Teaching literacy in preschool age - where to start?

One of the important areas of the work of a preschool teacher is preparing older preschoolers to learn to read and write.

The relevance of this work is determined by the introduction of compulsory preschool education from the age of five, the requirements for continuity and perspective in the work of two levels of education - preschool and primary, and modern requirements for the speech development of children, their mastery of their native language as a means of communication.

The process of teaching children to read and write has been the subject of research by scientists from various fields: psychology (L. Vygotsky, D. Elkonin, T. Egorov, etc.), linguists (A. Gvozdev, A. Reformatsky, A. Salakhov), classics of preschool pedagogy (E. Vodovozov, S. Rusova, Y. Tikheyeva, etc.), modern teachers and methodologists (A. Bogush, L. Zhurova, N. Varentsova, N. Vashulenko, L. Nevskaya, N. Skripchenko, K. Stryuk, etc.) .

But even today the issue of teaching preschool children to read and write remains largely controversial. Among the topics discussed most often is the question of the feasibility of purposefully familiarizing a child with letters, as well as teaching him to read and write.

Teachers' views on the problem of teaching preschoolers literacy

Often, teachers’ views on these issues are diametrically opposed: from complete approval to complete denial. This debate is also fueled by parents, who often demand that teachers teach their child to read.

This is due to the fact that for many parents, often primary school teachers, the ability to read before school is one of the main indicators of a child’s readiness for learning.

The attempt, both by scientists and practitioners of preschool education, to mechanically transfer the content of literacy teaching, which is determined by the current programs for children of the preschool group, to children of the senior group, is also puzzling.

In the literature (A. Bogush, N. Vashulenko, Goretsky, D. Elkonin, L. Zhurova, N. Skripchenko, etc.), the preparation of older preschoolers for learning to read and write is defined as the process of developing children’s initial elementary skills to read and write.

As is known, the ability to read and write, necessary and important for modern man, since they ensure the formation and satisfaction of his cultural and aesthetic needs, are the leading channels for the independent acquisition of knowledge, development and self-development of the individual, the central link of independent activity.

Scientists recognize the extreme complexity of the process of acquiring literacy, the presence of several interrelated stages in it, most of which occur in primary school.

However, it should be noted that preparing older preschoolers for learning to read and write is necessary, and most of the skills traditionally attributed to learning to read and write must begin to be developed in children at the preschool stage.

Studying syllables as parts of a word

(the games are suitable for those children who already know how to read)

Game "Point". The teacher holds a card containing the syllable “dot”. Children have different syllables. They must match a syllable to this card to create a new word. The game is played in the form of a competition. The team that completes the task the fastest wins.

Game No. 2 involves working with cards that depict syllables. The teacher's syllable is "va". Preschoolers come to the board and try to put their card in order to get a new word.

Game No. 3 develops the ability to form words from syllables and accumulate images from syllables in memory. Each child receives one domino plate. Another record from the teacher. The teacher puts down his plate with the syllable “tra”. And preschoolers must put their records so that a new word is formed. The one who is the first to find a suitable record must quickly put it up. The child who posts the most records wins.

Game No. 4 allows you to develop the ability to choose words according to the syllable they contain. One of the players says a word. Then he must pronounce it syllable by syllable. The next player must choose a word that begins with the last syllable of the previous word. The last one to complete the chain wins.

So, conducting game classes with the inclusion of visual materials allows you to maintain motivation until the end of classes, even for those preschoolers who suffer from exhaustion of the nervous system.

Only if you work with children with special needs specifically and systematically, using didactic games, can you achieve the goal of preparing these children for school.

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What does a child need before school?

It should be noted that preparing older preschoolers for literacy and teaching children to read and write is the main task of primary school. At the same time, the school is interested in ensuring that the child who enters first grade is well prepared for learning to read and write, namely:

• would have good oral communication;
• developed phonemic hearing;
• formed elementary ideas about the basic linguistic units, as well as initial skills of an analytical and synthetic nature in working with sentences, words and sounds;
• was prepared to master writing graphics.

Therefore, it is quite logical to highlight preschool education in the Basic Component, in almost all existing programs in which preschool educational institutions operate (“I am in the World”, “Child”, “Child in the preschool years”, “Confident Start”, “Child in Preschool”) years”, etc.), such tasks as preparing older preschoolers to learn to read and write.

Literacy training for preschoolers “How to teach a child to read correctly”

Natalia Kovalenko

Literacy training for preschoolers “How to teach a child to read correctly”

Many parents are increasingly wondering when and at what age they can start teaching their child to read . But few people wonder how to properly teach a child to read ?

For modern children, literacy training should begin no earlier than 5 years, but no later than 7 years. Considering the high educational level of parents and the modern digital environment, it is too late to start learning to read at the age of 7. At the age of 7, children go to school, and modern schools do not require, but assume that the child comes to school already reading ! And statistics show that 80% of children come to school already reading .

Why teach reading no later than 7 years old - this is understandable, but why not earlier than 5? But what about the many methods for early learning to read from almost 2 years old?

What is reading? Reading is a complex psychophysiological process. This is primarily an intellectual activity. This activity is subject to certain laws, and they must be taken into account!

nervous system programmed for certain stages of maturation of brain structures. For example, until the age of 5-6 years, a child is not able to assimilate abstract images. Understand at 3-4 years what “sound”

,
“letter”
,
“word”
,
“syllable”
,
the child is simply not able to.
Yes, he may be able to form letters into a syllable if he can memorize their spelling mechanically. But hardly one three-year-old child out of a hundred can read a simple sentence to the end and understand what it says. He will simply forget its beginning before reaching the point. Readiness to learn to read and write , to master literacy , is determined by a number of components:

1. Formation of visual and auditory perception (reading begins with visual perception of graphic symbols - letters)

2. Formation of phonemic hearing.

3. Formation of phonological analysis and synthesis (this is an important component - the ability to determine the number and sequence of sounds in a word).

4. Development of oral speech.

The formation of all these components is the key to successful development of reading skills.

But very often, a child who is psychologically and physiologically ready to learn to read ends up outside the field of professional attention. Who teaches a child to read ? As a rule , these are grandmothers, grandfathers, mothers, additional clubs or development centers. And it’s good if professionals work in these centers.

Reading includes 2 sides: technical and semantic.

The technical side is necessary, but not the only necessity.

Reading begins from the technical side, with the visual perception of graphic symbols - letters, then the symbols are correlated with an acoustic standard (sound, syllable, word, then the correlation of what was read follows with reality , an image of the read understanding . This is the semantic side of reading!

Reading is scanning graphic material in a certain direction . The location of graphic reading material depends on the characteristics of the specific language in which it is carried out.

In Russian we read from left to right in lines from top to bottom. And in Arabic they read from right to left , in Japanese from bottom to top.

Reading in a certain direction is the so-called effective eye movement.

Correct reading assumes that the child's eyes move from right to left in lines from top to bottom.

When teaching children to read , usually use various aids. Not all manuals meet these requirements, namely the correct arrangement of graphic material! Incorrect placement of graphic material for visual processing leads to visual disorientation and negatively affects the formation of effective eye movements during reading.

Many authors of manuals believe that the brighter the picture, the more intricate the image of the letter, the easier it is for the child . Not at all.

Graphic reading material should not include any additional signs that impede the holistic perception of letters, syllables, and words.

Very often in various manuals we can find letters that are depicted in the form of animals and plants. Eyes, arms, legs are added to the letters. Letters are sometimes arranged in a ladder, in a circle, with arrows, sticks, etc. drawn. This makes it very difficult to recognize the graphic image of the letter.

We dwelled in detail on the technical side of reading, on the recognition of graphic symbols.

The purpose of reading and writing is to learn to understand and convey meaning!

And now we will move on to the second side of reading – the semantic one.

The optimal unit of visual perception should be the word. Because only at the level of the word will recognition of its meaning occur. In order for a child to correctly form the semantic side of reading, he must become familiar with this visual unit, i.e., the word, as early as possible.

To teach children to read correctly , we must take into account a number of features that are inherent in the Russian graphic system. If we do not take them into account, we will get not only incorrectly formed reading skills, but also didactic dysgraphia and dyslalia, writing and reading disorders caused by improper teaching .

We know that Russian writing is sound-letter. There is no complete correspondence of sounds to the alphabet. There are significantly fewer letters than sounds. Many of our letters are multi-valued, which means that, depending on a certain position, they can represent different sounds. The accent is not fixed on the letter.

And due to these graphic features, the child faces certain difficulties when learning to read .

Objective difficulties in mastering reading include:

- reading merged syllables. In order to read the letter combination MA, the last phase of pronouncing the consonant must be as merged as possible with the first phase of pronouncing the vowel sound!

Considering the polysemy of letters, we must pay attention to the subsequent vowel (this will determine whether the sound we pronounce will be soft or hard).

This applies to the reading of merger syllables with iotated vowels (E, E, Yu, I)

.

That is why familiarization with these letters is reserved for the last stage of learning to read . For the same reason, the latter part is also devoted to familiarization with the dividing signs b and b.

Correct reading of syllable mergers is the very stumbling block that we encounter when learning to read . If we have taught the child to read merging syllables correctly , then the hardest part is over.

It is a mistake to teach a child to read letter by letter . With this approach, for the child to grasp the meaning of the words he is reading , and the longer the word, the greater the difficulty the child .

Another very serious mistake is introducing children to the alphabetical names of letters (A, BE, VE, GE, DE….)

When reading,
a child who has memorized the alphabetic names of letters begins to read using this knowledge (MEA-MEA, instead of MAMA, O-SEA, instead of OSA)
.

Therefore, when learning letters, we pronounce the sound that it represents, and not its alphabetical name!

We see letters, and we hear and pronounce sounds. Therefore, we show the letter and pronounce the sound. Thus, we will complicate the process of learning to read .

In no case do we give the concept that iotized vowels denote 2 sounds, and even more so there can be no question of the transcription of these letters, which is also often the case with various manuals. We also do not allow sound analysis and synthesis with these vowels. Children will become familiar with all these subtleties later, when they master the skill of reading.

Another difficulty in reading in Russian is harphoepic reading (pronunciation does not match the spelling)

.
These are words such as FRAME EGGS, TODAY, HELLO). We introduce the child at a later date.
CONCLUSION: teaching literacy using modern and most effective methods is based on the basic linguo-didactic principles:

- refusal of alphabetical order when learning letters, first we introduce children to the vowels A, U, O, Y

- refusal to become familiar with the alphabetical names of letters

-competent , correct visual arrangement of material

— acquaintance with the letters E, E, Yu, Z at the last stages of developing reading skills

— acquaintance with b and b signs is also assigned to the last stage of training

- refusal of transcription skills.

Literature:

1. Elkonin D. B. Mental development in childhood. - M.: Academy of Pedagogical and Social Sciences, Moscow Psychological and Social Institute, 1995. - 414 p.

2. 18 famous alphabets in one book. - M.: AST-PRESS, 1996.

3. Voskresenskaya A.I. Diploma in kindergarten . — Publishing house

4. Teaching preschoolers literacy . L. E. Zhurova and others - M.: Shkola-Press, 1998

5. Letters and syllables. notebook on learning to read and write Gavrina S. E., Kutyavina N. L., Toporkova I. G., Shcherbinina S. V. 15. Bozhovich L. I. Personality and its formation in childhood. - M.: Education, 1985.

6. Galiguzova L. N., Smirnova E. O. Stages of communication from one to seven years. - M., 1992.

7. Gvozdev A. N. From first words to first grade. — Saratov,

8. Grinchenko I. S. Game in theory, training , education and correctional work. - M., 2002

9. Kotelevskaya V.V., Anisimova T.B. Preschool pedagogy . Development of speech and intelligence in games, trainings, tests. - Rostov-n/Don: Phoenix, 2002.

10. Nemov R. S. Psychology. In 2 books. Book 2. Developmental psychology. - M.: Education - Vlados, 1994.

11. Obukhova L. F. Stages of development of children's thinking. - M.: Education, 1972.

12. Uruntaeva G. A., Afonkina Yu. A. Workshop on child psychology. - M. 1995.

13. Khudenko E. D., Melnikova T. S., Shakhovskaya S. N. How to teach a child to think and speak . - M.: Education, 1991

The task of propaedeutic work in teaching literacy

1. To familiarize children with the basic units of speech and teach them to correctly use the terms for their designation: “sentence”, “word”, “sound”, “syllable”.
2. To form elementary ideas about the word as the basic unit of speech communication and its nominative meaning (can name objects and phenomena, actions, signs of objects and actions, quantity, etc.); give an idea of ​​words that do not have independent meaning and are used in children’s speech to connect words with each other (show examples of conjunctions and prepositions).
3. To learn to isolate a sentence from a speech stream, to perceive it as several words related in meaning, expressing a complete thought.
4. Practice dividing sentences into words, determining the number and order of words in them and composing sentences from isolated words, with a given word, and expanding sentences with new words; involve children in sentence modeling when working with sentence diagrams.
5. Familiarize yourself with speech and non-speech sounds; based on improving phonemic hearing and improving sound pronunciation, to develop the skills of sound analysis of speech.
6. Learn to identify by ear the first and last sound in a word, the place of each sound in a word, identify a given sound in words and determine its position (at the beginning, middle or end of a word), highlight the sound that sounds more often in the text; independently select words with a given sound in a certain position; show the dependence of the meaning of a word on the order or change of sounds (cat-tok, card-desk); build a general sound pattern of a word, name words that correspond to a given pattern.
7. Preparing older preschoolers for learning to read and write, developing knowledge about vowels and consonants based on an understanding of the differences in their education; give the concept of composition as part of a word formed from one or more sounds, and the role of vowel sounds.
8. Practice dividing words into syllables with a focus on loud sounds, determining the number and sequence of syllables; show the dependence of the meaning of a word on the order of the syllables in it (ban-ka - ka-ban. Ku-ba - ba-ku); teach to identify stressed and unstressed syllables in words, notice the semantic role of stress (za'mok - zamo'k); practice drawing up syllabic patterns of words and selecting words to fit a given pattern.
9. Introduce hard and soft consonant sounds; teach how to perform sound analysis of words by ear, build sound patterns of words from marks or chips in accordance with order (vowel or consonant, hard or soft consonant).

Consequently, in order to implement the tasks of raising children provided for in the program, it is necessary to deeply understand the scientific and theoretical foundations of the methods of teaching reading and writing, the features of the modern approach to organizing classes in the native language, namely the preparation of older preschoolers for learning to read and write.

Preparing children to learn to read and write: modern approaches in the context of the Federal State Educational Standard for preschool education

Preparing children to learn to read and write: modern approaches

in the context of the Federal State Educational Standard for preschool education

Preparing children for learning to read and write occupies a special place in the development of children's speech, in the development of awareness, intentionality and arbitrariness of children's speech. Children's interest in reading and the social order of parents leads teachers to expand educational services in preschool educational organizations (PEO).

A modern teacher is concerned about the problem of teaching a child to read and write in a preschool setting. At what age and to what extent is this available to him? What is the best way to solve these problems? In kindergartens, a negative trend was observed when work on teaching literacy overshadows work on the general speech development of children, when excessive demands are placed on children in terms of their reading technique, or training is carried out inappropriately for their age (through school), and there is no connection between the process of speech development and preparation for literacy training.

In accordance with the Federal State Educational Standard for preschool education, the content of the Program of a preschool educational organization must ensure the development of the personality, motivation and abilities of children in various types of activities and cover the following structural units representing certain areas of development and education of children (educational areas):

social and communicative development;

cognitive development;

speech development;

artistic and aesthetic development;

physical development

(clause 2.6. Order of the Ministry of Education and Science of Russia dated October 17, 2013 N 1155 “On approval of the federal state educational standard for preschool education”)

Speech development includes:

• mastery of speech as a means of communication and culture;
• enrichment of the active vocabulary;
• development of coherent, grammatically correct dialogical and monologue speech;
• development of speech creativity;
• development of sound and intonation culture of speech, phonemic hearing;
• acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
• formation of sound analytical-synthetic activity as a prerequisite for learning to read and write

  .

The task of preparing for literacy in a preschool educational organization is one of the prerequisites within the framework of the tasks of speech development.

Preparation for learning to read and write is the first (initial, preparatory) stage in the process of direct learning to write and read.

Prerequisites for literacy training:

— physiological (level of brain maturation, fine motor skills of fingers and hands);

— psychological (level of formation of mental processes, including oral speech);

— pedagogical (the degree of pedagogically competent assistance to the child’s psycho-speech development).

Components of literacy readiness:

• a sufficient level of intellectual and general speech development, ideas about the phenomena of language and speech;
• developed speech hearing and phonemic perception (prevention of dysgraphia and dyslexia);

• correct sound pronunciation (clear articulation of sounds);
• developed flexible and precise hand movements, developed eye, sense of rhythm.

Patterns of mastering reading and writing, prerequisites for learning to read and write, the presence of a developed and tested methodology, data on the positive impact on the development of children allow us to highlight the content of the work on preparing preschoolers for learning to read and write:

• familiarizing children with the word, isolating the word as an independent semantic unit from the stream of speech;
• familiarization with the proposal and its verbal composition;
• dividing sentences into words and composing (2-4) sentences from words;
• dividing syllables (of 2-3 syllables) into parts and composing words from syllables;
• familiarization with the sound structure of words, the formation of skills in sound analysis and synthesis of words: determining the number, sequence of sounds in a word and composing words with certain sounds, understanding the semantic role of the phoneme.

The main thing in this work is the formation of the ability to analyze the sound composition of words

, because the process of reading and writing is associated with the translation of graphic representations of phonemes into oral speech and vice versa.

Children learn:

- recognize, distinguish and isolate individual sounds from words, determine their position in a word (beginning, middle, end of the word);

- analyze the articulation of sounds (vowel-consonant, hard-soft, voiced-voiceless);

- establish the sequence of sounds in words.

The teacher must follow the same conventions as the school when working with sounds (vowel sounds are indicated in red, hard consonants in blue, soft consonants in green).

A letter (a visual image or a sound sign) is introduced after the sound (the letter is shown as capital and lowercase in printed form, in black). Next, work is carried out to consolidate the image of the letter (noisy letters, different fonts, sizes, they can be painted, shaded, sculpted, designed, etc.).

The concept of a sentence is also given through a visual image - diagrams (a long strip of paper is a sentence, short strips are words).

Stages of literacy learning:

Stage 1 – pre-letter (preparation for learning to read and write): work with sounds, syllables, words, sentences.

Stage 2 – vowel sounds and letters (6 sounds and 10 letters indicating vowel sounds).

Stage 3 – consonant sounds and letters (+ 4 vowels), formation of the reading mechanism.

This is done for continuity with the school.

. Why is it important?

Reading and writing are skills = complex (equivalent words).

Skills are a powerful concept for a child; they are vital for a child to adapt, to survive, to comprehend the world around him.

Skills vary in content (cultural and hygienic, self-service, artistic and aesthetic, etc.). This huge group of skills includes reading and writing. Therefore, you need to know the laws of their formation, and to understand and master them takes time. On average, any skill is formed initially

in 3 months (brush teeth, eat, drive a car), and
is consolidated
within 3 years (this will already be at school).

But reading and writing is not just a skill, but a very complex skill. After preparation for teaching literacy, literacy in school will improve in quality.

Research by scientists has made it possible to establish the most optimal (sensitive) timing for starting literacy training.

A five-year-old child has special sensitivity and receptivity to the sound side of speech, therefore this age is the most favorable for beginning preparation for learning to write and read. Children aged six years show a special interest in reading and master it successfully. But it is more advisable to begin the formation of orientation in sound reality earlier, in the fifth year, when the child shows the greatest interest in the sound form of language, phonetic accuracy of speech, word creation, and sound games. At 4 and 5 years old, preschoolers are able to distinguish by ear the sounds of their native language from words (vowels and consonants). But at the same time, it was revealed that preschoolers have selective receptivity to learning to read and write. It is this individual ability of each child that must be taken into account when determining the deadline (different for each child) for starting to learn to read and write.

At the age of 4 years, children have a particularly pronounced “linguistic flair” and interest in language. If at 4 years old a child can enthusiastically engage in educational games for 10-15 minutes and shows interest in letters, it is worth trying to start classes in preparation for learning to read and write. But if your four-year-old has not yet learned to focus attention and purposefully carry out developmental tasks, reacts violently to his failures, and is impatient, then it is better to wait.

The age of 5-7 years for most children is the most favorable for the active development of perception, attention, memory, and thinking. A child at this age is physiologically ready for developmental education, he has a desire to learn. This does not mean that all children will master reading skills to the same extent, but they need to start working with them.

Thus, it is recommended to begin preparation for learning to read and write after the age of 5, or better yet, a year before school (i.e., senior preschool age; if earlier, this is already a competition for adults).

When choosing a specific methodology, teachers should take into account that the literacy teaching system used in preschool educational institutions must be combined with the corresponding educational system at school, observing the principle of continuity between the preschool educational institution and the school. In schools, writing is mainly taught using the sound analytical-synthetic method, developed by a team of scientists based on D.B. Elkonina.

Where to start?

Unfortunately, many adults begin teaching their child to read by teaching him all the letters. This is not an entirely correct approach: it can lead to difficulties in the child reading syllables and words together, as well as to “mechanical” reading - in this case, errors may occur when reading and writing. When introducing your child to the world of reading, you must first of all remember that written language is a reflection of spoken language.

. Therefore, getting to know letters and putting them into syllables and words at the initial stage of learning is not at all the main thing.

Hear the word!

So where do you start with literacy lessons? First of all, we must teach the child to hear the sounds of our speech,

teach him to hear
what sounds the words we pronounce are made of,
i.e.
attract the child's attention to the sounding word. Let's try to switch the child's attention from the semantic side of the word to its sound side.
And here the game will come to our aid.
Let's play "bugs" with the baby. “What song does the beetle sing?” asks the adult. “ W-w-w
,” the children answer and, spreading their wings, fly around the room like beetles:
w-w-w.
“Let’s listen, is there a beetle’s song in the word
zh-zh-zhuk
, and in other words:
knife-zh-reapers, hedgehog-zh-zh, butterfly
?”

“Clap if you hear the sound [A] in the word” (we highlight the sound with our voice, “click” on it). You need to start with vowel sounds, then – [M], [N], [R].

“Three words”: I will say three words, and you name the sound that is found in all these words ( u tka,
u shi, u jin).
, is
then from the end (
kino , coat , window ), then from the middle ( cheese , smoke , soap ).

There are many sounds, the pronunciation of which can be played out: stretching out the sound z -

can be compared with the song and flight of a mosquito,
w
- with the hiss of a snake or the rustle of grass, the rapid pronunciation of the sound
p
- with the puffing of a hedgehog,
h
the song of a train,
p
- with the growl of a motor,
with
- the whistle of air when inflating a wheel with a pump (pump song), etc. Each time, be sure to finish this game by naming words in which “the mosquito is ringing,” “the motor is running,” “the titmouse is clicking, tsk-tsk-tsk.”
Try to pronounce words not usually, but especially. So that one sound in it is emphasized, pronounced longer than others, exaggerated. It should be noted that not all sounds in the Russian language are equally easy to highlight: it is easier to emphasize those sounds that can be drawn out (for example, whistling, hissing, sonorant). It is much more difficult to identify sounds such as b, p, d, t .
But it is very important that sounds that are distinguished easily and difficultly alternate and are emphasized intonationally not only
at the beginning of words, but in the middle and at the end.
And now the first stage of learning is completed: the child easily determines which sound you emphasized, he himself tries or can say the word, highlighting the song-sound intonationally, and can choose words with this sound.

But this does not mean that your child has learned the sound analysis of words.

Sound analysis is the basis of competent writing!

Conduct a sound analysis of words

- this means naming the sounds of a word in the sequence in which they are found in this word.
In order for a child to analyze a phenomenon, it is better to present it materially. Let's draw a diagram of the sound composition of the word: there are three sounds in the word poppy
- let's draw three cells.
Let's give the child a card: a poppy is drawn on it, so that it is clear what word we are going to understand, and under the house there is a diagram of this word. We show him that the cells under the picture tell us how many sounds there are in the word. “How many cells?” - “Three” - “How many sounds are in a word?” - “Also three.” - “Say the word poppy so that I hear the first sound in it.”
“Mmmm-ak,” says the baby. “What is the first sound?” - “M” - “Very good. Let’s cover the first cell with a chip, what sound will it make?” - “M.” We can move on.
“Let's say the word poppy so that we hear the second sound.”

“ma-a-a-ak”
with him You need to pronounce the word and at the same time move your finger or pointer stick along the diagram and stop your finger for a long time on the second cell.
“What is the second sound in this word?” - “O” - “Let’s designate this sound with a chip.”
“Let's find the last sound in this word.” We follow the pattern and pronounce
ma-K
. We define the sound and put it on the diagram.

You can use any material as chips: cut circles out of white cardboard or take an old mosaic and select white or yellow elements from it. Don’t take red, blue, green ones - you’ll need them later.

It would be good to repeat it again. But how? Take off the chips and start over? This is not interesting for the baby. It’s better to play the game “Who’s attentive?” “And now,” you say, “I will name the sound, and you will remove it from the diagram. Check yourself how attentive you are. Please remove the m

sound
a,
sound
k
."

Similarly, analyze the words soup, juice, nose, ball, house, lump, garden, bough, cat, sleep, mouth, moss, onion, son, whale, choir, beetle, bull, varnish, ray, himself, forest, cheese, catfish , fluff, cancer.

When working with a child, you need to remember that we are teaching him the sound analysis of words, teaching him to listen attentively to a word, to hear the sounds of its components in order, so the child must
name the sounds as they are heard
.

At each lesson, you can parse no more than two words, but these words need to be analyzed
in several ways :
- first, children are simply asked to parse a new word;

- then the children, under the dictation of an adult, remove the chips from the diagram in accordance with the called sounds in order;

- then put the chips again and call the sounds not in the same sequence, but separately: this kind of task encourages the child to once again pronounce the word according to the sounds according to the scheme:

- ask: name what sound in the word “…..” third, first, second;

- listen: M
(short pause), A (pause) ,
K. If together, what word will it be?
( poppy ).
If the baby finds it difficult, you can repeat it again or reduce the time intervals between pronouncing sounds.
“Listen: m, a, k
. And together?";

— when conducting sound analysis of words, it is very useful to give tasks for comparisons, juxtapositions, analysis, i.e. the development of speech-mental operations. For example, find the same sounds in the words house

and
poppy, soup
and
bough,
find different sounds in the words
house
and
smoke, catfish
and
sam, onion
and
varnish, bough
and
juice, dream
and
son.
— A more prepared child can be given tasks with words that “don’t have a solution” (find the same sounds in the words house

and
cancer
).

Vowels and consonants

After three-sound (monosyllabic) words have been analyzed, you can introduce something new - teach them to distinguish between vowels and consonants.

Do you think this is difficult for a small child? Not at all! Give him the opportunity to discover the difference between vowels and consonants himself. Here's how to do it.

With your children, identify ball, house, bow, sir, smoke, whale

sounds that are heard in the middle -
a, o, u, e, s, i.
“These sounds are extraordinary; when you pronounce them, nothing in your mouth interferes with you - neither lips, nor teeth, nor tongue.” Check with him to see if this is true. Let the children shout these sounds exaggeratedly, preferably in front of a mirror. After this, the adult combines all these sounds into one group and says that they are called vowels. We will now denote vowel sounds with red chips.

Sometimes, to make it easier for a child to distinguish between vowels and consonants, we tell him that a vowel sound can be drawn out and sung, but a consonant sound cannot be sung. By giving such an explanation, we actually only confuse the child: he begins to consider the sounds r, m, s, l, sh as

, i.e. those consonants that can be drawn out and sung for a long time.

But if we draw the child’s attention to another feature of consonant sounds: when pronouncing them, something always interferes with us - either lips, tongue, then the child will no longer be mistaken.

Tell him: “Indeed, the sound is m

You can drag on for a long time and you can even hum a song, but look how tightly your mouth is closed when you pronounce this sound, your lips prevent it from coming out of your mouth.”

Now that the difference between vowels and consonants has been established, pay attention to the fact that the consonant sounds in a word are pronounced differently - sometimes softly, sometimes hard. If you correctly taught your child to name sounds in words when you conducted a sound analysis, if the child named a consonant sound as it is pronounced in a word, then distinguishing consonants into hard and soft will not cause any difficulties.

We will denote those consonants that sound hard with blue chips, and those consonants that we pronounce softly with green chips. Try to make out with your child the words Nina (n ,
and n a), moon, fox, linden, fly, winter, mint.
Now, when conducting a sound analysis of words, the child must now characterize each sound as a vowel or consonant and use the appropriate chips (these color designations for vowels and consonants correspond to the spelling regime at school).

In sound analysis you should move on to more complex tasks

: to analyze first four-sound and then five-sound words without a combination of consonants:
moon, fish, fox, beads, sleigh, geese, fly, cotton wool, saw.
Then words like:
sugar, wolf, tiger, bush, leaf, stork, spider, bandage, tank, crane, motor.
When you see that the child is fluent in sound analysis of 4-5 sound words, remove the diagram. Invite your child to place the chips directly on the table.

When the child is well versed in the sound side of speech, you can begin to introduce letters

. It is necessary to form clear images of letters in the child.

in unity with preparation for learning to read, also requires its solution.

. However, in work practice, learning to read is often unrelated or ahead of writing.

In the writing mechanism, the interaction of the speech motor and general motor analyzers is of utmost importance. Graphic skills are not only actions based on muscular efforts, but also the recoding of speech units into graphic signs (letters), which requires the correct correlation of sound and letter, compliance with graphic and spelling rules. It is also very difficult for a child to master writing techniques.

Thus, the content of preparation for writing, in addition to intellectual and general speech development, the formation of phonemic perception, ideas about the phenomena of language and speech, sound analysis skills, also includes preparation for mastering writing techniques.

Preparation for mastering writing techniques.

Work on preparing preschoolers for learning to write is carried out in
four main areas
:

1. Preparing your hand for writing.

2. Analytical and synthetic activities.

3. Preparation for writing techniques.

4. Formation of basic graphic skills.

Each direction has its own objectives and
educational content.
These tasks are implemented in the general system of educational work with children.

1. Preparing your hand for writing.

1.1. Develop fine motor skills of the hands.

1.2. Form the correct grip of the writing tool

: the pencil is held with three fingers - thumb, index and middle (pinch). In this case, the pencil lies on the left side of the middle finger. The thumb supports the pencil on the left, and the index finger on top. The upper end of the pencil is directed towards the shoulder. With a correct grip, the index finger should lift easily without the pencil falling.

To develop pinchiness, finger games are used (especially for the thumb and index finger), exercises with a pencil (“Twist the pencil with two fingers, three fingers”), game exercises such as “Let’s add salt to the soup.”

1.3. Exercise in the correct distribution of muscle load of the arm

, which involves rapid alternation of forceful tension and relaxation. (Force tension - when we write from top to bottom; relaxation - when we write from bottom to top.) The formation of the correct distribution of muscle load of the hand is carried out in games such as “Mosaic”, “Lego”, “Constructor”, when working with stamps, in manual labor (for example, manipulation with a needle) during the sculpting process.

2. Analytical and synthetic activities

The writing process implies the child’s ability to analyze and synthesize the graphic image of letters. Older preschoolers work only with printed letters.

2.1. Analysis and synthesis of graphic, conventional images of objects

.

Game exercises in this direction precede work with letters. They are based on the analysis and synthesis of simplified graphic images consisting of elements familiar to children (which allows the child to name the parts that make up the drawing).

2.2. Analysis of the image of letters.

This process consists of the child’s ability to determine:

— number of elements (how many elements make up a letter?);

— characteristics of the elements (what elements are these?);

-spatial arrangement of elements in a letter.

2.3. Synthesis of the image of letters.

A preschooler should not write letters. It is necessary to prepare an image of a letter from paper, cut it into elements and ask the child to recreate the image by composing the elements.

2.4. Differentiation of the image of letters.

In game exercises, the child matches and compares letters that are similar in spelling.

3. Preparation for writing techniques.

3.1. Develop spatial orientation

.

Depending on his abilities, the child learns to navigate in space relative to himself, relative to an object, and relative to the person standing opposite him.

First of all, the child must know where his right (left) side of his body is. During physical education, work on children’s knowledge of orientation both in their parts of the body and in orientation relative to themselves (above the head - up, under the feet - down, behind the back - behind, in front - in front).

When performing orientation tasks, game exercises like “Look to the right (left, up, down) are used. Name what you see.”

The most difficult thing for a child is orientation in relation to the person who is standing opposite. In practice, this could be a teacher. It is more difficult for a child to remember a “mirror” reflection, but he must learn this too with the help of exercises.

Children must “transfer” the acquired knowledge on spatial orientation to a sheet of paper (half A4 size). How correctly a child is oriented on a sheet of paper can be determined using a dictation (each subsequent task is given after the children have completed the previous one): “There is a sheet of paper in front of you. Draw a sun in the upper right corner. Draw a flower in the lower right corner." The dictation continues until all the corners and the middle of the sheet are filled.

To clarify the child’s ideas about the spatial relationships between objects, you can use a plot picture. Tasks of type:

- show which of the birds sits on the tree above and which below, which of them sits above and which below;

- show what is shown in the picture far and what is close;

- compare the objects shown in the picture with each other (above - below, in front - behind, right - left);

- name the location of the images in relation to the child.

Children who have difficulty distinguishing between the left and right sides, when learning to read and write, often have difficulty mastering the visual image of letters (there is a tendency to “mirror” their image). Therefore, in classes with such a child, additional explanations and a sufficient number of exercises should be used to determine the shape, size of objects, their spatial location in relation to the child himself and to each other.

3.2. Develop a sense of rhythm.

Teach children to hear the rhythm and recreate it (based on the model and their own), record the rhythm through rhythmic patterns (borders) and read them.

The rhythm of speech, especially the rhythm of poetry and sayings, contributes to the development of coordination, general and fine voluntary motor skills. With the help of poetic rhythm, the correct tempo of speech and breathing rhythm are developed, speech hearing and speech memory develop. Movements with musical accompaniment have a positive effect on the development of hearing, attention, memory, and form time orientation, that is, the ability to arrange one’s movements in time in accordance with the various metro-rhythmic patterns of a musical work.

The same can be said about performing rhythmic exercises in writing. In the “Border” exercise, the child initially does not see the repetition of elements (rhythm). In this case, rhythm as a concept is new. It is necessary to combine in the child’s mind rhythm as movement and writing (drawing) skills.

3.3. Introduce you to the ruler and learn how

.

In preparation for learning to write, children are introduced to the concept of “ruling,” the “ruler,” and additional reference lines. Through game exercises, they reinforce the ability to navigate the “ruler” and then print elements of letters in it. Printing letters in school font can only be done when the child himself wants to do this and when the prerequisites for writing have been formed.

In a preschool institution, children, due to their age characteristics, are able to understand and remember the rules of lined writing.

3.4. Introduce the rule of drawing
horizontal and vertical lines
and reinforce it in practical exercises of a gaming nature.

Rule: all horizontal lines are drawn from left to right, all vertical and oblique lines are drawn from top to bottom.

First, the child is taught to place dots from which typing and writing begin, then to draw arrows indicating the direction of hand movement. It is necessary that the movement actually begins at the right point and the child learns to understand and feel that the hand can move in different directions according to the instructions and rules of writing. However, there is no need to rush him.

It is also important to explain to children which lines are considered parallel. Violation of parallelism must be shown clearly.

4. Formation of elementary graphic

4.1.Practise conscious typing
of letter elements
(with and without educational lines).

4.2. Conduct exercises that prepare for writing elements of a school
font
(“Lumps”, “Waves”).

The classes include the following types of work

: game exercises for training the movements of fingers and hands, exercises for the development of spatial orientation, writing graphic elements (5 - 10 min.), visual or auditory dictation.

Fine art is also of great importance.

When organizing work on teaching literacy, the teacher always needs to remember the main thing: take into account the characteristics of the preschool child, his interests and needs.

Where do older preschoolers begin to prepare for literacy?

Let us highlight a number of the most important issues for the practical activities of educators related to teaching children to read and write.

First of all, one should understand the psychological essence of the processes of reading and writing, the mechanisms of these types of human speech activity.

Reading and writing are new associations that are based on the child’s already established second signaling system, joins it and develops it.

So, the basis for them is oral speech, and for learning to read and write, the entire process of children’s speech development is important: mastering coherent speech, vocabulary, nurturing the sound culture of speech, and the formation of a grammatical structure.

Of particular importance is teaching children to be aware of someone else’s and their own statements and to isolate individual elements in them. We are talking about oral speech, which preschoolers completely master.

But it is known that until the age of 3.5 years, a child does not yet notice speech as an independent phenomenon, much less realize it. Using speech, the child is aware only of its semantic side, which is framed with the help of linguistic units. It is they who become the subject of targeted analysis while teaching a child to read and write.

According to scientists (L. Zhurova, D. Elkonin, F. Sokhin, etc.), it is necessary to “separate” the sound and semantic aspects of a word, without which it is impossible to master reading and writing.

The psychological essence of reading and writing

It is equally important for the teacher to deeply understand the psychological essence of the mechanisms of reading and writing, which are considered as processes of encoding and decoding oral speech.

It is known that all information that people use in their activities is encoded. In oral speech, such a code is sounds or sound complexes, which in our minds are associated with certain meanings.

As soon as you replace at least one sound with another in any word, its meaning is lost or changed. In writing, a letter code is used, in which letters and letter complexes are, to a certain extent, correlated with the sound composition of the spoken word.

The speaker constantly transitions from one code to another, that is, he recodes the sound complexes of a letter (during writing) or letter complexes into sound complexes (during reading).

So, the reading mechanism consists of recoding printed or written signs into semantic units, into words; writing is the process of recoding semantic units of speech into conventional signs that can be written (printed).

D. Elkonin about the initial stage of reading

The famous Russian psychologist D. Elkonin considers the initial stage of reading as a process of recreating the sound form of a word according to its graphic structure (model). A child who is learning to read operates not with letters or their names, but with the sound side of speech.

Without correct reconstruction of the sound form of a word, it cannot be understood. Therefore, D. Elkonin comes to a very important conclusion - the preparation of older preschoolers for learning to read and write should begin with familiarizing children with the broad linguistic reality even before learning letters.

Methods of teaching preschoolers literacy

The issue of choosing a method is relevant for organizing the process of teaching preschoolers literacy. Educators are offered help with a number of methods for teaching preschoolers literacy, namely: N. Zaitsev’s method of early learning to read, D. Elkonin’s method of teaching literacy, preparing older preschoolers for learning to read and write and teaching early reading according to Glen Doman’s system, D. Elkonin’s method of teaching literacy - L. Zhurova and others.

Scientists note that the preparation of older preschoolers for learning to read and write and the choice of a method of teaching literacy depends on how fully it takes into account the relationship between oral and written speech, namely sounds and letters.

The sound analytical-synthetic method of teaching children to read and write, the founder of which was the famous teacher K. Ushinsky, most fully meets the characteristics of the phonetic and graphic systems of language.

Naturally, the method was improved taking into account the achievements of psychological, pedagogical and linguistic science and best practices, but even today it is the most effective in solving a complex of educational, educational and developmental tasks in teaching literacy to both first-graders and preschool children.

How the literacy learning process works

Learning to read and write occurs gradually, in a playful way. The following tasks can be distinguished:

• introducing children to the concepts of “word” and “sound”, developing phonemic hearing;
• dividing a word into syllables, placing the correct stress in a word;
• analysis of the sound composition of a word, the ability to identify vowels, hard and soft consonants, compare words by sound composition;
• familiarity with the concept of “sentence” and its vocabulary;
• the basics of reading and writing, composing words using the split alphabet.

Modern methods of teaching literacy are based on the sound analytical-synthetic method of teaching reading, proposed by K. D. Ushinsky more than a hundred years ago. According to this method, children become familiar with sounds by isolating them directly from live speech. First, the vowel sounds a, o, i, e, u, y are learned. The tasks become more difficult gradually. Sound is identified in monosyllabic, disyllabic, and then polysyllabic words. Then the vowels I, Yu, E are studied. And only after that they move on to studying consonants. K. D. Ushinsky wrote that teaching children to identify consonants in a word is the most important and difficult task; it is the “key to reading.”

Children 4–5 years old are most receptive to spoken language; interest in reading usually appears only by the age of 6–7 years

For young children, the play component of classes is an important aspect. The child must be motivated to do the exercises, captivated by an interesting task. Many techniques and methods have been developed; you just need to choose activities that are appropriate to the topic and the age of the children. Literacy classes may include basic educational techniques: looking at pictures, drawing, reading poetry, solving riddles, outdoor games, but in addition, there are specific exercises that will be discussed further. It is recommended to conduct literacy classes at least once a week.

If there is significant differentiation in the group in terms of the level of mastery of the material, then it is advisable to use individual tasks or conduct classes in subgroups.

Features of classes with limited health in children

Speech impairment, which is observed in certain types of diseases in children, leads to inhibition of the process of mastering reading and writing skills. Such children complete tasks more slowly and often confuse letters that are similar in design and words that are similar in sound. Preschoolers with such deviations need the help of a speech therapist, a psychologist, as well as increased attention from the teacher and parents.

Conducting classes in a group is structured so that the child performs some exercises individually. But at the same time, he should not feel completely separated from general activities. For example, you can work on a task individually in advance or offer a child with disabilities an easier riddle, giving him the opportunity to express himself among his peers.

Children with speech impairments receive an education comparable to that of healthy peers while in their environment

Parents should help the teacher and speech therapist by doing some additional exercises with the child or reinforcing what they learned in kindergarten. You can also use interactive games at home, children’s interest in them is quite high.

Video: teaching literacy to children with speech impairments

Sound analytical-synthetic method

Let us characterize the sound analytical-synthetic method. Preparing older preschoolers for learning to read and write using this method is developmental in nature, providing mental development through a system of analytical-synthetic exercises; is based on active observations of the environment; The method also involves relying on live communication, on the speech skills and abilities already formed in children.

Scientific and methodological principles of the method

The main scientific and methodological principles on which the method is based are the following:

1. The subject of reading is the sound structure of the word indicated by letters; Speech sounds are the language units that older preschoolers and first-graders operate with at the initial stage of literacy acquisition.
2. Children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.
3. Familiarization of children with letters should be preceded by practical mastery of the phonetic system of their native language.

Based on the scientific foundations of the sound analytical-synthetic method, the subject of reading is the sound structure of the word indicated by letters.

It is clear that without correct reconstruction of the sound form, words cannot be understood by the reader. And for this, it is necessary to prepare older preschoolers for learning to read and write and a long way of familiarizing children with the sound reality, mastering by them the entire sound system of their native language in oral speech.

Therefore, it is no coincidence that at the initial stage of teaching children to read and write, sound is taken as the basis for analytical and synthetic work (the letter is introduced as a designation for sound after becoming familiar with it).

Let us note that the basis for children’s conscious mastery of sound units is the development of their phonemic hearing and phonemic perception.

Syllabic method

The use of the syllabic method in teaching reading to preschool children assumes that the unit of reading becomes the syllable, and not the letter and the sound it represents.

This method, in its most ancient application, was known to the Romans. According to the syllabic method, after learning the alphabet, there was memorization of syllables. There are several varieties of the syllabic method. Its most ancient variety is based on memorizing letters and syllables.

First, students memorized all the letters of the alphabet, then, naming individual letters, they combined them into syllables and memorized the syllables, then they read words from familiar syllables. This method is close to the letter-subjunctive method of teaching literacy.

A later version of the syllabic method eliminated the naming of individual letters that make up the read syllable, led to continuous reading of the syllable and facilitated the assimilation of the reading process.

In the Russian language, learning using the syllabic method begins with memorizing the letters of the alphabet (Slavic names of letters at the beginning of the 18th century were replaced by abbreviated names: a, be, ee...). Then comes the learning of syllables without putting them together from letters: the teacher names two-letter open syllables - ba, va, ga, yes, the students repeat them after him (separate naming of letters is not allowed), memorize the syllables and practice reading the syllables together, i.e. auditory and speech motor exercises are added to the visual perception of letters and syllables.

Next, exercises are introduced in reading two-syllable words composed of familiar syllables. This is a new technique in the method of teaching literacy - the transition from reading syllables to reading words. Then syllables with three letters are memorized: bra, era, gra, and with four letters: stra, stru, stra, and the children practice reading words from the learned syllables. This is followed by exercises in reading texts of any difficulty, still primarily prayers, commandments, and moral teachings.

However, syllabic methods, as they were used in the 19th century, were aggravated by shortcomings inherited from the letter-compositional method: mechanical memorization of letters and a huge number of syllables, sometimes artificial, meaningless (vzgr, vzgr, etc.), adding words from memorized elements.

The fact that the syllabic principle operates in Russian graphics (one individual letter, as a rule, cannot be read correctly) would seem to speak in favor of the syllabic method of teaching reading. However, until now, the historical experience of the Russian school has shown that syllabic reading is more successfully carried out within the framework of the sound method (for example, the sound analytical-synthetic method used in schools today) than when taught using the syllabic method.

Searches and disputes by the middle of the 19th century. led the majority of alphabetists to the conclusion that, firstly, sound methods have advantages over letter ones, since they are more consistent with the sound nature of speech; secondly, analytical work (not synthesis alone!) provides better mental development; thirdly, it is no longer possible to tolerate separate teaching of reading and writing, as well as reading texts that children do not understand.

Syllabic method textbooks:

Magnificent Russian alphabet” published in 1844 A gift for kind children ."

Development of phonemic hearing

The results of special studies of children's speech (V. Gvozdev, N. Shvachkin, G. Lyamina, D. Elkonin, etc.) proved that phonemic hearing develops very early.

Already at 2 years old, children distinguish all the subtleties of their native speech, understand and respond to words that differ in just one phoneme. This level of phonemic awareness is sufficient for full communication, but is insufficient for mastering reading and writing skills.

Phonemic hearing must be such that the child can divide the flow of speech into sentences, sentences into words, words into sounds, determine the order of sounds in a word, give an elementary characteristic of each sound, build sound and syllabic models of words, select words in accordance with the proposed models.

D. Elkonin called these special actions associated with the analysis of the sound side of a word phonemic perception.

The actions of sound analysis are not spontaneously acquired by children on their own, because such a task has never arisen in their practice of speech communication.

The task of mastering such actions is set by an adult, and the actions themselves are formed in the process of specially organized training, during which children learn the sound analysis algorithm. And primary phonemic hearing is a prerequisite for its more complex forms.

Therefore, one of the main tasks in teaching preschoolers to read and write is the development of their phonemic hearing, and on its basis - phonemic perception, which includes the formation of a broad orientation of children in language activity, skills of sound analysis and synthesis, and the development of a conscious attitude towards language and speech.

We emphasize that orienting children in the sound form of a word is more significant than simply preparing to master the basics of literacy. It is worth listening to the opinion of D. Elkonin about the role of revealing to the child the sound reality of the language, the sound form of the word, since all further study of the native language - grammar and associated spelling - depends on this.

Developing the ability to distinguish vowels from consonants

Pictures depicting objects. Children are given two mugs: one is red. And the other one is blue. Preschoolers arrange these pictures according to what sound the name begins with: a consonant or a vowel.

Preschoolers are divided into groups. Each group is assigned one consonant and one vowel sound. Then the children must name objects whose names contain one or another sound. The group that can name the most words wins.

Lotto, which are divided into three squares. Each of them contains a picture. Each child has one card, as well as four strips of different colors. One stripe is red and the other is blue. Preschoolers name what is shown in the illustration. Determine which sound is the first and cover it with the corresponding strip. The one who can complete the task faster wins.

A house with red and blue pockets is brought into the room. There are also pictures with images of objects.

The teacher has these images in a stack. The preschooler comes to the table, takes one card at random and names what is drawn on it. Then you need to determine which sound is the first on the card and put it in the pocket in the house that has the corresponding color. For example, a blue pocket is for vowels, and a red one is for consonants. Until all the cards are distributed, the other children continue the work.

Introduction to basic language units

Introducing children into sound reality involves familiarizing them with the basic linguistic units.

Let us recall that children should receive initial ideas about linguistic phenomena on the basis of active observations of the corresponding units of live communication with due awareness of their essential features.

In this case, educators must take into account the features of phonetics and graphics. It is quite clear that without deep linguistic training, the teacher will not be able to form in children elementary, but scientific ideas about the basic linguistic units: sentence, word, syllable, sound.

Familiarization with phonetics and graphics of the language

Observations of the practice of teaching preschoolers literacy convincingly indicate that educators make the most mistakes at the stage of familiarizing children with the phonetic-graphic system of their native language.

Thus, there are frequent cases of identifying sounds and letters, attracting children’s attention to unimportant features of phonemes, forming a false view of the relationship between sounds and letters, and the like.

In literacy classes in a modern preschool educational institution, the teacher must freely operate with such linguistic knowledge in the field of phonetics and graphics of the native language.

There are 38 phonetic units in our language. Phonemes are the basic sounds of speech, with the help of which words are distinguished (house - smoke, hands - rivers) and their forms (brother, brother, brother). Based on their acoustic properties, speech sounds are divided into vowels (there are 6 of them in the Russian language - [a], [o], [u], [e], [ы], [i]) and consonants (there are 32 of them).

Vowels and consonants differ in their functions (vowels form a syllable, and consonants are only part of the composition) and the method of creation.

Vowels are formed by exhaled air passing freely through the oral cavity; their basis is the voice.

During the pronunciation of consonants, the air flow encounters obstacles due to the complete or partial closure of the speech organs (oro-closing organs). It is based on these characteristics that the teacher teaches children to distinguish between vowels and consonants.

Vowel sounds are stressed and unstressed, and consonants are hard and soft. Letters are large and small, printed and handwritten. It is therefore incorrect to say that the phrase “vowels, consonants”, “hard (soft) letters”. It is correct from the point of view of linguistics to use the phrase “letter to denote a vowel sound”, “letter to denote a consonant sound”, or “letter of a vowel”, “letter of a consonant sound”.

The 32 consonant sounds are divided into hard and soft sounds. Let us emphasize that the sounds [l] - [l'], [d] - [d'], [s] - [s'], etc. exist as independent sounds, although authors often note in teaching aids that this is one and the same sound that is pronounced firmly in one word, softly in another.

In the Russian language, only sounds that are pronounced using the teeth and the front tip of the tongue can be soft: [d'], [s'], [y], [l'], [n'], [g'], [s '], [t'], [ts'], [dz']. There is a fusion of la, nya, xia, zya, this, but there is no bya, me, vya, kya.

It should be remembered that at the initial stage of learning to read and write, soft consonant sounds include not only [d'], [s'], [th], [l'], [n'], [g'], [s'], [t'], [ts'], [dz'], but also all other consonant sounds that are in the position before the vowel [i], for example in the words: rooster, woman, six, squirrel, horse and the like.

During the period of learning to read and write, children receive only a practical understanding of the hardness and softness of consonants.

Where to start learning to read and write?

L.S. Silchenkova believes that it is necessary to begin learning to read and write during the period of development when mental functions begin to mature. The learning process will be effective only if the characteristics of the child associated with his age are taken into account, as well as his individual capabilities, which are determined by speech, perception, thinking and memory

It is necessary to devote enough time to form the child’s speech hearing. It is also necessary to develop the child’s ability to remember letter styles.

The human brain, according to N.G. Altukhova, contains cells that perform the function of remembering the outline of a letter without making any effort. These same cells allow you to use those letters that a person has already memorized.

The process of developing modern methods of teaching schoolchildren to read and write has a rich history.

K.D. Ushinsky proposed the so-called sound method of studying literacy. It had certain advantages and disadvantages. Much attention was paid to introducing schoolchildren to the sound aspects of speech, as well as to developing sound analysis.

According to P.S. Zhedek, there is a more advanced method of teaching literacy. According to his approach, it is necessary to divide words into individual syllables. And each syllable can also be divided into separate sounds.

In this case, sounds that stand out must be indicated using a printed letter. And after that you need to read the written word. But this approach does not reveal the mechanism of the reading process, the moment when individual sounds merge into syllables.

Another technique was developed by V.A. Kiryushkina and other researchers. They based their approach on speech sound analysis. What is new in this system is the different order in which letters and sounds are learned. Letters and sounds are learned in an order based on the frequency of their use in the native language. The most frequently occurring sounds and letters are studied first, and then in descending order.

A.A. Nazarenko also offers an interesting approach that deserves special attention on our part.

Schoolchildren need to be taught methods of mental action: children analyze sounds, engage in positional reading, relying on the entire alphabet. In this case, it is necessary to follow strict stages of development of reading methods.

The important thing about this technique is that during training, students begin to master first quantitative and then qualitative sound analysis of words.

After analyzing the program, we realized that the main attention in it should be paid to the sound structure of the word, developing the ability to conduct sound analysis, and subsequently teach children to read and write at school.

Phonetic representations

Initial phonetic concepts are formed in older preschoolers on a practical basis, by organizing observations of linguistic phenomena. Thus, preschoolers recognize vowels and consonants by the following features;

• method of pronunciation (presence or absence of obstacles in the oral cavity);
• ability to form a composition.

At the same time, children learn hard and soft consonant sounds. In this case, such techniques as perceiving sounds in words and separately by ear (son - blue), isolating sounds in words, comparing hard and soft sounds, observing articulation, and independently selecting words with hard and soft consonant sounds are used.

Since in a language the sound content of a letter appears only in combination with other letters, letter-by-letter reading would constantly lead to errors in reading.

Syllable reading

Therefore, in modern methods of teaching literacy, the principle of syllabic (positional) reading has been adopted. From the very beginning of working on reading techniques, children are guided by the open warehouse as a reading unit.

Therefore, from the point of view of creation, a syllable, which represents several sounds (or one sound) that are pronounced with one impulse of exhaled air, is of great importance for solving methodological issues in teaching children to read and write.

The main sound in each syllable is a vowel, which forms the syllable.

Types of syllables are distinguished by initial and final sounds: an open syllable ends with a vowel sound (games): a closed syllable ends with a consonant sound (year, smallest).

The simplest syllables are those formed from one vowel or from a combination (merging a consonant with a vowel, for example: o-ko, dzhe-re-lo. Dividing words into syllables does not present any difficulties for children.

How to organize a lesson?

The success of teaching preschoolers to read and write largely depends on the teacher’s ability to organize a lesson, structure it, and conduct it methodically correctly.

In the senior group, literacy classes are held once a week, their duration is 25-30 minutes. During the classes, children are offered both new material and material for repeating and consolidating previously acquired knowledge and skills.

When preparing and conducting literacy classes, the teacher must adhere to a number of well-known didactic principles. The main ones are: scientific character, accessibility, systematicity, clarity, awareness and activity in children’s acquisition of knowledge, an individual approach to it, and the like.

It should be noted that in the methodology of teaching children to read and write, some traditional principles are beginning to be interpreted differently. For example, the scientific principle is well known; despite the age of children, they are given elementary but important information about the units of the language system.

Consequently, such explanations from the teacher as “The sound [o] is a vowel, because it can be sung, drawn out” are erroneous from the point of view of modern phonetic science and indicate a gross violation of the specified didactic principle.

Methodological techniques for dividing words into syllables, during which children clap their hands, put down counting sticks, use hand movements to show highlighted syllables, etc., are erroneous. Instead, such methodological techniques as placing the hand under the chin, placing the palm of the hand in front of the mouth should be introduced in the classroom since they are the ones that are based on taking into account the essential features of the syllable as a linguistic unit.

Lesson Analysis

The performance of a kindergarten teacher is assessed not only by children and their parents, but also by the public education system. The head or methodologist of an educational institution can visit any lesson with children and evaluate how effectively and efficiently it is conducted. Based on the test results, a lesson analysis is compiled. In this document:

• the topic and purpose of the lesson are indicated, as well as the main objectives: educational, developmental, educational;
• the methods and techniques used by the teacher and the extent to which they correspond to the assigned tasks are determined;
• an assessment of children's activities is given;
• the teacher’s work during the lesson is analyzed;
• Recommendations for improving the educational process are offered.

You can see an example of such an analysis of a lesson on the website.

The effective activity of a teacher includes the ability to compile a self-analysis of the lesson. For clarity, you can see examples on the websites maam.ru or doshvozrast.ru.

The famous Soviet physicist Pyotr Kapitsa said: “Science should be fun, exciting and simple. So must be scientists". This statement can be made the main rule when conducting literacy classes in kindergarten.

Visibility in learning

Any activity in a preschool cannot be imagined without the use of visuals. During literacy learning, this principle requires that a number of analyzers, primarily auditory-verbal, be involved in the child’s cognitive activity.

The work of this analyzer is activated during the development of children's phonemic hearing, training them in sound analysis, familiarization with speech sounds, sentences, words and composition. The study of sounds and their characteristics, the formation in children of ideas about the features of a sentence, word, syllable, and teaching them to correctly intonate sentences occurs more successfully if the activity of the auditory analyzer is supplemented by movements of the articulatory organs - pronunciation.

A visual analyzer helps solve certain didactic problems. With vision, the child perceives not the elements of oral speech themselves, but the symbols that reflect it. So, a sentence or a word is schematically shown in strips of different lengths, the sound and sound structure of a word is shown in chips and diagrams that consist of three or four cells, and the like.

Visual perception of such clarity, as well as actions with it, allow the child to first “see” the elements of language, and then consciously operate with them.

In literacy classes, the teacher uses visual aids not only and not so much for the purpose of illustration, but more often as a means of recording the characteristics of linguistic units, phenomena, their connections and relationships.

Visibility in teaching literacy is showing children the elements of oral speech. The teacher demonstrates a marked (unstressed) syllable, the hardness (softness) of a consonant, the presence (absence) of a particular sound in a word, and the like.

Therefore, the teacher’s speech, children’s speech, didactic stories, fairy tales, poems, and the like can serve as visual aids. Linguistic clarity does not exclude the use of illustrative, pictorial (reproductions, pictures, diagrams), as well as object (toys, chips, sticks, strips, etc.) visualization.

General didactic requirements

Taking care of the success of a child’s further literacy training in primary school, the educator must adhere to general didactic requirements that will ensure the focus of each literacy lesson, organizational completeness, methodological competence and effectiveness.

The sensible thoughts of the didact, Professor A. Savchenko regarding the requirements for a modern lesson in 1st grade can also be taken into account in teaching older preschoolers:

• During the lesson (class in the senior group of the preschool educational institution), the teacher (educator) must tell the children what they will do and why, and then after the assessment, what they did and how. Professor A. Savchenko believes that to ensure the focus of a lesson, first of all, it is necessary to correctly determine its goals. No less important, in her opinion, is to activate children’s attention at the beginning of the lesson, offering them a visual plan for its implementation. This same plan can be used as a visual support when summing up the lesson;
• assignments and questions are formulated by the teacher specifically and in short phrases. The imitative actions of preschoolers and first-graders play an important role in working on new educational material. So, when children learn a new way of doing something, it is better to show an example of its implementation. For example, “The word is pronounced like this...”, “Say this sound with me.”

In literacy classes, collective forms of work predominate, but children can work individually in collaboration with the teacher, or independently individually with handouts.

A group form of organizing children's educational activities, when they are united in pairs or groups of four, is widely used in the classes “Preparing older preschoolers for learning to read and write.” The valuable experience of teaching children to work in groups is described by the authors of developmental education technology D. Elkonin and V. Davydov.

They believe that for group implementation it is possible to offer tasks on composing sentences or words according to the presented scheme, spreading a sentence or finishing a sentence started by the teacher, and the like.

During the lesson (session), it is necessary to change the types of children’s activities several times. Thanks to this, it becomes more dynamic and children's attention is more stable. In addition, alternating activities is a reliable means of preventing children from becoming overtired.

Visual aids, didactic material, and game tasks should be used to the extent that they help teachers achieve their educational goals, and preparing older preschoolers for literacy will become an accessible and interesting process for children.

Planning a Literacy Lesson

When planning work in literacy classes, it is necessary to take into account the level of preparedness and real capabilities of both all children and each child separately.

The teacher should support even the slightest progress of children in mastering literacy. However, excessive use of expressions such as “Well done!”, “Wonderful!” and others according to prof. A. Savchenko, apart from a short-term emotional impact on the child, has no stimulating value.

Instead, it is necessary to give detailed evaluative judgments that contain specific advice for eliminating shortcomings and overcoming difficulties; compare children's works; organize an exhibition of the best works at the end of the lesson; involve children in assessing the completion of the task by their friends. The most important thing is that the teacher’s value judgments are motivated and understandable to children.

By characterizing the content, structure and methodology of literacy classes, we would like to warn educators against the scientifically unsubstantiated mechanical combination of literacy classes with classes on educating the sound culture of speech.

Such preparation of older preschoolers for learning to read and write does not allow them to fully realize the specific tasks of these two types of classes, overloads their content, and makes the structure opaque. Despite the similarity of the individual goals of these classes (for example, the development of phonemic hearing), the commonality of methods and techniques, etc., each of them must be built and carried out in its own way. Thus, in literacy classes, increased attention is required to the formation of preschoolers’ ideas about a linguistic unit (sentence, word, syllable, sound) and, on their basis, anapitico-synthetic skills.

There are also repeated attempts by individual methodologists, and after them by educators, to supplement the content of literacy classes by familiarizing preschoolers with letters and teaching them to read. It should be noted that this is an overestimation of the requirements of existing programs and is therefore unacceptable. All work on mastering the skill of reading should be organized exclusively on an individual basis. Such a lesson in content, structure and methodology is reminiscent of a reading lesson during the letter period in the first grade.

Preparing older preschoolers for literacy: didactic goals

We draw the attention of educators to the need to correctly formulate the didactic goals of literacy classes. First of all, you should clearly imagine the end result of this lesson, namely: what knowledge preschoolers should acquire about language units, what skills they will develop on the basis of this knowledge.

To summarize what has been said, we note that the success of organizing the education of children five to six years old depends on how well the teacher masters the modern technology of teaching children to read and write, linguistic knowledge, how he takes into account the requirements of modern psychological and pedagogical science for the organization of the educational process in preschool education establishment.

Whole word method

The method of reading whole words (global reading method) was borrowed from America. The fact is that practical difficulties in teaching literacy in English using the sound method have led to the creation of an alternative approach, the so-called one, in which students learn entire words, like hieroglyphs. Famous followers who have developed the whole word method up to the present day are the Japanese Shinichi Suzuki (1898-1998) and the American Glenn Doman (1919-2013).

In the Soviet school, the method of reading whole words was used for 13 years, from 1922 to 1935, then it was rejected as unpromising, but various versions of it still exist (Glen Doman Method).

The whole word method involves starting reading with meaningful units - words and phrases. It does not require well-developed phonemic hearing, is not based on sound analysis and synthesis, relying on visual mechanical memory.

A picture is given and a word under the picture. Children are shown this, and they remember the shape of the word and gradually begin to read. It would seem - beauty! Parents are delighted, the child no longer “bulls” or “mumbles” syllables, but immediately reads a word or even a phrase from familiar words.

But children learn words! They are unable to read an unfamiliar word! Why is this method still used in America and is it justified there? Because their spelling of words and their pronunciation do not match.

Yes, we don’t match either, but not to that extent. There you really need to remember how to spell the word. Remember how you studied English grammar, how many reading rules are there? A child of preschool and primary school age is not able to learn them, and therefore the reading of words must be memorized. In addition, there are many short words in English, much more than in Russian.

This method is justified for the English language, and children, studying it as a foreign language, also learn to read this way at an early age. But it is not suitable for the Russian language and therefore was rejected back in 1935 as not corresponding to the nature of the Russian language and giving poor learning results.

The children made a lot of mistakes when writing: they missed letters, distorted words (in English there is no change in gender and conjugation of words, but in Russian words must change their ending).

More information about the method of whole words and its development in pre-revolutionary and Soviet Russia can be found in the scientific article by Doctor of Pedagogical Sciences Elena Yuryevna Nikitina (Chelyabinsk) - “The method of whole words in domestic alphabet writing of the early twentieth century” ()