The use of metaphorical cards in the development of coherent speech in primary school students with general underdevelopment of speech

Автор: Самотой Маргарита Михайловна

Организация: МДОУ Детский сад №17

Населенный пункт: Белгородская область, с. Пушкарное

Annotation

 This article discusses the problem of the development of coherent speech in primary school students with general speech underdevelopment (GSD) and the need to find new forms and methods of work to overcome this problem. As an alternative and effective means of developing coherent speech, a technique for using metaphorical associative maps is presented. The main tasks solved by means of this technique and the principle of its application are disclosed.

Key words: coherent speech, general speech underdevelopment (ONR), metaphorical associative maps, correctional and developmental work, younger schoolchildren.

Аннотация

В данной статье рассмотрена проблема развития связной речи у младших школьников с общим недоразвитием речи (ОНР) и необходимость поиска новых форм и методов работы по преодолению данной проблемы. В качестве альтернативного и эффективного средства развития связной речи представлена методика использования метафорических ассоциативных карт. Раскрыты основные задачи, решаемые средствами данной методики и принцип ее применения.

Ключевые слова: связная речь, общее недоразвитие речи (ОНР), метафорические ассоциативные карты, коррекционно-развивающая работа, младшие школьники.

Metaphorical associative cards (MAC) is an innovative technology that includes the use of special pictures in the form of cards used as a means of developing communicative skills in the work of a speech therapist. These cards contribute to the development of oral speech, creative thinking and imagination in children with disabilities.

To date, fundamental research on the problem of using metaphorical cards in the development of coherent speech in younger students with general underdevelopment of speech is minimal; there is only a fragmentary pedagogical experience, which is published on specialized platforms on the network. In our opinion, this comes into conflict with the fact that metaphorical cards have been used for a long time both in psychological and pedagogical practice. E.Yu. Voronkova notes that metaphorical cards are almost half a century old, to be more precise, in 1975, the Canadian art historian and artist Eli Raman, wanting to take art out of the galleries and bring it closer to people, created the first deck of cards called “Oh” (from the English. Oh - interjection meaning surprise).

In 1983, the German psychotherapist Moritz Egetmeyer discovered that Ox cards could be a tool to encourage the client to speak frankly about himself and his problems, and began to accompany the pictures with stories. This idea was the impetus that later led to the creation of the "Saga" (Saga) - the second deck of metaphorical cards [4]. To date, only three major scientific institutes develop and publish methods of working with the MAK: the Israeli Nord Institute under the direction of Doctor of Psychology Ofra Ayalon, the German Oh-Institute under the direction of Moritz Egeitmeyer, and the Ukrainian Institute for Projective Maps under the direction of Eva Morozovskaya.

We can define metaphorical associative cards as an innovative technology that uses special pictures in the form of cards used as a means of developing communicative skills and abilities in corrective work with children of primary school age with general underdevelopment of speech. MAC contribute to:

-development of their oral speech

- creative thinking

-imagination.
The development of coherent speech is one of the main factors in the ontogeny of the child and is the basis for his further education.

In children with OHP, coherent speech is not sufficiently formed. A limited vocabulary, repeated use of the same sounding words with different meanings makes children's speech poor and stereotyped. Correctly understanding the logical interconnection of events, children are limited only to listing actions. The main reasons for the violation of coherent speech V.K. Vorobyova highlights the lack of formation of "operations that carry out the semantic programming of a speech utterance", "operations that translate the semantic program into an integral coherent message" [3].

L.V. Grebenchenko believes that the lack of formation of coherent speech in children of primary school age is due to the underdevelopment of all components of the language system, both pronunciation and semantics [5].

The federal state educational standards for children with disabilities developed by the Ministry of Education and Science of the Russian Federation set a new concept for teaching children and the transition from the model of assimilation of ready-made knowledge to the development of creative potential and search activity when acquiring new knowledge and skills.

If we take into account the changes in inclusive education and the individual characteristics of the speech development of younger students with general underdevelopment of speech, there is a need to develop new methods for the development of coherent speech of primary school students. Let's consider one of such technologies - the reflexive-positional approach [6]. This approach was created to effectively solve a sore problem by including children in the space of a creative dialogue or monologue. To implement the main concept of this technique, creating conditions for the speech creation of younger students, a little-known but very effective tool is well suited - metaphorical associative cards.

Metaphorical associative cards are a set of pictures the size of a playing card or a postcard depicting people, their interactions, life situations, landscapes, animals, household items, abstract paintings. Some sets of cards combine a picture with an inscription, others include separate cards with pictures and cards with words. The combination of words and pictures creates a play of meanings. In the same picture, children will see completely different images, place accents in their own way, highlight the main and secondary elements. Metaphorical associative cards allow you to bypass rational thinking, remove protection and internal resistance, create conditions for a dialogue between the external and internal worlds of the child.

A.V. Butenko believes that Psychological and pedagogical support is carried out through the main labor functions that are included in the professional standard of a teacher-psychologist, speech therapist and reflect all areas of work in an educational institution. MAC is a unique tool and assistant in the psychological and pedagogical support of younger students with OHP, used to diagnose and correct the widest range of intrapersonal and interpersonal conflicts; harmonization of the personal sphere and its constructive development; prevention and correction of coherent speech [2].

According to Professor L.D. Ponomareva, metaphor is a means of activating speech-thinking and speech-creative activity [8]. Metaphor is a property of the speech of a linguistic personality that reaches the motivational-pragmatic level of its development, but the opposite is also true: the metaphor, realized in the speech of the masters of the word, “educates” the speech identity of the student, who is able to accurately and vividly realize any idea in speech.

Summarizing the experience of the authors of metaphorical maps, such as K. Kruger, T. Ushakova, I. Fedorova, we can identify the main tasks in the development of coherent speech of younger students that can be solved using this tool. In addition to the already identified main task - the formation of communicative and speech skills and abilities, metaphorical cards allow you to give a communicative orientation to each word or statement of the child, contributing to the development of monologue and dialogic speech.

In addition, the use of metaphors contributes to the development of imagination and fantasy, increases the effectiveness of the game motivation of children's speech by creating a favorable psychological atmosphere, and also contributes to the development of emotional intelligence and verbalization of the emotional sphere of the child.

The main principle of metaphorical maps is to launch a chain of associations and their subsequent verbalization. The advantage of this technique is the removal of restrictions and fears, the internal blocks of the child before entering into a dialogue or building a monologue statement, due to the lack of evaluation criteria. The fear of failure disappears, since any answer or statement of the child is correct. In addition, when working with children with general underdevelopment of speech, the value of this technique is especially relevant in correcting illogicality, low development and programming, insufficient arbitrariness and integrity of the statements of such children [7].

The methods and techniques for using metaphorical cards are limited only by the imagination of the teacher. These can be stories in a group, when each participant makes his “contribution” to writing a common story, and compiling individual stories based on one or a series of cards, work with children can be based on the principle of modifying the usual plot of a work known to them based on a map or cards , as well as creating scenarios from the history of scenarios (K.Kruger).

Thus, the search for new forms and methods of work on the development of coherent speech of younger students with general underdevelopment of speech showed that the use of metaphorical associative maps is one of the most effective forms for solving this problem. Metaphorical cards not only increase the cognitive interest and motivation of the student, but also encourage him to speech creation, reasoning, search for cause-and-effect relationships, communication, verbalization of feelings and emotions, which in turn leads not only to solving the problems of general underdevelopment of speech, but also to harmonious development of the individual as a whole. Therefore, it is no coincidence that today metaphorical associative cards are used in psychological and pedagogical support, providing an integrated approach to the development of the child.

References

1. Federal state educational standards https://fgos.ru/fgos/fgos-do/
2.  Butenko A.V. Metaphorical associative maps in the context of psychological and pedagogical support for the implementation of the GEF OO in the practice of an educational institution. / Proceedings of the VIII All-Russian scientific and practical conference dedicated to the memory of Professor Alexander Georgievich Kritsky. 2019-44-48s.
3.  Vorobieva, V.K. Methods of development of coherent speech in children with systemic underdevelopment of speech: textbook / V. K. Vorobyova. - M.: AST: Astrel: Transitbook, 2006 - 158 p.
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5. 7. Leshchenko, S.G. The development of coherent speech in preschoolers with general underdevelopment of speech on the material of Russian folk tales / S. G. Leshchenko, I. M. Pakhomova // Science and education: vectors of development. Modern trends in the development of boarding schools and correctional educational institutions in Russia: Proceedings of the International Scientific and Practical Conference and All-Russian Pedagogical Readings, Cheboksary, September 24 - 24, 2016 / Chief Editor M.P. Nechaev. - Cheboksary: ​​Non-state educational institution of additional professional education "Expert-methodological center", 2016. - P. 245-248.
6. Grebenchenko, L. V. Types of tasks for the formation of coherent speech [Text] / L. V. Grebenchenko // Primary school. - 2001. - No. 9. - P. 100-102.
7.  Kovaleva N.B. Reflexive-positional model of the educational environment. Contributing to the development of the personality and ability of students / Innovative design of educational technologies (in the aspect of the implementation of the Federal State Educational Standard of General Education): a collective monograph. M.: GAOU VO MIOO, 2015. C. 52-108.
8. Ponomareva L.D. Development of figurative thinking of students in the process of speech-creative activity: Dissertation of Dr. ped. Sciences. SPb., 2004.