Summary of lessons in the preparatory group "Zimushka-Winter"

History can name many interesting people with phenomenal memories. The great commander Alexander the Great knew the name of each of his 30,000 soldiers. And Mozart, having heard a piece of music only once, could immediately restore it to the exact note. It is reliably known that they managed to develop such unique abilities thanks to a special memorization technique, some techniques of which have survived to this day. Today, parents, teachers and speech therapists willingly use mnemonic tables - unusual aids in pictures - to develop the memory and speech of preschoolers.

What is the secret of using them

Remember the well-known children's alphabet: next to the image of the letter there is always a bright picture. And this is not just a colorful illustration decorating a boring book page. This is a teaching technique borrowed from the so-called mnemonics (or mnemonics) - an interesting and simple memorization mechanism. It is believed that it appeared in the 6th century BC. e., and was named after the ancient Greek goddess Mnemosyne, the patroness of memory. The essence of the method is that:

Information is attached to visual images, emotions, sounds and even smells.
At the same time, signals from several analyzers simultaneously enter the human brain: auditory, visual, tactile.
They combine to create complex neural connections, which facilitates the process of remembering, storing and reproducing information.
It is enough for a person to remember one of the images of an associative series, and the brain will reproduce all the others associated with it.

The most popular means of this technique are mnemonic tables - aids for the development of long-term memory and coherent speech. They are words, individual phrases or entire text, encrypted in symbols or pictures, which are kind of clues that help you remember and reproduce the text using an associative series.

This method is considered especially effective for young children, whose memory is characterized as visual-figurative, and memorization is involuntary. This means that information based on the child’s life experience or vivid and specific images is better absorbed. It’s not for nothing that the great teacher K.D. Ushinsky said that remembering five incomprehensible words is torment for a child. But if you connect twenty of these words with pictures, he will learn everything on the fly. In addition, the use of mnemonic tables during classes develops:

attention,
perseverance,
keen interest in learning,
imagination,
logical thinking,
fine motor skills,
ability to perform analysis and synthesis operations.

The mnemonics method has proven its effectiveness over time and continues to develop based on the latest knowledge about the functioning of human memory mechanisms.

Rules for conducting classes

Supporters of early development argue that it is possible to introduce a child to mnemonics as early as 2-3 years, as soon as he has accumulated some vocabulary. Wherein:

Classes should not last more than 15 minutes. Even in this short period it is worth including physical education or considering a change in the type of activity. After all, due to age characteristics, preschoolers can work concentratedly for only 8–10 minutes, and then their attention wanders.
The leading activity for children is play, so the activity should not be turned into a strict academic lesson. The baby will better perceive information if it is presented in the form of an exciting, fun adventure.
Mnemonics includes a lot of techniques and methods, but due to age-related characteristics of perception, the most accessible for children is croquing - the use of visual aids: diagrams, drawings, sketches, tables or collages.
Regardless of the child’s age, we begin training with the simplest tasks, gradually complicating them.
Drawings or diagrams must be large, clear and always in color, otherwise the baby will simply not be interested. Only in the preparatory group can children be offered black and white support diagrams.
The table should not contain more than 9 squares. It is difficult for a preschooler to remember and reproduce a large amount of information due to fatigue.
To ensure that all the knowledge settles down in memory and does not get mixed up and turn into “porridge,” do not give your child more than 2 mnemonic tables during one lesson.
Constantly change the topics of texts - this better develops memory and enriches vocabulary.

Be sure to take into account the child’s desire and mood. Under no circumstances force him to use force. If you feel that your baby is bored, take a short break, and then try again to interest the baby by changing the topic. Hitting, shouting, calling names and humiliating children is strictly prohibited.

Mnemonics for speech development

Speech, as is known, is almost completely formed by the age of 5. By this age, the baby should already pronounce all sounds correctly, construct phrases correctly, have sufficient vocabulary to communicate with others and clearly express his thoughts. Children's speech should be lively, emotional and spontaneous.

It is important to understand that such skills do not appear on their own. This is the result of a long and painstaking collaboration of children, parents, pediatricians and teachers of preschool educational institutions. To develop speech, they use various methodological techniques, the most effective of which is teaching speaking based on mnemonic tables.

In the younger group

This includes children 3–4 years old. They already have some vocabulary: the active vocabulary is normally between 1500 and 2000 words. But the physiological imperfection of the speech apparatus does not yet allow children to pronounce all sounds phonetically correctly: sonorant (r, l) or hissing (sh, ts or s) sounds are especially difficult. Children rearrange syllables and make speech and grammatical errors. They are almost completely unable to combine several sentences into a coherent story. But they have a great desire for speech development, continuously repeating syllables and words after adults, absorbing new knowledge like a sponge. At this moment, it is important not to waste time and start working with the children using special aids - mnemonic squares:

At the initial stage, we use clear and bright single pictures, clearly stating the name of the depicted object: “Look, kids, this is a tree.” Then we pronounce the word syllable by syllable and invite the children to repeat it out loud several times. Thus, relying on visualization, we expand our vocabulary, develop phonemic awareness and teach correct pronunciation. You can consolidate the acquired knowledge with the help of the game “Tell me a word”: adults show a picture and ask children to remember its name.
The next step is the formation of the baby’s vocabulary by becoming familiar with the characteristics of objects. Now we correlate not individual words with the picture, but their combinations: the tree is tall, branchy, green.
Next, we introduce children to verbs and teach them to compose elementary sentences: a tree grows, makes noise, and becomes covered with leaves.
When the children get used to it a little and begin to understand the principle of working with mnemonic squares, we gradually move from specific pictures to symbols. For example, this is how you can schematically depict a tree or rain:

Experts recommend matching the image of an object with its symbol in the minds of children using the game “Find the Pair.”

In the middle group

A 4-5 year old child’s vocabulary is noticeably expanding: now he has about 3,000 lexical units in his arsenal. The baby understands and can explain the meaning of many words. He develops coherent speech skills. Now the baby not only retells what he heard, but also expresses his thoughts, reasoning and objections. It's time to consolidate and develop new speech skills by introducing the baby to a mnemonic track, which consists of 3-4 mnemonic squares united by a common meaning. Based on such clarity, you can compose a sentence or a short text of 3-4 simple phrases. Using this guide:

We expand the baby’s vocabulary, enriching it with different parts of speech;
We make it easier to remember the sequence of actions.
We teach how to build coherent, competent sentences.

For example:

Mashenka // took the basket // and went into the forest // to pick mushrooms.

You need to start working with the mnemonic track by examining each individual image that is part of it. For example: Who is this?

Where does the mouse live? (In the mink).

What does he like to eat? (Cheese).

Who is he afraid of? (Cats).

After the preparatory work, we combine all the images into a mnemonic track.

The result was a short story: “This is a mouse. She lives in a hole. The mouse loves to eat cheese. She's afraid of the cat." First, it is pronounced by an adult, emphasizing the connection of each phrase with a separate picture. Then the children take the floor.

At the next stage, we complicate the task by replacing specific images with symbols. For example, how to describe your favorite toy using the following mnemonic track?

Children should understand that each icon here corresponds to a separate category of description:

what is the name of the toy;
its color;
form;
size;
why do you love her?

If the child is lost and cannot immediately find the right words, we give an additional hint by “breaking down” each sign into separate categories.

The result is a short description: “My favorite toy is a ball. It is red with a blue stripe, round in shape. The ball is small. He's fun to play with."

If the lesson takes place in a preschool educational institution, then the teacher must remember that he needs to pay attention to each child and give him the opportunity to speak out. You should definitely praise your child, even if everything didn’t work out the first time.

In the senior and preparatory group

In children aged 5–7 years, speech development is already at a fairly high level. The baby pronounces sounds correctly, does not make mistakes in placing accents, and has a fairly rich vocabulary. The baby not only names the object and its characteristics, but also gives it a description, and also expresses his attitude. Children's speech becomes expressive, intonationally and emotionally colored. The child’s thinking is already so developed that he can easily identify the essential features of objects, build logical chains, analyze and draw conclusions. Therefore, it’s time to move on to using mnemonic tables:

unlike tracks, the information squares in them are not arranged linearly, but in several rows, each of which marks the beginning of a new sentence or paragraph;
the number of mnemonic squares included in the table – from 4 to 9;
Information texts, riddles, fairy tales, and poems can be encrypted here.

For children 5–7 years old, you need to use manuals made up of pictures and symbols:

Teaching a specific algorithm of action. For example, we dress a doll for a walk or teach children how to wash their hands correctly.
Aimed at memorizing poems or information.
Developing the ability to tell different stories or characterize objects or events.

Autumn

Coloring individual elements of the table or participating in their compilation makes memorizing information even more effective, and small movements of the hands contribute to the development of speech.

Retelling fairy tales

Russian folk tales almost always have a lot of characters who appear in a certain sequence. How can a little person who has not yet learned to read and write remember them? And here mnemonic tables come to the rescue again:

We read a fairy tale aloud.
Let's look at the images in the table.
We perform “recoding” by deciphering the symbols. Thus, sharp teeth symbolize the wolf, geometric shapes symbolize the roof of the mansion and the new spacious house that the animals built.
We invite children to retell the story using symbols.
The next step is coloring the elements or restoring the entire table from memory.

The pictures of the main characters and their actions serve as great clues. All you have to do is choose the right words and formulate the sentences correctly - and your baby will turn into a professional storyteller.

Mnemonic tables for children of the middle and senior groups “Seasons and their phenomena”

Mnemonic tables for memorizing poems in the senior group
Brief description: A visual and didactic guide to technology - a mnemonic table for better memorization of information and memorization of poems “The Seasons and Their Phenomena” for children of middle and senior preschool age. Purpose of the material: the manuals can be used by educators, speech therapists, defectologists, and parents and children for independent work. Equipment: 4 cards with a poem and a mnemonic table “Winter” (L. Khovanskaya), “Spring” (V. Lunina), “Summer” (E. Erato), “Autumn” (M. Khodyakova). 4 cards with a mnemonic table in cards with words and 1 empty for children to work independently “Winter”, “Spring”, “Summer”, “Autumn” (cut the cards. After memorizing the poems, let the child arrange the cards in the correct sequence) Purpose: To introduce the children with the seasons and their phenomena. Memorize a poem. Objectives: • Memorizing a poem;
• Learn to recode information from visual to abstract and vice versa; • Build a logical chain of events and reproduce the story in the correct order (beginning - middle - ending); • Enrich vocabulary; • Development of thinking; • Development of imagination; • Learn to rely on pictures to create descriptive elements and recite a poem by heart. Technology for working with mnemonic tables:

- examining the table and analyzing the symbols depicted on it; — recoding information (converting symbols into images); - retelling of the poem by the teacher based on symbols (the initial stage of working with mnemonic tables), by children together with the teacher or by the children themselves.

The image has been reduced. Click to see original.

The image is reduced.
Click to see original. Children can also work independently with cards:

The image has been reduced. Click to see original.

We recommend watching:

Summary of a speech therapy lesson for a preparatory group on the topic “Seasons” Work experience as a kindergarten teacher. The use of mnemonic tables in the senior group. Abstract of GCD on cognition and speech development in the middle group. Seasons

How to teach children to compose texts using a mnemonic table

You should start with the simplest tables, consisting of 4 (2x2) cells, gradually complicating the task and increasing the number of rows. Based on such visualization, children themselves will be able to compose a descriptive story. The training consists of several stages:

First, we consider and discuss each picture in detail. We ask children leading questions that focus on details: shape, size, color and other characteristics.
We “recode” the information encrypted in conventional symbols. All children should understand what is being said.
We propose to compose phrases for each mnemonic square.
We combine them into a story and say it out loud.
We remove the table and invite the children to reproduce it graphically from memory.
Now it’s the kids’ turn to present their version of the story.

For example, you can teach children to describe their favorite time of year using a table like this:

A good place to start is by taking a closer look at all the images used: “What do you see in the pictures?”
The second step is decoding the information hidden in the symbols: “What time of year are we talking about? Right. So what could the letter “B” in the first square mean? And what kind of strange people are depicted at the end of the table? Yes, these are girls in blue dresses and boys in orange trousers.”
Then, together with the children, we make up phrases for each picture: “Spring has come. The snow melted and green grass appeared. Snowdrops bloomed. The birds have arrived. Young leaves bloomed on the trees. Girls and boys are glad to see the warm sun.” The adult says the full version of the story out loud, linking each sentence to a picture.
We remove the table and invite the children to reconstruct it from memory.
The next step is test stories, first based on visual aids, and then without it, from memory.

So gradually the tables become larger and the texts more complex. But no matter what topic you touch on, the algorithm for teaching how to write stories will remain the same.

Writing a story about winter using a mnemonic table.

Topic of the lesson:
Compiling a story about winter using a mnemonic table.
Priority task of speech development:
Development of coherent speech of the child.
Goals:

Teach children to write a story on a given topic using a mnemonic table.
To develop the ability to select the appropriate ones in meaning and coordinate adjectives with nouns in number, gender and case.
Strengthen the ability to conduct sound-letter analysis of a word.

Progress of the lesson.

The teacher invites the children to guess riddles.

-What kind of artist applied leaves, herbs, and thickets of roses to the glass? (Freezing)

- Bel, but not sugar. There are no legs, but he walks. (Snow)

– In winter, light, white fluffs fall from the sky and circle above the ground... (Snowflakes)

– What time of year are the riddles about?

Working on marker boards.

Children, using sound lines, determine the number of sounds in the word “winter”, give a description of each sound (paint the circle with the appropriate color), divide it into syllables, and each sound is designated by the corresponding letter.

– We will compose a story about winter using this table.

-What does it depict? What does the letter "Z" mean? (The story will be about winter). Make a sentence (winter has come).

- Lay out the outline of the sentence “Winter has come.”

- What kind of winter is it? (Snowy, blizzard, cold, frosty).

- Sun and cloud? (The sky is hidden by dark clouds, the sun is often hidden behind clouds, etc.)

– Next picture? (Wind). What kind of wind is there in winter? (Cold, prickly, strong, impetuous).

- Snowflake? (It often snows, snowflakes fall from the sky). What snowflakes? (Fluffy, white, carved, light).

- Snowdrift? (Snow covered the ground, snowdrifts on the ground).

- Snowman? (Children make snowmen).

- Skis, sleds? (People ski and sled).

- Christmas tree? (New Year's celebration).

Children make up stories using the table.

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An easy technique for learning poems

Children's ability to remember can vary greatly. Some tirelessly quote the voluminous works of Chukovsky and Barto. For others, even a simple quatrain does not want to be remembered. It’s quite easy to help such children - you need to learn poetry with them using mnemonic tables:

To begin with, we expressively read the work out loud.
Then a second time, but this time focusing the baby’s attention on the supporting visualization.
We check our understanding of the meaning by asking questions about the content of the poem.
We explain unclear points.
We read line by line, relying on a mnemonic table. The child immediately repeats the phrase, and then the entire text.

In early preschool age, it is useful to memorize so-called chatter poems: short and simple quatrains that are easy to remember and motivate speaking.

In such a table, each line is a separate sentence, complete in meaning:

I // sewed a shirt // for a bear.
I // will sew him // some pants.
It is necessary // to sew a pocket to them,
And // put some candy.

This way, a boring activity will turn into a funny adventure, and the child will easily remember and recite any poem.

Using mnemonic tables when planning work on the lexical topic “Winter”

Planning work on the lexical topic “Winter” in the senior group

Monday.

Working with a mnemonic table for the word “winter”.

1. Consideration of the mnemonic table. (Fig.1)

2. Recoding of information.

Winter has three months: December, January, February. In winter, snow is everywhere: on the ground, on trees, on houses. The sun is shining, but it does not warm. The stoves are heated in the houses. People dress warmly: in fur coats, hats, felt boots, woolen scarves, mittens. Domestic animals are kept in warm barns in winter. Wild animals winter in different ways: a bear and a hedgehog are in hibernation, a squirrel has prepared food for itself and made a warm hollow for itself, it is more difficult for a wolf and a fox in winter, a bunny has changed its gray coat to a white one and is not noticeable on the white snow. People take care of the birds, hang out feeders, and bring food. Children have a lot of entertainment in winter: New Year's Eve, gifts from Santa Claus, sledding, skiing, skating, playing with snow. In winter, you can build a snowman, build a slide, a fortress, and play snowballs.

3. Reproducing the table from memory.

Tuesday.

Memorizing P. Voronko’s poem “Pie”

(Fig.2)

Goal: to develop speech-auditory and visual memory; expand and update the dictionary.

Pie

Snow fell on the threshold, the cat made himself a pie, and while he was sculpting and baking, the pie flowed away in a stream. Bake your own pies, not from snow - from flour.

Wednesday.

Guessing a mnemonic riddle.

1. Consideration of the mnemonic table (Fig. 3)

2. A detailed explanation by the speech therapist of each point.

Light, like a feather, fluffy snowflake. She often spins in the air and sits on hats, mittens, and fur coats. When there are a lot of them, whole snowdrifts form.

3. Guessing riddles for children.

4.Game “Snow Pile”.

(Fig. 3.1) Contents of the game: this snow pile is not simple, but magical, it is made not of snow, but of words, which are all similar to the word “snow”.

There is an affectionate word, small - snowball.
There is a long word - snowfall.
There is a beautiful word, a sign word - snow (ball).
There is a word - a person, a fairy-tale character - the Snow Maiden.
There is a word - a figure sculpted from snow - a snowman.
There is a word for light, fluffy - snowflake.
There is a word - flower - snowdrop.
There is a word - bird - bullfinch.

Suddenly the wind blew and all the words-snowflakes scattered. I suggest you, children, collect them (Children name the words and put the snowflakes in a pile).

Thursday.

Retelling of the story “Hello, winter-winter!”

1. Reading of the text by a speech therapist and demonstration of supporting pictures (Fig. 4).

Winter came. White, fluffy snow everywhere. It's cold outside. The children dressed warmly and went for a walk. They went sledding, skiing, played snowballs, and made a funny snowman. Good in winter!

2. Answers to questions based on content.

Questions:

What time of year is it?
Where is the snow?
What kind of snow?
What's the weather outside?
Where did the children go?
How did they dress?
What did the children do during the walk?
Do children like to go for walks in winter?

3. Repeated reading of the story with the intention of retelling.

4. Retelling the text by the child in his own words.

Friday.

Compiling a story about winter using a mnemonic table.

1. Examination of mnemonic tracks (Fig. 5).

2. Making proposals about winter using mnemonic tracks.

In winter, the sun shines little and the sky is covered with clouds. It's snowing often.
Snow lies on the ground, on trees, on houses.
Stoves are heated in houses in winter. Smoke is rising into the sky.
People make bird feeders in winter.
In winter there is a lot of snow in the forest, and a bear and a hedgehog sleep under the snow.
In winter, children sled down the hill, ski, build snowmen, and play snowballs.
Light, fluffy snowflakes fall on hats, mittens, and coats.
On New Year's Day, Father Frost brings gifts and sweets to children.

3. Examination of the mnemonic table (Fig. 6).

4. Compilation of a story about winter by a speech therapist.

In winter there is snow everywhere. The trees seemed to be dressed in white fur coats. The sun is shining, but it does not warm. Frosty! The stoves are heated in the houses. In winter, people feed birds and take care of domestic animals. Children enjoy winter activities: sledding, skiing, ice skating, playing hockey, snowballs. Children love to sculpt snowmen and build snow forts.

5. Compilation of stories about winter by children.

I would like to share mnemonic tables for memorizing poems for the New Year holiday, because parents always want their children to read poems at the Christmas tree, but they are sorely short of time. Mnemonic tables help to quickly learn poems; after working in class, I leave them in a visible place in the group room so that children can recite the texts to each other at a time convenient for them.

Snowman

(Fig. 7).

Come on my friend, be brave, my friend, Roll your snowball through the snow - It will turn into a thick lump, And the lump will become a snowman, His smile is so bright! Two eyes... a hat... a nose... a broom... But the sun will burn slightly - Alas! - and there is no snowman.

N. Nishcheva “Christmas tree”

(Fig. 8).

In front of us is a Christmas tree: Cones, needles. Balls, lanterns, Bunnies and candles, Stars, people.

Irina Gurina (Fig. 9).

In the winter sky, having made a circle, the sleigh suddenly tilted! And the bag with gifts fell right into the snow!

Father Frost

(Fig. 10).

Father Frost, Father Frost, brought a Christmas tree for the children, and on it are lanterns, Golden balls, Father Frost, Father Frost, brought sweets for the children, fragrant waffles and mint candies.

How to make a manual with your own hands

Mnemonics techniques are widely used today by teachers and parents to develop memory, speech, as well as abstract and logical thinking of children during classes in mathematics and the world around them. Ready-made tables, as a means of a popular technique, can be easily purchased at any bookstore. But if you make them with your own hands and involve children in the creative process, the effectiveness of developmental activities will increase significantly. How to create a mnemonic table?

We re-read and divide the text into parts, focusing on important points.
Let's draw the table. The number of squares will depend on the volume of text and the age of the child.
We fix the main semantic accents using exact or conventional images: geometric shapes, silhouettes, signs, pictograms.
We highlight incomprehensible words, which we subsequently explain to the baby.

The pictures in the table can be drawn by hand, printed or pasted in the form of a collage. In any case, adults must show creative imagination, attention and perseverance in order to develop in preschoolers as many skills and abilities as possible, which are so necessary during the formation of the speech centers of the brain.

Summary of educational activities on the development of speech in a preparatory group for school on the topic: “Winter has come to visit us” (using mnemonic tables)