Speech development project (senior group) on the topic: Social project “Development of coherent speech in children of senior preschool age through the use of schemes and models. Educational project development of coherent speech of children of senior preschool age through
Members:- Pupils of the senior group of compensatory orientation,
group teachers,
Parents of pupils.
Type of: child-parent.
Project type: cognitive and creative.
Duration: 1 year.
Integration of educational areas:
Speech development:
Introduction to literature
The development of speech.
Artistic and aesthetic development:
Visual, constructive and modeling activity,
musical activity,
Theatricalization.
Social and communicative development:
Socialization.
Target: development of coherent speech of children through theatricalization, disclosure of creative potential, familiarization with fiction on the example of fairy tales.
To form interest in the book, through reading and telling fairy tales;
To contribute to the accumulation of aesthetic experience by reading and discussing literary works;
To cultivate a culture of speech, to teach children to reason, to develop the ability to apply their knowledge in conversation, to achieve coherent statements;
Enrich and expand the vocabulary of children;
Develop imaginative thinking, imagination, creativity in children;
Build collaboration skills;
Cultivate feelings of friendship and collectivism;
Develop communication skills and the ability to communicate with adults in different situations;
Encourage children to verbally communicate with each other.
Parents:
Creation of favorable conditions in the family for the development of the child, taking into account the experience of children acquired in kindergarten;
Development of joint creativity of parents and children;
To develop in parents the ability to see a personality in a child, to respect his opinion, to discuss future work with him;
To interest parents in the life of the group, to arouse a desire to participate in it.
Relevance:
The fairy tale is an effective developmental and corrective tool for the development of coherent speech of children.
At the current stage of the life of modern society, parents replace reading fairy tales with watching cartoons. Children do not know fairy tales, they do not know how to tell them, they are not interested in books.
Thus, in the speech development of children, a large number of violations and shortcomings are noted, which negatively affects the formation of the child's personality, contributes to the development of negative qualities of character (shyness, indecision, isolation).
Expected result:
Development of coherent speech of children through theatricalization;
Development of cognitive activity, creative abilities, communication skills;
Formation of cooperation skills;
Promoting the creative development of children;
Development of emotional responsiveness;
Harmonization of relations between adults and children.
Project activity product:
Production of books on fairy tales, designed by the collage method;
Exhibition of drawings "My favorite fairy-tale hero";
Holiday "Tale after tale" with the participation of children, parents and teachers of the group.
The main stages of the project implementation:
Stage 1: Information
Conversation with children about the meaning of books for people; expanding knowledge about the book, reading fairy tales, making a book together in kindergarten, presenting the project to parents, talking about the collage method.
Stage 2: Creative
Production of fairy tale books by children together with their parents.
Collage book design.
Stage 3: "Presentation"
1) Presentation of produced books by children. Rewarding families with diplomas.
2) Holiday "Tale after tale". Participants: children, parents, teachers. Preparation of costumes, distribution and learning of roles, songs, dances.
1. Reading fairy tales and retelling them by children based on sequential pictures.
2. Consideration and comparison of illustrations in children's books of various publications.
3. Games - dramatizations based on tales.
4. Coloring illustrations for the fairy tale "Little Red Riding Hood" by children (joint creative activity).
5. Collaging the pages of a fairy tale by a speech therapist teacher.
6. Speech therapy lesson with children on the topic “What do we know about books?”
7. Parent meeting on the topic "Favorite fairy tales."
8. Setting a task for parents to make a book together with other parents and children. Distribution of stories between families.
9. Joint creativity of parents and children in the production of books on fairy tales.
10. Presentation of the produced books.
11. Preparation and holding of the holiday "Tale after tale".
Project type: educational, creative, group.
Project participants: children of the middle group, educator.
Project duration: half a year.
Objective of the project: development of coherent speech of children of middle preschool age based on the use of compiling descriptive stories.
Project objectives:
Analyze scientific literature;
Formation of the grammatical structure of speech.
Vocabulary expansion.
The development of connected speech.
Project results:
1. Creation of a card file of games for the development of children's vocabulary.
2. Consultation for parents "Speech games at home".
3. Consultation for parents “We read and compose together with the child. Word games and exercises.
4. Creation of the "Wonder Tree" together with the parents.
5. Creation of the album "Beautiful words".
Project relevance:
The timely and complete formation of speech in preschool childhood is the main condition for the normal development and further successful education at school. Preschool children listen to poems with pleasure, sing songs, guess riddles, look at illustrations for books, admire genuine works of art and very often ask questions: how, why, and can I? And that is why the task of speech development of children and the development of their communicative abilities is so relevant today. By the beginning of preschool age, children begin to move from dialogic speech to various forms of monologue. This is a very long and laborious process that requires special speech education.
Working on the project, children gain knowledge, broaden their horizons, replenish passive and active dictionaries, learn to communicate with adults and peers.
Monologue speech is an organized and expanded type of speech that is more arbitrary, the speaker must consider the content of the statement and choose the appropriate language form (description, narration, reasoning).
The problem of the development of coherent speech was dealt with by many domestic teachers, psychologists, linguists (L. S. Vygodsky, S. L. Rubinshtein, D. B. Elkonin, A. A. Leontiev, L. V., V. V. Vinogradsky, K. D. Ushinsky, E. I., O. I. Solovieva, etc.). However, this problem is still very acute and has not been fully studied.
To teach monologue speech to preschool children, the following types of classes are usually used:
storytelling in a picture;
Retelling of literary works;
Compilation of descriptive stories about toys;
Writing narrative stories (creative storytelling);
Compilation of stories from personal experience;
Storytelling based on a series of plot pictures;
Compilation of stories according to mnemonic tables, picture and graphic plan.
Recent studies (O. S. Ushakova, A. A. Zrozhevskaya) in the formation of coherent speech on the material of toys proceeded from the fact that children should be taught not the types of storytelling, but the ability to build a monologue-description
Hypothesis:
As a result of work, children's vocabulary will increase, speech will be enriched, and the expressiveness of monologue speech will improve.
If the work plan for the project is implemented, then it is possible to develop cognitive activity in children, form an adequate self-esteem, increase their communication capabilities, develop activity, initiative, and independence.
Estimated result: With systematic work on this project, the vocabulary of children will increase significantly, speech will become the subject of children's activity, children will begin to accompany their activities with speech.
Project Methods: Visual, verbal, practical, game.
Implementation stages:
I. Design stage :
Putting forward a hypothesis;
Definition of the purpose and objectives of the project;
The purpose of this stage: increasing competence on the topic: "Development of coherent monologue speech by means of a descriptive story in children of middle preschool age."
Systematization of the material (summaries, memos, recommendations).
Creation of a subject-developing environment.
II. Creative and productive stage (practical).
The purpose of this stage: the search for effective forms of work with children.
Material selection;
Analysis of methods and techniques (open classes, didactic games and exercises, problem situations, etc.);
Planning, distribution of material;
Working with parents (consultation).
Speech at the teachers' council with the report "Modern forms and methods for the development of speech in kindergarten"
2.1 Mastering coherent monologue speech depends on many conditions:
speech environment;
social environment;
Family well-being;
Individual personality traits;
Cognitive activity of the child, etc.
This type of statement, as a description, is given special attention in the middle group, since it is at this age that the foundations are laid for developing the ability to independently describe toys. This is facilitated by a properly organized course of examining toys and thoughtful posing of questions, special exercises. Therefore, the teacher asks questions in a certain order, teaches children to think in what sequence they will describe the toy and leads to a clear structure when compiling a description:
1. Name of the object (what is it? who is it? what is it called). 2. Disclosure of micro-themes: signs, properties, qualities, characteristics of an object, its actions (what? What? what? what? what does it have? how is it different from other objects? what can it do? what can be done with it). 3. Attitude towards the subject or its assessment (did you like it? Why?).
The following types of toys are used to teach monologue speech:
Didactic (nesting dolls, turrets, pyramids, barrels);
Subject (figurative): dolls, cars, animals, dishes, furniture, transport;
Ready-made sets of toys, united by one content: a herd, a zoo, a poultry yard;
Sets compiled by a teacher or children - a boy, a girl, a sleigh, a dog; girl, house, chicken, cat, hare and dog, etc.
Making riddles.
Teach children to focus on the signs and actions of objects. For example, round, rubber, jumping (ball); red, cunning, lives in the forest (fox), etc.
Methods and techniques for mastering the coherent speech of preschoolers.
The choice of methods and techniques for each specific lesson is determined by its tasks. I consider the use of visual (observation, examination, display and description of objects, phenomena) and practical (dramatization games, tabletop dramatizations, didactic games, games-classes) methods to be the most effective. I use verbal methods in working with children of middle preschool age less often because the age characteristics of children require reliance on visibility, therefore, in all verbal methods, I use either visual techniques (short-term display, examination of an object, toys, or demonstration of a visual object in order to defuse children ( the appearance of a clue-subject, etc.).Among the verbal methods, there are mainly those associated with the artistic word, although in some classes they use the method of the teacher's story and the method of conversation.
Each method represents a set of techniques that serve to solve didactic problems. In working with children, in order to achieve certain goals, in each specific lesson, I widely use a variety of speech development techniques:
Speech sample (I use it as a precursor to the speech activity of children, I accompany it with such techniques as explanation and indication;
Repetition (I practice repetition of the material by the educator, individual repetition by the child, or joint repetition);
Explanation, indication (I use it when clarifying the structure of descriptive stories);
Verbal exercise (preceding the compilation of descriptive stories);
Question (I use in the process of reviewing and in a consistent presentation of the description; I use reproductive, search, direct, suggestive, suggestive).
2.2. Planning for work with children.
Planning work with children to develop coherent speech is based on general didactic principles:
Educational character of education.
Any lesson on the development of speech is based on the trinity: education, development, training. The educational aspect of the development of speech is very wide.
Material availability.
All material offered to children should be accessible to their age and contain feasible difficulty.
Systematic training.
September: looking at toys. To form the ability to consider toys, to teach children to highlight the signs, qualities and properties of a toy. Develop concentration of attention, fix the rules for handling toys.
October:Open lesson on the development of speech "Journey to a fairy tale." Target: to form the ability to retell a work of art using the modeling method.
Tasks
1.Educational:
to teach children to answer with a full sentence, to activate the dictionary, to teach the ability to correlate iconic symbols with images, to name the distinguishing features of wild animals.
2.Developing:
to develop coherent speech of children, the ability to reason, imagination, thinking, logic, memory.
3.Educational:
to cultivate love for Russian folk tales, a good attitude towards books.
November: Working with the Miracle Tree. Performing various tasks on the formation of coherent monologue speech, compiling and solving riddles, learning nursery rhymes, jokes.
Working with didactic games:
Games with objects
Object games use toys and real objects. With their help, children get acquainted with the properties of objects and their characteristics: color, size, shape, quality.
Games with natural material (plant seeds, leaves, flowers, pebbles, shells, beans) are used in games such as “Which tree is the leaf from?”, “Who is more likely to lay out a pattern of leaves?”, “Who is more likely to make a pattern of beans?”, etc.
Board games
Board-printed games are diverse in types:
subject pictures, paired pictures, loto, dominoes.
During these games, memory develops
December compiling stories, using mnemonic tables, picture-graphic plans, and other modern forms and methods for the formation of coherent speech.
Formation of the ability to consider objects, highlighting their features, properties, qualities and actions. To form the ability to compose a descriptive story together with the teacher. Exercise in the use of prepositions, their agreement with the noun. Develop memory, auditory attention, speech.
January. Open lesson on the development of speech."In the world of professions".
Goals:
1) consolidate children's knowledge about professions (doctor, driver, seller, educator, postman, etc.), about tools; to form the ability to compose a coherent story using a diagram; learn the poem "My Bear" using a mnemonic table.
2) Develop speech, observation, ingenuity, the ability to correlate a picture with a symbol.
3) Raise interest in various professions.
preliminary work:
A conversation about professions with an examination of the poster "Professions",
The game "Who needs what",
Word game "Where we were, we will not say, but what we did - we will show"
Working with mimic tables
Consideration of the "Professions" scheme, c / r games "Drivers", "Shop". Continue to teach children to build their statement according to a certain plan. Develop memory, attention. Cultivate the ability to listen to each other, not to interrupt.
2.3. Interaction with the family on the issues of speech development of children.
One of the conditions for the normal development of the child and his further successful education at school is the full formation of speech in preschool age. The interaction of the kindergarten and the family on the full-fledged speech development of the child is another necessary condition.
Game breathing exercises aimed at the development of speech breathing;
Finger games and exercises;
Games aimed at enriching the vocabulary, developing the grammatical structure of speech;
Didactic games for the development of a coherent statement.
Consultations were held on the development of speech breathing and fine motor skills of the hands.
One of the main tasks of speech formation is the development of speech breathing, for this I recommend parents to include game breathing exercises: “Hit the gate”, “Snowflakes”, “Leaf fall”, “Whose leaf will fly away further?” etc. To improve speech breathing, I suggest parents together with the children, pronounce small “pure words”, riddles, proverbs, short counting rhymes on one exhale.
III. The final stage.
The period of reflection on one's own results. Diagnosis of children. Project presentation.
Work efficiency.
The examination of coherent speech was carried out according to the methodology developed in the laboratory for the development of speech and speech communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education and correlated with the implementation of the program for the development of speech.
Identification of the ability to describe an object (a toy, write a description) was carried out according to the following criteria:
1. Describe the doll. Tell me what she is, what can be done with her, how they play with her.
1) The child independently describes the toy;
2) talks about the questions of the teacher;
3) names individual words without linking them into a sentence.
2. Make a description of the ball: what is it, what is it for, what can be done with it?
1) The child describes the ball;
2) lists the signs;
3) names individual words.
3. Describe the dog, what it is, or think up a story about it.
1) The child makes a description (story);
2) lists qualities and actions;
3) names 2 words.
The responses were evaluated in the following way. For each match of answers under No. 1, the child receives three points; if the answers correspond to No. 2, then the child receives two points; if the answers fit under number 3 - one point. Thus, the levels of speech development were revealed:
9 or more points - high level;
6-8 points - average level;
3-5 points - below average level;
less than 3 points - low level.
The survey involved a group of children in the amount of 32 people.
The results of the survey revealed the following:
No children were identified with a high level of speech development (0%);
No children were identified with an average level of speech development (0%);
21 children have a level below the average, which corresponds to 66%;
Low level in 11 children, accounting for 34%.
Based on the results of the survey, systematic work was begun to teach children's descriptive speech through classes, didactic games.
Analyzing the obtained data, the following was revealed:
With a high level of speech development, no children were identified;
With an average level, 4 children were identified, which corresponds to 12%;
A level below the average is possessed by 20 children, constituting 63%;
Low level in 8 children, i.e. 25%.
Thus, comparing the results of the survey, the conclusion follows: children gradually begin to master the skills of descriptive speech, that is, they name signs, list qualities and actions, talk about the teacher’s questions, express their attitude to the described subject. Although some of the children name only individual words, without linking them into a sentence, they hardly distinguish signs and qualities, and answer the teacher's questions in monosyllables. It should also be noted that 25% of children are at a low level of speech development.
PROJECT
FOR THE FORMATION OF CONNECTED SPEECH IN PRESCHOOL CHILDREN
AGE
"JOURNEY TO THE COUNTRY OF BEAUTIFUL
AND LITERAL SPEECH "
Introduction
“The native word is the basis of any mental
development and the treasury of all knowledge"
K.D. Ushinsky
The issues of speech development of preschool children are considered
by our scientists from different points of view. Thus, a well-known expert in
areas of children's speech E.I. Tikheeva reveals in her works the main
directions of guidance in the development of children's speech. Pays special attention
close connection of the speech development of the child with sensory: “... The development of sensations
and perceptions is in direct connection with the development of thinking and
speech ... "(Basic provisions of the methodology for the development of children's speech).
Research by A.G. Arushanova, O.S. Ushakova, V.V. Gerbova, E.M.
Strunina, V.I. Yashin show that purposeful teaching of native
language needs to start in younger groups, including special
speech classes for the development of sound pronunciation, vocabulary development,
composing stories from the child's experience and creative stories.
An important basis for teaching preschoolers their native language is the enrichment
their speech activity. This way of improving the quality of speech behavior
children are celebrated by L.V. Voroshnina, A.S. Kolosovskaya. The presence of speech motivation
means that the child has an inner urge to
express your thoughts.
The book “The Development of Speech and Creativity” is unique in its content.
preschoolers” edited by O.S. Ushakova (2001), which is dedicated to
development of speech and enrichment of the emotional vocabulary. Traditional
methods for the development of speech of preschoolers are presented by A.M. Borodich, F.A.
Sokhin, whose fundamental ideas are embedded in the programs and
teaching aids today (development of dialogic communication).
The problem of dialogue in modern science is developed by M.M.
Bahrin. The scientist reveals all forms of manifestation of speech communication
("speech genres").
The problems of speech development of preschool children are given
significant attention in the works of A.A. Leontiev. Solving speech problems
should be complex, but have a playful form.
The results of research by these scientists have changed approaches to
the content and forms of teaching the native language in preschool institutions.
Preference is given to educational activities that combine different
activities (speech, music, motor, visual
creativity) and independent artistic and speech activity of children.
Studied scientific research in the field of speech development
preschoolers made it possible to determine the requirements for the implementation of the project, its
effectiveness in the educational activities of teachers. These requirements
require the use of the most efficient
ways of forming coherent speech of children, an integrated approach, the principle
unified content of educational activities for preschool children
age
Relevance
The richer and more correct the child's speech, the easier it is for him to express his
thoughts, the wider its possibilities in cognition of the surrounding reality,
more meaningful and full of his relationship with peers and adults,
the more actively he develops mentally. That's why it's so important to take care of
timely formation of children's speech, its purity and correctness,
preventing and correcting various violations.
Federal state educational standard for content
the main general educational program of preschool education
determined new directions in the organization of speech development of children aged 3–7 years.
By the age of 7, the child's speech development should be characterized by skills
ask questions to an adult, in case of difficulty, contact him for
help, adequately use verbal means of communication, as well as
be able to speak dialogically.
GEF preschool education defines targets -
social and psychological characteristics of the child's personality at the stage
completion of preschool education, among which speech occupies one of
central places as an independently formed function, namely:
By the end of preschool education, the child understands spoken language well
and can express their thoughts and desires.
Thus, according to the requirements of the Federal State Educational Standard, the speech development of children,
attending a preschool educational institution, includes:
1. possession of speech as a means of communication and culture;
2. enrichment of the active vocabulary, the development of coherent, grammatically
correct dialogic and monologue speech;
3. development of speech creativity;
4. development of sound and intonation culture of speech, phonemic
hearing, acquaintance with book culture, children's literature,
listening comprehension of texts of various genres of children's literature;
5. formation of sound analytic-synthetic activity as
preconditions for literacy.
Speech is also included as an important component, as
means of communication, knowledge, creativity into the following targets:
actively interacts with peers and adults, participates in
joint games; able to negotiate, take into account the interests and
the feelings of others, empathize with the failures and rejoice in the successes of others,
try to resolve conflicts;
can fantasize aloud, play with sounds and words;
Shows curiosity, asks questions about loved ones and
distant objects and phenomena, is interested in causal
connections (how? why? why?), tries to independently invent
explanations of natural phenomena and human actions;
has basic knowledge about himself, about the subject, natural,
social and cultural world in which he lives.
In fact, none of the targets for preschool education
can be achieved without the development of speech culture. In connected speech
the main function of language and speech is communicative. Communication with
others is carried out precisely with the help of coherent speech. in communication
speech most clearly stands out the relationship of mental and speech development:
the formation of a dictionary, grammatical structure, phonemic side.
Therefore, the development of coherent speech is one of the main tasks that
preschool education.
Practice shows that there are many problems in the speech of children:
1. Monosyllabic speech, consisting only of simple sentences.
Failure to grammatically construct a common
sentence.
2. Poverty of speech. Insufficient vocabulary.
3. The use of non-literary words and expressions.
4. Poor dialogic speech: inability to competently and accessibly
formulate a question, construct a short or detailed answer.
5. Inability to build a monologue: for example, a plot or
descriptive story on the proposed topic, retelling of the text by
words.
6. Lack of logical substantiation of their statements and conclusions.
7. Lack of speech culture skills: inability to use intonation,
adjust the volume of the voice and the pace of speech, etc.
8. Bad diction.
The relevance of the project is due to poorly formed coherent speech
pupils, children find it difficult to talk about the content of the picture,
describe the subject, retell short stories. Parents little
pay attention to this problem.
The goal of the project is to create the necessary conditions for the development of motives and
the needs of speech activity of preschoolers by all participants
pedagogical process.
Project objectives:
1. To carry out the solution of speech problems in the educational process
preschool through the use of different forms
organization of children, integration of the content and tasks of preschool education.
2. Enrich the speech development environment with didactic and playful
material.
3. Form an active parent position based on close
interaction between the preschool institution and the family on the formation
coherent speech of children.
4. Organize psychological and pedagogical support of the child in
the process of project implementation, its promotion and success
Principles:
The project program is built in accordance with age and
psychological characteristics of the development of preschool children, with
based on the following principles:
1) scientific character (taking into account modern achievements of science and practice);
2) integrity (harmonious interaction of all participants);
3) purposefulness (the goal and the result are the regulators of directions
project, creative growth of teachers);
4) integrativity and an integrated approach to solving speech problems;
5) dynamism (changes and development of pedagogical activity);
6) continuity of interaction with the child in a kindergarten and
families.
Project type: information-practice-oriented
Participants: teachers, preschool specialists, preschool children,
parents of pupils.
Duration: short-term (15.1115.02)
Expected (intended) result:
The use of active forms of work on the speech development of children
contributed to the activation and enrichment of vocabulary,
improvement of the sound culture of speech. Children's speech became more intelligible
and expressive. Our observations today on the communication of children, their
contacts with peers show that preschoolers, on their own
initiative comment on their actions, say what they are doing, note
difficulties, upset by failures, rejoice at achievements. Speech level
development has increased significantly. Children began to relate to each other
more attentive and friendly.
The participation of parents in the project helped them understand their role in
speech development of the child, change the attitude towards the personality of the child, the character
communication with him, increased their pedagogical knowledge. Parents communicate more
with teachers and each other.
Practical significance:
The use of the design method ensures stability,
stability, integrity of the educational process.
Variability, flexible approach to each child, application
adequate forms, methods of work.
The project is aimed primarily at creating conditions for the development
motives and needs of speech activity. Implemented through a series
complex - thematic and integrated classes with children.
The implementation of the project allows you to successfully solve the main tasks on
academic year, organize close cooperation between all participants
educational space: educators, pupils and their
parents.
There is a search for new ideas, knowledge is acquired, new ones are developed
forms of work, a new look and a timely position on solving the problem.
This project is aimed at children.
Stages of project implementation:
1. Organizational and preparatory (November-December).
2. Main (December-January).
3. Final (January-February).
Content and stages of project implementation
Organizational-preparatory stage
1. Monitoring of speech development of older preschoolers, data processing
2. The study of methodological literature on the topic "Speech development of children."
Work with periodicals "Preschool education", "Hoop",
"Handbook of the senior teacher of a preschool institution",
"Preschooler".
3. Development of activities on the topic of the project, compiling notes
educational activities
4. Parent survey
5. Self-assessment of the professionalism of teachers in the section of speech development
preschoolers
Main stage.
1. Replenishment of the developing object-spatial environment
didactic aids, games, schematic material,
mnemotables, algorithms, demonstration material
2. Carrying out various forms of educational activities for
the formation of coherent speech of preschoolers.
4. Selection for the library of books, fairy tales, poems, riddles, attracting children to
participation in inventing fairy tales, riddles, etc.
5. Acquaintance with the main ways of recoding information,
the use of conditionally graphic models by children in games.
6. Increasing the competence of teachers in the development of speech behavior
children, the formation of skills of practical possession of expressive speech in
conditions of kindergarten and family.
7. Involving parents in joint creative and speech activities.
Implementation of the main stage
1. Work with pupils
Events
Time spending
During the project
Literary game - quiz: "Fairy tale, I know you"
"Chest of riddles" (composing riddles using
mnemonics)
Game - dramatization: "Revived fairy tale"
- Teaching the reception of telling a fairy tale according to the table,
scheme;
- “Name and describe the hero of the fairy tale” (collage);
- Using the method of changing the plot of a fairy tale: “What
will be if…”
- Drawing according to a fairy tale: "Let's draw a fairy tale"
- Composition of fairy tales "Funny compositions"
Speech games with movement
Solving crosswords, puzzles, puzzles;
– speech trainings with children;
- work with diagrams;
- dynamic studies;
- games - travel through the "Country of a beautiful and competent
speeches"
interactive games
- writing letters: to your friend; for transmission;
a letter to peers in another kindergarten;
letters are riddles; invitation letter.
Writing fairy tales in a new way
Rhythmoplasty
Production of the album "We love fairy tales"
Speech quiz "Journey to the land of magical
words"
Dramatization games based on familiar fairy tales
Creation of baby books
Campaign "Give a book to kids"
OD on teaching children storytelling
conversation - a dialogue on the topic of the week
listening to audio stories
1. Interaction with parents
EDUCATIONAL PROJECT Development of coherent speech of children of senior preschool age through the inclusion of modern teaching methods and techniques in the educational process. Apet Oksana Cheslavovna Educator of the highest qualification category State Educational Institution "Nursery - Garden 91 Grodno"
RELEVANCE OF THE PROJECT Coherent speech is the basis of communication. Coherent speech is understood as a semantic and detailed statement that provides communication and mutual understanding. Unfortunately, the problem of teaching children coherent speech has become actual at the present time. Connected speech is the basis of communication. Coherent speech is understood as a semantic and detailed statement that provides communication and mutual understanding. Unfortunately, the problem of teaching children coherent speech has become actual at the present time.
Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have a poor vocabulary and do not know how to build coherent statements. Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have a poor vocabulary and do not know how to build coherent statements. Preschool age is an intensive period of speech formation. Modern teachers are faced with the problem of correct and high-quality teaching of speech to children. Defectologists emphasize the need to organize and use effective methods for the development of this area. Preschool age is an intensive period of speech formation. Modern teachers are faced with the problem of correct and high-quality teaching of speech to children. Defectologists emphasize the need to organize and use effective methods for the development of this area.
One of the key methods is the communicative method. Forming and improving the skills of coherent speech, the teacher lays the foundations for successful communicative acts. Developing in children the ability to build detailed statements will allow them to correctly express their thoughts, making them understandable to others. As practice shows, for teaching children of senior preschool age connected speech, it is advisable to use various types of modeling: subject, temporal-spatial and motor. The use of modeling methods is effective when working with children on all types of monologue statements: retelling, drawing up stories from a picture, descriptive story and creative story. Thus, the use of modeling methods allows us to solve the problems of forming coherent speech. An effective means of developing coherent speech in preschoolers is activity. It encourages children to compose stories through various lines, write down coherent stories, the actions of fairy tale characters, etc. One of the key methods is the communicative method. Forming and improving the skills of coherent speech, the teacher lays the foundations for successful communicative acts. Developing in children the ability to build detailed statements will allow them to correctly express their thoughts, making them understandable to others. As practice shows, for teaching children of senior preschool age connected speech, it is advisable to use various types of modeling: subject, temporal-spatial and motor. The use of modeling methods is effective when working with children on all types of monologue statements: retelling, drawing up stories from a picture, descriptive story and creative story. Thus, the use of modeling methods allows us to solve the problems of forming coherent speech. An effective means of developing coherent speech in preschoolers is activity. It encourages children to compose stories through various lines, write down coherent stories, the actions of fairy tale characters, etc.
Modern and effective are such techniques as drawing with fingers, palms, florotyping, inkblotography, the use of stencils, testoplasty, creating images from crumpled paper, fabrics, cotton wool, threads, cereals and other waste material. The use of non-traditional materials and techniques makes the tasks fun, feasible and informative for preschoolers. Thus, turning the learning process into an entertaining and varied activity. Modern and effective are such techniques as drawing with fingers, palms, florotyping, inkblotography, the use of stencils, testoplasty, creating images from crumpled paper, fabrics, cotton wool, threads, cereals and other waste material. The use of non-traditional materials and techniques makes the tasks fun, feasible and informative for preschoolers. Thus, turning the learning process into an entertaining and varied activity.
The purpose of the project: To promote the development of coherent speech of preschool children by building an educational process based on the use of modeling methods based on non-traditional art activities techniques. To promote the development of coherent speech of preschool children by building an educational process based on the use of modeling methods based on non-traditional art activities techniques.
Content of the project. TERMS AND STAGES OF PROJECT IMPLEMENTATION CONTENTS APPROACHES, PRINCIPLES AND METHODS OF PROJECT IMPLEMENTATION 1. ORGANIZATIONAL STAGE (August-September 2010) - Select, study and create scientific and methodological support on the problem. -Develop a theoretical model for organizing new forms of teaching children. -Analysis, study, systematization of methodological literature. -Testing teachers on the degree of awareness of the problem.
To develop the structure of the subject-developing environment according to the types of art activity. -Organization of equipping the creative center with means of creative activity. - Creation and replenishment of the collection of models - substitutes, graphic images, collages. - To interest parents in the process of teaching children coherent speech. - Creative presentation of the project. - Conduct parent surveys.
Create material, technical, moral, psychological and aesthetic conditions for successful interaction of project participants. - Organizing and conducting trainings and consultations on the problem. 2. IMPLEMENTATION STAGE (October April 2011) -Introduce learning algorithms for all types of coherent statements. -Summarize and systematize information on the use of modeling types in the system of teaching coherent speech. - Didactic trainings. -Club of new meetings. -Creation of albums demonstrating the basic techniques of non-traditional types of creative activity.
Organization of effective interaction between teachers and parents. -Consultation to create a library of baby books with creative stories. - Exhibitions of children's works. 3. GENERAL STAGE (May 2011) -To identify the level of effectiveness of the implementation of the educational model. -Methods of pedagogical diagnostics. -Create a children's creative studio "The Art of Speaking". -Disseminate experience among teachers. -Master Class. -Issue of a collection of creative stories "Colorful speech". -Joint competitions of parents and children.
Algorithm for teaching storytelling by modeling a fairy tale. Acquaintance with a literary work using subject modeling. Acquaintance with a literary work using subject modeling. Mastering the plot, thinking about a fairy tale, using motor temporal-spatial modeling methods. Mastering the plot, thinking about a fairy tale, using motor temporal-spatial modeling methods. Narration of the work based on graphic drawings, decorative panels. Narration of the work based on graphic drawings, decorative panels.
Algorithm for learning to compose descriptive stories. Formation of knowledge about the subject, its forms, appointments through serial, temporal-spatial and motor modeling methods. Formation of knowledge about the subject, its forms, appointments through serial, temporal-spatial and motor modeling methods. Creation of an image of an object based on the use of non-traditional techniques of visual activity. Creation of an image of an object based on the use of non-traditional techniques of visual activity. Writing a descriptive story. Writing a descriptive story. Reflection. Reflection.
Algorithm for compiling a story based on a series of plot pictures. Providing a layout on a specific theme. Providing a layout on a specific theme. Comprehension by children of the general content of the depicted events and the selection of images through motor temporal-spatial modeling methods. Comprehension by children of the general content of the depicted events and the selection of images through motor temporal-spatial modeling methods. Creation of plot images using non-traditional art techniques. Creation of plot images using non-traditional art techniques. Formation of a holistic view of events based on the created images. Formation of a holistic view of events based on the created images. Reflection. Reflection.
Algorithm for teaching children creative storytelling. Drawing up a story plan using logical-syntactic, graphic schemes. Drawing up a story plan using logical-syntactic, graphic schemes. Presentation of the story through the subject modeling method. Presentation of the story through the subject modeling method. Creation of baby books, thematic pictures using non-traditional techniques of creative activity. Creation of baby books, thematic pictures using non-traditional techniques of creative activity. Reflection. Reflection.
