Federal State Educational Standards requirements regarding speech development in the senior group
For speech development, preference is given to group forms of work
A clear and consistent presentation of thoughts plays a huge role in shaping a child’s positive attitude towards the world and the people around him. Moreover, this is an indicator of normal psycho-emotional development. By the age of 7, that is, by the time he graduates from kindergarten, the child should be able to
- adequately use 2–3 thousand words;
- construct sentences correctly using all parts of speech;
- reason and express your opinion;
- use set expressions correctly;
- explain the meaning of words;
- understand the rules for constructing a dialogue (first of all, pronouncing your remarks after the interlocutor has done so);
- develop the ability to compose oral texts of different genres (narration, for example, in a story about how the weekend went, description, if we are talking about commenting on a video or picture, reasoning, if you need to evaluate the actions of characters in a fairy tale).
Tasks
To achieve the set goals, the Federal State Educational Standard defines tasks, the implementation of which is carried out by the entire teaching staff of the preschool institution (the teacher - fragmentarily at each lesson and directly while working on speech development, the speech therapist - at specially designated hours, the speech pathologist - if speech disorders are identified in children) . The following tasks of speech development are identified:
- expanding the active and passive vocabulary (that is, increasing the number of speech units that are used frequently, and enriching the passive vocabulary, that is, categories of words whose meaning is known, but they are not used in informal communication too often);
- using language as a means of culture (acquaintance with oral folk art, reading books, etc.);
- continued work on the development of phonemic hearing, that is, training the skill of correctly placing emphasis in words, capturing the emotions of the interlocutor by intonation;
- involving children in speech creativity (reciting poems, memorizing roles at matinees, repeating nursery rhymes after the teacher, etc.);
- practicing reading skills (syllable by syllable, perhaps using cubes);
- building up the conceptual apparatus (children must navigate concepts such as words, sounds, syllables, phrases and sentences).
The implementation of these tasks is carried out taking into account three very important points. Firstly, the basis for the development of speech (as before) is the speech of surrounding adults, secondly, the work goes in parallel with instilling in the child a love of literature and the need for reading and, thirdly, the basis of classes is the native language, which is a connecting language a link between the child and the outside world.
Forms of work
Participation in joint productions helps develop both creativity and speech
The teacher, as well as other teaching staff of the preschool institution, formulate tasks before any lesson on speech development, achieving them within the framework of using the most suitable form of work.
Communication situation
To automate the use of mastered speech structures (for example, different forms of greeting - “hello, fireworks, good afternoon, hello”), adults come up with a form of communication that would fulfill the task as fully as possible. Such communication situations can be
- lexical (for example, the exercise “What’s wrong?”, the purpose of which is to learn to correlate the greeting - good afternoon / evening / morning - with a communication situation when children come to kindergarten or home and greet guests);
- verbal-evaluative (for example, the “Smile” exercise, the goal is to show the importance of the non-verbal component of communication when greeting, that is, not just saying “Hello” to each other, but also smiling so that the person understands that the greeting is addressed specifically to him);
- predictive, or planned (for example, the task “We come up with riddles” after viewing a set of pictures with animals - for example, an image of a fox, which, according to the plot of the lesson, did not greet anyone, can be commented on as follows: “Insidious, cunning, wears red or black-brown fur coat" - a note for the teacher: children evaluate the essence of phenomena, first of all, by the brightness of external signs, so you should not give pictures with a mink, weasel, etc., that is, those animals that differ little in appearance);
- descriptive (for example, the exercise “What fairy tale are these things from?”, when the child describes the objects, and the rest must guess what fairy tale they are from);
- retelling (statement of the plot heard on behalf of the author or one of the characters in the story);
- compiling a story from experience (for example, how the holidays went or how my mother and I went to visit my grandmother).
Project activities
In addition to the fact that in this form of work the tasks of speech development of children in the senior group are most fully realized, project activities allow the most holistic integration of all educational areas, that is, training, development and upbringing. Work on projects can be individual (when a child, for example, draws an illustration for a fairy tale and describes it) or group (that is, the project is carried out jointly with parents or a teacher). For example, compiling an album “We are friends with nature,” where the child and his parents must find interesting material and present it orally. Typically, individual projects are preceded by several group projects, which helps unite the children's team. Although, of course, one cannot help but mention the disadvantages: when working in a group, children with a calm temperament or average abilities, as a rule, are not always as successful as active children. And if the project is carried out together with parents, it is difficult to protect adults from the temptation to do everything for the little one. In general, the teacher chooses a form depending on the goals that he sets for this work. Thus, the project dedicated to Victory Day “We know about the war”, the goal of which is to broaden the horizons of children, as well as develop monologue speech, helps children understand texts of a patriotic nature. In this work, it is advisable to involve parents who can tell their child about relatives who fought on the battlefields of the Second World War. If we talk about short-term projects, then this could be a story about the content of a picture based on observation: when the child receives a picture at the beginning of the lesson (this could be the hero of a fairy tale, on the basis of which the work in the lesson is based), and at the end he must show it to the group and describe it in as much detail as possible, using information from what you hear.
Games
The leading type of activity for children of preschool (and primary school) age is play. Being a motive for children to interact with each other, it encourages communication, that is, communication . Used for speech development
- theatricalization (the goal is the development of a dialogical type of speech, the formation of ideas about intonation);
- role-playing games (the goal is to master the accepted social role and develop a special line of behavior depending on the communication situation, for example, in the game “Hospital” the doctor speaks seriously, little and to the point, but the patient may be more emotional and unstable in his behavior);
- finger gymnastics as a means of developing fine motor skills, stimulating the development of speech, spatial thinking and reaction speed.
This is interesting. Scientists have found that if a child’s finger development corresponds to his age, then the baby does not have speech problems. This is due to the fact that the formation of speech zones in the brain occurs under the influence of kinetic signals from the hands and points from the fingers.
- didactic games (in other words, solving an educational problem through a game form of interaction between a teacher and a child, for example, “Who needs what for work” - children receive a set of pictures depicting representatives of different professions, they need to tell who needs what tools).
Let's look in a little more detail at the differences between theatricalization and role-playing games. The first is much larger. Role-playing is a short period of time devoted to practicing one or two communication situations, while theatricalization involves staging a complete plot. As for the development of speech skills, they also differ in volume: in a role-playing game, fewer linguistic means are used than in a game, which means that speech development does not occur as comprehensively.
In general, all these forms are combined within speech development classes, which, according to the requirements of program documents, are held 2 times a week in the morning for no longer than 30 minutes, as well as in the form of separate elements in other classes.
Summary of educational activities for speech development in the senior group. Visiting the fairy tale “The Three Little Pigs”
Lesson on speech development with children of the senior group of preschool educational institutions.
Topic: “Visiting the fairy tale “The Three Little Pigs”” Topic: “Visiting the fairy tale “The Three Little Pigs”. Goal: To create a condition for activating the vocabulary based on adjectives and plurals in preschool children. Objectives: Educational:
To help consolidate children’s knowledge about the fairy tale “The Three Little Pigs” and enrich their vocabulary.
Developmental:
Develop speech activity, encourage children to engage in dialogue.
Educational:
Develop the ability to listen to each other and act together.
Auxiliary material: Theatrical houses, masks, table, dishes, pictures of clothes, a large box equipped with levers and devices. Preliminary work: Reading Russian folk tales; playing out the fairy tale “The Three Little Pigs” using a didactic game, solving riddles. Forms of work: Create a positive environment, set up children to work together and divide children into subgroups. Methods: Visual - Plot pictures based on a fairy tale. Verbal - Conversation. Practical – Phys. minute “Building a house” Game: Into the characters of the fairy tale “The Three Little Pigs” Vocabulary work: Selection of adjectives: “A chair made of wood - wooden”, “potato soup - potato”, “a glass made of glass - glass”.
Progress of educational activities
Children enter the hall, say hello, stand in a semicircle Educator: Good morning, guys. Let's smile at each other. And say hello! Educator: Guys, today we have a not quite ordinary lesson, a fabulous one. I invite you to take a trip to a fairyland. The teacher asks the question: How will we get there? Children's answers: On a rocket, on a plane, on a train, on a bus, on a flying saucer. Educator: I suggest you go on a trip in a “time machine.” Let's see if she's ready to take us to a fairyland. Hop into our “time machine” and let’s see if it will transport us! (The teacher and the children approach the “Time Machine” (a large box with different levers and devices)
. Guys, what words need to be said so that our “time machine” will take us to the magical land of fairy tales?
(in chorus)
“One, two, three, To visit a fairy tale, transport us! So we are transported to a fairyland to our fairy tale!
Alyonushka comes out. Alyonushka: Hello guys, I am the mistress of a magical land of fairy tales. There are many, many fairy tales in my country. Today we will visit one of them. Let's guess the riddle, and by the answer you will understand what kind of fairy tale it is. Riddle: A village in the middle of the forest_ Three brothers were building. The wolf watched with interest as they quarreled. He decided to eat them, but it didn’t work out_ Only in vain did he climb onto the roof. The wolf ate their legs carried away Singing his gray tail. Singing a song loudly Having fun…………. Children's answer: “The Three Little Pigs" Educator: That's right, this is the fairy tale “The Three Little Pigs". And today we will visit them. Alyonushka leads the children to the house: And at home What kind of houses did the piglets have? Game exercise “What kind of houses did the piglets have?” (children select adjectives: Nif has Nif made of straw, Nuf-Nuf made of branches, and Naf has Naf made of bricks and stones (strong, clean, cozy. ) Alyonushka: What materials are houses built from? (children's answers.) GAME “Which house” (with a ball)
.
House made of wood - wooden From brick - brick From stone - stone From concrete - concrete From clay - clay From cardboard - cardboard From ice - ice From straw - straw From panel - panel From plastic - plastic. Educator: I suggest you rest a little. Phys. minute “We are standing the house” One, two, three, four, five. (Children jump on the spot)
Let's build and play.
We are building a big, tall house. (They stand on their toes and stretch their arms up)
We install windows and build a roof.
(Show the window and the roof with your hands - close your hands)
What a beautiful house!
(They extend their arms forward with an indicative gesture)
We will live with you in it!
(Squat down) Alyonushka: Piglet Naf - Naf invited his brothers to his housewarming party, there were dishes on the table. Poll about dishes. There was soup poured into the bowls. What do you guys think the soup was made from? Game exercise “What soup is made from” From mushrooms - mushroom, From fish - fish, From vegetables - vegetable, From potatoes - potato, From beets - beetroot, From carrots - carrot. Educator: Guys, look at this plate, there is only one, but when there are many of them, then let’s say: many plates; One glass, and when there are many of them... many glasses; One spoon...many spoons; One table...many tables; One chair...many chairs. One door…..many doors. One window…..many windows. Alyonushka: The piglets ate soup. I decided to change clothes and go for a walk. Guys, who knows what clothes are made from? Game “What are the clothes made of ” (the teacher shows pictures, the child names what kind of clothes they are)
Linen trousers - linen trousers, a coat made of wool - a woolen coat, a dress made of chintz - chintz, a scarf made of silk - silk, a hat made of fur - fur.
Educator: Thank you Alyonushka, you told us a fairy tale. And now our guys will show how they can play the characters of this fairy tale. Three pigs and a wolf are chosen from among the children: Children stand in a circle. The teacher touches one of the children. Child: “Oh, you hit me on the back, so I’ll be the Wolf.” The wolf selects piglets from among the children: “Come on, we need to see if you will be a piglet with us” (the one who is touched becomes a piglet)
.
We choose another piglet. Child is the first pig: “I’ll spin around and stand up straight, so you can be the second pig.” We choose the third pig. The child is the second pig: “Come on, he’ll have to be a pig.” The Wolf child puts on a wolf mask, and the piglet children wear piglet masks on their heads. The piglets sit on the edge of the forest and sing a song: “We are not afraid of the wolf...” Imitating the voice of a wolf. Piglet (speaks in a menacing voice)
: “Aren’t you afraid?
Now, as soon as I blow it, your house will fall apart.” The piglets run away, and the wolf catches up with them (we play 3 times)
.
Alyonushka: Well done guys. Thank you for visiting me in a fairyland. And I give you this wonderful book of fairy tales. Well, now hit the road. Goodbye, guys. Educator: Thank you Alyonushka. But it's time for us to return to kindergarten. (Children get into the Time Machine)
.
- Let's say the magic words again: “One, two, three, take us to kindergarten!” So we returned to kindergarten. Summary Guys, let's remember. - Where have we been today? What did we do there? What games did we play? Guys, I really enjoyed traveling with you through a fairyland. We will visit different fairy tales with you. And now we’re going to look and read a new book.
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Developmental programs
In order for classes to run smoothly, you need to carefully study the requirements of the Federal State Educational Standard and discuss their practical implementation in the lesson plan at the kindergarten methodological council
In accordance with the requirements of the Federal State Educational Standard and the specific tasks of an educational preschool institution, a methodological team of employees is developing a work program in all areas of education, including speech development. You can use the work of your colleagues as a basis, adding or correcting nuances regarding form and content (except for those moments that implement the tasks of the Federal State Educational Standard).
Fragment of the work program for 3 months
Author Anna Krivosheeva, https://nsportal.ru/detskiy-sad/razvitie-rechi/2014/01/31/rabochaya-programma-po-razvitiyu-rechi-v-starshey-gruppe.
| Month | Theme and objectives of the 1st week classes | Theme and objectives of the 2nd week classes | Theme and objectives of the 3rd week lessons | Theme and objectives of the 4th week of classes | |
| 1 | 2 | 3 | 4 | 5 | 6 |
| September | Subject | A story from experience on the topic “Our toys” | A story on the theme of E. Trutneva’s poem “Summer Flies Away” | Retelling of the story by N. Kalinina “Is this how they play” | Examination of I. Levitan’s painting “Birch Grove” |
| Goals | Teach: – describe the appearance of the toy; - talk about how you can play with her, what toys you have at home. Strengthen the ability to: – Clearly pronounce the sounds [s] and [z], isolate them from words, words with these sounds from phrases; – pronounce phrases loudly, quietly, in a whisper | Learn to write a short story based on a poem. Exercise in the formation of singular and plural forms of nouns denoting animals | Learn: – convey text expressively without omissions or repetition; – select verbs to nouns according to their meaning. Activate verbs in speech | Learn to talk about the content of a picture by observation. Practice using simple, compound and complex sentences. Strengthen the ability to form words with similar meanings | |
| October | Subject | Examination and storytelling based on the painting by I. Levitan “Golden Autumn” | Compiling a story from experience based on the plot picture “Family” | Retelling, V. Chaplin “Forest in Autumn” | Compiling a story from the experience “Grandma has a lot of trouble with us” |
| Goals | Learn: – make sentences with homogeneous members; – distribute proposals by introducing definitions, additions, and circumstances into them. Clarify and consolidate the correct pronunciation of the sounds [w], [z]. Learn to differentiate these sounds, pronounce words with them clearly and clearly, divide two-syllable words into parts, show the sequence of meaning of syllables in a word | Form ideas about the family by naming the names and patronymics of your parents. Clarify and consolidate the correct pronunciation of the sounds [s] and [ts], learn to differentiate these sounds by ear, and clearly pronounce words and phrases with these sounds. Foster love and respect for family members | Develop the ability to write a story. Practice selecting synonyms and antonyms, adjectives and adverbs in comparative degrees. Enrich your speech with nouns denoting plants. Foster love and respect for family members | Improve your ability to write a short story about your family members. Practice intonation expressiveness of speech. Learn to pronounce a phrase with different intonations (question, surprise, offense, dissatisfaction). Practice pronouncing pure tongue twisters and tongue twisters using the sounds [s], [ts], [sh], [sh'] at different tempos and voice strength | |
| November | Subject | Examination and description of I. Shishkin’s painting “Rye” | Role-playing game “Vegetables and fruits in the store” | Retelling of the fairy tale “The Fox and the Crayfish” | Compiling a story on the topic “Gifts of Nature” |
| Goals | Practice choosing synonyms and antonyms. Develop the ability to come up with endings to stories. Learn to use difficult forms of the genitive plural (boots, stockings, socks, slippers, mittens) | Learn to talk about objects. Introduce new professions. Practice the formation of cognate words. Clarify and consolidate the correct pronunciation of sounds [ш'], [ч'], learn to distinguish these sounds, highlight them in words | Teach: – tell a fairy tale coherently and consistently; – form words with similar meanings. Encourage writing a descriptive story “Fox” | Teach: – compose a short story on a given topic; – select words that sound similar; – highlight words with the sounds [h'], [h'] in phrases; – pronounce words with different voice strengths |
Didactic games
Games with ready-made texts: didactic “I was born a gardener”, “Colors”, “Smeshinki”, etc. (master the variety of initiative and response remarks, become familiar with the implementation of the basic rules of dialogue).
Application of didactic game
Here are didactic games that involve dialogic interaction, but do not contain ready-made remarks: “Who will confuse whom”, “Order”, “Alike - not alike”, “Help yourself to a pie”, games with the phone “Calling a doctor”, “Calling mom at work” ", "Bureau of Good.
Didactic game “Tell me which one?” What is he doing?"
Purpose: to exercise in the formation of a sign from an object, for example, toy - toy, doll - doll, table - tabletop, winter - cold.
Setting the sound R
Didactic game “Name whose subject: mine, mine, mine?”
Goal: to consolidate knowledge about the subjects necessary for the work of a doctor. Enter words from medical terminology into the active dictionary.
Note! The guys must look at the objects and say what they are called. (Thermometer, syringe, cotton wool, bandage, phonendoscope, tablets, heating pad, brilliant green, tweezers, massager).
The teacher asks the children whether they know what profession the person who needs these items has? To the doctor. What does a doctor do? He treats, monitors the health of patients, gives vaccinations, massages, weighs, etc.)
Methodological basis on the issue
To keep your baby from getting tired, he needs to be offered activities that he can immerse himself in without reserve.
In order for the work on speech development in the senior group to take place smoothly and comprehensively, the teacher (educator, speech therapist) needs to carefully consider the content and form of each lesson. In this regard, the following teaching aids will be very useful:
- Gerbova V.V. “Classes on speech development in the senior group of kindergarten” Publishing house MOSAIKA-SINTEZ, Moscow, 2010 (features of the work process, as well as the necessary nuances related to the timing of classes, formulation of goals, etc.).
- Gerbova V.V. "Speech development in kindergarten." M.: Mozaika-Sintez, 2008 (collection of theoretical and practical information on the issue).
- Gerbova V.V. Speech development. 4–6 years. Educational visual aid. M.: Vlados, 2003 (an excellent set of thematic pictures for description, a selection of fairy tales and tests for diagnosing the level of the school diaspora);
- Maksakov A.I. Nurturing the sound culture of speech of preschool children. M.: Mosaika-Sintez, 2005 (interesting riddles for substituting letters).
- “Programs of education and training in kindergarten” under the general editorship of M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova (coverage of program documents in the context of speech development tasks)
- Stepanova O. A. “Preparing children for school.” M. "Sphere", 2008 (development of lesson excerpts devoted to individual tasks, for example, distinguishing between letter and sound concepts).
However, it is worth noting that there is no fixed list of literature on speech development in the senior group of kindergarten, as well as textbooks or notebooks. Therefore, the teacher himself can add or rework methodological resources, offering new forms of work.
Class structure
All speech development classes in the senior group are conducted according to the same scheme
To achieve maximum results from each lesson, experienced methodologists have developed a structure for speech development classes. It is this combination of stages of work that is a “cure for boredom,” that is, it helps to maintain children’s interest and thereby achieve their goals.
- Involving the guys (about 5 minutes). Curiosity and playfulness are the main qualities of children, which adults need to “play” with. That is, an invitation to take part in a fairy tale will be attractive even to restless toddlers.
- Completing tasks (10 minutes). This is the main stage of training, which is carried out during the period of better concentration of children, that is, after the warm-up, the first stage.
- Pause (2 minutes). During the previous stage, the guys accumulated a lot of energy, which needs to be given the opportunity to come out. This could be a game, dance or physical exercise.
- Time for a story (10 minutes). Reading a fairy tale, a story (this can be a joint idea with the children), discussing and playing out the plot is not only work on speech development, but also an element of the formation of moral ideas in children.
- Final stage (about 3 minutes). Tasks of a different nature (reproductive, when you need to repeat some of the characters’ lines, for example, or creative - draw an illustration) will allow you to consolidate the acquired knowledge and practice skills.
Some activities are based entirely on a fairy tale. In this case, the timing of the penultimate stage is divided equally into the remaining ones.
Examples of plans
Effective ways to engage and set milestones
Oksana Shavkun, https://nsportal.ru/detskiy-sad/razvitie-rechi/2016/04/14/zanyatie-po-razvitiyu-rechi-v-starshey-gruppe
Subject: "Pets" Target:
Preliminary work:
Progress of the lesson Engagement There are 2 tables on the carpet. Guys, this morning they brought us a package from grandmother Ulyana and grandfather Fedya. They sent us their photo and letter. Listen to what they write: “Dear guys! We have a granddaughter Masha. But she went traveling and got lost in the fabulous land of Knowledge. Help us, please, we are already old and cannot find her. We hope that you are brave and active and can help us. Thank you very much. Grandfather Fedya and grandmother Ulyana." Guys! Shall we help grandparents? Then we go on a journey to the land of Knowledge. What do you think you can travel with? Children: by car, by bus, by bicycle, in a hot air balloon, etc. Teacher: you and I will go... No, try to guess for yourself. Riddle: The brothers got ready to visit, clung to each other, and rushed off on a long journey, only leaving a trail of smoke. (train) Teacher : Correct. This is a train. He has been waiting for you for a long time, but only those who purchase a ticket will board the carriage. And the ticket to our train will be a picture with a pet. (Children name the animals and sit down. The song “Blue Car” plays.) The chairs stand in the form of a carriage. Completing tasks Teacher : So, guys, we have arrived in the Land of Knowledge. This Country is unusual and mysterious. And the objects in this country are unusual. Look what a beautiful flower. Do you know what it's called? Children : flower - seven flowers Teacher : right, who knows why it is called that? Children : it has 7 petals of different colors. Name the colors of the petals. He will help us find Masha. But for this you need to open all the petals. Look, it has numbers on its petals. The same numbers are on the envelopes with assignments. We need to open all the envelopes, there should be 7 of them - the same number as the number of petals of a seven-flowered flower. We must complete all the tasks and then open the petals with the same numbers. And then Tsvetik - seven-colored will help us find Masha. Let `s start! Then look for 7 envelopes, bring them to the table and we will open them in order and complete the tasks. (children bring envelopes, find them with the number 1) Each child who brought the envelope must tell where the envelope was, using prepositions. We approach the easel. Grandmother and grandfather have many loyal friends in the village. They look after them, and their friends are not in debt. Want to see who it is? Speech game: “Which one, which one, which one?” Who is this? What is she like? And who is this? What is she like? Children take turns going to the magnetic board, taking a card, looking at it, showing it to all the children and talking about who is depicted on the card. This is a cow. She is big, red, with black spots, smart, milky, and horned. This is a dog. Small, brown, smart, fluffy, kind. (goat - small, white, horned, bearded, lively; cat - small, fluffy, affectionate, mustachioed, striped) One child describes, the rest add. Now we open the petal with the number 1. What is the next number after the number one? Find the envelope with the number 2...> |
Four stages of speech development classes
Marina Gotovkina, https://nsportal.ru/detskiy-sad/razvitie-rechi/2014/01/23/zanyatie-po-razvitiyu-rechi-v-starshey-gruppe
| Topic: “Composing a story based on a series of plot pictures “The Girl and the Hedgehog” Goal: Continue to develop the ability to solve riddles, justifying your answer. Continue to develop the ability to carefully examine a picture, highlight the main idea in it (with the help of the teacher’s questions) and voice it; compose a complete story based on plot pictures, using different types of sentences. Encourage children to come up with the ending of the story. Practice choosing words on a given topic. Develop perception, memory, attention. Develop the ability to listen to each other and not interrupt while performing a task; negotiate and come to a common opinion. Materials: story pictures, tokens, two baskets, two sets of elements of the last picture. Progress: Involvement Educator: Guys, today we will compose a story using pictures. And who and what the story will be about, you will tell yourself as soon as you guess the riddles. She has pigtails, long eyelashes, a skirt with flounces, a dress with pockets. Who is it: a squirrel, a boy or a girl? (Girl). How did you guess? While the children - Everyone is wearing a beret. They grew up and put on their hats. (Mushrooms). Why did you decide that it was mushrooms? What kind of Christmas tree is this? This is a living Christmas tree. In gray clothes, he walks along the path. (Hedgehog). Prove that it is a hedgehog. The hero stands rich, treats everyone in a row: Vanya with strawberries, Anya with stone fruits, Mashenka with a nut, Petya with russula, Katenka with raspberries, and Vasya with a twig. (Forest). Why did they decide that this was a forest? Prove it. Educator: So, who and what are we going to write a story about? Completing tasks The teacher shows the children the first picture. What is shown in this picture? Who is depicted? What is the girl doing? (holds an empty basket in his hands, talks to the hedgehog, probably asking something). The teacher shows the children the second picture. What is shown in this picture? (a forest, but a completely different place: there are a lot of mushrooms under the trees). What is the hedgehog doing? (he says something to the girl and points to the mushrooms and the basket). The teacher shows the last picture. What is shown in the last picture? (the girl picked up a full basket of mushrooms, leaves, waves her hand goodbye, the hedgehog remains in the forest). Educator: We looked carefully at all the pictures. Now you will compose a story from all the pictures from beginning to end at once, but try to each think of what the characters could say to each other goodbye and what could happen to them next (5-6 stories). Pause Teacher: Okay, now let’s warm up a little. You will be divided into two teams. Today you will choose words on the topic “Forest”. For each word, each team puts a token in its basket. The main condition: that the words are not repeated. At the end of the game we will count the tokens and find out which team knows more words on the topic “Forest”. Final stage Educator: I propose another interesting exercise. With its help, we can check what kind of memory you have, how attentive you are. Look carefully at the picture and try to remember where everything is located. (children watch for 15–20 seconds, the picture is removed). Now you must assemble a whole picture from individual parts, just like the artist did. (At the end of the task, the children count how many mistakes each team made). At the end of the lesson, a summary is made. |
Video: an interesting and original lesson on speech development in the middle-senior group
Video: game techniques for speech development in the senior group
Video: role-playing game as a method of speech development of children in the senior group of kindergarten
lesson notes on speech development for senior group
Lesson on speech development in the senior group: “Journey to the Land of Beautiful Speech”
Educational tasks:
Correctly formulate your attitude towards friends and parents. Instilling in children good feelings, mutual assistance and empathy in the current situation; Cultivate goodwill, responsiveness, kindness, respect for others;
Develop the need for cultural communication.
Developmental tasks
: Development and improvement of all aspects of each child’s oral speech (pronunciation, vocabulary, grammatical structure, coherent speech);
Educational objectives
: learn to answer questions with complete answers.
Goals:
1. To develop the ability to generalize and classify.
2. expand your vocabulary through participation in verbal and speech games.
3. Practice dividing words into syllables, selecting antonyms and synonyms.
4. form an idea of fantasy, develop a holistic perception of folk tales, figurative representation, and the emotional sphere of children.
5. Cultivate a friendly attitude towards each other and initiative.
Vocabulary work:
fantasy, sun: bright, radiant, bright, hot.
Materials and equipment:
the sun with rays, a recording of the melody of “magic music”, bells, a car on the control panel.
Progress of the lesson:
Org. moment.
Now we will say hello to you, but we will do it in an unusual way!
Let's say " Hello
»
hands
!
Let's say " Hello
"
Kicks!
Let's say " Hello
»
eyes
!
Let's say " Hello
» with our mouths – It will become joyful all around!
Guys, I see that not everyone’s tongues have woken up yet, let’s help him, I’ll ring the little bell, hear how gently it sounds, how affectionately he asks you to wake up. Well, so that our tongues are completely ready for work, you Dasha, ring the big bell.
Educator: Now I’ll check whether the bells really helped us, or whether they tried in vain.
Speech warm-up:
Yes, yes, yes, the cold has arrived.
Winter has come, winter has come.
Oz-oz-oz it’s bitterly cold outside.
Am-am-am the guests came to us
- Yes, indeed, my assistants are bells, their efforts were not in vain.
- Today we will go on a journey to the fairyland of Beautiful Speech. Just don't tell anyone about this. When people find themselves in this fabulous land, they change a little. Want to know how? Then let's go. Since the country is unusual, we will go on a trip in an unusual way: with the help of imagination.
-What is fantasy?
(
fantasy is our dreams, when we dream about something, invent something that doesn’t actually exist.)
- Before we go on this journey, let’s remember the rules:
Checking your work results
Speaking to parents is the best way to convey to adults the results of your own growth in the matter of speech development
Good work is productive work. It is very important to systematically summarize the implementation of the assigned tasks for speech development in the senior group. Based on the reporting, you can create an individual plan for children who are not progressing, as well as adjust the set of techniques used in the training process, choosing the most effective ones. The list of materials for monitoring the success of ongoing work on speech development includes:
- self-analysis of the teacher (speech therapist, if he carries out this work in the preschool educational institution), provided to the senior teacher, the head, which includes a free-form report on the achievements and shortcomings in the use of speech development techniques (carried out with the regularity indicated in the methodological documentation of the kindergarten, but not less often 1 time per semester);
- analysis of the teacher’s calendar planning in order to determine the feasibility of using certain forms of work, as well as compliance of the topics of classes with the work program (checked by the methodologist, head at the beginning of the school year);
- study of the developmental environment in the group (that is, the presence of visuals, audio/video materials, texts, etc.), which is carried out by the methodological council of the kindergarten, and is also available for review by parents (checking time is at the discretion of the methodological team);
- holding open classes 1–2 times a semester, which can be attended not only by teaching staff, but also by parents (matinees and thematic events fall into this category);
- analysis of parental questionnaires, which can most fully assess the progress of their child (2 times a year - at the end of academic semesters).
Examples of questionnaires for parents
These questionnaires allow methodological workers to evaluate not only the results of their activities, but also draw conclusions about the role that mothers and fathers assign to the family in the development of their child.
Example No. 1
| Last name, first name of the child | |
| Are you interested in the topic of the survey? | Yes No Not really |
| What speech development problem do you consider most pressing for your child? (Tick the box) | Correct speech breathing Expressive and correct intonation of speech Correct pronunciation of sounds of the native language Development of vocabulary Errors in the grammatical structure of speech Development of coherent speech My child has no problems with speech |
| How do you evaluate your child’s speech in general? | Satisfactory Good Excellent |
| What, in your opinion, is the degree of family participation in the development of a child’s speech? | Classes with a speech therapist and teachers are enough Parents should sometimes work with their children Parents should take an active part, following the recommendations of specialists |
| Do you read fairy tales, poems, stories to your child? | Constantly Rarely Don’t read |
| Does your child like to listen when someone reads to him? | Loves and listens for a long time Always in different ways Dislikes |
| What does your child like best? | Fairy tales Poems Stories |
| After reading a story (fairy tale), can the child retell it? | Yes Partially No |
| Does the child follow the structure of the story (beginning, middle, end)? | Not really |
| Do you play speech development games with your child? | Yes (which ones?) No (why?) |
| What form of pedagogical assistance would suit you? | Meetings Consultations Individual conversations |
| What issues regarding children’s speech development would you like to discuss at a parent meeting or consultation? |
Example No. 2
| Please underline your answers to the following questions and provide detailed reasons for them. 1. Last name, first name of the child ………………………………………………………………………………… Full name. parent …………………………………………………………………………………… 2. Date of birth of the child ………………………… ………………………………………………………. 3. Do you pay attention to your child’s speech? …………………………………………………………………………………………………………….. 4. Do you think Does your child’s speech development correspond to the age norm? (yes, no, I don’t know……………………………………………………………………………………………………………… 5. Are you familiar with the norms of speech development of your child (norms of speech development for children aged 7 years) (yes, no) ……………………………………………………………………………… ……………………………………………………………… 6. Do you work with your child to improve his speech? What does it consist of? ……………………………………………………… ……………………………………………………………………………………………… 7. Who do you think should be involved in the development of a child’s speech? (Parents, educators, teachers, speech therapist) ………………………………………………………………………………………………………………… 8. Was there any Previous speech therapy examination of your child? …………………………………………………………………………………………………………………. 9. Are you familiar with the results of the speech therapy report (diagnosis; do you understand what this diagnosis means)……………………………………………………………………………………………… ……………………………………………………… 10. Were classes conducted with a speech therapist (from what age, for how long, results of classes) ……………………………………………………………… ……………………………………………………………………… 11. How do you evaluate the work of the speech therapist, are you satisfied or dissatisfied with the results …………………………… …………………………………………………………………………………… 12. Who do you think determines the results of speech therapy classes? (only from a speech therapist, from the child himself, from parents, from a teacher, educator) ……………………………………………………………………………………… ………………………… 13. What do you think the speech therapist teacher works on (check the box): – formation of correct sound pronunciation; – development of phonemic processes; – work on the syllabic structure of the word; – development of vocabulary; – development of the grammatical structure of speech; -development of coherent speech; – development of fine motor skills: - development of articulatory motor skills; -development of mental processes. – correction of written speech disorders (writing and reading) 14. What do you think a speech therapist teacher works on in a secondary school: – formation of correct sound pronunciation – correction of written speech disorders (writing and reading) 15. Are you familiar with the concept of “Phonological hearing” "(no, yes, what does this concept mean?) …………………………………………………………………………………………………………………… …………… ………………………………………………………………………………………………………………… 16. Are you familiar with the concepts of “Dysgraphia”, “Dyslexia” (no, yes, what do these concepts mean?) ………………………………………………………………………………… ………………………………………… 17. What do you think, the participation of parents in the correctional and speech therapy process (necessary, not necessary, does not play a role) …………………………… …………………………………………………………………………………… 18. Are you familiar with the requirements for students attending speech therapy classes? ………………………………………………………………………………………………………… 19. Do you need consultations with a speech therapist? (yes, no, on what issue). ………………………………………………………………………………………………………… 20. Your questions and suggestions. ……………………………………………………………………………….. ……………………………………………………… …………………………………………………….. ………………………………………………………………………………………… ………………………………………………………… ………………………………………………………………………………………… ………………….. Date …………………………………… Parent’s signature: ………………………………………………………. |
