate the child, does not teach him to master the necessary behavioral skills in any environment, but focuses attention only on himself .

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.

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 must avoid making comments and at the same time one should speak to them more categorically than to older children, since children of this age cannot comprehend the arguments that are perceived by older children.

The grammatical correctness of the teacher’s speech is required. But, unfortunately, the following mistakes are very common: “Take it from the older group!” (here the preposition Ї “from” is replaced by Ї “with”). Ї “Don’t lie here” (instead of ЇDon’t put it).

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. The teacher’s speech pattern in the classroom is of particular importance because it attracts the attention of all children at the same time to what the teacher is saying.

The skills acquired in the classroom must be made strong so that children can apply them in life. By using the model in teaching children the Russian language, we cultivate a culture of listening in children and increase their interest in words. But this can only be accomplished when the teacher expressively and figuratively communicates the material to the children and relies on their feelings. The emotional side of the model enhances the culture of listening and instills in children a desire to tell something themselves.

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 speech model of the teacher in the classroom should be used when carrying out all tasks in language work.

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:

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.

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, one should always follow the example of the teacher, since children do not yet have independent storytelling skills.

The older group needs a teacher’s example in the first lesson with pictures, 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, work with a picture is carried out. After independently examining the picture and analyzing the questions, the teacher gives the children a short, coherent story, without deviating from the image, telling only what is depicted in the picture.

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 a teacher’s creative story, it is allowed not only to describe

what is depicted in the picture, but also assumptions about why and how the event occurred.

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.

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.

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.

In conclusion, 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.

An incorrectly posed question diverts children’s attention to the side and does not teach them to focus on the main thing. It is necessary that the first question immediately forces children to pay attention to the main thing, to what needs to be found out when looking at the picture, and then ask questions about details, details that clarify the main idea.

The equally important significance of the question is that it awakens children's thoughts. But for this, questions must stimulate the work of children's thoughts.

The question is of great importance as a means of improving children's listening skills. Educators pay little attention to children’s ability to accurately hear a question and answer it accurately.

Finally, the significance of the question is that the question activates children's speech. If some teaching techniques, such as explanation, example,

require from children, first of all, the ability to listen carefully, then the question, by its very form, evokes the child’s response, 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 precision in listening and activates speech. In order for questions to serve 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.

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.

Striving for accuracy and brevity, some educators go to the other extreme: excessive brevity also makes the question unclear. 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 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.

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.

Questions that lead, i.e. direct, the child’s thoughts in the right direction are used in working with preschoolers; You just shouldn’t rush to help the child, but you need to accustom him to independent mental

no work. 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, a teacher asks the question: “What country do we live in? What is the name of our Motherland? Remember, what is our country called?” 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. 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 the child does not know how to answer in a complete sentence, but answers with one word, for example, a subject or predicate, he needs to be asked an additional question to find out the missing word or several words, and then repeat everything said in the form of a complete sentence.

When achieving a complete answer, it is necessary to ensure the grammatical correctness of its construction. Children often arrange words randomly in a sentence or make mistakes in matching words in a sentence.

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 when answering only certain questions. For many educators, children begin their story about a picture with the following stereotypical phrase: “I see in this picture.”

Cultural and methodological requirements for the speech of a preschool teacher

Cultural speech is an essential element of a person’s general culture. It is no coincidence that it is believed that a person’s speech is his calling card, since his success not only in everyday communication, but also in professional activities depends on how competently he expresses himself.

This statement is especially relevant in relation to the speech of a teacher working with preschool children, because preschoolers say what they hear, since the internal mechanisms of speech are formed in a child only under the influence of systematically organized speech of adults.

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

Cultural and methodological requirements for teacher speech :

Strict compliance of the content of the teacher’s speech with the age of the children, their development, stock of ideas, based on their experience;

Teachers’ mastery of methodological skills, knowledge of the techniques necessary to exert an appropriate influence on children’s speech,

The ability to apply them in all cases of communication with preschoolers, etc.

The importance of the speech culture of a preschool teacher

MM. Alekseeva notes that by imitating adults, the child adopts “not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that are found in their speech.”

That is why today high demands are placed on the speech of a teacher at a preschool educational institution, and the problem of improving the teacher’s speech culture is considered in the context of improving the quality of preschool education.

The quality of speech development of a preschooler depends on the quality of speech of teachers and on the speech environment that they create in a preschool institution.

Researchers such as A.I. Maksakov, E.I. Tikheyeva, E.A. Flerin, paid special attention to the creation of a developmental speech environment in kindergarten as a factor in the development of children’s speech. In their opinion, preschool workers should be charged with creating an environment in which “children’s speech could develop correctly and unhindered.”

Components of a teacher’s professional speech

In modern studies of the problems of improving the teacher’s speech culture, the components of his professional speech and the requirements for it are highlighted.

To the components of a teacher’s professional speech relate:

quality of language design of speech;

value and personal attitudes of the teacher;

communicative competence;

clear selection of information to create a statement;

orientation towards the process of direct communication.

Requirements for the speech of a kindergarten teacher

Among the requirements for teacher speech are:

Right- compliance of speech with language norms. The teacher needs to know and follow the basic norms of the Russian language when communicating with children: orthoepic norms (rules of literary pronunciation), as well as norms for the formation and modification of words.

Accuracy- correspondence between the semantic content of speech and the information that underlies it.

Logic- expression in semantic connections of speech components and relationships between parts and components of thought.

Purity- the absence in speech of elements alien to the literary language. Elimination of non-literary vocabulary is one of the tasks of speech development of preschool children.

Expressiveness - a feature of speech that captures attention and creates an atmosphere of emotional empathy. The expressiveness of a teacher’s speech is a powerful tool for influencing a child. The teacher’s mastery of various means of expressive speech (intonation, tempo of speech, strength, pitch of voice, etc.) contributes not only to the formation of the arbitrary expressiveness of a child’s speech, but also to a more complete awareness of the content of an adult’s speech, and the formation of the ability to express his attitude to the subject of conversation.

Wealth- ability to use all language units in order to optimally express information. The teacher should take into account that in preschool age the foundations of the child’s vocabulary are formed, therefore the rich vocabulary of the teacher himself not only helps to expand the child’s vocabulary, but also helps to develop his skills in the accuracy of word use, expressiveness and figurative speech.

Relevance- the use in speech of units that correspond to the situation and conditions of communication. The appropriateness of a teacher’s speech presupposes, first of all, having a sense of style. Taking into account the specifics of preschool age aims the teacher at developing a culture of speech behavior in children (communication skills, the ability to use various formulas of speech etiquette, focus on the communication situation, the interlocutor, etc.).

It must be remembered that expanding children's vocabulary is not achieved only by mechanical memorization of words. Need 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 one’s own speech.

Having developed speech , the 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.

To the above requirements it is necessary to include the correct use of non-verbal means of communication by the teacher, his the ability not only to speak with a child, but also to hear him.

Along with the requirements for the teacher’s speech, it is necessary to say about the teacher’s requirements for children.

1. The teacher must not only give a speech sample to the children, but also check how the children have mastered it.

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.

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

Teacher's question- a very effective method of teaching children thinking and speech, since the question directs attention, stimulates thought, accustoms accurate listening and activates speech.

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

First requirement - the question must have 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.

Second requirement To a question - accuracy and specificity.

The accessibility of a question also depends on its wording.

Careless, incorrect construction of the question makes it difficult to understand. The brevity of the formulation is of great importance for the clarity of understanding of the issue. Striving for accuracy and brevity, some educators go to the other extreme: excessive brevity also makes the question unclear.

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

The teacher must remember that The purpose of asking questions is for children to assimilate the intended program material. Therefore, questions should be asked 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.

Thus, basic requirements for the question as a teaching method boil 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.

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.

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.