the theme [2, p. 57].The scientific and pedagogical legacy of a well-known teacher
convinces that the experience gained by them in the preparation of junior pupils for
writing works gives positive results in the development of language and speech skills
of students, the culture of communication, which also contributes to the formation of
their communicative competence.V. Sukhomlinsky's ideas and methodical
recommendations on the development of speech and thinking of small pupils are used
today by teachers of the initial level of education in their pedagogical activity.Thus,
teachers of the Maloviskivska school № 3 of the Kirovograd region N. Solovyov, G.
Stetsenko, S. Usenko, L. Shevchenko under the direction of L.Varzatskaya developed
methodological support for "the lessons of thinking among nature," connected them
with game activities, fine arts, literary reading, developed a methodical system for the
development of literary creativity of students on the basis of received sensory
experience [3].At the end of the 90s of the twentieth century, Vorazatsky distinguished
four types of integrated language lessons and speech development. As a basis for
classification, different activities were selected in which students are taught at such
lessons, namely:
- game and subject-practical activity: drawing, staging, guessing puzzles, choral
singing with elements of dance, acquaintance with the environment, ethnography;
- communication with nature, ethnography: guessing riddles, expressive reading
of poetry, drawing, staging, research, elements of choreography and physical
education;
- perception of musical and fine arts: artistic work, ethnography, staging,
guessing riddles, expressive reading of poetry, elements of choreography, physical
education;
- perception and analysis of the text of the artistic and cognitive nature in the
natural, historical, ethnographic subjects): listening to music, singing, perceptions of
paintings, diaphylenes, verbal painting, staging, elements of choreography, physical
education [4].
The structure of the integrated lesson, according to the researcher, is determined
by its purpose and objectives, determined by the content of learning, the particularities
of the activities of teachers and students. The ratio of types of activities at different
stages of education was due to age, degree of preparedness, and the development of the
child. The less developed the student, the greater was the proportion of lessons with
the game, subject-practical, visual and musical activities.L. Vardzatskaya noted that in
one lesson, it is possible to integrate not only two but even three, four, five subjects,
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