Report from the work experience “Organization of the speech development of children in preschool educational institutions. Methodical development on the development of speech (senior group) on the topic: Generalized experience of the work of the educator Alena Leonidovna Panuryeva on the topic: Development of coherent speech in children of the senior preschool

Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech. Full mastery of the native language is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development.

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Introduction

In the Concept of preschool education, it is noted that the main tool for communication and generalization of the experience of activity is speech. It permeates the whole life of a child. In the kindergarten, conditions must be created for the full communication of children.

The development of full-fledged speech is the most important condition for the success of training. Only having a well-developed coherent speech, a child can give detailed answers to the complex questions of the program, consistently and fully, reasonably and logically express his judgments, reproduce the content of works of fiction.

The significance of the level of formation of such qualities of coherent speech as coherence, consistency, logic becomes more obvious at the stage of the child's transition to schooling, when the lack of elementary skills makes it difficult to communicate with peers and adults, leads to an increase in anxiety, disrupts the learning process as a whole.

The practice of working with children shows that the coherent speech of preschool children is not sufficiently formed. Children's stories, even on a topic close to them (about mother, about children's amusements, about signs of the coming spring, etc.), are often characterized by insufficient content and inconsistency. The sentences are mostly simple, incomplete. Children compensate for the absence or weakness of a logical connection by obsessive repetition of the same words or by using the union “and” at the beginning of sentences.

In the conditions of modern preschool education, the problem of the most difficult stage in children's mastering their native language, the mastery of coherent speech, has become relevant.

Coherent speech is the highest form of speech-thinking activity, which determines the level of speech and mental development of the child (L.S. Vygotsky, A.A. Leontiev, S.L. Rubinshtein, F.A. Sokhin, etc.).

In my work, I relied on the research of such scientists as L.S. Vygotsky, A.A. Leontiev. All researchers note the complex organization of coherent speech and point to the need for special speech education. Teaching coherent speech of children in the domestic methodology has rich traditions laid down in the works of K.D. Ushinsky, L.N. Tolstoy. The basics of the methodology for the development of coherent speech of preschoolers are defined in the works of M.M. Konina, A.M. Leushina, L.A. Penevskaya, E.I. Tikheeva, A.P. Usova. E.A. Flerina.

O.S. Ushakova, M.V. Ilyashenko, E.A. Smirnova, V.P. Glukhov and others believe that the formation of grammatically correct, logical, conscious, consistent speech in preschool children is a necessary condition for speech development and training of children for upcoming schooling.

However, at present, despite the traditional declaration of the need to develop coherent speech in preschool children, this problem has not been sufficiently studied in pedagogy.

In the process of studying the problem of the development of coherent speech in preschool children, a contradiction arises between the need to develop coherent speech in preschool children and insufficient special pedagogical work on its development in a preschool educational institution.

The presence of this contradiction made it possible to identify the problem of my work, which is to find pedagogical conditions that ensure the development of coherent speech in preschool children.

This circumstance determined the choice of the theme of my work.

Research topic -development of coherent speech of preschool children.

Purpose of the study- to create pedagogical conditions for the development of coherent speech of preschool children.

Object of study -educational-educational process aimed at the development of coherent speech of preschool children.

Subject of study -pedagogical conditions for the development of coherent speech of preschool children.

Planned result:

The ability to meaningfully and expressively retell literary texts.
The ability to conduct a coordinated dialogue between the teacher and the child, between children.
The ability to coherently, consistently and logically express their thoughts.
The ability to compose stories from personal experience and compose short tales.

In accordance with the object, subject, goal and planned result, I set myself the following tasks:

To check the effectiveness of pedagogical conditions for the development of coherent speech of preschool children.
To select diagnostic tools for studying the level of coherent speech of preschool children.
Involve parents in this issue.
Develop a system of games and exercises.
Create an educational space that promotes the speech development of preschool children.

Analytical part

My observations have shown that 20% of children have a low level of development of coherent speech. In the children's stories, deviations from the sequence of presentation were observed, events changed places, and the connection between the structural elements was formal. Children experience difficulties in processing content for utterance, in choosing language means of expression, in constructing text, when compiling stories, they use a lot of inaccurate words, banal phrases that are incomplete. Children have little experience in monologue speech, a poor active vocabulary, they do not know the algorithm for compiling a coherent story.

These data were obtained based on the expression of the following qualities in the speech of children:

connectivity (the ability to link all sentences in the text to each other in terms of content and to design this meaningful connection to use special means of communication - repetition of words, etc.);
sequence (determining the order of sentences in the text by following events in reality or in accordance with the plot plan);
consistency (correct compositional structure, correspondence of the text to the topic).

On the basis of the selected qualities, the criteria for coherent speech, their indicators are determined, and the levels of development of coherent speech in preschool children are identified.

While working with parents on this issue, I made the following conclusions: most parents do not even have elementary knowledge about the concept of coherent speech, and they focus their attention on the child’s correct pronunciation of sounds in words. For other parents, it is difficult to work with the child on coherent speech, i.e. they find it difficult to organize it at home.

On the basis of a systematic approach, I developed a model for the development of coherent speech in preschool children.

Today, in science and practice, the view of the child as a “self-developing system” is being intensively defended, while the efforts of adults should be aimed at creating conditions for the self-development of children. A unique means of ensuring cooperation, co-creation of children and adults, a way to implement a personality-oriented approach to education, is design technology. It is based on the conceptual idea of trust in the nature of the child, reliance on his search behavior, which, according to V. Rotenberg, is “tension thoughts, fantasy, creativity under conditions of uncertainty”. Solving various cognitive and practical tasks together with me, the children acquired the ability to doubt, to think critically. The positive emotions experienced at the same time - surprise, joy from success, pride from the approval of adults - gave rise to children's confidence in their abilities, encouraged them to a new search for knowledge.

While working on the project “Autumn Motifs”, I developed in children the ability to create an expressive artistic image through word creation, relying on a set of stylistic means (riddles, chants, nursery rhymes, counting rhymes, etc.). In the project “Victory Day”, “Mini Museums in Kindergarten”, I taught children how to plan the stages of their actions in accordance with the tasks set, and the ability to argue their choice.

The results of each project were discussed together with the whole group. I asked the children the following questions:

Have you learned anything that you didn't know before?
Did you learn anything that surprised you?
Which of the activities did you enjoy the most?

According to W. Kilpatrick's definition, "a project is any action performed from the heart and with a specific purpose." We thought about how to arrange a concert on the site, why you need to douse yourself with cold water, how you can make a rainbow, how a leaf grows, how to measure time.

At the beginning of her work, she revised long-term plans for the development of speech using the technology "Kindergarten - House of Joy", enriched the subject-developing environment, made albums of poems, sayings and proverbs, riddles, nursery rhymes.

I conducted various didactic games:

on the description of toys: “What kind of object?”; “Tell me what?”; “Find out what kind of animal?”;
on the formation of ideas about the sequence of actions of the characters by laying out the corresponding pictures: “Who can do what?”; "Tell me what first, what next?"; "Add a word";
on the formation of the concept that every statement has a beginning, middle, end, i.e. is built according to a certain scheme: “Who knows, he continues further”, “Cook compote”.

For these games, she gave an utterance scheme, and the children “filled” it with various content. The jointly written story was reinforced with repeated questions so that the children could highlight the main connections between its parts, for example: “Where did the goat go? Why did the goat scream? Who helped her?"

These games taught children: to talk about the content of each plot picture, linking them into one story; sequentially, logically connect one event with another; to master the structure of the narrative, which has a beginning, middle and end.

Analyzing the results of the work carried out, we can conclude that the use of schemes in compiling descriptive stories makes it much easier for preschoolers to master coherent speech. The presence of a visual plan makes the stories clear, coherent and consistent.

I was helped to develop the speech of children by an equally effective method of developing coherent speech in preschoolers - TRIZ - pedagogy, which allowed me to solve the problems of developing coherent speech in a problematic way. TRIZ is a theory of inventive problem solving. The founders of TRIZ are G.S.Altshuller, G.I.Altov and others. The child does not receive knowledge in a ready-made form, but is drawn into the process of active search, a kind of “discovery” of new phenomena and patterns for him. The use of TRIZ elements in the game process helps to teach children to analyze everything that is happening around, to see phenomena and systems not only in structure, but also in temporal dynamics.

To successfully solve problems in the development of coherent speech, I offered childrensystem of creative tasks. I taught children how to make riddles , focusing on the signs and actions of objects. For example: round, rubber, jumping (ball); bird, not flying (rooster). Next I usedfantasizing techniques. On a walk, watching the "live" clouds, the children and I thought about where they swim? What news are they bringing? Why are they melting? What are they dreaming about? What will they talk about?

The children answered: “They are sailing to the North, to the Snow Queen, to the sea, to the island. They went to the sea, it's hot there, so they melt, got under the hot sun. They dream about life, about a house, to play toys with children. They can tell a heavenly tale.” They “revived” the wind. Who is his mom? Who are his friends? What is the nature of the wind? What is the dispute between the wind and the sun?

Acceptance of empathy. The children imagined themselves in the place of the observed: “What if you turn into a bush? What are you thinking, dreaming about? Who are you afraid of? Who would you befriend?"

An excellent help to children in acquiring storytelling skills wasuniversal reference table. Looking at the symbols and knowing what they mean, the children easily made up a story about any subject.

An effective way to solve the problem of the development of coherent speech is modeling, thanks to which children learned to generalize the essential features of objects, connections and relationships in reality. The works of L.A. Wenger and his students on the problems of modeling in various activities have become widely known.

To teach coherent speech, I used schematic images of characters and the actions they perform. She created a picture-schematic plan of the semantic sequence of parts of the listened texts of works of art. Gradually she formed in children generalized ideas about the logical sequence of the text, which they were guided by in independent speech activity.

For the development of coherent speech of preschoolers, such a direction as collecting is of interest.

Children always have a passion for collecting, or rather, for searching. As a child, I was fond of collecting. Collected stamps, calendars, candy wrappers. Some of these collections have survived. I brought a box of postcards and calendars to the group. The guys looked at them with interest, asked where I got so many postcards from. I enjoyed telling them the stories of my collections.

Based on observations, I noted that collecting has great opportunities for the development of children. It helped to expand the horizons of children, to develop their cognitive activity. In the process of collecting, first there was a process of accumulation of knowledge, then the information received was systematized and a readiness to comprehend the world around was formed. Collection items give originality to speech creativity, activate existing knowledge. In the process of collecting, children developed attention, memory, the ability to observe, compare, analyze, generalize, highlight the main thing, combine.

We started collecting with children in the middle group. We agreed with the children to collect in the group a common collection of vegetables and fruits, but not the usual one, but in the form of handicrafts from them. The beginning of our collection was the "onion" Tanya, who came to visit the guys at one of the classes. So that Tanya would not be bored, she invited the children, together with their parents, to make friends for her. And soon the collection was replenished with a pear snake in a pumpkin house, a potato caterpillar, and squash pigs.

Collecting this collection, we fixed with the children the names of vegetables and fruits, animals. Children enjoyed playing the game "Find out by description", told what the craft was made of.

During walks, playing in the sandbox, we imagined with the children that we were pirates who were looking for treasure. In the evening, we read the fairy tale "Impregnable Mountain" with the children, after which they began to collect a collection of stones. Our collection was replenished after walks and after weekends, after children's rest at the sea.

By the end of the middle group, the children began to show more and more interest in collecting collections. And after reading A. Gaidar’s story “Chuk and Gek” in the senior group, which said how the thrifty Chuk kept many different useful things in his jar, the children had a desire to talk about their home collections or bring them to the garden. Stepan M. had many different collections. He brought a collection of Kinder Surprise toys and a large box with plastic and rubber toys. Senya brought a collection of soldiers and planes. Andrew - a collection of cars. Zhenya and Timur brought a collection of dinosaurs from home. Katya brought a collection of roosters. Cockerels in the collection were very different - wooden, rubber, plastic, clay, porcelain, soft toys. Playing with the collection, we recalled fairy tales with cockerel characters (“Cockerel is a golden comb”, “Hare's tears”, “Crying-crying”), fixed the names of various materials, found differences, guessed cockerels according to the description, made up stories.

In order to give the child unlimited opportunities for discoveries and impressions, for the development of fine and literary creativity, I used the method of animation. Animation classes were complex. Each frame is, in fact, a plot drawing, the work on which requires a series of classes. The child needs to think over the content and composition of the drawing, make sketches of animals, people, buildings, household items from nature and according to the idea, and compose a story or fairy tale, i.e. voice the role. This activity is interesting and easy for kids. This method helped children develop: the ability to plan their activities, interest in storytelling.

It has already been proven that the developmental environment pays great attention to the development of the speech of a preschooler. The developing environment stimulates the development of independence, initiative, helps children communicate with each other and with adults. Working on the development of coherent speech of preschoolers, I equipped a speech corner. An integral attribute of the corner was the "Cat Vasily", which aroused children's speech interest, encouraged them to speech activity.

In order for the guys to learn how to coherently and beautifully build their statements, every day I spent:

articulation gymnastics ("Cheerful tongue", "Curious tongue");
breathing exercises;
finger games and exercises;
in regime moments she used folklore, artistic word, poems, songs.

Dramatization games encouraged children to monologue and dialogue. For this, I used a variety of theaters, such as "Three Bears", "Little Red Riding Hood", "Three Little Pigs".

I filled the book corner with informative books that made the child think, developed his intellect. In the book corner, children could look at their favorite books, discuss and evaluate the characters.

In the art corner, I created all the conditions for the children so that in the process of creativity they could discuss their work, communicate. The presence of reproductions of famous artists created a calm, friendly environment for children to communicate.

In the children's art corner, where children's works were exhibited, the children could freely communicate and discuss their "paintings". “Dasha, look at the sea I drew. Your sea is all seething, as if it is angry at something. And the sea is calm and the sun is shining. It’s good to swim in such a sea, ”Veronica turned to her friend.

The principles of activity, stability and dynamism of the developing environment allowed children not only to stay in the environment, but also to actively interact with it, creating, supplementing and changing depending on personal interests and needs, which allowed the children to feel free and comfortable, activated speech communications.

Children experienced great pleasure from visiting various objects of society. After visiting the library, museum, school, fire station, post office, store, I taught children to compose narrative stories: indicate the place and time of the action, develop the plot, follow the composition and sequence of presentation.

Involving parents in the development of coherent speech in children, I began with a survey. The purpose of the survey is to analyze and summarize the answers of parents for further work with the family on the formation of coherent speech in children. I have conducted a number of consultations for parents on the following topics:

"Homemade TV solves problems with the development of speech in children"
"We develop the child's speech at home"
"How to teach a child to talk"

In my work with parents, I used conversations, during which I answered their questions, introduced them to fiction and the dynamics of the development of coherent speech of children. Invite parents to open days and open classes. In open classes, parents received knowledge and skills on the formation of certain skills and abilities in a child, for example, on the formation of compiling a story based on a series of plot pictures, retelling a story with and without relying on plot pictures, and many others.

The development of both monologue and dialogic speech in children took place directly during the preparation for the holidays and their implementation. Parents together with their children fixed the text of roll calls, poems, dramatizations.

In the course of subgroup consultations, I explained to parents the importance of further work on the development of coherent speech in children, namely: tact, correctness, benevolence of an adult's assessment and reasonable exactingness, approval of statements. Erroneous words are not repeated or discussed. They must be replaced with the correct ones in their own speech, and then invite the child to repeat the phrase in its entirety.

Parents were offered one of the most effective forms of work - correspondence counseling, which, in addition to general recommendations for the development of children's speech, includes the Game Library - a selection of practical games and exercises to enrich and develop vocabulary at home. Parents regularly received tasks at home, for example, write a story about an animal, learn a poem about winter, come up with a riddle, as well as tasks like:

think of what used to be;
invent it yourself, because it is not drawn in the picture;
how did the artist name this painting;
come up with a name;
I will start and you will finish.

It can be seen from the data in the diagram that the children showed significant positive changes in the development of coherent speech (see Appendix).

Based on the analysis of the results of the work, a positive trend can be noted:

children began to speak freely, listen to each other, supplement, generalize, notice mistakes and correct them;
children's stories have become more concise, more precisely, the construction of sentences has become more complicated, their construction has become more correct;
children began to use in speech common sentences with homogeneous members, complex and complex sentences;
unions appeared in the stories of children, indicating causal, temporal relationships;
in stories, children began to use descriptions, comparisons, and introductory words.

The work I have done on the development of coherent speech in preschool children allows us to conclude that the conditions I have identified and implemented for the development of coherent speech in preschool children are effective.

Appendix No. 1

The initial level of development of coherent speech of children

Comparative graph of the development of coherent speech of children for 3 years

"The work of the educator to develop the speech of children in everyday life"

from work experience

But in order to teach children something, the educator needs to work on himself. A preschool child spends most of his time in kindergarten: he communicates with the teacher, learns a lot from him, including the culture of speech. So Special attention I should be given to my speech. Only a child perceives an adult's speech as a model, I must speak correctly, without distorting sounds, clearly articulating each word, slowly, without "eating" the endings. Especially clearly I pronounce unfamiliar and long words. Liveliness and richness of intonations also play an important role - they contribute to better assimilation of speech. You also need to control the pace of your speech. It is difficult even for us adults to follow the content of too fast speech, and the child is completely incapable of it. Not understanding the meaning of the flowing streams of words, he simply stops listening to us. Too slow, drawn out speech is also unacceptable: it bothers. You should also regulate the strength of your voice, speak as loudly or quietly as required by the conditions of the moment and the content of the speech. Quiet speech children do not hear, do not catch its content. Loud speech, turning into a cry, children adopt as a manner of speech, unusually quickly. The very speech we have with the educator should be emotional, expressive and reflect interest, attention, love for the child, care for him.

In the process of verbal communication with children, I also use non-verbal means (facial expressions, pantomime movements), which perform important functions:

help emotionally explain and remember the meaning of words. A well-aimed gesture helps to assimilate the meanings of words (round, big ...) associated with specific visual representations;

help to clarify the meanings of words associated with emotional perception (cheerful, sad, angry, affectionate, ...);

contribute to the deepening of emotional experiences, memorization of material (audible and visible);

help to bring the situation in the classroom closer to the environment of natural communication;

are models of children's behavior;

They perform a social, educational function.

Regime moments are favorable for organizing proper verbal communication: dressing children for a walk, undressing after a walk and before going to bed, washing before each meal, observing natural phenomena, on duty, excursions. All these moments are directly related to some real objects, about which you can organize a conversation with children. At the same time, a certain circle of knowledge and ideas is formed, the speech of children is activated.

As a teacher, I should strive to develop children's speech activity, tactfully correct mistakes (wrong stress in a word or grammatical error), suggest words when the child does not know how to express his thought, correct the child if he has the wrong tone, if he talks too much loud.

I must remember that only the correct form of presenting comments and recommendations for correcting speech errors has a positive effect on the development of a child's speech. When correcting a mistake, you should not repeat it - you need to invite the child to listen to how to speak correctly, warning him that he said incorrectly, which means he must repeat the correct word or sentence after me.

Everyday communication gives us educators the opportunity to enrich the children's vocabulary. For example, during daily dressing and undressing, children talk about what they put on or take off, what color the clothes are, what material they are made of, as well as other external signs: soft, fluffy, striped, long, warm, new, etc. d.

For example: children, silently, dress for a walk. The teacher talks about everything they wear: “First, the children put on trousers. They are different. Sasha's are green, Nikita's are blue, Masha's are brown... Zhenya's shoes are with laces, Anya's are with a strap, Katya's are boots...”

Developing attention to speech in the process of self-service, I give instructions for work and make sure that they are followed correctly.

When children wash themselves, one can also talk about what they wash (face, hands, ears, body), what they wash (with water, soap, brush), what water (hot, cold, warm), what soap (fragrant, fragrant, white, etc.) with which they are wiped (with a white towel, clean, with stripes, etc.).

While on duty in the dining room, I draw the children's attention to the dishes, talk about the dishes, how to place them on the tables. In the stories I use names, demonstrate the shape, color, pattern, material from which it is made, its properties (beats), the number and place of different items of utensils on the table.

With the advent of active speech, I ask children questions on the learned material.

The younger the children, the more often I have to accompany my actions with words. I myself have to name objects and actions, but also ask children questions: What are you doing? What are you playing? What are you building? What are you wearing? What do you wash your hands with? etc.

It is also necessary to consolidate the skills of general and speech behavior. In the middle group, by the end of the year, children should learn to use active speech, talking about the completed work process or, answering questions, call the upcoming activity phrases: we will dress, feed the fish, etc.

This technique is very useful: I instruct one of the children to explain to the child where in the group you can get toys, pencils, books, board games, and talk about the rules for using them.

It is important to properly organize the observation of the work of adults during walks and excursions in order to make the most of the observed objects for the development of various aspects of speech.

Games also contribute to the development of speech. So, role-playing games are always accompanied by speech: children agree on the conditions of the game, argue, and conduct dialogues on behalf of the characters. But not all children willingly participate in games: some have more speech activity, others have less. Therefore, I introduced outdoor games into the life of children, which are accompanied by dialogues.

In preschool age, it is of particular importance to teach children to listen carefully. The development of auditory perception and attention is facilitated by the games: “Guess by the voice who called?”, “Phone”, “What do you hear?”. They should not last more than three minutes, as they require special concentration.

For the full speech development of the child, the family plays a role. I told parents that a speech game or exercise, a conversation with a child, is an integral part of the complex process of speech formation. If parents withdraw from this work, their child will suffer. I introduced parents to games, game exercises and tasks, selecting and taking into account the heavy workload of parents with daily household chores, and the fatigue accumulated by the end of the day. Among other things, it is recommended to “play in the kitchen” at home.

For example.

Game exercises for the development of fine motor skills of hands:

“I help my mother” (sort out rice, peas, buckwheat),

"Magic wands" (from pencils to collect the simplest geometric shapes).

Games to enrich the child's vocabulary:

“Let's look for words in the kitchen” (what words can be taken out of the kitchen cabinet, borscht, etc.),

“I treat” (let’s remember the delicious words and treat each other. The child remembers the “tasty” word and “puts” it on your palm, then you to him, and so on until you “eat” everything. You can play “sweet” , "sour", "salty", "bitter" words).

You can play with the aim of developing the grammatical structure of speech.

Let's make juice ”Juice from apples ... (apple); from pears ... (pear); from cherry ... (cherry); from carrots, lemons, oranges, etc. Did you manage? And now vice versa: orange juice from what? etc.

I also suggested playing exercises for the development of fine motor skills:

While you are busy sewing on buttons, the child can lay out beautiful patterns from buttons, bright threads.

Try to make a panel of buttons with your child. Buttons can be sewn on (with your help), or you can strengthen them on a thin layer of plasticine (without your help).

On the way from kindergarten (to kindergarten)

"I noticed". "Let's see who's the most attentive of us. We will name the objects we pass by; And be sure to point out what they are. Here's the mailbox - it's blue. I noticed a cat - she is fluffy. A child and an adult can name the objects they see in turn.

"Magic glasses". “Imagine we have magic glasses. When you put them on, everything turns red (green, blue, etc.). Look around with magic glasses, what color everything has become, say: red boots, red ball, red house, red fence, etc.

"A free moment." Game exercise on the syllabic structure of words.

"Confusion". “There were words. Once they had fun, played, danced and did not notice that they were mixed up. Help the words unravel. Words: barefoot (dog), lovosy (hair), lekoso (wheel), posagi (boots), etc.

A game to enrich the child's vocabulary

"Say a word." You start the phrase and the child finishes it. For example: a crow croaks, a sparrow ... (chirps). The owl flies, and the hare ... (runs, jumps). A cow has a calf, and a horse ... (foal), etc.

"Stubborn words". Tell the child that there are “stubborn” words in the world that never change (coffee, dress, cocoa, piano, subway ...). “I put on my coat. A coat hangs on a hanger. Masha has a beautiful coat, etc. Ask questions to the child and make sure that he does not change the words in the sentences - answers.

Outdoor games

"Ball games". “I will name objects and throw a ball to you. You will catch him when you hear the sound "g" in the word. If there is no such sound in the word, then there is no need to catch the ball. So, let's start: a toad, a chair, a hedgehog, a book ... "

“Frog” Identification of a sound from a series of vowels: a, o, u, and, e, e, u, i, s “You will jump like a frog, if you hear the sound“ a ”, you lower your hands low to other sounds. You can also play the consonant sounds.

Such a joint work of the educator and the family on the development of speech gives a full-fledged speech development of the child.

In addition to general educational tasks, I also perform a number of correctional tasks aimed at eliminating sensory, volitional, and intellectual insufficiency due to the characteristics of a speech defect. Thus, a favorable basis is created for the effective development of the child, which ultimately contributes to the acquisition of speech.

I also exercise control over the speech of children in the classroom and during regime moments, develop fine motor skills, assist in automating the set sounds, improve the grammatical structure of speech, develop phonemic perception and syllabic structure, carry out the necessary work with parents to optimize the corrective process.

Working on the development of children's speech and planning our work, we should not forget the main thing, the development of the language of children, love for their native language - this is the most important acquisition of a child in preschool childhood.

And finally, I would like to say: the culture of speech implies a general culture of a person, a culture of thinking and a love for the language.

Dilorom Raupova
From the work experience "The system of work of the educator on the speech development of preschoolers" (continued)

In modern conditions, the requirements for a teacher are very high, because educator is the main character in child's personality development.

My Job with children is built on the model of organizing an educational process: the joint activity of an adult and children is divided into directly organized activities and educational activities carried out during regime moments. At work over the intonational expressiveness of speech I use with children pronunciation: whisper, quietly, loudly. To form a sound culture of speech, I apply: articulatory gymnastics, tongue twisters, good exercises to clarify the pronunciation of consonants, differentiation.

It is important to achieve a clear articulation. Each child has a mirror so that children can observe the position of the articulatory apparatus (position of lips, teeth, tongue). I do articulation exercises every day before breakfast for 3-5 minutes. (2-3 exercises) I spend it emotionally, in a playful way, sitting or standing. Plan holding: a story about the exercise; show; performance by children in front of a mirror; checking the correctness of exercises, correcting errors; execution without a mirror. Exercises must be carried out daily so that motor skills are consolidated, gradually complicating the exercises. The development of speech is associated with the development fine motor skills of fingers.

Therefore, in my practice I very often use finger gymnastics, exercises for coordinating speech with movements, physical minutes. I often use tongue twisters (for example, whistling and hissing, hard and soft) speech breathing: blow bubbles, inflate balloons, blow a pipe, etc.

work experience (table, chair, wardrobe - furniture.)

In the process of improving the grammatical structure of speech, I tactfully suggest a sample of how it is customary to pronounce this or that word, but sometimes in order to create favorable conditions for communication, as a game moment. I help children to correctly coordinate words in a sentence, use prepositions correctly in speech, form a plural form. number of nouns denoting baby animals, correctly pronounce indeclinable nouns .

way: I teach to actively participate in the conversation, answer questions and ask them; teaching children to describe an object (according to the sample); I exercise in compiling stories based on the picture; work with"Mnemotables"; I exercise children in the ability to dramatize small fairy tales or the most expressive passages from fairy tales; retelling short stories, making up stories from your own experience.

tasks:

1. What letter "get lost?" (Fix the mistake) On the wave - sour cream, cottage cheese, milk,

And I'd love to eat.

Yeah, it's hard to get.

5. Small - big. Elephant: elephant, elephant. House: house, house.

6. Game of rhyme.

Brush speech sample(for reproduction by children) .

9. Origin Explanation (etymology of the word).

10. Answers to questions (vase, bottle, table, etc.)

With the introduction of federal state requirements, I use non-standard forms work- integrated classes that combine different types of educational areas (communication + artistic creativity, which allows you to flexibly implement the study load in the daily routine.

Integration with other areas.

"Content Integration preschool education» - condition (or the process leading to such a state) connectivity, interpenetration and interaction of individual educational areas of content preschool education, which ensures the integrity of the educational process.

That is, integration is a relationship, interaction. Educational area "Communication" interacts with all other educational areas. No educational area can exist without the verbal interaction of the teacher and pupils. In any area of the pedagogical process, in order to learn something and learn something, it is necessary to communicate with children and the teacher, both by non-verbal means and verbal. For example, physical culture. Consider mobile games. A mobile game is a game with rules. The teacher tells what we will play, how, what are the rules in the game, that is, communicates with the children. In the preparatory group preschoolers before the start of the game, they tell about the rules of the game. Only then is the game played. After the game, communication again - they discuss the results of the game; summarize; consider, for example, who has left the game.

The content of the educational area "Health" aimed at maintaining and strengthening the physical health of children, upbringing cultural and hygienic skills of children. The teacher instills a hygienic culture every day during routine moments, in game situations (we use nursery rhymes, jokes - we learn during hygiene procedures); conversations about a healthy lifestyle. Conversations about situations dangerous for a person and the natural world and ways of behavior in them (educational area "Security") - communication on the topic "Traffic Laws", solving problem situations, excursions - all this happens in the process of interaction between the teacher and pupils, i.e. communication takes place in the process of any activity.

perceive music, develop musical ability preschoolers, holding musical evenings for children and parents - all this allows the teacher and preschoolers to communicate, sing, develop musical ear, etc.

In order to form a positive attitude towards work, the teacher must to give: primary ideas about the work of adults (conversation, looking at albums, targeted tours: to the store, to the city street, etc.). This process occurs with free communication between adults and children. Integrated lessons on speech development include:

-speech games and exercises;

speech development;

Articulation gymnastics;

Communication ( "Circle of Kindness");

Communication games;

Quizzes;

Finger gymnastics;

Retelling, dramatization;

Listening to stories and fairy tales with discussion;

Didactic games.

Independent activity children:

Examination of pictures, albums; - educational games(desktop - printed, on development of fine motor skills of the hands)

Role-playing games The content of the educational area "Socialization" is aimed at the formation of primary ideas about oneself, one's feelings, emotions, the surrounding world of people, nature, as well as the formation of primary value ideas.

Educational area "Knowledge" develops cognitive research and productive activity, forms elementary mathematical representations, broadens the horizons of children, forms a complete picture of the world. Educational area "Socialization" and "Knowledge" integrate with the area "Communication".

Teacher and pupils communicate with each other; develops active speech of children in various activities, preschoolers learn the culture of communication, develops and free communication between adults and children: story, discussion after the story; conversation; quiz; viewing albums with discussion; game situations; communication; didactic games; speech games and exercises; articulation gymnastics; communication ( "Circle of Kindness"); communication games; quizzes; finger gymnastics; retelling, dramatization; listening to stories and fairy tales with discussion; didactic games; viewing pictures, albums; educational games(desktop - printed, on development of fine motor skills of the hands) ; role-playing games; role-playing games; various fairs and holidays, etc.

According to the tasks and content of psychological and pedagogical activities, the educational area "Fiction" integrates with the educational field "Communication": develops free communication between an adult and children about a read book, fairy tale; there is a practical mastery of the norms of Russian speech. The teacher with the children teaches poetry, tongue twisters - going on speech development, intonation expressiveness. The teacher reads a work of art, the children learn to listen carefully. Questions are asked about the work, the guys answer, try to retell, perhaps they stage some pieces of the fairy tales they read, they begin to invent their own stories. Is Isn't this communication between the teacher and the children?

Educational area "Artistic Creativity". Free communication between adults and children about works how to do it, what techniques to use. After completing the creative work- exhibitions are organized. The children discuss with the teacher what worked and what didn’t. Choose the most successful work. You can use drawing with commenting (the child draws and comments on what he is doing or when he drew - he can tell what he wanted to convey in his work and what he did). Is this is not an integration with the educational area "Communication"?

Thus, the content of the psychological and pedagogical development work

children of educational areas is solved integrated.

"Game pedagogical technologies" includes a group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Implementation of game techniques and situations in the classroom going on:

When the didactic goal is set before pupils in the form of a game task;

The activity is subject to the rules of the game, the material is used as its means, an element of competition is introduced, which translates the didactic task into a game one, the successful completion of the didactic task is associated with the game result.

Introduced into educational

process such kinds of non-traditional molds classes:

Occupation - travel;

Occupation - fantasy;

Occupation - consultation.

In addition, I have created other conditions:

Training aids;

- developed integrated classes, holiday scenarios;

Cooperation Pedagogy

At present, in the pedagogy of cooperation, there are four directions:

Humane - personal approach to the child.

Didactic activating and developing complex.

Concept education.

The play corners and centers for joint activities organized in the group played a role in development of a culture of communication, consolidating the knowledge gained and playing activities in the interests of children, corresponding to the concept of building developing environment in the preschool educational institution, in which entered:

Creativity corner;

Corner of nature and experimentation;

Corner of the native land;

Story Game Center;

Physical education corner;

Artistic corner.

Developed organizational speech activity.

Compiled:

Complexes of finger games, exercises; articulation exercises;

Card file of nursery rhymes, proverbs, riddles, physical minutes.

Picked up:

Sets of pictures (subject, plot, paintings;

logorhythmic exercises;

Didactic and board games;

Attributes for theatrical activities;

Children's fiction; encyclopedias.

Introduced:

Complexes of finger games and exercises;

In the educational process, a set of gaming articulation exercises and a set of breathing exercises;

logorhythmic exercises;

Theatrical entertainment.

Sound exercises, chimes.

- educational games.

Prepared:

Diagnostic and stimulus material for examination speech development of children.

Conducted:

Individual corrective work.

To this end developed and introduced a speech mode model.

As one of the most important sources development expressiveness of speech I use small folklore genres: proverbs, riddles, sayings, nursery rhymes, oral folk art - Russian folk tales, folk songs. I often use the repetition of tongue twisters, tongue twisters are good exercises for clarifying pronunciation consonant sounds (whistling, hissing, hard, soft). I use breathing exercises that contribute to the formation of the correct speech breathing: blow bubbles, inflate balloons, blow a pipe, etc.

For the formation of a dictionary, I can offer the following forms work: replenish the dictionary of children with words characterizing the relationship of people; nouns denoting professions; as many adjectives as possible, denoting a sign of an object that did not have a place in their own experience; learn to identify and name the location of an object (left, right, etc., time of day, synonymous words (cheerful - joyful, antonyms (white - black, words with a generalizing meaning (table, chair, wardrobe - furniture.)

In the process of improving the grammatical structure of speech, I tactfully suggest a sample of how it is customary to pronounce a particular word, but sometimes, in order to create favorable conditions for communication, as a game moment, relaxation, I encourage word creation. I help children to correctly coordinate words in a sentence, use prepositions correctly in speech, form a plural form. number of nouns denoting baby animals, correctly pronounce indeclinable nouns (coat, piano, coffee, cocoa).

Connected speech is formed as follows way:

I learn to actively participate in the conversation,

answer questions and ask them;

teaching children to describe an object (according to the sample);

I exercise in compiling stories based on the picture;

work with"Mnemotables";

children in the ability to dramatize small fairy tales or the most expressive passages from fairy tales;

retelling short stories, making up stories from your own experience.

To activate and enrich the vocabulary, I use didactic tasks:

1. What letter "get lost?" (Fix the mistake).On the table sour cream, milk,

And I'd love to eat. Yeah, it's hard to get.

2. An elephant has baby elephants, and an owl.? Name baby animals. 3. Say a word. Zhi-zhi-zhi, they live in the forest. snakes.

4. When do we say this? The bear stepped on his ear.

5. Small - big. Elephant: elephant, elephant. House: house, house.

6. Game of rhyme.

Sharing with everyone is my habit!

Do you need poison? she asked. snake. 7. Polysemy of the word.

Brush: man, mountain ash, near the curtains, for drawing. eight. speech sample(for reproduction by children) .

9. Origin Explanation (etymology of the word).

10. Answers to questions: what can be made of glass? (vase, bottle, table). When reading or telling fiction to children, I pay attention to the beauty and brightness of the literary native language. Participation of children in entertainment and holidays have a beneficial effect on the manifestation of practical speech skills, enrich emotions. A very valuable and effective method in its work I used theatrical activities as one of the children's favorite activities. Periodically exercising the ability to dramatize small fairy tales or the most expressive passages from fairy tales, contributed to unobtrusive learning of expressiveness and enrichment of speech, motivated children to activate word creation (i.e., the use of synonyms, more expressive turns of speech, intonation and facial expressions).

In the theatrical corner, was replenished:

Attributes for theatrical activities (masks, hats, costumes);

Toys (voluminous, soft);

Finger and puppet theatre.

Great value for development active vocabulary have various observations, walks, conversations, outdoor games, because. Job over vocabulary is closely related to cognitive child development.

Teacher and pupils communicate with each other develops with each other, develops active speech of children in various activities, children learn the culture of communication and develops and free communication between adults and children is activated.

So problem solving development speech during regime moments is important. caregiver with children is in a very different environment, at this time speech is activated, new words are fixed, we correct tactfully speech errors, develops fine motor skills of the fingers.

Practice work shows, as an effective corrective means, you can use the method of visual modeling, as a certain method of cognition and a program for analyzing new phenomena. It allows the child to visually represent abstract concepts (word, text, learn work with them. In this case, simulation can be used in work over all types of coherent statements (retelling, compiling a descriptive and creative story, based on a picture and a series of pictures).

At present, it has become possible to widely apply information technologies. AT work on cognitive and speech development children introduce viewing and play in the form of presentations, such as "Talking ABC", "Clever and Smart", "Welcome to our city", "Bread is the head of everything", "Africa (animals of hot countries)”, etc., thus replenishing the video library.

Relevant today is the method of the project. The introduction of this technology contributes to the involvement in active creative activity in the educational process (teacher-child-parents). I was projects from the cycle"Where does the Motherland begin": “My small homeland; "Road alphabet for children and adults"; "Introduction to the work of A. S. Pushkin"; "Bread is the head of everything"; "The ABC of Sunny Mood".

During the conversations, she motivated the parents of the children to attend creative circles at the recreation center "Metallurgist", Sports Palace "Youth" in order to development creative abilities of children.

important area work was the establishment of partnerships with parents:

1. Created parenting system, ensuring the continuity of the kindergarten and the family in accordance with the annual tasks of the preschool educational institution.

2. The booth was arranged in a timely manner "Information for Parents" for sharp themes: "Features and indicators speech development of preschoolers», "How bring up tactful interlocutor", group parent meeting on topic: "Interaction between the preschool educational institution and the family in speech development of children» , consultations, conversations. Cognitive master classes were held with the aim of how to conduct special speech exercises.

3. Participation of parents in holidays "Harvest Festival", "Christmas story", competitive program "Mommy and Me", stock "Take care of the birds", compiling a collection "Family Recipes", an exhibition of handicrafts "With my own hands" and other activities of the group.

3 - stage Control

Target: to study the results of the experimental work in general, identify the effectiveness and impact of the work on the level of speech development of children.

As a result of the above work, analysis of observations, test tasks, game exercises, didactic games, revealed:

1. Children can pronounce all the sounds of their native language:

70% - pure pronunciation

20% - sonorous sounds

10% - hissing sounds + sonorous

2. They know how to use speech synonyms, antonyms and generalizing words, know how to form nouns and adjectives with suffixes:

60% - high level

40% - average level

3. They know how to independently retell literary works, compose stories from a series of pictures, use complex and complex suggestions:

75% - high level

25% - average level

4. They know how to determine the place of sound in a word, invent words with a given sound, make sentences of 5-6 words, divide words into syllables:

80% - high level

20% - average level

Final results of the Educational area "Communication" study of children at the end The effectiveness of the conducted work also affected the development of program material by children in the educational areas of children 6-7 years old.

Analysis of the general and speech development of children 4 - 5 years old(19 children, at the end of the 2009-2010 academic year showed:

Positive dynamics of monitoring, level speech development of children, received thanks to:

systemic, targeted work using innovative technologies;

organizations developing subject-spatial environment;

creation speech situations contributing development communicative qualities.

Introduction to the art of music, the ability to listen, emotionally perceive music, develop musical ability preschoolers, holding musical evenings for children and parents - all this allows the teacher and preschoolers to communicate, sing, develop musical ear, etc.

Thus, the result is characterized as positive. This is confirmed by the following observations: in communicating with adults and peers, the guys began to show the ability to listen and understand the addressed speech, maintain a dialogue, answer questions and ask them on their own. They learned how to compose simple but interesting stories, grammatically and phonemically correctly build phrases, arrange their content compositionally.

Yes, on development children's communicative abilities were influenced by classes in the form of game situations, integrative, plot-role-playing games:

On the pronunciation side - gymnastics (articulatory, respiratory, finger);

To the children's dictionary - educational educational games, as well as Job over lexical knowledge of words;

For coherent speech - creative storytelling, conversations, stories educator;

On the grammatical structure of speech - didactic games.

In general, cognitively - speech development children are beneficially influenced by content development environment, stimulating children to active, independent cognitive activity.

Considering the accumulated experience working with preschool children, I transferred this experience for children of the second younger group,

Pedagogical diagnostics speech development children at the beginning of 2012-2013 (19 children)

Educational area Achievement level speech development of children

high medium low

Communication 0% 53% 47%

1) The results of the personal data of parents on satisfaction kindergarten work - 88%;

I constantly improve my professional level through:

Active participation in methodological associations both at the city level and by presenting one’s own work experience on the basis of preschool educational institutions on topics: « Speech physical minutes - integration speech and physical development», "Modern Art Techniques in working with children» .

Represented work experience on"Pedagogical readings - 2009" on topic: "Creative - innovative activity as a resource for modernization education systems» (11.01.2009) Publication of an article on topic: « Development work system speech of young children " (from work experience) .

Passed advanced training courses for HBO USPO SO Nizhny Tagil College No. 1 on the topic: "Modern psychological and pedagogical approaches to the organization of the educational process in preschool educational institutions in the implementation of FGT" (72h).

MUNICIPAL PRESCHOOL EDUCATIONAL INSTITUTION COMBINED KINDERGARTEN №10

Topic:"The work of the educator on the development of children's speech in

Everyday life"

Educator: Seregina T.S.

Kashira, 2012

Today, the issue of speech development of preschoolers is particularly acute. This is probably due to the fact that children, and adults too, have begun to communicate more with computers and other means of technological progress than with each other.

Preschool age is most favorable for the development of speech and the formation of a culture of speech communication. Practice shows that this is a very time-consuming and responsible work that requires a certain system and patience on the part of the educator to select the most effective means and methods of teaching.

But in order to teach children something, the educator needs to work on himself. A child - a preschooler spends most of his time in kindergarten: he communicates with the teacher, learns a lot from him, including the culture of speech. Therefore, the teacher should pay special attention to his speech. Only a child perceives an adult's speech as a model, the teacher must speak correctly, without distorting sounds, clearly articulating each word, slowly, without "eating" the endings. Especially clearly you need to pronounce unfamiliar and long words. Liveliness and richness of intonation also play an important role - they contribute to better assimilation of speech. You also need to control the pace of your speech. It is difficult even for an adult to follow the content of too fast speech, and a child is completely incapable of it. Not understanding the meaning of the flowing streams of words, he simply stops listening. Too slow, drawn out speech is also unacceptable: it bothers. You should also regulate the strength of your voice, speak as loudly or quietly as required by the conditions of the moment and the content of the speech. Quiet speech children do not hear, do not catch its content. Loud speech, turning into a cry, children adopt as a manner of speech, unusually quickly. The very speech of the educator should be emotional, expressive and reflect interest, attention, love for the child, care for him.

In the process of verbal communication with children, the educator also uses non-verbal means (facial expressions, pantomime movements), which perform important functions:

help emotionally explain and remember the meaning of words. A well-aimed gesture helps to master the meanings of words (round, big ...) associated with specific visual representations;

help clarify the meanings of words associated with emotional perception (cheerful, sad, angry, affectionate, ...);

contribute to the deepening of emotional experiences, memorization of material (audible and visible);

help to bring the situation in the classroom closer to the environment of natural communication;

are models of children's behavior;

They perform a social, educational function.

The teacher should strive to develop children's speech activity, tactfully correct mistakes (wrong stress in a word or grammatical error), suggest words when the child does not know how to express his thought, correct the child if he has the wrong tone, if he speaks too loudly.

The teacher must remember: only the correct form of presenting comments and recommendations for correcting speech errors has a positive effect on the development of the child's speech. When correcting a mistake, you should not repeat it - you need to invite the child to listen to how to speak correctly, warning him that he said incorrectly, which means that he must repeat the correct word or sentence after the teacher.

Everyday communication gives the teacher the opportunity to enrich the children's vocabulary. For example, during daily dressing and undressing, children talk about what they put on or take off, what color the clothes are, what material they are made of, as well as other external signs: soft, fluffy, striped, long, warm, new, etc. .d.

For example: children, silently, dress for a walk. The teacher tells about everything they wear: “First, the children put on trousers. They are different. Sasha has green ones, Nikita has blue ones, Masha has brown ones, ... Zhenya has shoes with laces, and Anya has shoes with a strap, Katya has boots, ... "

Developing attention to speech in the process of self-service, the educator gives instructions for work and always monitors the correctness of their implementation.

When children wash themselves, one can also talk about what they wash (face, hands, ears, body), what they wash (with water, soap, brush), what water (hot, cold, warm), what soap (fragrant, fragrant, white, etc.) than they are wiped with (white towel, clean, with stripes, etc.).

While on duty in the dining room, the teacher draws the children's attention to the dishes, talks about the dishes, how to place them on the tables. In stories, he uses names, demonstrates the shape, color, pattern, material from which it is made, its properties (beats), the number and place of different items of utensils on the table.

With the advent of active speech, he asks questions to children on the learned material.

The younger the children, the more often the teacher should accompany his actions with words. The teacher must name objects and actions himself, but also ask the children questions: What are you doing? What are you playing? What are you building? What are you wearing? What do you wash your hands with? etc.

This technique is very useful: the teacher instructs one of the children to explain to the child where in the group you can get toys, pencils, books, board games, and talk about the rules for using them.

Games also contribute to the development of speech. So, role-playing games are always accompanied by speech: children agree on the conditions of the game, argue, and conduct dialogues on behalf of the characters. But not all children willingly participate in games: some have more speech activity, others have less. Therefore, the educator introduces outdoor games into the life of children, which are accompanied by dialogues.

For the full speech development of the child, the family plays a role. The teacher explains that a speech game or exercise, a conversation with a child is an integral part of the complex process of speech formation. If parents withdraw from this work, their child will suffer. The teacher introduces parents to games, game exercises and tasks, selecting and taking into account the heavy workload of parents with daily household chores, and the fatigue accumulated by the end of the day. Among other things, it is recommended to “play in the kitchen” at home.

For example.

Game exercises for the development of fine motor skills of hands:

“I help my mother” (sort out rice, peas, buckwheat),

"Magic wands" (from pencils to collect the simplest geometric shapes).

Games to enrich the child's vocabulary:

"Yeswai look for kitchennot since fishing” (what words can be taken out of the kitchen cabinet, borscht, etc.),

Can be played with a goal development of the grammatical structure of speech.

Let's make juice "From apple juice ... (apple); from pears ... (pear); from cherries ... (cherry); from carrots, lemon, orange, etc. Did you manage? And now vice versa: orange juice from what? etc.

good suggestion game exercises for the development of fine motor skills:

While you are busy sewing on buttons, the child can lay out beautiful patterns from buttons, bright threads.

Try to make a panel of buttons with your child. Buttons can be sewn on (with your help), or you can strengthen them on a thin layer of plasticine (without your help).

On the way from kindergarten (to kindergarten)

"I noticed". "Let's see who's the most attentive of us. We will name the objects we pass by; and be sure to indicate what they are. Here's the mailbox - it's blue. I noticed a cat - she is fluffy. A child and an adult can name the objects they see in turn.

"Magic glasses".“Imagine we have magic glasses. When you put them on, everything turns red (green, blue, etc.). Look around with magic glasses, what color everything has become, say: red boots, red ball, red house, red fence, etc.

"A free moment." Game exercise on the syllabic structure of words.

« Pereputable women a". “There were words. Once they had fun, played, danced and did not notice that they were mixed up. Help the words unravel. The words:barefoot(dog),catchers(hair),lekoso(wheel),landings(boots), etc.

A game to enrich the child's vocabulary

"Upstraight words ». Tell the child that there are “stubborn” words in the world that never change (coffee, dress, cocoa, piano, subway ...). "I

I put on my coat. A coat hangs on a hanger. Masha has a beautiful coat, etc. Ask questions to the child and make sure that he does not change the words in the sentence - answers.

Outdoor games

"Lfrog» Isolation of a sound from a series of vowels: a, o, y, and, e, e, u, i, s “You will jump like a frog if you hear the sound “a”, lower your hands to other sounds.” You can also play the consonant sounds.

Such a joint work of the educator and the family on the development of speech gives a full-fledged speech development of the child.

A speech therapist is also working on the speech development of the child. And it is possible to solve the speech problems of children only with the competent work of the educator of the speech therapy group under the guidance of a speech therapist.

Both the speech therapist and the educator are involved in the development of speech in the speech therapy group, including in the classes of both general education and special speech therapy. The teacher's classes are built taking into account the next topic outlined by the speech therapist, and their tasks are correlated with the tasks of the speech therapy lesson.

The educator, in addition to general educational tasks, also performs a number of correctional tasks aimed at eliminating sensory, volitional, and intellectual insufficiency due to the characteristics of a speech defect. Thus, a favorable basis is created for the effective development of the child, which ultimately contributes to the acquisition of speech.

The teacher exercises control over the speech of children in the classroom and during regime moments, develops fine motor skills, assists in automating the delivered sounds, improves the grammatical structure of speech, develops phonemic perception and syllabic structure, and carries out the necessary work with parents to optimize the correctional process.

The lexical theme, which the speech therapist works out in his classes, is continued in the educator's classes and outside them. Speech skills worked out by a speech therapist in frontal and individual classes are fixed by the educator not only during classes, but also in all regime moments. After all, the teacher is with the children in a very different environment: in the locker room, in the bedroom, in the play corner, etc. He works with children all day and has the opportunity to repeatedly repeat and consolidate the speech material developed by the speech therapist, repeat and consolidate new words, without which it is impossible to introduce them into independent speech.

And finally, I would like to say: the culture of speech implies a general culture of a person, a culture of thinking and a love for the language.

Description of the presentation on individual slides:

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MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 87 OF COMBINED TYPE SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN FROM WORK EXPERIENCE MADE UP EDUCATOR OF THE HIGHER QUALIFICATION CATEGORY KOKAYEVA E.S.

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HUMAN SPEECH IS AN INDICATOR OF HIS DEVELOPMENT. TO BECOME HIGHLY EDUCATED, A PERSON MUST LEARN ALL THE RICHES OF THE NATIVE LANGUAGE. DEVELOPMENT OF COGNITIVE - SPEECH ACTIVITY IS ONE OF THE MOST IMPORTANT SECTIONS OF PRESCHOOL PEDAGOGY AND IS AIMED ON THE MENTAL DEVELOPMENT OF THE CHILD. THE BETTER THE COGNITIVE-SPEECH ACTIVITY OF CHILDREN WILL BE ORGANIZED, THE HIGHER THE GUARANTEES OF SUCCESS OF SCHOOL EDUCATION WILL BE ORGANIZED. “SPEECH IS A SURPRISINGLY POWERFUL TOOL, BUT YOU NEED TO HAVE A LOT OF INTELLIGENCE TO USE IT” G. HEGEL

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RELEVANCE OF THE PROBLEM OF SPEECH DEVELOPMENT Almost everyone can speak, but only a few of us can speak correctly. When we talk to others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes man from other representatives of the animal world. It is through communication with other people that a person realizes himself as a person. It is impossible to judge the beginning of the development of the personality of a preschool child without assessing his speech development. In the mental development of the child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all the main mental processes. The problem of speech development is one of the most urgent.

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PURPOSE: TO PROMOTE THE ACTIVATION OF CHILDREN'S SPEECH IN DIFFERENT ACTIVITIES. TASKS: TO CREATE A DEVELOPING SPEECH ENVIRONMENT IN THE GROUP; DEVELOP THE SPEECH AND COMMUNICATION SIDE OF SPEECH; ACTIVATE CHILDREN'S DICTIONARY; TO FORM THE GRAMMATIC STRUCTURE OF SPEECH; DEVELOP FINE MOTOR HANDS

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DEVELOPMENT OF CONNECTED SPEECH THROUGH TRAINING TO COMPOSE STORIES FROM A PICTURE AND A SERIES OF PICTURES. PURPOSE: Formation of skills in compiling stories based on a picture and plot pictures; Enrichment of the dictionary and the formation of the grammatical structure of children's speech in the process of working with a picture and plot pictures. A series of paintings and plot pictures: Winter Winter fun Mothers and children Wild animals Pets Animals on the farm Tell children about bread Road transport Birds Space Sports equipment Heroes of fairy tales Fruit Visual and didactic manual on artistic creativity

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DEVELOPMENT OF SPEECH AND THINKING OF CHILDREN THROUGH MNEMOTECHNIQUES “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.” KD Ushinsky MNEMOTECHNIQUE is a system of methods and techniques that ensure the successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.

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MAIN OBJECTIVES OF MNEMOTECHNICS: 1. Development of all types of memory: - visual; - auditory; - associative; - verbal-logical; - processing of various methods of memorization. 2. Development of logical thinking (ability to analyze, systematize). 3. Development of figurative thinking. 4. The solution of various general educational, didactic tasks, familiarization with various information. 5. Development of ingenuity, attention training. 6. Development of the ability to establish causal relationships in events, stories. MNEMO-TABLES - schemes serve as didactic material when working on the development of coherent speech of children, to enrich vocabulary, when teaching how to compose stories, when retelling fiction, when guessing and guessing riddles, when memorizing poems.

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DROPS RINGING IN THE YARD, A STREAM RUNS ALONG THE FIELDS, PUDDLES ON THE ROADS. ANTS WILL COME OUT SOON AFTER THE WINTER COLD. THE BEAR WALKS THROUGH THE FOREST TRUMP. THE BIRDS STARTED SINGING SONG, AND THE SNOWDROP BLOOMED.

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USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES The use of computer technology makes it possible to make each lesson non-traditional, bright, rich, leads to the need to use different ways of presenting educational material, to provide for a variety of techniques and methods in teaching.

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OBJECTIVE DEVELOPING ENVIRONMENT IN THE GROUP "IN EMPTY WALLS THE CHILD WILL NOT TALK" ... E. I. TIKHEEVA Creating conditions for the full development of children's speech provides: the creation of a developing object-spatial environment.

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Speech development proceeds more successfully in a favorable speech environment. SPEECH ENVIRONMENT is a family, kindergarten, adults and peers with whom the child constantly communicates. The subject-developing environment is of great importance for the development of young children who have not yet read, especially in their independent activities. SUBJECT - DEVELOPING ENVIRONMENT is a system of material objects of a child's activity, functionally modeling the content of his spiritual and physical appearance. An enriched environment presupposes the unity of social and natural means of ensuring the diverse activities of the child. The equipment of the upbringing and educational process is formed in direct proportion to the content of education, age, experience and level of development of children and their activities. The developing environment acts as a stimulator, a driving force in the holistic process of the formation of the child's personality, it enriches personal development, contributes to the early manifestation of versatile abilities.

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DEVELOPMENT OF SPEECH THROUGH ART LITERATURE Fiction is 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.

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DEVELOPMENT OF SPEECH BY MEANS OF DIDACTIC GAME DIDACTIC GAME DEVELOPS CHILDREN'S SPEECH: REPLENISHES AND ACTIVATES THE DICTIONARY, FORMS THE CORRECT PRONUNCIATION, DEVELOPS CONNECTED SPEECH, THE ABILITY TO CORRECTLY EXPRESS YOUR THOUGHTS. IN THE GROUP THERE ARE SUCH GAMES LIKE: REVERSE WORDS WHAT WILL HAPPEN SAY CORRECTLY STORIES BY DRAWINGS WHAT, WHAT, WHAT? SPEECH THERAPY LOTTO PROFESSIONS WHO LIVES IN THE HOUSE? COLLECT A RIDER COLLECT A PROVERB WE PLAY LOTTO MY FIRST OFFERS BIG - SMALL WHO DOES WHAT SHORT WORDS SEASONS ART GAME SERIES PATRIOTIC EDUCATION GAME SERIES

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Plot-role-playing game has a positive effect on the development of speech. DURING THE GAME, THE CHILD TALKS LOUD TO THE TOY, SPEAKS FOR HIMSELF AND FOR IT, IMITATES THE AIRPLANE HOOM, THE VOICES OF ANIMALS, ETC. DIALOGICAL SPEECH DEVELOPES. GAMES IN THE GROUP ARE: FAMILY SCHOOL CAFE CIRCUS SHOP chauffeurs sailors BORDER GUARDS HAIRDRESSER BUILDERS LIBRARY THEATER POST STUDIO

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Through play, children can be encouraged to communicate with each other. The role-playing game contributes to: - strengthening the skills of using initiative speech, - improving colloquial speech, - enriching the dictionary, - forming the grammatical structure of the language, etc.

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Theatrical activity makes the life of children interesting and meaningful, filled with vivid impressions, the joy of creativity, introduces children to the world around him through his diversity through images, paints, sounds, and skillfully posed questions, encourage them to think, analyze, draw conclusions and generalizations, and speech develops CHILDREN, THERE IS THE OPPORTUNITY FOR SELF-REALIZATION. CHILDREN'S SPEECH BECOMES IMAGINATIVE, EXPRESSIVE. IN THE PROCESS OF WORK ON THE EXPRESSION OF CHARACTERS' REPLICATIONS, OWN STATEMENTS, THE CHILD'S DICTIONARY IS IMPROVED, THE SOUND CULTURE OF SPEECH AND ITS INTONATION STRUCTURE IS IMPROVED. THE ROLE PERFORMED, ESPECIALLY ENTERING INTO A DIALOGUE WITH ANOTHER CHARACTER PUTS THE CHILD TO THE NECESSITY TO EXPLAIN CLEARLY, CLEARLY AND UNDERSTANDINGLY. CHILDREN IMPROVE DIALOGICAL SPEECH, ITS GRAMMATIC STRUCTURE. MIMIC AND GESTURES BECOME ARTISTIC, CHILDREN HAVE SELF-CONFIDENCE, THE ABILITY TO RETAIN ATTENTION IN ACCORDANCE WITH THE PLOT OF THE PERFORMANCE; LOGIC THINKING IS DEVELOPING. BY THE FIVE YEARS, CHILDREN EASILY PLAY RUSSIAN FOLK TALES, STORIES OF WRITERS, POEMS, TRY TO COMPLETE POEMS. IN THE GROUP THERE ARE SUCH TYPES OF THEATER AS: BI-BA-BO DOLLS FINGER THEATER FLAT THEATER DOLLS - MITTLES ALSO USED CHILDREN'S COSTUMES OF FAIRY TALE CHARACTERS.

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"A CHILD'S MIND IS AT THE TIPS OF HIS FINGERS." V.A. SUKHOMLINSKY One of the indicators of a good physical and neuropsychic development of a child is the development of his hand, hand, manual skills or, as it is commonly called, fine finger motor skills. The hand has the largest "representation" in the cerebral cortex, so it is the development of the hand that plays an important role in the formation of the brain and the formation of speech. Finger games develop the child's brain, stimulate the development of speech, creativity, and the baby's imagination. Simple movements help to remove tension not only from the hands 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 whole 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 mental development of the child. In addition, when repeating poetic lines and simultaneously moving their fingers, children form the correct sound pronunciation, the ability to speak quickly and clearly, improve memory, the ability to coordinate movements and speech.

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FINGER GYMNASTICS: - Promotes mastery of fine motor skills; -Helps to develop the speech of the child; - Increases the efficiency of the cerebral cortex; -Develops mental processes in a child: thinking, attention, memory, imagination; - Relieves anxiety.

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DEVELOPMENT OF CHILDREN'S SPEECH THROUGH FINE MOTOR HANDS FINE MOTOR IS A SET OF COORDINATED ACTIONS OF THE MUSCLE, BONE AND NERVOUS SYSTEMS OF A HUMAN, FREQUENTLY IN COMBINATION WITH THE VISUAL SYSTEM IN PERFORMING SMALL, PRECISE MOVEMENTS WITH HANDS AND FINGERS. FREQUENTLY FOR THE CONCEPT OF "FINE MOTOR SKILLS" THE TERM IS USED AS "DEXTURE". SCIENTISTS HAVE CONCLUDED THAT APPROXIMATELY A THIRD OF THE WHOLE SURFACE OF THE MOTOR PROJECTION OF THE BRAIN IS OCCURRED EXACTLY THE PROJECTION OF THE HAND, WHICH IS NEAR THE SPEECH ZONE. FROM THIS, THE FOLLOWING CONCLUSION FOLLOWS: THE DEVELOPMENT OF THE CHILD'S SPEECH AND THE DEVELOPMENT OF FINE MOTOR SKILLS TWO INTERRELATED INSEPARATE PROCESSES. THERE ARE SEVERAL EFFECTIVE WAYS TO DEVELOP FINE MOTOR SKILLS: GAMES WITH SMALL OBJECTS (MOSAICS, PUZZLES, BEADS, DESIGNERS, ETC.); FINGER GAMES; MODELING; MASSAGE OF FINGERS AND BRUSHES; PYRAMIDS; TOYS - LACES; CUBE DRY POOL.

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“SOURCES OF CHILDREN'S ABILITIES AND GROWTH ARE AT THEIR FINGERTIPS. FROM THE FINGERS, Figuratively speaking, GO THE THINEST RIVERS WHICH FEED THE SOURCE OF CREATIVE THOUGHT» V. A. SUKHOMLINSKY

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