The fairy tale in logopedic work with children of early age
the Fairy tale! As many good, kind memories are connected at each of us with this concept. The love to the fairy tale in the early childhood is formed. All of us know with what interest the child considers pictures in the book, listens to the story of the adult, tries to compose. Teachers with pleasure use the fairy tale as one of forms of correctional work with children, the most effective at early age.
One of the main sources of knowledge of reality (the events existing and characters, an example of behavior, character of heroes etc.) fairy tales and their characters are. Fantastic images are full of an emotional saturation, are colourful and unusual, and at the same time are simple and available to children`s understanding, are plausible and realistic.
First whom in the life the child meets, it is his family and rather stereotypic set of toys. Images of hares and bears strongly enter life of the kid. However games - actions with them are limited, demand continuous “feed“ by new knowledge and impressions. Not without reason the Russian national fairy tales often main characters represent animals to whom traits of character of people, and such transfer of an image are attributed, allegory are available and clear to children of any age.Adults willingly read to
fairy tales, supplement them with elements of own composition, forming elements of figurative thinking at children, expanding idea of surrounding. Gradually the child himself joins in reading fairy tales: in the beginning considers pictures, then tries to call by onomatopoeias heroes and the introductions repeating in fairy tales, finishes speaking the end of the familiar phrase and, at last, retells the fairy tale. Later kids are capable to compare several fairy tales, to give the characteristic to heroes, to notice changes in the subject line. These stages of knowledge the child of the fantastic world with a support on its life experience are used in the work by teachers and logopedists.
Development of the speech of children - one of the main pedagogical tasks.
Considering limited speech opportunities of children of early age, especially at a delay of their speech development (at more safe understanding of the events), the logopedist himself at first tells familiar fairy tales, asking the child to accompany with onomatopoeias the story only. For the best storing and pronouncing words the logopedist uses various receptions helping the nonspeaking child to act more and to say less: desktop theater, doll bibabo, various nastolno - printing grants. The logopedist asks the child to recreate the acquaintance for him the subject line of the fairy tale by means of figures of characters, supporting a high positive emotional background of game - the fairy tale. Reincarnating in fantastic heroes, the child assumes their role. Gradually tasks and requirements to the child become complicated: it begins to reproduce all speech units available to it.
Use of fantastic plots helps development of speech activity of children (accumulation of a lexicon, development of the coherent speech, automation of sounds). Besides, in games - fairy tales and fairy tales - performances easily and organically join tasks for formation of the psychophysical sphere of children: psychogymnastics (show how hare was frightened as the wolf became angry as Mashenka was delighted etc.) ; a relaxation (the birdie sat down on a branch, straightened wings, it began to be heated on the sun); voice and breathing exercises, games and tasks for attention (that changed in the familiar fairy tale that does not happen what fairy tales were mixed) etc.
At the children reincarnating in heroes of fairy tales develop imagination, the creative imagination more actively, intonational expressiveness of the speech is formed. Occupations are focused on psychological security of the child, his need for emotional communication with the logopedist. It can be fairy tales - performances, didactic fairy tales - games, fairy tales - performances where children at the same time both participants and the audience of the events. At the same time it is not obligatory to use literally well-known plots and subjects. At joint creativity with the child the logopedist can partially or completely change a plot, develop and supplement it on the occupation course. By preparation for occupation he thinks over various presentations of the material: suits and hats of characters of the fairy tale which are specially made by a panel with a fairy tale plot, elements syuzhetno - didactic game, selection of subject and landscape pictures etc. Such creation of occupations allows to achieve steady attention and maintenance of interest throughout all occupation. It is very important if to consider that children with different types of a delay of speech activity often possess the unstable mentality, an unstable psychoemotional state lowered by working capacity and fast fatigue.
Use of fairy tales in correctional work with children early and younger to - school age promotes both purposeful, and spontaneous development of the dictionary and coherent speech, development prichinno - the investigative relations of events and to their reflection in the speech, puts all analizatorny systems into operation. There comes transition of images - representations at images - concept that is important for the subsequent grade levels.