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5FORMATION STAGES OF THE REASONED SPEECH AMONG CHILDREN OF THE ADVANCED PRESCHOOL AGE DURING ACQUAINTANCE WITH THE NATURE
Abstract
The paper deals with experience of organization of educational process in conditions of the preschool educational organization for formation bases of the reasoned speech among preschool children. The author reveals stages, forms and methods of formation of reasoned abilities among children of the advanced preschool age in the course of acquaintance with the nature.
Keywords
reasoned speech, reasoned statements, reasoned abilities, educational process, children
of advanced preschool age
AUTHOR Aksana Filippova
Senior teacher
Department of Theory and Technique of Preschool and Primary Education Surgut State Pedagogical University Surgut, Russia Filippov- [email protected]
The preschool period of the childhood is the time, when the basic abilities to cognition, communication and activity are put in a child. It is well-known that for many types of children's activity (communicative, informative-research, game, etc.) the word is not only the carrier of sense, a certain value, but also the tool, way for achievement objectives. During communication with adults and contemporaries preschool children transfers the aspirations, desires and requirements, try to inform sense of the statement, often for the purpose of the proof and belief. Productivity of communication in this case depends on formation of ability to explain, argue, prove, defend the opinion, consider opinion and interests of the interlocutors in the course of communication, etc. These abilities are the indicator of rather high level of speech and intellectual development of children, which formation demands creation of special conditions, search of effective forms, methods and technologies in the system of preschool education.
Training of children of the advanced preschool age to reasoning, and in particular arguments, is necessary to build on naturalistic material as logical communications are obviously presented in the nature and available to preschool child understanding. Watching the nature, its phenomena, children start understanding the cause-effect relationships, some regularities existing in the nature, learn to think and argue.
The organization of educational process for formation of the reasoned speech among children of the advanced preschool age during acquaintance with the nature has to be carried out, in our opinion, according to three stages.
The first stage (estimated and motivational) assumes formation of understanding of the importance of the reasoned speech in the course of communication with adults and contemporaries, the need to state the thoughts consequently, argue the point of view.
The second stage (substantial) is directed on formation ideas of structure of the reasoned text, language means of communication of its semantic parts.
The third stage (operational) is training of preschoolers to complete coherent reasoned statements during acquaintance with the nature, their active use in daily speech practice.
We enabled the realization of these stages of work in different forms of educational activity: directly educational, joint activity of teacher and children in the regime moments and independent activity of preschool children.
At the first stage, the attention was focused on formation of positive installation on constructive communication, understanding of the importance of the reasoned speech in the course of communication with adults and contemporaries. The solution of this task was carried out during conversations, dialogues, modeling of speech situations, solving and playing problem situations, verbal and didactic games, discussion of proverbs and sayings.
The essential role played the conversations-dialogues offered O. M. Eltsova (Eltsova, 2009). The topics were the following: "How to behave during a conversation", "Secrets of oral speech", "The eternal quarrel because of one word yes", "Tone of the statement", "Hundred thousand "why" live in the world", "Teasers", "An apology and answering it", "Be able to object tactfully...", "Agreement - disagreement - partial consent with opinion of the interlocutor", "Dispute is not a quarrel, be afraid of false enthusiasm!".
During dialogue, we tried to teach preschool children to express own point of view politely, to be guided in different communicative situations, to define communicative intention of the interlocutor, to enter cultural dialogue, using verbal and nonverbal means of communication. Thus, children mastered the phrases expressing a consent or disagreement in a polite form: "You are right. I agree with you...", "You are not absolutely right. Apples can be both green, and red", "I am not absolutely sure that you are right". We discussed the dispute situations arising between children, ways not to bring dispute to quarrel and fight. Together with children we defined rules of dispute: "not argue without the reason", "offensive statements are not admissible in dispute", "respect others opinion", "be quiet and polite". Further, we modelled speech situations, in which the teacher said the phrase (for example, "Nobody loves fall because of a rain and cold", "A dog never makes friends with a cat"), and children expressed the consent or disagreement in a polite form.
The keen interest and emotional response caused verbal games. For example, in the game "Playful Dispute", children were suggested to pick up playful proofs to initial words of poetic texts, to suggest (improbable or exigeant). In the game "Army of Vegetables and Fruits", Signor Pomidor (adult) admitted to his army only those children (cabbage, cucumber, carrot, apple, orange, lemon, peach, garlic, garden radish, potatoes, turnip), who will manage to tell about himself (convincingly, interestingly, brightly) and define the value for human. Having listened everyone, Signor Pomidor decided who would come to his army, reasoning the choice.
In the game "Argument", we formed ability to make assumptions and prove own point of view. One of the playing was suggested to choose any picture from a set of subject s. Without showing the image, the child asked a question to participants: "What is it similar with?". Everyone playing offered the answer and had to protect the assumptions. The attention was paid to correctness of children's statements, ability to object and agree. For example, the picture with the image of the book was offered to children. One child told that the subject represented on the picture is similar to a cucumber; the second - to a book; the third assumed similarity with the moon, etc. The following argument acted as the proof: "Like a cucumber has a lot of kernels, a book has a lot of pages"; "It is possible to open both a door and a book"; "The moon lights a way at night, and a book - a way to knowledge", etc.
Except verbal games, we held didactic games with competition elements. In the game "Guess, Prove" children were separated on two teams. Children have to guess the
time presented on a set of pictures and reason the answer. We paid attention of children on how they can correct children who made mistakes. Approximate questions, which children in this game answered, were the following: "When the Earth is covered by snow? When migratory birds depart? What time is the warmest? When do berries ripen? When do bullfinches fly to us? When do birds fly from the South? When do we reap vegetables and fruits?".
Further, we offered children to discuss proverbs and sayings: "The kind word is pleasant even to a cat", "A hedgehog has one force - prickles", "One bee does not carry a lot of honey", "Cowardly hare scares a stump as a wolf". During discussion of these proverbs children's reflections and reasonings were stimulated. Having listened to answers, we explained sense of a proverb. Discussion ended by leading children to a conclusion with the statement of own point of view. Only reasonable answers of preschool children were accepted.
At the second stage, we set the object to form idea about structure, speech means of communication of semantic parts of the reasoned statement. At this stage, in our opinion, it is important to create conditions for development research activity by means of the nature.
It is well-known that any monologic statement is characterized by a number of the general signs, to which we paid attention at the organization of training. First, it is integrity (compliance of the text contents to the main thought); structural registration (beginning, middle, end); connectivity (logical communications between offers and parts of monologue); volume of the statement and its smoothness. Advanced preschool age children already have primary ideas about appointment and structure of such types of monologues, as description and narration. In this regard, we decided to open feature of reasoning as speech type, its difference from other types of monologue and to allocate the argument as a kind of a reasoning.
At the beginning of educational activity, we acquainted preschool children with distinctive signs of the argument, first, with its structure: thesis, proof (arguments), conclusion. The modeling method offered uh L.G. Shadrina (Shadrina, Sudakova, 2011) helped to understand structure of the argument. We used substantial and structural types of models of the argument. Substantial type prompted about what it is necessary to speak, proving the put-forward thesis; the structural one reminded of reasoning registration. Proving the thesis "a penguin - a bird", substantial model had symbols of arguments -pictures, represented a feather (the body is covered with feathers), a beak (there is a beak), two feet (birds has two feet), etc. We used various options of structural model of the argument. Models were presented differently: in the form of a tree, where a trunk is a thought which is proved; branches are arguments in favor of this thought; krone in the form of the semicircle surrounding branches is a conclusion. We also used a lodge, where "base" is the thesis, "walls" are arguments, "roof" is a conclusion, and a pyramid, where "skeleton" is the thesis, "rings" are arguments, "the top part" is a conclusion. We learned to put forward as much arguments as possible, explaining that the tree cannot have few branches, as it is good to provide as much proofs as possible in reasoning and argument.
In the course of the solution of a problem situation "Guest", teacher declared that the unexpected guest - a turtle - visited the group room. To let her stay, children need to adduce as much arguments as possible. Leaning on the structural model "Tree", children offered different arguments proving the need. Preschool children reasoned as follows: "we will look after her", "she will live in a nature corner", "when it will be boring, we will play with it". However, the indifferent attitude towards the guest was observed too: "it is not necessary to us", "I love cats more", "it slowly creeps". The tutor answered children's arguments with counterarguments, showing an example of objection "I do not agree with you. Do you know what speed has a turtle on the land and water? Who is quicker, turtle or snail?"
When training children we used receptions: admission of parts of the text, mix of parts. Continuing acquaintance with structural features of argument, t teacher paid attention to various ways of communication between parts of the text, formed ability to connect structural parts by the words "because", "as", "therefore", "means", "therefore", "if-that", to use words "first", "secondly", "thirdly".
Effective tasks were addition of an explanation by missing arguments. Tutor allocated reasoning "skeleton", and children "filled it" with the necessary arguments, words: "there came the winter, because... First... secondly... thirdly... That is why...".
We conducted training for reasoned statements by analogy with training for reasoned speech, beginning with visual support and gradually passing to tasks on a verbal basis. The following tasks with visual support were offered: folding of cutted pictures and explanation of the actions; forming series of subject pictures in a certain sequence depending on a plot, time of day; explanation of illogical situations in games like "Tales in pictures", "An excess subject", "Similar -not similar"; identification of the cause-effect relations between objects (for example, the melted snowman in a sunny weather); classifications of pictures by species and types; guessing riddles with visual support, etc. In the course of educational activity, we used the reason model, the plan reflecting its structure, model, help of ways of communication of phrases and semantic parts.
The representations received on speech lessons were fixed in different types of activity on various material: literary, mathematical, but more - naturalists.
At the third stage, children accepted a position of "argumentator", which owns ability to build the coherent reasoned statements, actively use them in daily speech practice.
The special attention was paid to drawing up the reasoned statements in the course of discussion ecological fairy tales, in experimental and design activity of preschool children.
We created problem situations during the reading and discussion of ecological fairy tales and stories. The problem situation put in the fairy tale directs children's thoughts on active searches of answer, understanding communications, dependences, relations existing in the nature, independent conclusions. First, we suggested children to listen and discuss the author's ecological fairy tales written by N. A. Ryzhova (Ryzhova, 2012). Reading and perception of the ecological fairy tale was followed by discussion the questions demanding an explanation of position. For example, having read the fairy tale "Whose house is better?", we offered children to answer the following questions: "Who is right: a mole, a starling or a bluebell? Why do you think so? Why a bluebell or a starling cannot live underground like a mole? How you think what for did the bee fly on a visit to a bluebell? Who "feeds" a bluebell? What is the fairy tale about?".
During discussion we tried not to give ready answers, paid children's attention on the fact that each person has the right to state the point of view and it is necessary to treat opinion of other person with respect. Thus, we paid attention to the contents and structure of children's answers, special words in a sentence. After reading ecological fairy tales, children were offered to make own small stories or fairy tales together with parents, draw illustrations or nature protection signs.
Provoking children to drawing up own reasoning, we offered to make story with drawings on the subject: "What does life of reservoirs break?", "An animal who hides", "A dandelion at different times years", "What do predators hide for?".
Using the competitive moment by drawing up nature protection signs, we divided children into two teams. The first group made prohibition signs, the second - allowing. Having discussed signs with the character of the fairy tale (for example, the Little Red Riding Hood) who could object to this or that sign, we suggested children to prove need of observance of these rules. We used competition elements in game activity. For example, in game "Winter: pros-cons" boys answered a question "That pros does the winter
have?", and girls - " That cons does the winter have?". That team, which gave more reasoned answers, won.
Gradually complexity of tasks increased. When carrying out experimental activity we achieved ability not simply to suggest, prove the opinion, but to build the complete reasoned statements. For this purpose, we offered preschool children participation in a meeting of "Academic council", discussing which, young scientists have to find air in the room using experiment and to prove its existence. Here are the examples of children's statements: "We took a cellophane sack, twisted it and saw that it is inflated. It becomes as big as a ball. It proves that there is air in a sack and we breathe"; "We took a sponge and lowered it in water. We noticed that water has bubbles. These are air droplets. Therefore we decided that sponge has air". Not all children's answers conformed to requirements, but children understood the main thing -it is important to observe structure in the argument, it is necessary to explain consistently and logically.
The effective method of formation bases of the reasoned speech is design activity. Within two weeks children together with parents were engaged in research work on a problem "Do you know your cat well?". After reading the Lithuanian fairy tale "Why does the cat washes itself after food?" (revised by Z. Zadunayskaya), we considered a number of questions for children to answer together with a family by means of experiences, supervision and experiments.
Protection of projects was carried out at the next meeting of "Academic council" during which variable subjects of children's researches were considered: "Why does a cat have moustache?", "When does a cat wash itself?", "How often does a cat wash? Why", "Why does a cat need claws?", "The is cat's menu", "Cat's claws". Within our research, it is important to solve the following problems: to develop ability to establish cause-effect relationships; to create the situations allowing each child to show initiative, independence; to state thoughts consecutively, accurately formulating, to express own opinion, to conclude.
Representing the results of the research work, children told and beat the experiment made at home, described supervision and feelings. For example, in the Cat's Menu project, Sofya T. told about the research: "I asked myself a question "How does a cats find the favorite food?". For this purpose, my mother and I placed food in identical bags. In one bag they put macaroni, in another - crude potato, in the third - a sausage, and in the fourth - meat. We called Murzik and looked, how it will see sausage. It quickly found a bag with it. He looked for food using moustache and nose. I drew a conclusion: cats use moustache and nose.". Timofey A. in the project "Why does cat often wash?" noted the following: "My cat's name is Philemon. I looked narrowly at it and noticed that it washes a paw. It always washes after it woke up or ate. Licks himself from head to toes. Why do they need it? My mother and I read in the encyclopedia that cats pinch the smell. If mice guess a smell of a cat, they would not fall into clutches. It means the cat remains hungry".
To help children with drawing up the story, we used the following receptions: drawing up the story according to the plan in the form of questions, instructions, model of the answer drawn together with children.
For example, the plan consisted of the main issues:
- What question interested you?
- What experiment have you made? With whom?
- What have you made?
- What have you seen (heard), learned?
- What conclusion have you drawn?
The children's stories were followed by reading poems about favorite pet, guessing jokes-riddles, displaying drawings on a plot subject, searching the answer to problematic
issues: "Why are cats afraid of water?", "Why does a cat see in the dark?", "How to make friends with a cat?".
Informative-research activity was organized during short-term day projects on the subject "Awfully interested in everything unknown". Each thematic week of month was devoted to search the answer to a problematic issue: 'Why does a dandelion need parachutes?" ("Wild flowers"); "Why do leaves fall? Why there are a lot of pools in the fall?" ("Fall. Changes in the nature"); "Tops - root: what appears from a seed earlier?", "Where does water hid in vegetables and fruit?" "Vegetables"); "What helps birds to fly?", "Who are the wintering birds?" ("Wintering birds").
We have convinced that formation of the reasoned speech has to be carried out gradually, consistently in the conditions of systematic training during children's kinds of activity. An indisputable source to develop children's speech is the phenomena and objects of the nature, interaction with which promotes development of children's inquisitiveness, emergence of informative questions, own judgments and logical conclusions.
REFERENCES
1. Eltsova, O.M. (2009) Rhetoric for preschool children: Program and methodical recommendations for tutors of preschool educational institutions; Saint-Petersburg, CHILDHOOD-PRESS, 208 P.
2. Ryzhova, L.V. (2012) Methodology of work with the fairy tale, Saint-Petersburg, CHILDHOOD-PRESS, 160 P.
3. Shadrina, L.G. & Sudakova, E.N. (2011) "Features of development of the coherent figurative speech of children of the advanced preschool age and way of its formation", Siberian pedagogical magazine, No. 3, Pp. 220-228. Available at: http://elibrary.ru.
LEGAL PROTECTION OF THE ECONOMIC INTERESTS OF RUSSIA IN THE ARCTIC REGION
IN THE EARLY TWENTY-FIRST CENTURY
Abstract
The paper is devoted to issues related to the implementation of legal protection of Russia's economic interests in the Arctic region in the early twenty-first century.
Keywords
Arctic zone of Russia, Russian-Norwegian relations, international law, Concept of Sustainable Development of the Russian Federation
AUTHORS
Tatyana Kapelko Andrey Tumanov
PhD in Jurisprudence, Associate Professor PhD in Philosophy, Associate Professor
Department of Civil and Corporation Law Department of Criminal Law
Murmansk State Technical University and Criminology
Murmansk, Russia Murmansk State Technical University
[email protected] Murmansk, Russia
