The originality of classes in the development of speech is Consultation “Organization of speech development classes in different age groups. Dictionary development methodology
SEMINAR ON SPEECH DEVELOPMENT IN EARLY CHILDREN
Grebenkova Irina Alekseevna, educator of the MADOU "CRR - kindergarten No. 110", Syktyvkar, Komi Republic.Material Description: I offer material on the development of speech in young children (1-3 years old). This educational and methodological development will be useful for methodologists, senior teachers for conducting a seminar on this topic, as well as educators of early age groups to use information in their work. The material is divided into two parts and contains all the main aspects of the development of speech in children aged 1 to 3 years. The second part describes the development of the speech of children in the classroom.
Topic: Classes on the development of speech, as one of the main forms of work on the speech of young children.
Plan:
1. Classes as one of the main forms of children's speech development.
2. Features of the organization of classes with young children.
3. Types of classes for the development of speech and familiarization with the environment.
4. Features of planning classes.
5. Methodology for conducting classes on the development of speech and familiarization with the environment.
1. Classes as one of the main forms of children's speech development.
Classes are one of the forms (effective and economical) of the educational influence of an adult on children, which, in the context of social education, should ensure the rate of development characteristic of young children. (G.M. Lyamina)
The advantage of classes:
- the achievement of the set task is facilitated by a clear goal,
-proven technique,
-the ability to pick up gradually more complicated material.
In the 2nd year, speech is one of the leading activities. Its timely development ensures the improvement of other activities. The goal (task) of the development of speech is set in each lesson. The main line of pedagogy in the 2nd year of life consists in the development of certain functions and skills in children, in preparation for the future perception of the system of knowledge and skills. Does not teach an adult child in class how to use plot and didactic toys- all wakefulness will take place in throwing toys, wobbling from corner to corner, in whims. The teacher will not develop the ability to use words, imitate speech, follow instructions and rules of the game in the course of classes - it will be difficult to organize his daily behavior, increase the vocabulary, give certain knowledge, teach to observe the rules of behavior in a team.
The main goal of the lessons is to develop new skills (and partially knowledge) in children, which they cannot achieve in the process of independent practice, in particular in the game. This provision determines that the daily number of classes with children of the 2nd year is much greater than in subsequent years: 3-4 games and classes daily (2 indoors and 1-2 for a walk), of which one lesson is mandatory for the development of speech and orientation in the environment (as noted by GM Lyamina).
2. Features of the organization of classes on the development of speech with young children.
Features of the organization of classes with children of the second year of life:
- Classes are playful in nature. However, they have definite goals, objectives, means of their implementation and thus differ from the game.
- From the very beginning of classes, we (educators) set a goal - to bring up certain rules of behavior in children: do not interfere with others, maintain the correct posture, listen carefully and perceive what is shown. Observance of the rules of behavior by children soon becomes a habit, and the result of the performed action, movement, word serves as a source of joy.
- Teaching young children has a unique originality:
First, they not only have no motives for learning activities, but there are also no conscious, voluntary actions necessary for learning, and the assimilation of the first knowledge and skills occurs on the basis of involuntary memorization. Second, in spite of everything, young children have a high level of learning, that is, the learning process begins long before this type of activity becomes the main one in the child's mental development.
- Speech lessons are the most difficult for children, require tension and therefore should be short. When fatigue appears, children are either attracted to the lesson, or they finish it earlier. It is important that the little ones receive complete satisfaction from the lesson.
- In order for the children to be less distracted in the lesson and it was more effective, it is advisable to organize it in a different room, not where those who are not playing play. It could be a reception room, a well-lit bedroom.
- It is important to provide the most comfortable posture for the child during classes, which will help him to maintain attention for a long time. Sitting on the floor, children often play, so their differentiation is poorly developed, that during classes they need to behave differently than during play. They jump up, crawl, grab toys, get distracted. Sitting on a carpet with outstretched legs is not a comfortable position, children quickly get tired. naturally they try to change it, and at this moment they interfere with another child. If children of the beginning of the 2nd year are seated during the lesson on chairs in a semicircle at a certain distance from the teacher, they dash off and run to her as soon as she begins to show a picture or a toy. The pose of a child of this age, without support on the table, is often incorrect. It is best to conduct classes at shifted tables, thereby unobtrusively and from the very beginning limiting the child's desire to get up and grab the displayed toy.
- The duration of classes in the 2nd year of life varies from several to 10 minutes, and the indicator that you need to finish classes is the decrease in activity, the distraction of children. At this age, along with easy fatigue and distraction, children have insufficient mobility of nervous processes. It is expressed in long latent periods of speech responses, frequent responses-aftereffects, a gradual increase in the child's activity during the lesson. The study showed that in a child of the beginning of the second year, the latency period preceding speech responses sometimes reaches 20-30 seconds or more.
- The number of children in the class depends on their age and the material on which they will work. Uniting children in a lesson in small groups is possible only if each child is ready to learn (knows how to watch, listen, act as shown by an adult).
The number of children participating in the lesson depends on the age of the children and on the type of activity, on the degree of mastery of the skill (the less a particular skill is formed, the fewer the number of children participate in the lesson).
- Requirements for children should be feasible, not burdensome. Along with the new material, it is advisable to use what is already familiar to children.
- In the classroom, the knowledge that is mastered during actions with objects, games, observations during a walk, etc. is consolidated. The more meaningful everyday life baby, the more cognitive opportunities are available for classes.
- If an adult wants the child to repeat a word after him, his tone should be gentle, but calm, businesslike, and not overly emotionally uplifted.
Only by persistent repetition of the instruction can you get the child to focus on the adult's face, listen and answer. But, of course, there should be no rough training or coercion here.
Children should be fostered with the need to speak, constantly create situations in which the child is forced to pronounce words and phrases: you need to ask an adult for something, to convey his instructions in words.
The child's imitation ability should be developed so that he can easily repeat a new word after an adult and, as they say, “on the fly” enter this word into his active vocabulary.
Features of the organization of classes with children of the third year of life:
Cognitive activity develops in classes on familiarization with others and the development of speech. The content of the lessons is determined by the program material, which includes the knowledge that the child cannot master on his own. Classes should be predominantly problematic, which:
- firstly, it ensures their developmental character,
- secondly, it has not only teaching, but also educational impact,
- thirdly, it creates a special interest in the acquisition of knowledge.
As a result, in the third year of life, the semantic side of speech, the functions of comparison and generalization, grammatical structure, and articulation are intensively developing.
3. Types of classes for the development of speech and familiarization with the environment.
In each program, the "Development of Speech" section is presented by different authors who offer several different types of classes for the development of speech, methods and techniques for working on the development of speech, but in general, the content of the work and the indicators that we strive for, the methodology of classes, in principle, does not differ much. since all scientists rely on the development of the classics, founders and founders of early childhood pedagogy, E.I. Tikheeva, N.M. Aksarin, V.A.Petrova.
So, Pavlova L.N. Identifies 4 types of classes for the development of speech and familiarization with others at an early age:
1. Observation of real objects and objects of the immediate environment (living and inanimate objects);
2. Staging real and fairy-tale situations with the help of toys;
3. Consideration of images of familiar objects in pictures (recognition, naming, narration of the depicted plot);
4. Reading fiction and fairy tales.
The activities presented in the above sequence reflect a different degree of abstraction of thinking (cognition of the surrounding world), which the child gradually begins to master in the second year of life.
How is this model of cognition of the environment realized?
acquaintance with reality\u003e reflection of the real world in a toy\u003e plane image of real objects and toys\u003e word (literature and folklore represent the most tall form abstract reflection and knowledge of the environment).
Based on this, it is advisable to use visual teaching aids with young children in the following sequence:
- household items, living and non-living objects,
- toys,
- Pictures,
- books.
For the development of children of the third year, they use the same methods and techniques as in working with children of the second year of life, namely:
- observation of real objects, plants, animals, natural phenomena;
- dramatization with toys;
- viewing pictures;
- acquaintance with the works of art. literature.
When working with children of this age, it is advisable to combine them (use them together in one lesson). This is possible because children are already able to perceive new things with a greater degree of abstraction, based on experience and already existing knowledge about the environment.
5. Methods of conducting classes on the development of speech and familiarizationlaziness with others.
The methodology of classes has its own specifics and is determined by: the psychological characteristics of this age and the peculiarities of the development of speech at this age stage. Children of the second year of life need to be taught to distinguish in the process of classes tasks aimed at developing understanding and active speech and to give their own type of answers to each
The structure of the lesson with children aged 1-2 years
Speech development classes can consist of three parts. So, the lesson can begin and end with exercises for auditory attention and imitation. The teacher, intoning in different ways, pronounces familiar words that may be required during the lesson, when reading quatrains, nursery rhymes, children are encouraged to listen, repeat the pattern, the last words of the poem. The main part of the lesson consists of showing objects, pictures.
Structure of the lesson with children aged 2-3 years
Children who attend kindergarten for the second year already know how to study well. However, their mental processes (memory, attention) are imperfect. Therefore, at this age, an emotional attitude towards the upcoming lesson is important, which increases its effectiveness. The first reminder of the upcoming lesson serves as a signal to restore order in the game material. Re-installation already at the lesson ("We are starting to study ...") mobilizes the attention, interest of children, encourages them to take a working posture and observe other rules of behavior in the lesson. The lesson cannot be turned into a lesson. Direct teaching techniques: showing a sample, showing a method of action, explaining - are combined with the use of games. The lesson can sometimes begin with elements of surprise, fairy-tale characters loved by children can participate in it. Part of the classes takes place in the form of didactic games and dramatization games (dramatizations with toys). Not all classes are held at tables. A whole lesson can be devoted to the education of the sound culture of speech, but most often exercises for the education of the sound culture of speech are carried out as part of the lesson on the development of speech and familiarization with the environment, taking 3-4 minutes. Particular attention should be paid to the development of articulation: with sufficient pedagogical work children of this age quickly master the correct articulation, are able to pronounce almost all sounds (as a rule, hissing and sonorous sound "r" cause difficulty).
Errors in the formation and expansion of the vocabulary of children:
- formal selection of words in class without taking into account the peculiarities of their assimilation;
- most often the content of vocabulary work is nouns, adjectives, at best - verbs. Not enough attention is paid to working on other parts of speech, which makes it difficult in the future to solve the problem of developing coherent speech;
- the tasks of vocabulary work are not always specified (enrichment, consolidation, activation of the vocabulary). It is recommended to compile approximate dictionaries (combining words into groups);
- lack of interconnection in work in the classroom and in daily activities;
- there is little individual work with children, taking into account the level of their mastery of the vocabulary;
- a formal approach to the selection of methods and techniques of vocabulary work. This is due to the fact that the essence of the work itself is not taken into account.
In the research of V. I. Loginova stands out 3 directions of vocabulary work in all age groups:
1 direction - the expansion of the child's vocabulary based on familiarization with the environment is based on the early emerging ability in children to perceive, highlight and distinguish objects, on the basis of which the idea of \u200b\u200bthe environment is formed. These ideas are reflected, fixed in the word. Activities: observation, viewing objects and pictures. Common in the methodology of these classes is the organization of the perception of objects and phenomena in general. Techniques should help to focus the attention of children on the object (element of surprise, surprise moment, etc.). requires an accurate selection of the object and its name, repeated repetition: group and individual.
Direction 2 - the introduction of words denoting the qualities and properties of objects and phenomena - is based on the emerging ability for dismembered perception, selection distinctive features objects and phenomena. In the process of getting acquainted with the peculiarities of objects in children, sensory abilities and mental operations are formed: analysis, synthesis, comparison. The main thing in these classes is the organization of the vigorous activity of children and, first of all, survey actions aimed at isolating the qualities, properties when familiarizing with objects. The guidance of survey actions requires precise instructions from the teacher about what the child needs to do in order to isolate a quality or property and fix it in a word. Here it is important to remember the principle of the relationship between sensory and speech development... Than more active child will act with an object, the more of its signs he will isolate, which means he will learn more new words.
Direction 3 - the introduction of words denoting elementary concepts on the basis of distinguishing and generalizing objects according to essential features. In the third year of life, on the basis of an elementary comparison of objects and highlighting their similarity by purpose, the simplest concepts (toys, dishes, clothes, transport, fruits, etc.) are introduced into the children's dictionary.
Improving the grammatical structure of speech, an adult encourages the use of nouns in all case forms, in the singular and plural, and verbs in the present, past and future tenses.
When children hear an unfamiliar word, an adult explains its meaning by combining it with other familiar words and putting it in different grammatical forms.
Activities with children with delayed speech development
The lesson consists of 3 parts. Each part requires the new kind activities, which, on the one hand, does not cause fatigue in the child, on the other hand, it helps him to concentrate on for a long time.
It is known that the movements of the hands, namely fingers, stimulate the child's speech development, therefore it is recommended in the first part of the lesson to offer a task aimed at improving the movements of the hands. The second part of the lesson is devoted to working with pictures, the content of which should correspond to the level of development of speech understood by the child. Special assignments should be used to name images of objects and plot pictures to develop understanding of speech. Conducting classes, you should apply a variety of methods to activate the child's activity, offering him different tasks: "look", "take", "hide", "find", "give me", etc. The third part of the lesson is devoted to the development of any activities of the child. For its implementation, games are used: loto, games with paired pictures, a simple constructor. The game is conducted in such a way that an adult and a child must constantly communicate during it.
Factors that increase the effectiveness of training:
1. Alternation of various teaching methods (explanations, instructions, demonstrations) with game tasks.
2. Combination of choral responses with individual ones.
3. Using a variety of demonstration materials (objects, toys, pictures, tabletop theater figures, etc.)
4. Using a wide variety of tasks aimed at giving children the opportunity to change posture, move.
5. Interest, motivation.
Literature:
1. Aksarina N.M. Education of young children. - M .: Medicine, 1977.
2. Lyamina G.M., Development of the speech of an early age child: Toolkit... - M .: Iris-PRESS, 2006.
3. Pavlova L.N. Early childhood: development of speech and thinking: Methodological guide. - M .: Mosaika-Synthesis, 2000.
4. Pedagogy of early age: Textbook. manual for stud. Wednesday ped. study. institutions / G.G. Grigorieva, G.V. Gruba, E.V. Zvorygina and others; Ed. G.G. Grigorieva, N.P. Kochetova, D.V. Sergeeva. - M .: Publishing Center "Academy", 1998.
5. Pechora K.L., Pantyukhina G.V., Golubeva L.G. Young children in preschool institutions. - M .: Humanitarian ed. center VLADOS, 2002.
6. Tikheeva E.I. The development of the speech of children (early and preschool age). –– M .: Education, 1981.
« Preschooler speech development »
Almost everyone can speak, but only a few of us can speak correctly. When we talk to others, we use speech as a means of communicating our thoughts.
Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as a person.
It is impossible to judge the beginning of the development of the personality of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most urgent.
Reasons for the low level of speech development:
Half of preschool children have an insufficiently formed skill of building a coherent statement.
According to the results of the analysis of observations in groups, the following disadvantages can be noted:
short coherent statements;
are inconsistent, even if the child conveys the content of a familiar text;
consist of separate fragments that are not logically connected with each other;
the level of information content of the statement is very low.
In addition, the majority of children actively share their impressions of their experiences, but are reluctant to start composing stories on a given topic. Basically, this happens not because the child's knowledge on this issue is insufficient, but because he cannot form them into coherent speech statements.
Insufficient preparation for the lesson. When looking at a picture, conducting a conversation, you need to carefully think over the questions.
The teacher's speech culture also plays a very important role in the development of speech. Teachers give children samples of correct literary speech: the teacher's speech should be clear, clear, complete, grammatically correct; the speech should include a variety of samples of speech etiquette.
Parents do not understand their function - communication with a child should begin from birth to his birth.
Components and tasks of speech development of preschoolers
An indispensable condition for the mental development of a child is his communication with adults. Adults are the keepers of the experience accumulated by humanity, knowledge, skills, and culture. This experience can be transmitted only through language. Language is "the most important means of human communication."
Among the many important tasks of education and training of preschool children in kindergarten the development of speech and speech communication is one of the main ones.
This general task consists of a number of special, particular tasks:
education of sound culture of speech,
enrichment, consolidation and activation of the dictionary,
improving the grammatical correctness of speech,
the formation of spoken (dialogical speech),
development of coherent speech,
fostering interest in the artistic word,
preparation for literacy training.
The following factors influence the successful solution of this task:
1. Emotional communication with the child from the moment of birth.
A child's speech communication with an adult is preceded by emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life. This is precisely emotional communication, not speech, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understandable words.
2. Creation of conditions for communication with other children.
Communication with peers in preschool age plays no less important role in the development of children than communication with adults. It, like communication with adults, arises mainly in joint activities and can be carried out in different ways.
The more complex and diverse the activity, the more necessary verbal communication becomes for the child. Child development is especially successful in collective activities, primarily in play, which stimulates the development of communication between children, and, consequently, speech.
3. Joint games of an adult and a child.
The child imitates the actions of the adult. It is this imitation that is one of the most important mechanisms for the formation of communication at an early age. With a lack of communication, its limitedness, poverty, not saturation, it will be difficult for a child to learn to communicate with children and other people, he may grow up uncommunicative, withdrawn.
4. The speech of an adult is an example to follow.
The child's speech develops largely as a result of imitating the speech of others. Adults need to monitor their speech. Of particular importance is the speech of the educator, who is constantly with children, he is the most authoritative person for them. Every educator should know that in kindergarten his speech turns into a pedagogical tool, into a tool for influencing children.
The qualities of the teacher's speech:
meaningfulness;
correctness and variety of form;
age appropriateness;
the educator's vocabulary must be rich and accurate;
speech must be grammatically flawless;
clear sound reproduction;
clear diction;
orthoepic correctness.
speech should be bright, expressive;
rich facial expressions are needed;
an affable, benevolent tone towards everyone around;
the educator needs to have a culture of coherent speech: to be able to conduct a dialogue, tell, listen to the stories and answers of others. His speech should be laconic, but very clear and logical;
it is important for the educator not only to be able to tell and be free in the children's audience, but also to have the skills public speech: deliver a message to employees, organize a collective conversation with the parents of the pupils, etc.
a model for others should be the whole manner of behavior of the educator in the process of verbal communication (posture, gesture, attitude towards interlocutors).
5. Development of fine motor skills of hands.
The direct relationship between the level of speech formation and the development of fine motor skills of the hands is clearly traced in the course of the individual development of each child (this has already been convincingly proven by special scientific studies).
Therefore, developed, improved finger movements contribute to a faster and more complete formation of speech in a child, while undeveloped manual motor skills, on the contrary, inhibit such development.
6. Satisfaction of the child's curiosity.
Speech, being a means of assimilating social and historical experience, serves as an instrument of intellectual activity (perception, memory, thinking, imagination) and performs a cognitive function.
The full development of perception can be carried out when the preschooler, in the course of his own activity, accumulates visual, auditory, tactile, and gustatory images. The sensory impressions received by the child must be constantly connected with the word denoting perceived - this helps to consolidate the images of objects, their properties and relationships, makes these images more persistent, clear, generalized, mobile and flexible.
7. Reading fiction.
Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children, it has a huge impact on the development and enrichment of the child's speech.
In stories, children learn the conciseness and accuracy of the word; in verse they capture the musicality, melodiousness, rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich the native speech is with humor, lively and figurative expressions, comparisons.
8. Learning poetry.
When memorizing poems with children, the teacher sets himself several tasks at once: to arouse interest in the poem and the desire to know it; help to understand the content in general and individual difficult passages and words, teach to read it expressively in front of the audience; use in life; foster a love of poetry.
9. Telling verses with your hands.
The combination of movements of the body and speech organs helps to relieve tension, monotony of speech, observance of speech pauses, the formation of correct pronunciation, and connecting tactile sensations to work improves and accelerates the memorization of verses.
10. Joint trips to nature, excursions, visits to museums.
The enrichment of the vocabulary is carried out, speech activity and the cognitive need of children are stimulated.
Self-assessment questionnaire for educator professionalism
for the section "Development of speech"
FULL NAME. educator ___________________________________________________________________
_____ Communication between adults and children;Cultural linguistic environment, teacher's speech;
Teaching native speech and language in the classroom;
Fiction;
Different kinds arts (visual, musical, theater).
What methods and techniques for the development of speech do you use in the classroom and in the free activity of children
What is the originality of speech development classes? What dictated their need? In your opinion, will it be enough for the development of speech in preschool children to be limited to conducting developmental games, free communication with an adult?
10.
What are the main areas of work on the development of speech do you take into account when drawing up the outline of the lesson?
11.
List the basic techniques for teaching storytelling.
Conditions for successful speech development
1. In preschool educational organization conditions must be created for the development of children's speech in communication with adults and peers:
Teachers encourage children to turn to adults with questions, judgments, statements;
Educators encourage children to communicate with each other.
2. Teachers give children samples of correct literary speech:
The teachers' speech is clear, clear, colorful, complete, grammatically correct;
A variety of patterns of speech etiquette are included in speech.
3. Teachers ensure the development of the sound culture of speech on the part of children in accordance with their age characteristics:
They monitor the correct pronunciation, if necessary, correct and exercise children (organize onomatopoeic games, conduct classes on sound analysis of words, use phrases, tongue twisters, riddles, poems);
They observe the pace and loudness of the speech of children, if necessary, delicately correct them.
4. Teachers provide children with conditions for enriching their vocabulary, taking into account age characteristics:
Provide the conditions for children to include the named objects and phenomena in the game and objective activity;
Help the child to master the name of objects and phenomena, their properties, to talk about them;
Provide the development of the figurative side of speech (figurative meaning of words);
Introduce children to synonyms, antonyms, homonyms.
5. Teachers create conditions for children to master the grammatical structure of speech:
Learn to correctly connect words in case, number, time, gender, use suffixes;
They learn to formulate questions and answer them, build sentences.
6. Teachers develop coherent speech in children, taking into account their age characteristics:
Encourage children to storytelling, detailed presentation of certain content;
Organize dialogues between children and adults.
7. Pay special attention to the development of children's understanding of speech, training children in the implementation of verbal instructions.
8. Teachers create conditions for the development of the planning and regulating function of children's speech in accordance with their age characteristics:
Encourage children to comment on their speech;
Exercise in the ability to plan their activities.
9. Introduce children to the culture of reading fiction.
10. Pencourage children's word-creation.
Express survey
What is the subject of study of speech development methods?
1) the process of mastering by children their native speech and skills of verbal communication in conditions of purposeful pedagogical influence;
2) the process of independent mastering of native speech by children without interference from adults;
3) the formation of communication skills in conditions of unregulated ;
4) the development of children's speech in play activities;
5) formation process preschool children
Answer. 5
The most important source for the development of the expressiveness of children's speech is:
1) works of oral folk art;
2) didactic game;
3) personal experience;
4) visual material
Answer: 1
When learning to construct a detailed statement, the child forms elementary knowledge about:
1) the structure of the text (beginning, middle, end);
2) the semantic side of a polysemantic word;
3) ;
4) syntax
Answer: 1
What does not apply to the verbal creativity of children?
1) compilation of creative retellings;
2) the creation of neologisms;
3) reading poems by heart;
4) composing poems;
5) composition of stories, fairy tales.
Answer. 3
Verbal teaching methods include:
1) demonstration, conversation, illustration;
2) play, exercise, discussion;
3) conversation, story;
4) experiment, experience, .
Answer.3
PRACTICAL PART
Mnemonics
Mnemonics - a technique of memorization, comes from the Greek "mnemonikon" - the art of memorization.
A set of techniques and methods that facilitate memorization and increase the amount of memory through the formation of artificial associations.
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech.
A mnemonic table is a schema that contains certain information. For children of younger and middle preschool age, it is necessary to give color mnemonic tables.
The essence of mnemonic diagrams is as follows: a picture (image) is invented for each word or small phrase; thus, the entire text is sketched schematically. Looking at these diagrams, the child can easily reproduce text information.
Task "Make a mnemonic table for learning a poem"
I have pockets on my new dress.
On the pockets of these daisies are embroidered
Chamomile, chamomile, like meadow
Chamomile, chamomile as if alive.
We bought a cat
For the holiday - boots.
Combed her mustache
Sewed new panties.
Just how to put them on
The ponytail has nowhere to go.
Mnemonic tables - diagrams serve as didactic material in the work on the development of coherent speech in children. The use of mnemonic tables allows children to more easily perceive and process visual information, save and reproduce it.
Assignment: "Similar words".
Assignment: find nouns for an adjective by association.
There is a sweet word - candy
There is a quick word - rocket,
There is a word with a window - a carriage.
There is a sour word - lemon!
Now don't yawn, pick up word by word!
Fast words - (rocket, plane, tiger, eagle).
Sweet words - (candy, cake, cake, sugar).
Funny words - (holiday, clown, gift, music).
Assignment: name items that have two characteristics at the same time.
Bright and yellow - (light, lemon, sun, cherry, lamp).
Sweet and light - (cotton wool, cherry, life, smell, victory).
Assignment: "Tongue twisters".
It is necessary to pronounce the tongue twister quickly and smoothly 3 times in a row.
The fluorographer fluorographed the fluorographer.
The ships maneuvered, maneuvered but did not catch, because they did not believe in the possibility of fishing.
Speak out tongue twisters in the tongue twister tongue twister competition.
The trajectory of the rattling jalopy is laid on off-road territory.
Partisans fought partisans in partisan zones, outside the borders partisans did not partisan.
Dictionary activation
1. Description of an item or event from personal experience by memory:
- story about pets,
- a story about a favorite toy, about a birthday,
- how mom puts things in order, prepares lunch,
- what did you do at home on the weekend
- how I walked with my grandfather in the woods,
- what they saw on the way to kindergarten.
Methodological techniques - a sample of a story with a plan, a prompting question is allowed.
2. Description of an object or event from a collective life:
- a trip to the city museum of local lore, a trip to Yasnaya Polyana (or another memorable, historical place);
- holiday in kindergarten;
- what we saw on the highway, in the forest;
- how the water in the aquarium was changed;
- how they played hide and seek;
- what we saw in the children's library;
- what did you do yesterday for a walk.
Methodological techniques - only a plan, a prompting question is allowed.
3. Didactic game for description without visual material (like riddles) "Guess the toy", "Guess the picture", "What kind of animal?", "Seasons".
Methodological techniques - the teacher gives a sample, a plan.
4. Retelling of fairy tales, stories(in preparatory group can be held 11-12, in senior group 9-10 lessons per year).
Methodological techniques: Before the lesson, the teacher gets acquainted with the text, prepares new words to explain to children. At the beginning of the lesson, an introductory conversation is held (1 min). Without giving the mindset to memorize, the teacher reads a story, a fairy tale, asks 3-4 questions about the content, 1-2 questions about the ideological content. Then the mindset is given, that is, the children are told that they will also tell. After that, the tale is read a second time. For retelling is called 6-7 times.
5. Dramatization of fairy tales, stories, poems.
You cannot play out a new piece. Dramatization must be passed through the lesson. Children are taught moral qualities, children use the language of the work; enjoy rich intonation. Dramatizations are held at entertainment evenings, birthdays, like a concert for toddlers, sometimes in class.
6. Display of computer presentations, slideshows with text selection by children.
Show the same presentation, slide show 1 time, then a week later, then a month later.
Methodology: show slides with accompanying text, then give the children the instruction that they will watch again, but they will tell themselves. One slide for one child.
7. Coming up with a story for a picture - a creative story.
Methodological techniques - the teacher takes the children out of the picture with a question ("New" - What will the girl tell when she comes home?).
8. Inventing the end of the story.
Methodology - no sample needed, just a plan (questions).
Example topics: "How a boy found a puppy", "Adventures of a puppy in kindergarten", "How children helped a friend out of trouble", "How Volodya helped a girl Lena" and others. Only 6-7 stories per lesson.
9. Coming up with a story on a topic suggested by the teacher.(In the preparatory group.)
10. Coming up with text for an unknown slide show.(In the preparatory group.)
11. Drawing up a letter.
For example: Santa Claus, a sick comrade, Luntik, Dunno (or another character known to children).
12. Didactic game for description from a visual object. "Wonderful Bag", "Toy Store", etc.
13. Description of the painting (drawing up a story based on a picture)
Methodological Techniques - The painting is broken into parts. Children compose a story for each part. At the end, one general story is compiled. A plan is given for each part, you can give a sample one by one. A sample can be given at the beginning or after children's stories.
14. Description of toys.
The toys are familiar, but varied. For the lesson, 5-6 pairs of similar, but different toys are prepared.
Methodological techniques - a plan is given, a prompting question is allowed.
General requirements for the story of older preschool children
5 years: Coherent, independent, understandable, short.
6-7 years old: Purposeful, without distraction from the topic, expressive, consistent, richer in vocabulary, more creative.
Alternating storytelling types
Senior group
1. Description of the subject.
2. Retelling.
3. Description of the painting.
4. Storytelling from memory.
5. Didactic game for the description of visual material.
6. Retelling.
7. Description of pictures.
8. Descriptive story from memory (from personal experience).
Preparatory group
1. Description of real objects.
2. Retelling.
3. Children inventing a story based on a picture (the teacher takes the children out with a question for the picture).
4. A story from memory from a collective life.
5. Didactic game of description without visual material (such as riddles).
6. Display of computer presentations or slideshows with text selection by children.
7. Inventing the end of the story.
8. A story on the topic suggested by the teacher.
9. Drawing up a letter.
Fiction
1. Memorizing poems by heart 2 times a month, and the kids are playing the poem.
Methodological techniques - A sample of reading a poem, questions to children, repeated reading by the teacher. The first to call 7-8 people with good memory. The second part of the lesson is to use thin reading. works, repetition of a familiar poem, table theater, filmstrip.
2. Telling fairy tales.
3. Reading thin. works.
4. Reading familiar works.
5. Dramatization of a work of art.
6. Display of table theater.
8. Show of puppet theater by children.
9. Listening to audio recordings (CD-disc or other electronic media) 1-2 times a month.
Vocabulary work
Enrichment of the vocabulary
1. Observing a living object.
2. Excursions.
3. Organized visits (local excursions).
4. Consideration of natural objects.
5. Monitoring the process (transport, labor).
6. Display of the painting.
7. Show slideshows, computer presentations.
8. Reading fiction.
9. Didactic games.
Literature:
1. A. M. Borodich "Methodology for the development of speech in children" M., 1981
2. T. A. Tkachenko "Teaching children creative storytelling from pictures", publishing house: Vlados, 2006
3. Ushakova O. The development of speech in children 4-5 years old. Didactic materials, publishing house: Ventana-Graf, 2013
In speech development classes, a special place is occupied by conversations or the teacher's story without showing. This is a special type of speech activity, it is mainly built on listening, and this is not an easy task for a child. Listening skills must be developed in a timely manner. Owning it, the baby learns easier new form communication with an adult, a new form of knowledge. Given the complexity of such an activity, it is important to be especially careful in choosing the topic for the story. Stories should be understandable and interesting for children, the teacher's speech should be emotional and expressive in order to attract the attention of kids. You can talk with children about what they saw during the walk, about toys, past or upcoming holidays, etc. Stories are available for the kids to understand and that they have not directly observed, but can understand based on their past experience. For example, how they found a kitten: he meowed loudly because he was cold and wanted to eat, how he was given milk to drink, made a bed, he warmed up and fell asleep.
The complexity of the story in terms of content, construction depends on the level of development of the children. If the story is intended for children 2 - 2.5 years old, then it is necessary to prepare it so that the kids understand the content and they can answer the questions who? what? Where? where to? common suggestions. It is useful to use forms such as conversation, the teacher's story, not only in class, but also during the independent activities of children. This has a positive effect on the formation of the child's initiative speech.
Show of performances. Showing performances is an important means of developing a child's play.
The demonstration of the performances planned in the lesson must be alternated with didactic games. The plot of the performances is simple: interconnected sequential actions, certain relationships between the characters. The purpose of such a show is to have a certain impact on the development of the active speech of babies and plot play.
Classes on the development of speech in a younger group of different ages can be joint one-theme. common topic classes, however, necessarily involve a different nature of the tasks: for all children; children of a certain age (2.5 - 3 years old, 3.5 - 4.5 years old); individual.
One-color classes must be combined with classes for age subgroups, as well as with personal forms of work with children outside the classroom.
How often should the session be held? Studies have shown that for groups of different ages with any permissible occupancy and with any reasonable recruitment, one lesson on the development of speech, familiarization with others is advisable, fiction in Week.
The lesson is held in the morning. The following three types of activities can be distinguished:
I. One-color lessons with the whole group. Classes are held once a week. Their duration is no more than 15 minutes.
II. Classes with age subgroups. In such classes, speech skills are formed that are important precisely for a particular age. Average duration classes - 8 - 12 min. Such classes are held 2 - 4 times a month at a time convenient for the teacher and at his discretion.
III. Working with children outside of class. It involves a variety of games for repetition and consolidation of program material: outdoor games with texts, round dance games, pastel-printed and didactic games, dramatization games, etc. Games are held with a small number of children (2 - 6) different ages at any time of the day (before breakfast, before classes, before a walk, on a walk, after an afternoon snack, etc.). In addition, small-scale programmatic works of art, new and already familiar to them, are read to children.
Teaching a small child to navigate in the immediate environment is the most important pedagogical task. In the third and fourth year of life, the younger preschooler is taught to distinguish and name the objects around him, to explain their purpose; improve his ability to compare and group objects by shape, color, size. New for the fourth year are the tasks of teaching the classification of objects by material, purpose: mastering the meanings of generalizing words (dishes, clothes, vegetables, toys) and using these words in speech.
IN junior groups conduct special classes to educate the sound culture of speech. In both the first and second younger groups, children are trained in the correct pronunciation of all vowels and consonants, except for hissing and sonorous sounds. Complication is carried out due to the targeted selection of speech material. With children 2.5 - 3 years old, they conduct pronunciation exercises for more simple words and phrases containing the desired sound.
In groups of different ages, it is most difficult to implement a program to familiarize children with works of art, since a separate list of references is recommended for each age category. It is advisable to introduce kids to many Russian folk songs as to round dance games or outdoor games with texts.
In the lesson planning system, the most vulnerable link is working with the youngest children. Toddlers 2 - 2.5 years old, due to age characteristics, cannot participate in joint frontal exercises. At the same time, the teacher does not have time to conduct all the speech development classes recommended for this age. However, studies have shown that children of this age not only do not lag behind in speech development, but are also ahead of their peers from the same age groups. There are several reasons. In groups of different ages, children under 2.5 years old, as a rule, are few (from two to five people), and they are cared for by the entire staff of the preschool institution. Toddlers imitate the speech and behavior of older children by observing their activities and participating in joint games. With the smallest, the teacher conducts subgroup and individual sessions... They are read Russian folk tales and songs that are well known to older children: "Chicken-Ryaba", "Turnip", "Our Masha is Little" and others. Kids are full participants in the simplest outdoor games with texts ("Hen and Chickens" - by the poem of the same name by V. Berestov), \u200b\u200bround dance games ("Zainka, walk ..." - based on the Russian folk song of the same name), drama games. Games stimulate initiative statements of children, which is very important for the development of speech.
PERSONALITY OF SPEECH DEVELOPMENT CLASSES
Classes on the development of speech and teaching literacy differ from others in that their main activity is speech. Speech activity is associated with mental activity, with mental activity. Children listen, think, answer questions, ask them themselves, compare, draw conclusions, generalizations. The child expresses his thoughts in words. Complexity of classes lies in the fact that children are simultaneously engaged in different types of mental and speech activity: speech perception and independent speech operation. They ponder the answer, select from their vocabulary the right word that is most suitable in a given situation, grammatically formalize it, use it in a sentence and a coherent statement.
The uniqueness of many classes in the development of speech is the internal activity of children: one child talks, others listen, outwardly they are passive, internally active (follow the sequence of the story, empathize with the hero, are ready to add, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.
The effectiveness of the classes on the development of speech is determined by how fully all the program tasks set by the teacher are realized and the acquisition of knowledge by children, the development of speech skills and abilities is ensured.
TYPES OF SPEECH DEVELOPMENT ACTIVITIES
depending on the leading task:
· Classes on the formation of a vocabulary (for example, inspection of the premises, familiarization with the properties and qualities of objects);
· Classes on the formation of the grammatical structure of speech (for example, the didactic game "Guess what is gone" - the formation of plural nouns of the genus. Case);
· Classes on the education of the sound culture of speech (teaching the correct sound pronunciation);
Classes on teaching coherent speech (conversations, all types of storytelling),
Classes on the formation of the ability to analyze speech (preparation for teaching literacy),
· Classes on familiarization with fiction.
Depending on the application of the visual material:
Classes in which subjects are used real life, observation of the phenomena of reality (examination of objects, observation of animals and plants, excursions);
· Classes with the use of visual clarity: with toys (viewing, telling about toys), paintings (conversations, storytelling, didactic games);
· Classes of a verbal nature, without reliance on visualization (generalizing conversations, artistic reading and storytelling, retelling, word games).
Depending on the stage of training, i.e. depending on whether a speech skill (skill) is formed for the first time or fixed and automated:
The classification according to didactic purposes proposed by A.M. Borodich is close to this:
· Classes on the communication of new material;
· Classes to consolidate knowledge, skills and abilities;
· Lessons on generalization and systematization of knowledge;
· Final, or registration and verification, classes;
· Combined classes (mixed, combined).
Lessons are used more often complex nature ... An integrated approach to solving speech problems, an organic combination of different problems of the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of training. Only interconnection, interaction of different tasks lead to correct speech education, to the child's awareness of certain aspects of the language.
Such types of work are integrated, which are ultimately aimed at developing a coherent monologue speech. The combination of tasks in a complex lesson can be carried out in different ways:
ü coherent speech, vocabulary work, sound culture of speech;
ü coherent speech, vocabulary work, grammatical structure of speech;
ü coherent speech, sound culture of speech, grammatically correct speech.
Classes devoted to solving one problem can also be built in a complex manner, on the same content, but using different teaching methods.
For example, a lesson on teaching the correct pronunciation of the sound w may include: a) showing and explaining articulation, b) an exercise in pronunciation of an isolated sound, c) an exercise in coherent speech - retelling a text with a frequently occurring sound w, d) repetition of a nursery rhyme - an exercise to practice dictions.
Integrative classes, built on the principle of combining several types of children's activities and different means of speech development, received a positive assessment in practice. As a rule, they use different types art, independent speech activity child and integrate them thematically. For example: 1) reading a story about birds, 2) collective drawing of birds, and 3) telling children from drawings.
By the number of participants classes can be distinguished:
frontal,
with the whole group (subgroup),
individual.
The smaller the children, the more space should be dedicated to individual and subgroup lessons