Presentation “Speech development of preschool children in the preparatory group”
SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN IN THE SECOND PREPARATORY GROUP “Smeshariki”.
COMPLETED BY TUTORS: Chadkova M.A.
Sorokina S.I.
“
SPEECH IS AN AMAZINGLY POWERFUL MEANS,
BUT YOU NEED TO HAVE A LOT OF MIND,
TO USE IT”
G. HEGEL
A PERSON'S SPEECH
IS AN INDICATOR OF HIS DEVELOPMENT.
TO BECOME HIGHLY EDUCATED, A PERSON MUST MASTER ALL THE RICHES OF THEIR NATIVE LANGUAGE. DEVELOPMENT OF COGNITIVE - SPEECH ACTIVITY IS ONE OF THE IMPORTANT SECTIONS OF PRESCHOOL PEDAGOGY AND IS DIRECTED AT THE MENTAL DEVELOPMENT OF THE CHILD. THE BETTER THE COGNITIVE AND SPEECH ACTIVITY OF CHILDREN IS ORGANIZED, THE HIGHER THE GUARANTEES OF SCHOOL TRAINING SUCCESS.
DEVELOPMENT OF CHILDREN'S SPEECH AND THINKING THROUGH CHARTS-TABLES
“
Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky
GCD
SUBJECT-DEVELOPING ENVIRONMENT IN THE GROUP
“A CHILD WILL NOT SPEAK IN EMPTY WALLS”...
E. I. TIKHEEVA
Creating conditions for the full development of children’s speech involves: creating a developing subject-spatial environment.
SPEECH DEVELOPMENT THROUGH FICTION
Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children and has a huge impact on the development and enrichment of a child’s speech.
SPEECH DEVELOPMENT THROUGH DIDACTIC GAMES
A DIDACTIC GAME DEVELOPES CHILDREN'S SPEECH: REPLENISHES AND ACTIVATES THE DICTIONARY, FORMS CORRECT SOUND PRONUNCIATION, DEVELOPES CONNECTED SPEECH, AND THE ABILITY TO CORRECTLY EXPRESS YOUR THOUGHTS.
ROLE-PLAYING
HAS A POSITIVE INFLUENCE ON SPEECH DEVELOPMENT. DURING THE PLAY, THE CHILD TALKS OUT LOUD TO THE TOY, SPEAKS FOR HIMSELF AND FOR IT, IMITATES THE HUMM OF THE PLANE, THE VOICES OF ANIMAL, ETC. DIALOGICAL SPEECH DEVELOPES.
Through play you can encourage children to communicate with each other. Role-playing game promotes:
- strengthening the skills of using initiative speech,
- improving conversational speech,
- enrichment of the dictionary,
-formation of the grammatical structure of the language, etc.
THEATRALIZED ACTIVITIES
MAKE CHILDREN'S LIFE INTERESTING AND SUBSTANTIVE, FILLED WITH BRIGHT IMPRESSIONS, THE JOY OF CREATIVITY, INTRODUCES CHILDREN TO THE WORLD AROUND IN ALL ITS DIVERSITY THROUGH IMAGES, COLORS, SOUNDS, AND CLEARLY POSED QUESTIONS ENCOURAGE THEM TO THINK, ANALYZE, MAKE CONCLUSIONS AND GENERALIZES, DEVELOPING SPEECH CHILDREN, THERE IS AN OPPORTUNITY FOR SELF-realization.
CHILDREN'S SPEECH BECOMES IMAGINATIVE AND EXPRESSIVE. IN THE PROCESS OF WORKING ON THE EXPRESSIVENESS OF CHARACTERS' REPLY AND OWN STATEMENTS, THE CHILD'S DICTIONARY IS IMPOSSIBLY ACTIVATED, AND THE SOUND CULTURE OF SPEECH AND ITS INTONATION STRUCTURE IMPROVE. THE ROLE PERFORMED, ESPECIALLY ENTERING INTO A DIALOGUE WITH ANOTHER CHARACTER, PUT THE CHILD INTO THE NEED TO EXPRESS CLEARLY, CLEARLY AND UNDERSTANDINGLY. CHILDREN'S DIALOGICAL SPEECH AND ITS GRAMMATIC STRUCTURE IMPROVE. FICTION AND GESTURES BECOME ARTISTIC, CHILDREN APPEAR SELF-CONFIDENCE, THE ABILITY TO KEEP ATTENTION IN ACCORDANCE WITH THE PLOT OF THE PERFORMANCE; LOGICAL THINKING IS DEVELOPING. BY THE AGE OF FIVE, CHILDREN EASILY PLAY RUSSIAN FOLK TALES, STORIES OF WRITERS, POEMS, AND TRY TO COMPLETE POEMS.
THE GROUP HAS THE SUCH TYPES OF THEATER AS:
BI-BA-BO DOLLS
FINGER THEATER
FLAT THEATER
DOLLS – MITTENS
CHILDREN'S COSTUMES OF FAIRY TALE CHARACTERS ARE ALSO USED.
“A CHILD’S MIND IS AT HIS FINGERTIPS.”
V.A.
SUKHOMLINSKY One of the indicators of a child’s good physical and neuropsychic development is the development of his arm, hand, manual skills, or, as is commonly called, fine finger motor skills.
The hand has the largest “representation” in the cerebral cortex, therefore the development of the hand plays an important role in the formation of the brain and the development of speech.
Finger games develop the child's brain, stimulate the development of speech, creativity, and imagination of the baby. Simple movements help to remove tension not only from the arms themselves, but also to relax the muscles of the whole body. They can improve the pronunciation of many sounds. The better the fingers and the entire hand work, the better the child speaks. The main goal of finger games is to switch attention, improve coordination and fine motor skills, which directly affects the child’s mental development. In addition, by repeating poetic lines and simultaneously moving their fingers, children develop correct sound pronunciation, the ability to speak quickly and clearly, improve memory, and the ability to coordinate movements and speech.
FINGER GYMNASTICS:
-Promotes mastery of fine motor skills;
- Helps develop the child’s speech; -Improves the performance of the cerebral cortex; -Develops the child’s mental processes: thinking, attention, memory, imagination; -Relieves anxiety.
DEVELOPMENT OF CHILDREN'S SPEECH THROUGH FINE MOTOR SKILLS OF THE HANDS
FINE MOTOR SKILLS
IS A SET OF COORDINATED ACTIONS OF THE HUMAN MUSCULAR, BONEY AND NERVOUS SYSTEMS, OFTEN IN COMBINATION WITH THE VISUAL SYSTEM IN PERFORMING SMALL, PRECISION MOVEMENTS OF THE HANDS AND FINGERS.
THE TERM SUCH AS “AGILITY” IS OFTEN USED FOR THE CONCEPT OF “FINE MOTOR SKILLS.” .
ARTISTIC CREATIVITY AND SPEECH DEVELOPMENT
“WHAT I HEAR, I FORGET. WHAT I SEE IS I REMEMBER. WHAT I DO - I UNDERSTAND."
CONFUCIUS.
ARTISTIC CREATIVITY
—
A UNIQUE TOOL FOR THE DEVELOPMENT OF FINE MOTOR SKILLS AND SPEECH IN THEIR UNITY AND INTERCONNECTION.
THE MORE A CHILD CAN, WANTS AND STRIVES TO DO WITH HIS HANDS, THE MORE SMARTER AND MORE INVENTIVE HE IS. AS FINE MOTOR SKILLS IMPROVE, SPEECH FUNCTION DEVELOPES. HAND FUNCTION AND SPEECH DEVELOP IN PARALLEL. IN THE PROCESS OF PRODUCTIVE ACTIVITY, CHILDREN LEARN TO ANALYZE FORMS, OBSERVE, COMPARE, AND IDENTIFY SIMILARITIES AND DIFFERENCES OF OBJECTS IN SIZE
SPEECH DEVELOPMENT WHILE WALKING
WALK
-
This is not only an important routine moment, but also a wonderful way to develop a child’s speech.
ACTIVE GAMES IN SPEECH DEVELOPMENT
ACTIVE GAME IS AIMED AT ACHIEVING CERTAIN EDUCATION AND LEARNING GOALS.
DURING THE GAME, THE TEACHER SHOULD STRIVE TO ENCOURAGE IMITATIVE SPEECH ACTIVITY IN CHILDREN AND EXPAND THE VOLUME OF SPEECH UNDERSTANDING AND VOCABULARY. THIS IS ACHIEVED BY SPEAKING Rhymes, POEMS, AND VERBAL ACCOMPANIMENT TO OUTDOOR GAMES WITH THE TEACHER.
CLASSIFICATION OF OUTDOOR GAMES:
1. GAMES WITH VARIOUS MOVEMENTS AND SINGING
: “THE NEIGHBOR HAS BETTER”, “EVEN CIRCLE”, “CAROUSEL”, “HEN AND CHICKS”, “SPARROWS AND CAR”, “OWL” 2. GAMES
WITH RUNNING
: “CHANGE THE OBJECT” “FIND YOURSELF A MATE”, “TRAP”, “CATCH THE RIBBON”, “SLICY FOX”
3. JUMPING GAMES:
“RABBITS”, “DON’T STAY ON THE FLOOR”, “MY FUNNY, SOUNDING BALL”, “FISHING FISHING”, “FROGS” AND THE HERON"
4. GAMES WITH CLIMBING AND CLIMBING
: "FOX IN THE CHICKEN COOP", "BEARS AND BEES", "FIREFIGHTERS IN TRAINING"
5. GAMES WITH THROWING AND CATCHING:
"HUNTERS AND HARRIES", "BALL FOR THE DRIVER", "BALL IN BASKET”, “FOR THE BALL”
6. GAMES FOR ORIENTATION IN SPACE
: “MAGIC FIR TREES”, “BIRDS’ MIGRATION”, “AUTUMN LEAVES”, “COLORED CARS”, “FIND YOUR HOUSE”
7. ROUND DANCE GAMES:
“ECHO”, “ POTS", "MOUSETRAP"
8. GAMES WITH BALL
SPEECH DEVELOPMENT CARDS
The group has files of finger games, outdoor games, role-playing games, educational games for children, a file of physical education lessons, a file of proverbs, a file of speech games for special moments
WORKING WITH PARENTS
Conversations are held, recommendations are given for memorizing poems, riddles, proverbs, nursery rhymes, counting rhymes, tongue twisters, and tongue twisters with children at home; consultations and advice on what books children of different preschool ages should read; Thematic parent meetings are organized.
TO PARAPHRASE THE PROVERB, WE CAN SAY:
“
THE ARE MEETED BY THEIR CLOTHING, AND THEY ARE LEADED BY THE MIND,
WHICH IS JUDGED BY THE PERSON’S SPEECH.”
THANK YOU FOR YOUR ATTENTION!
PROJECT on speech development in the middle group through gaming activities. - presentation
PROJECT on speech development in the middle group through gaming activities.
Problem Development of speech in preschool children in play activities Goal: Develop children's speech and enrich their vocabulary through play activities. Reasons In modern conditions, the main task of preschool education is preparation for schooling. Children who did not receive appropriate speech development in preschool age have great difficulty catching up; in the future, this gap in development affects their further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Topic Communication. The title of the project is “It’s Fun to Play Together!” Project type Educational, game Problem Development of speech of preschool children in play activities Goal Develop children's speech, enrich vocabulary through play activities. Reasons In modern conditions, the main task of preschool education is preparation for schooling. Children who did not receive appropriate speech development in preschool age have great difficulty catching up; in the future, this gap in development affects their further development. Timely and complete formation of speech in preschool childhood is the main condition for normal development and subsequent successful learning at school. Topic Communication. The title of the project is “It’s Fun to Play Together!” Project type Educational, gaming
Objectives - Creating conditions for children’s play activities in the group and on the site. — Formation of the grammatical structure of speech. — Expansion of vocabulary. — Development of coherent speech.
Types of gaming activities presented in the project: Didactic games. Outdoor games. Theatrical games. Role-playing.
Project implementation stages:
Stage 1 - Preliminary: Stage 2 - Main. Stage 3 - Final. — putting forward a hypothesis; — defining the goals and objectives of the project; — studying the necessary literature; - selection of methodological literature; Inclusion of each child in gaming activities to achieve a high level of knowledge, skills and abilities. A period of reflection on your own results. Project presentation.
Project methods: Verbal Visual Practical Game
Events: November. Didactic games: “Tell me which one?”, “Echo”, “Name as many objects as possible”, “Multi-colored chest”. Outdoor games: “By the bear in the forest”, “Traps”, “On a level path”, “My cheerful ringing ball”. Theatrical games: Dramatization game “Mama's Children”. Role-playing games: “Barbershop”, “Family”, “Chauffeurs”.
December. Didactic games: “Gardener and Flowers”, “Who can name the most actions?”, “Kids and the Wolf”, “Hide and Seek”. Outdoor games: “Mousetrap”, “Migration of Birds”, “Burn, Burn Clear!”, “Sly Fox”. Theatrical games: Dramatization game “Teremok”. Role-playing games: “Mail”, “Shop”, “Library”.
Socialization: 1. Role-playing games. 2. Didactic games. 3. Outdoor games with words. 4. Theatrical games. Physical culture: Development of the need for physical improvement, development of physical qualities, nurturing a culture of movements. Cognition: 1. Conversations: “Who are writers?”, “Who are poets?” 2. GCD: “Journey to the past of clothes”, “Journey to the past of chairs” Communication: 1. Conversation: “Do I need to learn to speak?” 2.NOD: “Composing a story - a description of toys”, “Composing a story based on the painting “Cat with Kittens””, “Retelling the story of Ya. Taits “Train””, etc. Plan of work with children through the integration of educational areas
Artistic creativity: 1. Drawing: “Little gnome” 2. Application “Basket with mushrooms” 3. Modeling: “Girl in winter clothes” Reading fiction: 1. Reading stories, poems, telling fairy tales. 1. Asking riddles. 2. Memorizing poems. 3. Reading stories, poems, telling fairy tales. Music: Listening to musical works, conversations. Safety: Conversations about the main sources of danger in kindergarten, on the street, at home. Health: Finger games, physical exercises. Labor: Formation of ideas about different professions, observation of the work of d/s employees
Working with parents. Conversations with parents about the importance of the problem of children's speech development. Poster consultation "Toy library in the family circle" Folder - moving "On the role of parents in the development of children's speech." Memo for parents “Exercises for the development of coherent speech”
Literature: M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova “Program of education and training in kindergarten”; G.S. Shvaiko “Games and game exercises for speech development”; A.K. Bondarenko “Word games in kindergarten”; L.V. Artemova “Theatrical games for preschoolers”; V.V.Konovalenko, S.V.Konovalenko “Development of coherent speech”; E.A. Timofeeva “Outdoor Games”; A.E. Antipina “Theatrical activities in kindergarten”; M. Koltsova “A child learns to speak”; A.K. Bondarenko “Didactic games in kindergarten” M.A. Vasilyev “Management of children’s games in kindergarten”; "Preschooler's Game" ed. S.L. Novoselova; A.I. Maksakova, G.A. Tumakova “Teach by playing.”
Presentation to the teachers' council at the preschool educational institution. Speech development in children
Speech development in preschoolers based on fairy tales.
1 slide
“Fairy tales can help educate the mind, provide keys to enter into reality in new ways, can help a child learn about the world and enrich his imagination.”
D. Rodari. 2 slide
Today, a preschooler’s speech develops in spontaneous conditions (in the family, on the street, with the help of a social media system). Meanwhile, it is necessary that the child can construct coherent, understandable, beautiful sentences. Forming the skills of coherent speech in preschoolers is one of the most important tasks of teachers. At the present stage, one of the pressing issues of pedagogy is the search for new forms and methods of teaching and raising children. Increased attention to the development of a child’s personality is associated with the possibility of updating and qualitatively improving the system of his speech development. Along with the search for modern models of teaching and upbringing, it is necessary to revive the best examples of folk pedagogy. 3slide
The fairy tale, as a treasury of the Russian people, finds its application in various areas of work with preschool children. A child’s acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens to fairy tales. Deep humanity, extremely precise moral orientation, humor, figurative language are the features of fairy tales. Fairy tales are a special folk form based on reality and fantasy. Fairy tales are better told than read. When introducing children to a fairy tale, the teacher must know what underlies its content and for what purpose it was created. Works of Russian folk tales must be selected in such a way that they introduce children to different aspects of reality. 4 slide
There are three types of fairy tales: • everyday ones; • magical; • tales about animals. You can start with any type of fairy tale. In the older group, for example, from Russian folk tales about animals. Then you can take magic ones. Children must know the fairy tale well in order to clearly identify its main episodes. 5 slide
K.D. Ushinsky writes: “The native word... explains nature to a child, as no natural scientist could explain it; it introduces him to the character of the people around him, to the society among which he lives, to its history. A fairy tale is the most effective tool influencing a child’s cognition. In dialogue with a fairy tale, in creativity with it, a child absorbs a humanistic philosophy of life rooted in centuries, an unchanging faith in the victory of goodness, love and happiness. For children in the preparatory group, you need to choose more complex fairy tales, but also repeat the completed fairy tales in your free time. Bring in appropriate toys. 6 slide
Organize drawing competitions “My Favorite Fairy Tale”. It is important to have a set of disguises and costumes of fairy-tale characters in the group. It is also recommended to listen to fairy tales in gram. records. After telling a fairy tale, it is necessary to analyze it so that children can understand and feel its ideological content, artistic merits, and features of the fairy tale genre, so that the poetic images of the fairy tale are remembered and loved by children for a long time. 7 slide
A folk tale in the educational system solves the following problems: • conveying in an accessible form to the consciousness of children the values common to all peoples; • fostering love for all people and nature; • broadening your horizons and understanding of the world; • laying moral foundations and principles; • development of coherent speech. 8 slide
There are many techniques. I use questions because I find them to be the most effective in story conversations. Questions, if they are varied in their focus, help to more accurately characterize the characters of the fairy tale, or help children feel the main idea of the fairy tale. Slide 9
When telling fairy tales, children's favorite technique is looking at illustrations. I suggest an assignment for home: come up with and tell them what kind of pictures they would draw for this fairy tale. The use of a fairy tale in the lesson system gives: • a communicative orientation of each word and statement of the child in the lesson; • improvement of lexical and grammatical means of the language; • development of dialogic and monologue speech; • effectiveness of game motivation for speech; • relationship between visual, auditory and motor analyzers; • cooperation of the teacher with children and with each other; • introducing children to the past and present of Russian culture, folklore. 10 slide
During classes, I help children find and discover the main episodes of the fairy tale. For example: "Turnip". Remember and name the characters in the fairy tale, specify how many characters there were, what they were wearing, what color the clothes were. Then we look at illustrations, pictures from a fairy tale, in our free time we lay out a mosaic or pictures from pieces of a fairy tale, after that we play out the fairy tale in theatrical activities, using a table theater or costumes, or attributes. Slide 11 Everyone is familiar with the fairy tale “The Boasting Hare.” When introducing children to a fairy tale, I first place a book or individual illustrations for the fairy tale in the book corner. When looking at the illustration, we determine what it is (a story or a fairy tale) and what it is about. To play out a fairy tale, I select toys related to this fairy tale, examine them, and note their features. Another technique: we make or select different geometric shapes of the same color, and correlate them with the heroes of the fairy tale. Children easily tell a fairy tale using motor modeling. 12 slide
Preliminary work is of great importance, so since September last year (when children come to the group) I have been using games and exercises: “What does it look like?”, “Who gives what voice?”, “Guess and name it.” We learned nursery rhymes and chants with the children, together with the children (for example, in the summer) we retold small familiar fairy tales: “Ryaba Hen”, “Frost and Sun”, “Boasting Hare”, “Teremok”, “Turnip”, “Tops and roots”, etc. She chose and introduced the beginnings of the fairy tale: “they lived”, “in a certain kingdom, in a certain state”, “at the edge of the forest”, “is it close and far”, “a long time ago”... She explained the meaning of the ending: “that’s the end of the fairy tale , and who listened, well done,” “they began to live, prosper and make good,” “and they threw a feast for the whole world.” Slide 13
I also use this technique - changing the fairy tale: “the bun rolled along the path and rolled into the kindergarten.” Children must come up with different options. 14slide
I pay special attention to the development of children’s moral and ethical vocabulary based on the study of folk and original fairy tales. Nouns: giant, spring, good, friend, friendship, frost, reward, need, noon, joy, sadness, grief, light, happiness, work, ……….., modesty, evil, vice, cold, cold, freak, quarrel, foreign land, midnight, lie, deception, bondage, cowardice, plan, laziness, quitter, failure. Adjectives: polite, tall, dear, healthy, hot, beloved, wise, light, huge, useful, ruddy, strong, brave, cunning, good, low, cold, old, stupid, false, harmful, bad, stingy, old. Verbs: take, have fun, meet, live, forbid, shout, miss, praise, be sad, upset, scold, cry, shame, humiliate, disappear, respect, see off, hesitate. Adverbs: quickly, forward, a lot, gently, late, loudly, empty, smart, clear, back, quietly, rarely, difficult, little, rudely, early, cold, stupid, dark, apart, separately. When studying folk tales, I use antonyms in the game “Say the other way around.”
For example: Nouns: spring - autumn, sunrise - sunset, meeting - separation, head - tail, day - night, friend - enemy, winter - summer, handsome - ugly, truth - lie, joy - grief, courage - cowardice, happiness - grief, work - idleness, morning - evening, courage - cowardice, lies - truth, heat - cold. Adjectives: loud - quiet, polite - rude, healthy - sick, hot - cold, young - old, useful - harmful, well-fed - hungry, fat - thin, clean - dirty, good - bad, tall - short, wise - stupid, expensive - cheap, alive - dead, etc. Verbs: take - give, have fun - be sad, let in - let out, meet - see off, speak - be silent, shout - whisper, praise - scold, laugh - cry, forget - remember. Adverbs: quickly - slowly, together - separately, forward - backward, easy - difficult, much - little, possible - impossible, gently - rudely, late - early, warm - cold, smart - stupid. 15 slide
In the structure of the lesson you can use: 1. Organizational moment - a riddle about the fairy tale being studied. 2. Finger gymnastics. 3. Reading or telling a fairy tale by the teacher. 4. Games: “One is many”, “Call it affectionately”, “Count it”, “Words are friends”, “Words are the opposite”. 5. Theater of “fingers”, “theater of animals”. 6. Retelling by questions, joint retelling of the child and teacher, retelling in parts, in pictures. 7. Game - dramatization. 8. Dramatization of a fairy tale. 9. Summary of the lesson - we draw a conclusion based on the fairy tale. 16 slide
In the process of educational work, I try to use folk and original fairy tales when covering lexical topics.
No. Lexical topic Russian folk and original fairy tales 1 “Autumn”, “vegetables” “Turnip”, “Man and Bear” 2 “Bread” “Spikelet” 3 “Domestic animals” “Wolf and seven kids” 4 “Wild animals” “Hare” - boasts" 5 "Poultry" "Cockerel and the Bean Seed" 6 "Dishes" "Fox and Crane" 7 "Furniture" "Three Bears" 8 "Winter Fun" "Snow Maiden" 9 "Winter" "Morozko" 10 "Family" “Sister Alyonushka and brother Ivanushka” Increased attention to the development of a child’s personality is associated with the possibility of a qualitative improvement in his speech. A fairy tale, as a treasury of folk thought, contributes to the formation of coherent statements by children with speech disorders. Speech development in groups is uneven. In the group there are children with sufficiently developed speech and a good vocabulary. During the lesson, these children are active, turn on quickly, with interest. To set children up emotionally, you can read the beginning of a fairy tale to children. This helps children remember the plot. However, there are children whose speech requires certain correction and further development. Learning to tell means forming coherent speech. Mastering coherent speech is a long and complex process. Of great importance is the relationship between teaching storytelling and other types of work on speech development - enriching the vocabulary, developing grammatical skills, and nurturing the sound culture of speech. It is necessary to constantly consolidate the speech skills and abilities acquired by children. Our task is to teach how to start a fairy tale correctly, to convey it vividly, interestingly, logically, consistently. 17
Lessons based on fairy tales require good preparation, a creative approach from the teacher to designing lessons, coming up with visual aids, plots and motivations. Works of Russian folk tales are selected in such a way that they introduce children to different aspects of reality: the phenomena of living and inanimate nature, the world of human relations, the world of their own experiences. For example, the fairy tale “Teremok” is small in content and all the children willingly participated in the dramatization of this fairy tale, tried to imitate the movements and voices of the heroes of the fairy tale, which required intonation and facial expression from the children. In their free time, they drew episodes from fairy tales, sculpted a hare, a fox, a wolf, and a bear. 18
I came to the conclusion that fairy tales are interesting and useful for children. Classes are held in a more lively manner, children perform play exercises, dramatize, and take part in board and outdoor games. And the most important thing is that children want to tell a fairy tale. Children have become more active, using antonyms, synonyms, adjectives, and comparisons in their speech. The teacher’s questions began to be answered with complete, expressive answers. Most of the children can tell their own stories. When arranging pictures in a certain sequence, I used the following method: children discover that some important plot is missing (usually the third picture). This activates the children’s imagination and makes them think about what happened to the characters. It is useful to train children in composing endings to folk tales that they know well. For example, I read or tell the folk tale “The Hare is a Braggart” until the words: “The hare saw the dogs scolding a crow, and thought...”. What exactly was the hare thinking about, did he dare to help the crow or was he afraid, if he helped, then how, if he didn’t help, then how he justified himself later - all this was made up by the children. And only after that I read the ending of the fairy tale. Mnemonic diagrams are successfully applied to fairy tales 19
Outside of class, it is useful to practice children composing short fairy tales based on literary texts.
You can suggest topics: • “The Tale of How the Little Bear Caught the Moon”; • “The tale of how a polar bear wandered into Africa and what came of it”; • “The Tale of How a Rude Hedgehog and a Good Little Bunny Traveled”; • “The tale of how a bunny gained courage.” Include in lesson plans: • quizzes (Which fairy tales are these excerpts from?); • The fires are burning high, • The cast iron cauldrons are boiling, • The damask knives are sharpening, • They want to stab me to death. • • There is a tower in the field, it is not low. Not tall.. • • Don’t cry grandpa don’t cry grandma…. Bring me a scarlet flower... • • dramatization of small passages; • performances of singing characters (with the participation of the musical director): • reading excerpts from fairy tales, at the request of children; • 20 This set of tasks is quite suitable for leisure evenings. For example, when dramatizing an excerpt from K. Chukovsky’s fairy tale “The Cluttering Fly,” suggest depicting beetles, cockroaches, butterflies, and crickets. Conclusion: Russian folk fairy tales, full of wonderful fiction, dramatic situations, confrontation between good and evil, not only entertain and delight children, but also lay the foundations of morality. A fairy tale for a child is a game, magic, and the result is not so important as maintaining the playful, truly fairy-tale atmosphere necessary for the child. A little fairy tale, a little miracle, and you already see a happy and healthy baby in front of you.
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Features of speech development in preschool children presentation
Slide 1
Features of speech development in preschool children
Slide 2
Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical.
A preschool educational institution is the first and most responsible link in the general system of public education. Mastery of the native language is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children.
Slide 3
Expanding the circle of communication requires the child to fully master the means of communication, the main one of which is speech.
Slide 4
Main stages of speech development
Russian psycholinguist and psychologist Alexey Leontiev identified several important periods of speech development through which every baby goes.
- The preparatory stage lasts from birth to one year, divided into three periods:
- Crying is the only way a newborn can interact with the outside world and the first vocal reaction. With its help, the baby not only signals to his mother that he feels discomfort, but also trains breathing, voice and articulation;
- humming (up to 6 months) is the baby’s reproduction of certain sounds and their various variations: boo-oo-oo, a-gu, a-gy, etc. Psychologists call the baby during this period a musician who tunes his instrument. It is very important to support the child’s desire to communicate by speaking and repeating “what your child has said”;
- babbling (up to one year) is the final stage of preparing the baby for full speech. Now the baby begins to pronounce syllables, for example, “pa”, “ba”, which are associated with certain people. “Ma-ma,” says the child, addressing his mother.
- The preschool stage begins with the appearance of the first words (usually from 12 months) and ends at the age of three.
Children's first words are of a generalized nature. For example, with the word “give” the baby denotes an object, his desires, and a request. That’s why only close people understand the baby and only in a specific situation.
From the age of one and a half, children learn to pronounce words in full, and not in a truncated form. The vocabulary continues to grow, the child puts together small sentences without prepositions: “Katya kitty” (Katya has a cat), “Katya am-am” (Katya wants to eat).
By the age of three, questions appear in children’s speech: “Where?”, “Where?”, “When?”. The baby begins to actively use prepositions, learns to coordinate words in number, case and gender.
- The preschool stage of speech development lasts from three to seven years. At this time, the volume of active and passive vocabulary increases significantly. If children of the fourth year of life often use simple sentences in speech, then by the age of five they already communicate in compound and complex sentences. And by the end of the preschool stage, children usually pronounce sounds correctly, construct sentences correctly and have a broad outlook.
Slide 5
Characteristics of speech of children of the first junior group
Vocabulary: A child's active vocabulary reaches approximately 1000–1500 words. He gets acquainted with the various properties of objects, establishes the simplest connections between them. Grammatical structure: Children master basic grammatical structures, try to construct simple sentences, and use almost all parts of speech when talking with adults. Children begin to express elementary judgments about objects and simple phenomena. Sound pronunciation: By the age of 3, the so-called physiological softening disappears from the child’s speech. The child correctly reproduces vowels and all simple consonant sounds ([b], [b'], [p], [p'], [m], [m'], [t], [t'], [n], [n'], [k], [k], [g], [g'], [v], [v'], [f], [f']). The main task for children of this age is to develop the articulatory apparatus (carrying out articulatory gymnastics) and to attract attention to the sounding word.
Slide 6
Characteristics of the speech of children of the second younger group.
Vocabulary: Vocabulary of 1500-1900 words, consisting mainly of nouns and verbs. Adjectives and adverbs gradually appear, including words denoting temporal and spatial concepts. The concept of generalizing words begins to form. Grammatical structure: Improves the use of extended sentences. Children master grammatical forms: plural, v.p. and R.p. noun, change the stem of the verb. Connected speech: A simple form of dialogue is available to preschoolers. Tells about what he saw in 2-4 sentences. Listens to long fairy tales and stories. Sound pronunciation: The child correctly pronounces the whistling sounds [s], [s'], [z], [z'].
Slide 7
Characteristics of the speech of children of the middle group.
Dictionary:
A child's active vocabulary reaches 1900-2000 words. In children's speech, the number of abbreviations, rearrangements, and omissions decreases. The child names animals and their young, people’s professions.
Grammar structure:
Children use a more complicated and common phrase.
There are compound and complex sentences, prepositions are used: by, before, instead of, after. Unions: what, where, how much. Completes verbal tasks with prepositions: behind, between, next to. Executes three consecutive commands. Understands conditional sentences with the words “if”.
Connected speech:
Speech becomes more coherent and consistent. Children learn to answer questions, retell well-known fairy tales, stories (with the help of adults).
Sound pronunciation:
By the age of five, almost all age-related irregularities in pronunciation disappear. The sounds [L] and [R] may remain distorted.
Slide 8
Characteristics of the speech of children in the older group. Dictionary:
The child’s vocabulary increases to 2500-3000. A child can give several characteristics of one object (the cat is striped, soft, fluffy, purring). Generalizing words appear in the active dictionary; children correctly name a wide range of objects and phenomena. Grammar structure:
In children, the number of simple common as well as complex sentences increases. When forming a phrase, the child uses all the main parts of speech.
Connected speech:
Children retell stories, fairy tales, and share their own impressions. Sound pronunciation:
Normally, by the age of six, a child masters all the sounds of his native language and uses them correctly in speech. Able to notice peculiarities of pronunciation in other children and some shortcomings in his own speech.
In a child’s speech, as a rule, there are no omissions or rearrangements of syllables and sounds. The only exceptions are certain difficult and unfamiliar words (excavator).
Slide 9
Characteristics of the speech of children in the preparatory group.
Dictionary:
The child's vocabulary increases to 3000-3500 words. The active dictionary is growing rapidly. Children actively use both specific and generic concepts, antonyms, and synonyms. Classify objects.
Grammar structure:
Children learn the basic patterns of changing words and combining them into sentences.
They must use simple prepositions (in, on, from) and complex prepositions (because of, from under, around, near).
Correctly agree in parts of speech (nouns with adjectives, verbs, singular and plural numerals) (For example: Masha and Sasha do not have two ripe apples. The children ate them for lunch.)
Form words using prefixes and suffixes, as well as adverbs from adjectives (fast - quickly), form comparative degrees of adjectives (long - longer - longest), form verbs of motion with prefixes (walked around, came in, came).
Connected speech:
Children must fully understand speech addressed to them.
Understand complex, ambiguous texts.
They can independently compose descriptive stories, detailed and logical in content, and retell fairy tales.
It is logical to express your thoughts using complex sentences with the conjunction “A”.
Sound pronunciation:
Under conditions of correct speech perception and in the absence of organic deficiencies, by the age of six, a child masters all the sounds of his native language and uses them correctly in speech. At this age, almost all children are ready to accept work in preparation for learning to read and write. Correctly distinguish sounds by ear, come up with words for a given sound, or with a given sound. Isolate sounds from words, from a number of syllables and sounds.
Pronounce complex words with a consonant cluster consisting of three or more syllables (defender, motorcyclist), determine the number of syllables in a word.
Slide 11
Standard requirements for the results of mastering the program
Slide 12
The goal of speech development of preschoolers
formation of oral speech and verbal communication skills with others based on mastery of the literary language.
Slide 13
Let's analyze the tasks of speech development:
— Mastery of speech as a means of communication
Teaching a child to speak as a means of communication and culture is the main task. This means that it is necessary to form children’s oral speech at such a level that they do not experience difficulties in establishing contacts with peers and adults, so that their speech is understandable to others. We form the correct oral speech of children on the basis of their mastery of the literary language of the Russian people. Therefore, it is so important that the child hears such speech, so that he feels that he is also heard, and is always ready to interact with him.
— Enrichment of the active dictionary
Mastering your speech means, firstly, mastering your vocabulary. The enrichment of a preschooler’s active vocabulary occurs at the expense of the basic vocabulary of the language and depends on our dictionary and the dictionary of the parents. To expand children's vocabulary, favorable conditions are created through complex thematic planning of work. For example, if we are now implementing the theme “Winter,” then the children’s vocabulary should be replenished and activated within the framework of this theme.
— Development of sound culture of speech
— Development of coherent speech
The child masters speech, starting with the sound structure of the language. Each child has their own rate of learning sounds, but by the age of five, almost every healthy preschooler has the foundation to clearly and distinctly pronounce all the sounds of their native language. In the Federal State Educational Standard, the implementation of this task is called “Development of sound and intonation culture of speech, phonemic hearing” and assumes that the child learns the intonation structure of his native language, the stress system, the pronunciation of words and the ability to speak expressively and read poetry. Our coherent speech consists of two parts - dialogue and monologue. The building material for it is the dictionary and mastering the grammatical structure of speech. Grammatical structure is the ability to change words and combine them into sentences; a child learns by ear, comprehending the speech of adults. In addition, you can conduct special speech exercises to help children learn the most complex structures. For example, the games “What would be…” (learning the subjunctive mood), “What’s missing?” (use of nouns in the genitive case), etc.
— Development of speech creativity
Developing speech creativity is not an easy job. It assumes that children independently compose simple short stories, take part in composing poetic phrases, come up with new twists in the plot of a fairy tale, etc. All this becomes possible if we create the conditions for it.
— Introduction to fiction
Acquaintance with fiction and book culture means understanding by ear the texts of various genres of children's literature. The main problem here is that books have ceased to be a value in many families; children do not gain the experience of reading and listening at home. Therefore, we, preschool teachers, are faced with a very serious task to change the situation here, in a preschool institution: the book should become a companion for children, fill their leisure time, come to life in dramatizations and dramatization games. The artistic word should sound constantly.
— Formation of sound analytical-synthetic activity
And another task of speech development is the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. All our work on speech development in kindergarten prepares the child for school, where correct oral speech, the ability to listen to others, and delve into the content of their speech are necessary. Already in kindergarten, speech becomes the subject of analysis for children, which poses a serious difficulty for them due to the peculiarities of their thinking.
So, we have identified 7 main tasks of children’s speech development. They are implemented in all groups throughout the entire period of children’s stay in kindergarten, and not only during educational activities. The educational area “Speech Development” closely integrates with each of the four remaining areas, and this interpenetration contributes to the formation of higher mental functions and helps solve problems of social-personal, artistic and physical development.
Slide 14
Directions of work on speech development
1. Development of vocabulary: mastering the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place.
Slide 15
2. Nurturing the sound culture of speech: developing the perception of sounds of native speech and pronunciation
3. Formation of grammatical structure: Morphology (changing words by gender, number, cases) Syntax (mastering various types of phrases and sentences) Word formation
4. Development of coherent speech: Dialogical (conversational) speech Monologue speech (storytelling)
Slide 16
5. Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write
6. Fostering love and interest in artistic expression
Children's literature is fiction, non-fiction and popular science works written specifically for children - from preschool to high school age.
Slide 17 “A person’s morality is visible in his attitude to the word” L.N. Tolstoy
