Director's Play as a Means of Mastering Dialogue by Older Preschoolers

Abstract

The subject of the study is the use of the possibilities of the director's game for the development of dialogic speech in older preschool children. The study was conducted on the basis of a preschool group at MBOU No. 12 in Minusinsk, Krasnoyarsk Krai (Russia). The study involved 40 preschoolers. The age of preschoolers is 5 – 6 years. The relevance of the study is determined by the need of preschool pedagogy to use the possibilities of the game, including director's, as a means of mastering dialogue and dialogic speech of older preschool children. We conducted a study consisting of a ascertaining, formative and control experiment. The director's game "We are going to a birthday party" was developed. After analyzing the results of the study, its ascertaining stage, we came to the conclusion that children mainly have a low and average level of ability to maintain a dialogue. They found it difficult to answer questions, often thought about the teacher's questions, asked again, gave monosyllabic answers, did not know how to comment on their statements, could not defend their position in the dialogue. The children experienced embarrassment and tightness when making contact. The answers to the questions were monosyllabic, the replicas carried little information, important details were omitted. We suggested that the director's play can have an impact on the development of dialogue in children. She teaches children to conduct a dialogue correctly, develops the ability to maintain a dialogue, dialogical relations. During the control stage, the hypothesis of the study was confirmed. In the group of preschoolers where the director's game was used, the level of mastering dialogic speech became higher compared to the group where the director's game was not used.