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

Gusarenko Viktoriya Vladimirovna Senior Lecturer, Department of Philosophy and Social Sciences and Humanities, Krasnoyarsk State Medical University. prof. Voyno-Yasenetsky Ministry of Health of Russia 660022, Russia, Krasnoyarsk, Partizan Zheleznyak str., 1 vikyse2007@ya.ru Zonova Anastasiya Aleksandrovna assistant director, Institute of Pedagogy, Psychology and Sociology, Siberian Federal University 660030, Russia, Krasnoyarsk, Totmina str., 21 nastic-62@mail.ru Krol' Elizaveta Robertovna Assistant, Department of Philosophy, Siberian Federal University 660028, Russia, Krasnoyarsk, Novaya Zarya str., 9 Kroler@mail.ru Gurova Nina Nikolaevna PhD in Physics and Mathematics Associate Professor, UNESCO Chair "New Materials and Technologies", Siberian Federal University 107 Mira str., Krasnoyarsk, 660021, Russia nina-guro@mail.ru Zimnitskaya Natal'ya Slavovna Senior Lecturer, UNESCO Chair "New Materials and Technologies", Siberian Federal University 49a, Republic str., Krasnoyarsk, 660099, Russia natalia15840@yandex.ru

Dogadaev Oleg Nikolaevich Postgraduate, Department of Modern Educational Technologies, Siberian Federal University 660075, Russia, Krasnoyarsk, Shchetinkina str., 1 exclusive_ttt@mail.ru Other publications by this author

 Introduction.

The formation of speech competence in various activities of preschool children is due to modern trends in the development of the preschool education system of the Russian Federation, which is reflected not only in the main regulatory documents, for example, in the Federal State Educational Standard of Preschool Education (approved by Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155); but also due to modern requirements of the development of society.

The main and initial function of speech is to be a means of communication. The purpose of communication is to maintain social contacts, exchange information. The formation of speech functions encourages the child to master the language, its phonetics, vocabulary, grammatical structure, to master, dialogue, dialogic speech. Dialogic speech acts as the main form of speech communication, in the depths of which coherent speech is born. Dialogue, as a form of verbal communication, is extremely important, it contributes to the development of social relations among preschoolers.

Mastering dialogic speech is one of the main and important tasks of speech development of preschoolers, The success of mastering dialogic speech depends on different conditions, for example, such as the speech environment, social environment, family well–being, individual personality traits, cognitive activity of the child, etc., which must be taken into account in the process of purposeful speech education. The leading activity of preschool children is the game. It is in it that one can observe the natural dialogical speech between children. The value of the director's game is that it influences the formation of individual mental functions: thinking, attention, memory, speech, etc.

Dialogue is of particular importance in the speech development of preschoolers.  It is here that children truly feel equal, free, uninhibited. Here they learn self-organization, self-activity, self-control.  Through dialogue, a person speaks and thinks. The ability to conduct a dialogue will help preschoolers adapt faster at school, will help the qualitative assimilation of program material.

The relevance of the research 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.

The ability to conduct a dialogue with peers and adults must be taught. At the same time, training can be more effective if it is aimed at developing children's search activity in the field of language and speech, and not be direct, but indirect. This is facilitated by director's games, which are a means of developing dialogical speech of preschoolers.

Theoretical review. The priority of the task of developing dialogue in the speech education of preschoolers is recognized by leading experts in the field of pedagogy: M. M. Alekseev, O. S. Ushakova, A.P. Usova, etc. ^{[1, 10, 11]} The study of the state of pedagogical work on the development of dialogic speech revealed shortcomings in the assimilation of this form of speech by older preschool children, which makes it difficult for preschoolers to communicate with peers and adults, hinders the implementation of the developmental function of the dialogue.

The development of dialogic speech was devoted to the works of a methodical nature by E. I. Tikheeva in the 30s, E. A. Fleerina, E. I. Radina, O. I. Solovieva in the 50s and 60s, A.M. Borodich, F. A. Sokhina in the 70s and 80s, A. G. Arushanova, V. I. Yashina in the 90s ^{[6, 2, 3]}.

The issues of dialogic speech development have recently been experimentally investigated by A. P. Usova, S.L. Novoselova, E.V. Trifonova, etc., therefore, some aspects of the problem of dialogic speech development are still under study ^{[8, 9, 11]}.

Analysis of modern research by I. O. Bolotova, A.P. Belozerova, T. G. Vinokur, L. V. Shcherba, L. P. Yakubinsky, etc. ^{[4, 5, 7, 12, 13]} he revealed the groundlessness of the widespread idea of dialogue in pedagogy as a question-and-answer form of speech. The authors have proved that it is the dialogical utterance that acts as the main form of speech communication, in which connected speech is born.

In the works of foreign authors: N. L. Nikolich, K. Garvey, I. Bretherton, E. Esperet, J. Newson, K. Price ^{[14, 15, 16, 17, 18, 19, 20, 21]} many aspects of the formation and development of the symbolic function of children's play are described in sufficient detail. The authors emphasize that direct participation in the dialogue is carried out through dialogic speech, the mastery of which is a condition for the full development of the child and his activity in communicating with other people. 

Research. 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. The study involved 40 preschoolers. The age of preschoolers is 5 – 6 years.

A ascertaining experiment.

As a result of the analysis of psychological and pedagogical literature on the problem of mastering dialogue by older preschoolers, as well as the requirements of the program "From birth to School" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva, and according to the requirements of the Federal State Educational Standard.D.O, we determined criteria and indicators of the formation of dialogic speech skills in senior preschoolers (Table 1).

Table 1 - Criteria and indicators for assessing the level of formation of dialogic speech in older preschool children.

The second stage of the ascertaining experiment is the main stage of the study.

The purpose of this stage is to determine the level of development of dialogic speech by older preschoolers.

The diagnostic complex of the experiment included 3 sections:

1. Diagnostics of the ability to maintain a dialogue;

2. Evaluation of dialogical relations.

3. Diagnostics of the level of skills in drawing up a dialogue by older preschoolers.

In the study of the ability to maintain a dialogue, the following skills were evaluated: answering questions; asking, speaking out, commenting; the ability to defend one's position in a dialogue;

The study included two tasks. 1. The task "Tell me by the picture" (the method of L. P. Noskova, L. A. Golovchits). Purpose: to identify the ability to answer questions and ask them. Material: 6 pictures. The task is performed when the picture is closed.

In the study of the second section of the diagnostic complex, we used a methodology that was developed based on the recommendations of the authors: G. V. Chirkina, A. G. Ruzskaya, M. I. Lisina, H. T. Sheryazdanova, G. A. Uruntaeva, Yu. A. Afonkina. A. G. Arushanova. The aim was to identify the state of development of dialogic speech in older preschool children.

The subjects were divided into two groups: experimental and control, 20 people in each group.

According to the results of the ascertaining stage of the experiment, the following data were obtained (Figure 1).

Figure 1 - The level of ability to maintain a dialogue with older preschool children of the control and experimental groups.

The number of people with a high level of dialogue support in the experimental group is 30%, with an average level - 30% and with a low level - 40%. The high level of dialogue maintenance in the control group is 30%, with an average level - 40% and with a low level - 30%.

Having investigated the level of development of dialogical relations of older preschoolers, we obtained the following result: The data is presented in the diagram below (Figure 2)

Figure 2 - The level of development of dialogical relations of older preschoolers of the experimental and control groups.

It is clearly seen that the high level of dialogical relations in children, both in the control and experimental groups, is 20%, the average level in the experimental group is 30%, in the control group - 40%, the low level in the experimental group is 50%, in the control group -40% (4).

Diagnostics of the skills in drawing up a dialogue by older preschoolers of the experimental and control groups showed the following results (Figure 3).

Figure 3 – The level of skills in drawing up a dialogue by older preschoolers of the experimental and control groups

Thus, the number of people with a high level of dialogue in the control and experimental groups is 10%. The average level of skills in composing a dialogue among children in the control group was 50%. In the experimental - 40%. The low level in the control group is 40%, in the experimental group – 50%.

To prove the reliability of the results obtained during the ascertaining experiment, we applied the Student's parametric t-Test. Using this method, we determined that at the beginning of the formative experiment, the control and experimental groups had no significant differences in the level of maintaining a dialogue, dialogical relations, and the level of ability to compose a dialogue (Table 2).

Table 2 – Calculation of indicators according to the Student's t-Criterion of the level of dialogue maintenance by older preschoolers.

We compare the critical value of t with the obtained value.

tkrtch.=1.684, t<tkrtch.

The calculated value of t is numerically less than the critical value. This means that the average of the two sets of indicators do not differ.

Using the same parametric Student's t-Criterion, we calculated the indicators of the level of dialogical relations of older preschoolers (Table 3).

Table 3 – Calculation of indicators according to the Student's t-Criterion of the level of dialogical relations of older preschoolers.

The calculated value of t (t= 0, 209) is numerically less than the critical value. This means that the average values of the two sets of indicators do not differ.

Using the same parametric Student's t-Criterion, we calculated the indicators of the level of skills in the composition of the dialogue of older preschoolers (Table 4).

Table 4 – Calculation of indicators according to the Student's t-Criterion of the level of dialogue compilation by older preschoolers

t=0, 271. Thus, using the Student's parametric t-Test, we determined that at the time of the beginning of the formative experiment, the control and experimental groups had no significant differences in the level of dialogue development in children, the level of dialogue maintenance, the level of dialogue composition.  Children from the control and experimental groups were in the same educational conditions. There were no additional classes with children from the experimental group aimed at improving the level of dialogue development. The calculated value of t according to 3 methods is numerically less than the critical value. This means that the averages of these sets of indicators do not differ.

A formative experiment.

We have developed a technique: a director's game "We are going to a birthday party" based on a literary work by V. Ardov. The purpose of this game is to identify the possibilities of the director's game for the development of dialogic speech, increasing the level of dialogue development by children of senior preschool age.

In the game we used the following principles:

The first principle.No coercion of any form when including children in the game. Authoritarianism contradicts the essence of the game. Game interaction by its nature excludes any kind of coercion, violence, pressure. The game is inherently labile; the mood of children playing is changeable. But it is the mood that supports the mutual understanding and mutual respect of the children playing in the game. The free and voluntary involvement of children in the game guarantees the preservation of their gaming mood.

The second principle. The principle of the development of game dynamics. It is implemented through the rules of games that have been practiced for centuries, achieving artistic perfection. They can stimulate the development of the game plot, can restrain, create monotony, monotony, repetitions, boredom. Each child has his own creative style of mastering the rules of the game.The third principle.

The principle of maintaining a game atmosphere.

The fourth principle. Activity principle. The principle of the relationship between gaming and non-gaming activities. The enrichment of the game takes place through different types of activities and vice versa.

The fifth principle. The principle of transition from the simplest games to complex game forms.

The sixth principle. Deliberate lack of game material for director's games. It is very important that the toy set is incomplete and there is someone or something missing in it

The seventh principle. The principle of consistency. Our material has a fully structured presentation of the director's game, which is aimed at mastering the dialogue by older preschoolers.

The eighth principle. The principle of science. The material that is proposed and used in this methodology fully corresponds to modern scientific achievements. This principle requires the formation of preschool children's ideas about the process of cognition and its laws, it also assumes that the simplification of complex scientific achievements does not lead to a distortion of their scientific essence.

The ninth principle. The principle of completeness. In the classroom, different means and methods are used to achieve the tasks set.

When developing the game, the pedagogical conditions of its implementation were taken into account:

- creating an individual space for children, providing space and time for play;

- indirect guidance of the child's activities;

- involving children in co-creation with a teacher;

- selection of game material for director's games;

- thoughtful storage of game material.

We chose the theme of the director's game "We are going to a birthday party" based on the literary work of V. Ardov for two reasons.

 Firstly, the plot of the game is interesting to children, as children love birthday-related activities.

Secondly, the winter period is approaching. Children will spend more time outside. In this regard, the injury rate of children on the roads and recreation areas is increasing. This game will help to consolidate the rules of behavior on the roads. Objectives of the game: educational goal: to determine whether children use the following criteria for building a dialogue in the game; educational goal: to consolidate children's skills and skills of safe behavior in the surrounding road transport environment.

The game was held in 3 stages. The program of the organization of the game is presented in the table (Table 6)

           Table 6 – The program of the organization of the game.

Control experiment

At the final stage of the study, a control experiment was conducted. The purpose of this experiment was to test the effectiveness of the methodology developed by us to increase the level of dialogue development by older preschool children.

In the course of the study, the same techniques were used as during the ascertaining experiment. At the end of the experiment, we noted the dynamics in the development of dialogue by senior preschoolers of the expert group. (Table 7)

Table 7 - Dynamics of the level of dialogue development by older preschool children of the experimental group.

So it can be seen that the high level of dialogue support has been increased by 20%, the average level has not been changed, and the low level has been increased by 20%.

The high level of dialogical relations was increased by 30%, the average was lowered by 10%, the low – by 20%.

The high level in the composition of the dialogue was increased by 30%, the average by 10%, the low level decreased by 40%.

Dynamics of the level of dialogue development by older preschool children of the control group (Table 8)

Table 8 - Dynamics of the level of dialogue development by older preschool children of the control group.

Thus, it can be seen from the presented table that in the control group there was no significant increase in the level of mastering the dialogue. Only the average level of dialogical relations decreased by 10% and the low level of dialogical relations of older preschoolers increased by 10%.

To test the hypothesis put forward, we used the Student's parametric t-Test. The t-Test is a parametric procedure that allows us to compare the average of two data sets in order to determine whether the difference between them is significant at the selected probability level. We have put forward the following hypothesis:

H – if conditions are created for the director's game and its dynamics occur, then it ensures the development of dialogue by older preschoolers.

In case the discrepancies between the distributions do not turn out to be reliable, a null hypothesis was formulated:

H0 is a director's game that has dynamics and takes place under specially created conditions, does not affect the development of dialogue by older preschoolers.

We add the available data to Table 9.

X1 – any value of a variable in sample 1 (experimental group);

X2 – any value of a variable in sample 2 (control group);

Table 9 - Calculation of indicators according to the Student's t-Criterion of the level of dialogue maintenance by older preschool children

The value of t= 1, 764. The calculated value of t is numerically greater than the critical value. This means that it lies in the area of rejection of the null hypothesis, therefore, the averages of the two sets of indicators differ significantly.

Also, using the Student's parametric t-Test, we compared the averages of two data sets in order to determine whether the difference between them is significant in terms of the level of dialogical relations. After making calculations, we got the following table (Table10).

Table 10 - Calculation of indicators according to the Student's t-Criterion of the level of dialogical relations of older preschoolers.

t= 2,258, the calculated value of t is numerically greater than the critical value.

Also, using the Student's parametric t-Test, we compared the averages of two data sets in order to determine whether the difference between them is significant in terms of the ability of children of older preschool age to compose a dialogue. After making the calculations, we got the following table (Table 11)

Table 11 – Calculation of indicators according to the Student's t-Criterion of the level of ability to compose a dialogue with older preschool children.

The value of t=2. The calculated value of t is numerically greater than the critical value. This means that it lies in the area of rejection of the null hypothesis, therefore, the averages of the two sets of indicators differ significantly.

Conclusions and conclusion.Thus:

1) The conditions we created for the director's game influenced the level of dialogue development in preschool children

2) Using the Student's statistical t-Test, we determined that the indicators of the experimental and control groups differ after the formative experiment. Based on the above, we have confirmed our hypothesis.

Conclusion and conclusions. We conducted a study aimed at exploring the possibilities of directing the game in the development of dialogue by older preschoolers. 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 could 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.

The game "We are going to a birthday party" developed by us based on the literary work of V. Ardov gave positive results. When building the game, the following principles were used: the absence of coercion of any form when children are included in the game; the principle of developing game dynamics; the principle of maintaining a game atmosphere, the activity principle; the principle of the relationship between gaming and non-gaming activities; the principle of transition from the simplest games to complex game forms; intentional shortage of game material for director's games; the principle of consistency; the principle of scientific; the principle of completeness.

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.

During the game, we ensured the creation of the following conditions:

- creating an individual space for children, providing space and time for play;

- indirect guidance of the child's activities;

- involving children in co-creation with a teacher;

- selection of game material for director's games;

- thoughtful storage of game material.

Thus, we can conclude that the use of the director's game affects the process of mastering the dialogue by older preschoolers.

So it can be seen that the high level of dialogue maintenance among preschoolers, after the formative stage.increased by 20%, the average level is not changed, the low level is 20%. The high level of dialogical relations was increased by 30%, the average was lowered by 10%, the low – by 20%.

The high level in the composition of the dialogue was increased by 30%, the average by 10%, the low level decreased by 40%.

This work can serve as a basis for the development of a set of director's games aimed at developing dialogue and making recommendations for kindergarten teachers on the development of dialogic speech of older preschoolers.