The importance of modern technologies in the development of speech in preschool children. The use of innovative technologies in the speech development of preschool children

MBOU "Secondary School No. 1" Preschool department Kindergarten care

and wellness "Nest"

USAGE

INNOVATIVE TECHNOLOGIES

IN SPEECH DEVELOPMENT

PRESCHOOL CHILDREN

Prepared by Orlova N.A.

Verkhniy Ufaley,

In the context of the implementation of the Federal State Educational Standard for Preschool Education, a fundamentally new need is to solve speech problems in the context of children's activities (games, children's research, work, experimentation), without translating them into educational ones in form and methods of influence. This requires new technologies for the communicative and speech development of preschool children.

Communication technology is specifically organized process oral or written communication aimed at achieving the communicative intention of the participants. A person who masters communication technology clearly holds 3 positions: I know how to do this; I can do this; I can teach this to someone else.

Communication technology (like any other technology) includes a goal (communicative intention), means of achieving it (methods, techniques, algorithms); scale of use (scope, restrictions on application); variability of use ( good technology always has a zone of uncertainty in which the individual speech skill of the communicator is manifested) and the result (impact, motivation, persuasion, acceptance joint decision).

When choosing a technology, it is necessary to focus on the following requirements:

orientation of technology not towards learning, but towards the development of children’s communication skills, nurturing a culture of communication and speech;

technology should be health-saving in nature;

the basis of the technology is person-oriented interaction with the child;

implementation of the principle of interrelation between cognitive and speech development of children;

organization of active speech practice for each child in different types activities taking into account his age and individual characteristics.

Speech development technologies:

project activities

portfolio technology

research activities, collecting

gaming technologies

information and communication technologies

problem-based learning technology

alternative technologies

Project method

It is recommended to carry out mono-projects with preschoolers, the content of which is limited to one educational area, and integrated projects, in which problems from different educational areas of the program are solved.

The topics of mono-projects on the speech development of preschool children can be the following:

“Let’s play with words and learn a lot of new things”, “One is a word, two is a word” (to form children’s interest in word creation and the poetic word);

“Use of mnemonic techniques for the development of monologue speech” (learn to express your thoughts coherently, consistently, grammatically and phonetically correctly, talk about events from the surrounding life);

“Journey to Chitalia” (to form the interest and need of children in reading fiction);

"Development of dialogical speech in older children preschool age through studying the fundamentals of journalism" (familiarization with creative professions: poet, musician, journalist, writer, artist, etc., improving dialogical speech skills);

“How is a book born?” (development of children's speech creativity);

“Is it difficult to be polite?” (mastering the rules of etiquette, the ability to use them in everyday communication);

“Good and bad debate” (mastering the etiquette of persuasion and debate).

IN younger group it is possible to use short-term mini-projects, which are a series educational situations: “Katya’s doll’s walk” (selection of outerwear and dressing the doll in accordance with the season, selection of toys for playing on a walk, familiarization with safety rules when going for a walk); “Let’s help kids (animals) find their mothers” (recognizing, naming and matching adult animals with their babies, getting to know the external characteristics of pets and some rules for handling them), etc.

Projects in the middle group require the mandatory use of elementary experimentation and the completion of project tasks in pairs or small subgroups.

Sample project topics for middle group children: “Why do people need transport?”, “Rock, paper, scissors”, “How does a person know the time?”, “Why did a person invent dishes?”, “Why are juice, water, milk different colors?” and etc.

Projects for children of senior preschool age are characterized by a cognitive and social-moral orientation of the topic: “If you went on a journey with a friend...”, “ Good words on your birthday”, “The Secret of the Third Planet”, “How to open a book hypermarket?”, “The Complaint Book of Nature”.

The theme of children's projects can correspond to holidays and significant events taking place in the country, city, kindergarten or group.

For example, when preparing for the celebration of Teacher's Day, children of the preparatory group interview kindergarten workers, find out the features of their professional activities, note some personal traits and, taking this into account, prepare congratulations and gifts.

The result of project activity can be a collective product obtained as a result of the cooperation of children of the entire group: an album of drawings, stories, a collage “Our kindergarten”, etc.

Portfolio technology

The portfolio allows you to take into account the results achieved by the student in a variety of activities. This method recording individual achievements allows you to reflect positive emotions, creative successes, impressions, awards, funny sayings.

The main sections of a preschooler’s portfolio can be the following: “I’m growing” (anthropometric data of different age periods, contours of the palm, foot); “My family” (drawings, stories written down from the child’s words, photographs); “Read it” (list of the child’s favorite books, drawings based on works of art); “My fantasies” (child-made stories, fairy tales, fables, riddles, examples of word creation, drawings and creative works); “I’ll tell you poems” - a section in which the names of the poems the child has learned are written down; “Faces of talent” (the child’s special talents and inclinations in one or two areas); “Skillful hands” (crafts, applications, origami, photographs extensive work); “Award for a hero” (diplomas, certificates, certificates for children in various competitions, olympiads, festivals); “Inspiration of winter (spring, summer, autumn)” (the section contains children’s works (drawings, fairy tales, poems, photographs from matinees, recordings of children’s poems, etc.); “Soon to school” (photos of the school, drawings on a school theme, letters that he memorized, recommendations for parents, criteria for readiness for school).

The sections are filled out gradually, in accordance with the child’s capabilities and achievements, and most fully reflect the characteristics of the growth and development of a preschooler.

One of the conditions for the speech development of preschool children is the organization of meaningful, activating communication between an adult and a child. The reason for such communication can be the technology of children's research activities.

Research technology, collecting

Cognitive activity is realized by children in observations, sensory examination, experiments, experimentation, heuristic discussion, educational games, etc. A child can reason, argue, refute, prove his point of view in active cognitive activity. For this purpose, the teacher can use a variety of everyday and problem situations containing cognitive tasks, borrow them from fiction and scientific literature, from phenomena and processes of the surrounding natural world.

Experimental and research activities allow you to enrich, activate and update your child’s vocabulary. The conceptual vocabulary formed in the process of practical actions is very deep and persistent, since it is associated with the formation of the child’s own life experience, and is more actively included in coherent speech. Having dropped a piece of ice into the water, the child will remember this phenomenon for a long time; having identified its cause, he will know that ice floats because it is lighter than water. If you place a large number of pieces of ice in water, you can observe how they collide, rub against each other, crack and crumble, which resembles the phenomenon of ice drift. The simulated situation will allow the child to vividly and thoroughly describe the arrival of spring in the future. The formation and consolidation of grammatical categories of speech occurs: agreement of nouns with adjectives, pronouns, numerals; formation of case forms, complex syntactic structures, use of prepositions.

During experimental classes, coherent speech develops. After all, when posing a problem, it must be formulated; when explaining your actions, be able to choose the appropriate words and clearly convey your own thoughts. During such classes, monologue speech is formed, the ability to construct and verbalize one’s own actions, the actions of a friend, one’s own judgments and conclusions. Dialogue speech also develops (joint observation of objects and phenomena, discussion of joint actions and logical conclusions, disputes and exchange of opinions). There is a strong surge in speech activity and initiative. At this moment, children who speak little are transformed and strive to come to the forefront of communication.

Research activities include not only observations and experiments in nature, but also work with a timeline (for example, topics: “History of the development of mail”, “The appearance of the pen”, “The life of a hat”), “travel” on the map (“Where are “warm lands”?”, “Journey to grandma in the village”), as well as collecting (collection of buttons, stamps, etc.) - collecting objects united by theme.

Collecting is a system of work that includes consideration of experimental and search activities, conducting didactic and story games using collection items. Children will learn about the past of the objects presented in the collection, their origin and changes; look at the exhibits of the collection. Each exhibit comes with a “story.” These stories, along with the exhibits, are written by children. Essentially, these are creative stories, poems, riddles, and fairy tales. Handwritten books are compiled from them, which are used in the future to increase motivation for reading. They are speech samples for children of each subsequent group.

Gaming technologies

 Mnemonics

This technology includes various techniques that facilitate memorization and increase memory capacity by forming additional associations.

Features of the technology: the use of symbols rather than images of objects for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals.

It is necessary to start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks, and later to mnemonic tables, because children retain individual images in their memory: a Christmas tree is green, a berry is red. Later - complicate it or replace it with another screensaver - depict the character in graphic form.

Mnemonic tables - diagrams serve as didactic material in the work on the development of coherent speech in children. They are used: to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

 Modeling

Models are especially effective when learning poems. The bottom line is this: the key word or phrase in each line of poetry is “encoded” with a picture that has a suitable meaning. Thus, the entire poem is sketched automatically. After this, the child reproduces the entire poem from memory, relying on a graphic image. On initial stage A ready-made plan diagram is offered, and as the child learns, he is actively involved in the process of creating his own diagram.

In the process of speech development of older preschoolers, special subject-based schematic models are used. When forming children's ideas about words and sentences, children are introduced to the graphic diagram of a sentence. The teacher says that without knowing the letters, you can write a sentence. Individual lines in a sentence are words. Children can be asked to construct a sentence: “Cold winter has come. Cold wind is blowing".

Graphic diagrams help children more specifically sense the boundaries of words and their separate writing. In this work you can use various pictures and objects.

For verbal analysis of sentences in preparatory groups, educators use the “living words” model. There are as many words in a sentence as the teacher calls the children. Children stand in order according to the sequence of words in the sentence.

 LEGO technology

The use of LEGO technologies, focused on the development of fine motor skills, is indispensable in the speech development of preschool children.

In the process of educational development of speech and fiction, grammatical structures are practiced. For example, agreement of numerals with nouns - “How many windows are there in the house”, “How many berries are there on the bush”; word formation - adding prefixes to verbs: “Come up with new words from the word “Fly” and demonstrate the action using a tree and a bird” and other didactic exercises.

When composing retellings, children are greatly helped by model illustrations for a literary work created by the children themselves. Retelling not from a plot picture, but from a three-dimensional image of the scenery from a construction set, helps the child better understand the plot, which makes the retelling more detailed and logical.

The innovative educational construction set LEGO Education “Build Your Own Story” plays a huge role in the development of speech skills. With the help of this constructor, children come up with their own unique stories, retell literary works, compose stories that describe real situations from the surrounding reality, etc. Using LEGO, working on a story, retelling, and dialogue becomes more effective.

 Articulation and speech exercises

 Games to develop speech breathing

 Moving and round dancing games with text

 Games to develop phonemic awareness

 Communication games

 Finger games

 Didactic games: games with objects (toys, real objects, natural materials, objects of arts and crafts, etc.); desktop-printed (paired pictures, dominoes, cubes, lotto); word games (without visual material).

 Theatrical game

 Logorhythmics

Information and communication technologies

Computer gaming systems (CGC) are one of the modern forms work in which the relationship between an adult and a child is built through technical types of communication, allowing not only to communicate in equal conditions, but also to systematize knowledge, consolidate skills, and freely use them in independent life.

Along with the use of developmental computer games teachers create computer presentations, which are used in their classes in accordance with the requirements of the program being implemented, and with children of primary and secondary preschool age, frontal and subgroup classes are conducted using multimedia equipment (projector, screen), which increases children’s interest in the material being studied.

Problem-based learning technology

This is the organization of educational activities, which involves the creation of problem situations under the guidance of the teacher and the active independent activity of pupils, as a result of which speech development occurs. The teacher does not act as a tough leader, but as an organizer of joint educational activities, who accompanies and helps the child become an active communicator, which is relevant at the present time and corresponds to the Federal State Educational Standard for Education.

It is useful for teachers to have a card index of problem situations and questions, which will allow them to ask a problem situation in the OD process.

Examples of problematic questions in section “Acquaintance with fiction and speech development.”

What will happen if a new hero appears in a fairy tale?

Do you think Baba Yaga is good or evil?

If you were in the place of the hero of the story, what would you think?

Why do they say: “A fairy tale is a lie, but there is a hint in it”?

What are figurative words used for?

Is it possible to “draw” a portrait with words?

What would you do if you were in the place of the hero of the work?

"Preparing for literacy":

What does a word consist of if we pronounce it?

What does a word consist of if we write it?

Can a word consist of only vowel sounds?

Can a word consist only of consonants?

The teacher reads the letter: “Hello guys. My name is Umka. I live in the eternal kingdom of ice and snow, in the north. I recently learned that summer has arrived for you. I’ve never seen summer, but I really want to find out what it is.” How can we help Umka learn about the season - summer?

"Coherent speech"

Topic: “Hedgehog soup”

Tasks:

– Training in composing the ending of a story based on a given beginning, illustrating the continuation of an unfinished narrative;

– Development of skills for independent coherent retelling of text with preliminary display of its content in drawings and illustrations;

– Development of creative imagination;

– Teaching the actions of planning a detailed statement based on drawing up a visual

picture plan;

– Activation and enrichment of vocabulary.

Tasks Using illustrations for a fairy tale as a picture plan, retell the fairy tale;

Come up with your own fairy tale by analogy with this one, directing the child’s imagination with the help of questions, helping him illustrate his composition.

Technologies for teaching figurative speech:

 Technology for teaching children how to make comparisons.

Comparison model:

– the teacher names an object; - denotes its sign;

– determines the value of this attribute;

– compares this value with the value of the attribute in another object.

In early preschool age, a model of making comparisons based on color, shape, taste, sound, temperature, etc. is developed.

In the fifth year of life, more independence is given when making comparisons, and initiative in choosing the characteristic to be compared is encouraged.

In the sixth year of life, children learn to independently make comparisons based on the criteria specified by the teacher.

The technology of teaching children to make comparisons develops in preschoolers observation, curiosity, the ability to compare the characteristics of objects, enriches speech, and promotes motivation for the development of speech and mental activity.

 Technology for teaching children to compose metaphors.

Metaphor is the transfer of the properties of one object (phenomenon) to another based on a feature common to both compared objects. It is not necessary to tell children the term “metaphor”. Most likely, for children these will be the Queen’s mysterious phrases Beautiful Speech.

Reception of a simple algorithm for composing a metaphor.

1. Take object 1 (rainbow). A metaphor will be drawn up about him.

2. It exhibits a specific property (multi-colored).

3. Select object 2 with the same property (flower meadow).

4. The location of object 1 is determined (the sky after rain).

5. For a metaphorical phrase, you need to take object 2 and indicate the location of object 1 ( Flower glade- sky after rain).

6. Make up a sentence with these words (the flower heavenly meadow shone brightly after the rain).

 Teaching children to write creative stories based on paintings .

The proposed technology is designed to teach children how to compose two types of stories based on a picture.

1 - “text of a realistic nature”

2 - “text of a fantastic nature”

Both types of stories can be classified as creative speech activity different levels.

The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child’s learning is carried out in the process of his joint activity with the teacher through a system of game exercises.

Syncwine technology

Cinquain is a five-line poem without rhyme. Rules for compiling syncwine:

right line - one word, usually a noun, reflecting the main idea;

second line – two words, adjectives describing the main idea;

third line - three words, verbs describing actions within the topic;

the fourth line is a phrase of several words showing the attitude to the topic;

fifth line – words related to the first, reflecting the essence of the topic.

Thanks to syncwine technology, the studied material acquires an emotional coloring, which contributes to its deeper assimilation; knowledge about parts of speech and sentences is developed; children learn to observe intonation; vocabulary is significantly activated; the skill of using synonyms and antonyms in speech is improved; mental activity is activated and developed; improves the ability to express one's own

attitude towards something, preparation for a brief retelling is carried out; children learn to identify grammatical basis proposals.

TRIZ technology

TRIZ Toolkit.

Brainstorming or collective problem solving: a group of children is presented with a problem, everyone expresses their opinion on how it can be solved, all options are accepted. When conducting brainstorming, there may be a “critic” who expresses doubts that activate thought processes.

Method of focal objects (intersection of properties in one object): any two objects are selected and their properties are described. These properties are subsequently used to characterize the created object. We analyze the subject from the point of view of “good and bad”. Let's sketch the object.

 Morphological analysis. Creation of new objects with unusual properties (random selection of properties). We are building a “house”. Components: 1) color. 2) material. 3) form. 4) floors 5) location. (I live in blue, wooden house, round in shape, on the 120th floor, in the middle of a puddle).

System operator: characterize any object. A table of nine windows is compiled: past, present, future horizontally and subsystem, system and supersystem vertically. An object is selected. Fold out:

Properties, functions, classification,

Functions of parts,

What place does it occupy in the system, connection with other objects,

What the item looked like before

What parts does it consist of?

Where could they meet him?

What could it consist of in the future?

What parts will it consist of?

Where can he be met?

Technique “Empathy” (sympathy, empathy): “Depict the unfortunate animal, what it is experiencing.”

Floor-by-floor design (drawing up a descriptive story about objects and phenomena of the surrounding world). The canvas is in the form of a house with a dormer window and nine pocket windows. 1) Who are you? 2) Where do you live? 3) What parts do you consist of? 4) What size? 5) What color? 6) What shape? 7) What does it feel like? 8) What do you eat? 9) What benefits do you bring?

The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

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Course work

Subject:Modern technologies for speech development of preschool children

Yagupieva Galina Vladimirovna

Introduction

1. Basics of speech development for preschool children

1.1 Patterns of speech development in preschool children

1.2 Development of speech in preschool children based on an integrated approach

1.3 Modern technologies and pedagogical conditions speech development of preschoolers

2. Features of speech development in preschool age

2.1 The process of speech development in preschool age

2.2 Fundamental tasks in speech development

Conclusion

Bibliography

Applications

Introduction

In preschool age, speech develops - this is the main form of communication. The path through which a child goes through the first years of his life is truly enormous. The speech of a small child is formed from communication with the adults around him, and in a preschool institution and in speech development classes. In the process of communication, his cognitive and objective activity is manifested. Mastering speech rebuilds the baby’s psyche, allowing him to perceive phenomena more consciously and voluntarily.

An important acquisition for a child in preschool age is mastering his native language. Why acquisitions, but because speech is not given to a person from birth. Some time passes, and only then the child begins to speak. Adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

K.D. Ushinsky said that the native word is the basis of all mental development and the treasury of all knowledge. Timely and correct acquisition of speech by a child is the most important condition for a full-fledged mental development and one of the directions in the pedagogical work of a preschool institution. Without well-developed speech, there is no real communication, no true success in learning.

Speech development is a long and complex, creative process, and that is the only reason why it is necessary for children to master their native speech well, to speak correctly and beautifully. The sooner (depending on age) we can teach a child to speak correctly, the easier he will feel in a team.

Preschool age - it is during this period that the child actively learns colloquial, speech develops and becomes - phonetic, lexical, grammatical. The sensitive period of development occurs in preschool childhood, i.e. full mastery of the native language is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The sooner we teach our native language, the easier it will be for the child to use it in the future.

At preschool age, children's social circle expands. They become more independent and begin to communicate with a wider range of people, especially their peers. Expanding the circle of communication requires the child to fully master the means of communication, the main one of which is speech. The increasingly complex activities of the child also place high demands on speech development.

When working with preschool children on children’s speech development, the following tools should be used:

Communication between adults and children

· cultural language environment

· teaching native speech and language in the classroom

· various types of art (fine, music, theater)

· fiction

When introducing children to the world around them, we broaden their horizons, develop and enrich their speech. Riddles are of great importance in the formation of the ability to create: logical thinking (the ability to analyze, synthesize, compare, contrast), elements of heuristic thinking (the ability to put forward hypotheses, associativity, flexibility, critical thinking). K.D. Ushinsky said: “I did not place the riddle with the goal that the child would guess the riddle himself, although this can often happen, since many riddles are simple; but in order to bring the child’s mind useful exercise; adapting the riddle to give rise to an interesting and complete classroom conversation, which will take hold in the child’s mind precisely because a picturesque and interesting riddle for him will lie firmly in his memory, carrying with it all the explanations attached to it.”

Currently, the requirements for the speech development of preschool children have increased. Children must achieve a certain level of development of speech activity, vocabulary, grammatical structure of speech, and move from dialogic speech to a coherent statement. We must develop in children not only the skills of correct speech, but also formulate them so that their speech is expressive and figurative.

The development of speech in preschool children has developed into an independent pedagogical discipline, separated from preschool pedagogy recently, in the thirties of this century, under the influence of social need: to provide a theoretically based solution to the problems of speech development of children in the conditions of public preschool education.

The methodology of speech development first developed as an empirical discipline based on practical work with kids. Research in the field of speech psychology played a major role in generalizing and understanding the experience of working with children. Analyzing the development path of the methodology, we can note the close relationship methodological theory and practice. The needs of practice were the driving force for the development of methodology as a science.

On the other hand, methodological theory helps pedagogical practice. A teacher who does not know the methodological theory is not guaranteed against erroneous decisions and actions, and cannot be sure of the correct choice of content and methodological techniques for working with children. Without knowledge of the objective patterns of speech development, using only ready-made recipes, the teacher will not be able to ensure the proper level of development of each student.

1. BasicsdevelopmentIspeech of preschool children

1.1 Patterns of speech development in preschool children

The pattern of speech development is called the dependence of the intensity of education of speech skills on the developmental potential of the language environment - natural (in home education) or artificial, i.e., a language environment specially prepared by methodological means (in preschool institutions).

The patterns of speech development in preschool children are discussed in the works of such teachers and psychologists as A.N. Gvozdev, L.S. Vygotsky, D.B. Elkonin, A.A. Leontyev, F.A. Sokhin et al.

A study on the topic “Issues of studying children's speech” (1961) was conducted by A.N. Gvozdev. He suggested turning to a conventional standard for the patterns of children’s mastery of their native language. Over the development of children's speech over many years of observation, A.N. Gvozdev was able to identify three periods in the development of children's speech.

· First period: from 1 year 3 months. up to 1 year 10 months This period consists of sentences consisting of amorphous root words, they are used in one unchanged form in all cases where they are used.

The child’s first verbal manifestations show that the babbling child initially “selects” from the adult’s speech addressed to him those words that are accessible to his articulation.

As soon as they have mastered the minimum, children can make do with the set of sounds that they were able to acquire according to their speech motor abilities. The transition from simple imitation of sounds to the reproduction of words opens up opportunities for the accumulation of a new vocabulary, which transfers the child from the category of non-speaking children to the category of poorly speaking children. Sometimes in their speech children may omit syllables in words; there are a number of words that are distorted ("yaba" - apple, "mako" - milk, etc.).

· The second period of development of children's speech: from 1 year 10 months. up to 3 years. In this period, when the child learns the grammatical structure of sentences associated with the formation of grammatical categories and their external expression.

At this stage, children begin to understand the connections between words in a sentence. The first cases of inflection begin to appear in speech. Depending on the syntactic structure of the utterance, the child begins to formulate the same word grammatically differently, for example this is kitty But give it to kitty and so on. The same lexical basis of a word begins to be formed by the child with the help of different inflectional elements.

The first grammatical elements that children begin to use correlate with a limited number of situations, namely: with the transition of an action to an object, the place of action, sometimes its instrumentality, etc.

· The third period of development of children's speech: from 3 to 7 years. During this period of assimilation of the morphological system of the language. The speech of more developed children dates back to this period.

Before the onset of such a period, many grammatical inaccuracies are allowed in children's speech. This indicates the original, unimitated use of such building material language as morphological elements. Gradually mixed elements of words are differentiated by types of declension, conjugation and other grammatical categories. Single, rarely encountered forms begin to be used constantly. Gradually, the free use of morphological elements of words is declining. The use of word forms becomes stable, i.e. their lexicalization is carried out. And then children use the correct alternation of stress, rare turns of speech, gender, numerals, the formation of verbs from other parts of speech, the agreement of adjectives with other parts of speech is learned in all indirect cases, one gerund is used (sitting), prepositions are used.

The sequence with which the types of sentences are mastered, the ways of connecting words within them, the syllabic structure of words, goes into the mainstream of patterns and interdependence, and this allows us to characterize the process of development of children's speech as a complex, diverse and systemic process.

While studying the patterns of speech development in children, it allows us to determine what is just beginning to form at a particular age stage, what is already sufficiently formed, and what lexical and grammatical manifestations should not be expected in the near future.

If we know the patterns of development of children's speech, this will allow us to establish the process of formation of coherent speech in preschool children and will help to identify the conditions for the development of coherent speech.

I want to highlight the following patterns speech acquisition.

· The first regularity is that the ability to perceive native speech depends on the training of the muscles of the child’s speech organs. If a child acquires the ability to articulate phonemes and modulate prosodemes, as well as isolate them aurally from sound complexes, then native speech is easily acquired. Speech can be learned if the child listens to someone else's speech, repeats (aloud and then silently) the articulations and prosodes of the speaker, imitating him, that is, if the child works with the speech organs.

· The second pattern is that for this you need to understand the meaning of speech and then the child will be able to learn lexical and grammatical language meanings of varying degrees of generality. If you develop the ability to understand lexical and grammatical language meanings, then the child will acquire lexical and grammatical skills and native speech will be easier to assimilate .

· The third pattern is the ability to assimilate the expressiveness of speech, and the child’s development of sensitivity to expressive means phonetics, vocabulary and grammar.

Sensitivity to expressive speech can only be instilled when this work begins in early childhood. The ability to feel the expressiveness of speech acquired in childhood makes it possible for an adult to deeply understand the beauty of poetry and artistic prose and to enjoy this beauty.

Children need to be taught to understand the expressiveness of speech in the same way as to teach them to perceive the semantic side of it: show them examples of expressing feelings in speech. Care must be taken to ensure that these feelings reach the child and evoke reciprocal feelings in them.

· The fourth pattern is that the assimilation of the norm of speech depends on the development of the child’s sense of language. If the child has the ability to remember the norm of using linguistic signs in speech - to remember their compatibility (syntagmatics), the possibility of interchangeability (paradigmatics) and relevance in various speech situations (stylistics ), then the speech will be assimilated.

· The fifth pattern is the mastery of written language. And it depends on the development of coordination between oral and written speech. Written speech will be mastered if the ability to “translate” spoken speech into written speech is developed.

· The sixth pattern is the rate of speech enrichment, and they depend on the degree of perfection of the structure of speech skills.

Currently, the requirements for the speech development of preschool children have increased significantly. They must reach a certain level of development of speech activity, vocabulary, grammatical structure of speech, and move from dialogic speech to a coherent statement. We teachers must develop not only the skills of correct speech, but also shape speech so that it is expressive and figurative.

The pattern of speech acquisition: the ability to perceive native speech depends on the training of the muscles of the child’s speech organs. Native speech is acquired if the child acquires the ability to articulate phonemes and model prosodemes, as well as isolate them by ear from sound complexes. To master speech, a child must master the movements of the speech apparatus. Then, when mastering written speech, the eyes and hands are trained, which are necessary for pronouncing each phoneme of a given language and their positional variants and each prosodeme (modulation of voice strength, pitch, tempo, rhythm, timbre of speech), and these movements must be coordinated with hearing .

1.2 Development of speech in preschool children based on an integrated approachA

Preschool educational institution is the first and most responsible link in common system education. The most important acquisition of a child in preschool childhood is the ability to speak their native language. It is preschool childhood that is especially sensitive to speech acquisition. It is the process of speech development that is considered in modern preschool education as the general basis for raising and educating children.

One of the most difficult problems of child psychology and pedagogy is speech acquisition. It is just incomprehensible how a small child who cannot concentrate on anything, who does not master intellectual operations, can almost perfectly master such a complex sign system as language in just 1-2 years.

A historically established form of communication, speech develops in preschool childhood. In the first year of life, a child goes through a tremendous journey. The child expresses his thoughts and feelings through speech. The speech of a small child is formed in communication with the adults around him, and in a preschool institution and in speech development classes. In the process of communication, his cognitive and objective activity is manifested. Mastering speech rebuilds the baby’s psyche, allowing him to perceive phenomena more consciously and voluntarily.

Speech development is a complex, creative process, and therefore it is necessary that children, perhaps earlier, master their native speech well, speak correctly and beautifully. Therefore, the sooner (depending on age) we teach a child to speak correctly, the freer he will feel in a team.

Speech development is a purposeful and consistent pedagogical work that involves the use of an arsenal of special pedagogical methods and the child’s own speech exercises. When working with preschool children, we use the following means of children's speech development: communication between adults and children, cultural language environment, teaching native speech and language in the classroom, various types of art (fine, music, theater), fiction. The development of speech in the process of familiarization with fiction occupies a large place in the general system of working with children. Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech.

In the domestic method of speech development, a meaning is highlighted that unites a wide variety of genres of work, this includes fairy tales, short stories, poems, riddles, etc. The educational and educational possibilities of the riddle are varied. The peculiarities of the content and structure of the riddle as a literary genre make it possible to develop children’s logical thinking and develop their perception skills. pedagogical speech preschool

The peculiarities of the child’s psyche are of great importance: i.e. The child must clearly perceive words and sounds, remember them and reproduce them accurately. Good hearing health and the ability to listen carefully are crucial. The child must correctly reproduce what he heard. To do this, his speech apparatus must function clearly: the peripheral and central parts (brain).

Using an integrated approach, a teacher can help form ethical and moral values in a child through specific environmental knowledge and skills. Successfully maintain a high level of motivation in the activities of students, which ultimately leads to the set pedagogical goals. Using an integrated approach, a child can acquire not only specific knowledge about objects and phenomena, but also develop a holistic picture of the world. Abilities and ideas are formed, emotional well-being is achieved; Thanks to joint work on a project, on one topic, cooperation develops.

An integrated approach requires:

1. Develop thinking, creativity, attention, imagination.

2. To cultivate aesthetic and patriotic feelings through communication with nature.

3. Mutual respect and understanding must be established between the teacher and the children; strengthen friendly relationships in the children's team.

4. To form a humane attitude towards nature in preschoolers; understanding the relationships in nature.

5. Involve children in caring for plants and animals within their ability.

6. Form dynamic ideas about nature.

1. Update the scientific and methodological level of competence of teachers;

2. Expand the experience of teachers in creating conditions in preschool educational institutions for the speech development of preschool children;

3. Encourage teachers to engage in practical activities to master design and modeling technologies.

Currently, teachers in educational institutions face an important task: the development of children’s communication skills. If we analyze the experience of teachers, we can come to the conclusion that traditional methods are not always effective in working with preschool children. The new Federal State Educational Standard implies the widespread use of integration in educational fields.

For preschoolers, the integrated teaching method is innovative. This method is aimed at developing the child’s personality, his cognitive and creative abilities. A series of lessons is united by a main problem. For example, in the classes of the artistic and aesthetic cycle - with images of domestic animals in the works of writers, poets, with the transfer of these images in folk applied art and the work of illustrators.

The integrated method can be used in many ways.

Full integration (environmental education with fiction, fine arts, music education, physical development).

Partial integration (integration of fiction and art activities).

Integration based on a single project, which is based on a problem.

The integrated method includes design activities. Research activities are interesting, complex and impossible without the development of speech. The objectives of research activities in senior preschool age are:

· to form the prerequisites for search activity and intellectual initiative;

· develop skills and determine possible methods solving a problem with the help of an adult, and then independently;

· develop the ability to apply these methods to help solve the problem, using various options;

· develop a desire to use special terminology, conduct a constructive conversation in the process of joint research activities.

· While working on a project, children gain knowledge, expand their horizons, expand their passive and active vocabularies, and learn to communicate with adults and peers.

Very often, teachers use mnemonics in their practice to memorize unfamiliar words, texts, and learn poems.

Mnemonics, or mnemonics, is a system of various techniques that facilitate memorization and increase memory capacity by forming additional associations. Such techniques are especially important for preschoolers, since visual material is absorbed better than verbal material.

Features of the technique are the use not of images of objects, but of symbols for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals.

The development of children's coherent speech occurs in the following areas: enriching vocabulary, learning to compose retellings and invent stories, learning poems, guessing riddles.

The relevance of using visual modeling in working with preschoolers is that:

· a preschooler is very flexible and easy to teach, but children with disabilities are characterized by rapid fatigue and loss of interest in activities. If you use visual modeling, you can create interest and this will help solve this problem;

· the use of symbolic analogy facilitates and speeds up the process of memorizing and assimilating material, and forms techniques for working with memory. After all, one of the rules for strengthening memory says: “When you learn, write down, draw diagrams, diagrams, draw graphs”;

· Using a graphic analogy, we teach children to see the main thing and systematize the knowledge they have acquired.

Speech formation in preschoolers is carried out comprehensively, in the following areas:

Correction of sound pronunciation;

Formation of skills in sound analysis and synthesis of words and ideas about the structural units of the language system (sound - word - sentence - text);

Formation of lexical and grammatical categories;

Formation of coherent speech;

During the normal course of speech development, a preschooler spontaneously assimilates many word-formation models that simultaneously exist in the language and work within the framework of a specific lexical topic.

Currently, many children require special education and then long training exercises to master word formation skills. And to facilitate this process, we must diversify it and make it more interesting for the child, and the visual modeling method will help.

This method allows the child to become aware of the sound of a word, practice using grammatical forms, and it also helps expand the vocabulary and develop a sense of language.

In my activities, I pursue the goal of teaching children to express their thoughts coherently, consistently, grammatically correctly, to talk about events from the surrounding life, and the use of visual modeling, project activities and integrated activities helps me.

From all this we can conclude: the method of visual modeling and the design method can and should be used in the system of both correctional work with children of preschool and primary school age, and in work with children of mass groups of kindergarten and primary school.

1.3 Modern technologies andpedagogicalconditions for speech developmentpreschoolers

How children construct their statements can determine the level of their speech development. Professor Tekucheva A.V., speech development should be understood as any unit of speech whose constituent linguistic components (significant and function words, phrases). This represents a single whole organized according to the laws of logic and the grammatical structure of a given language.

The main function of speech development is communicative. The development of both forms of speech - monologue and dialogue - plays a leading role in the process of developing a child’s speech and occupies a central place in the overall system of work on speech development in kindergarten. Teaching speech development can be considered both a goal and a means of practical language acquisition. Mastering different aspects of speech is a necessary condition for the development of coherent speech, and at the same time, the development of coherent speech contributes to the child’s independent use of individual words and syntactic structures.

In children without speech pathology, speech development occurs gradually. At the same time, the development of thinking is associated with the development of activity and communication. In preschool age, speech is separated from direct practical experience. Main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types coherent statements (description, narration, partly reasoning) with or without support from visual material. The syntactic structure of stories gradually becomes more complex, and the number of complex and complex sentences increases. Thus, by the time they enter school, coherent speech in children with normal speech development is quite well developed.

Modern computer technologies allow us to combine and systematize existing material on speech development. And we avoid wasting time searching for manuals on the shelves of the office, copying illustrations, and storing a large amount of speech material. This material can be stored on disks, flash cards and in the computer itself.

We can use the unique ability of a computer to demonstrate illustrative and speech material on an interactive board when teaching children to retell a story using a series of plot pictures, reference signals, a plot picture, and a story read by a speech therapist.

Using a computer, we can not only show and see, but also hear the necessary speech material. IN in this case we can use the computer as a CD player.

The possibilities of computer technology are very great. It is not always possible to find interesting speech material on CDs. A speech therapist teacher can record speech material on a disk himself and use the computer as a tape recorder and player.

There are computer programs, which are invaluable when learning to compose a story from a series of pictures. With their help, pictures can be moved across the screen field and arranged in a plot-logical sequence. If the pictures are placed correctly or incorrectly, the computer beeps.

When teaching creative storytelling, you can use DVDs. When playing a disc, we can demonstrate the beginning, middle or end of a fairy tale, thereby encouraging children to be creative: inventing previous or subsequent events.

The computer makes it possible to use ready-made learning programs. It is very difficult to find them on sale, it is almost impossible, or the material contained in these programs is not professional enough. I really want to believe that in the future, speech therapists will have decent working material on the development of coherent speech using the capabilities of modern computer technologies. Here they should be helped by numerous methodological centers, institutes, academies and other institutions of pedagogical science.

Creating conditions for use modern technologies in communicative and speech activity

In the context of the activity-communicative approach, technology is an open dynamic system that is capable, on the one hand, of being transformed under the influence of “external” social factors, and on the other hand, to actively transform the social reality surrounding it.

Currently, the role of new technologies is great. We cannot move forward if there are no new technologies in preschool educational institutions. Such technologies give children new knowledge, new opportunities for self-expression, and broaden their horizons. Modern fundamental documents, including the national educational initiative "Our new school", require increasing the competence of not only the teacher, but also the child. Pedagogical technologies play a significant role in this. If applied information Technology in a preschool educational institution, this allows us to overcome the intellectual passivity of children in direct educational activities. It also makes it possible to increase the effectiveness of the educational activities of preschool teachers. All this is an enriching and transformative factor in the development of the subject environment. Research technology is aimed at developing scientific concepts in children, research skills and skills, familiarization with the basics of conducting experimental work.

We can consider technology that contributes to the formation of a child’s communicative and speech activity.

A child’s speech development is one of the main factors in the development of personality in preschool childhood, determining the level of social and cognitive achievements of a preschooler - needs and interests, knowledge, abilities and skills, as well as other mental qualities. The effectiveness of the process of developing a child’s communication and speech skills largely depends on the organization of comprehensive work in this area in a preschool institution using modern technologies. Which help solve the problem of forming human communicative and speech activity. And this is becoming increasingly important in modern life. The most important social functions performs speech: that is, it helps to establish connections with people around, determines and regulates the norms of behavior in society, which is a decisive condition for the development of personality. Different communication situations require different communicative and dialogic skills. Which is important to form, starting from an early age. If we take this into account, the priority area of activity for the teaching staff of the kindergarten has become the formation of communicative and speech activity of preschoolers. In my work at the preschool educational institution I use modern technologies, and I work in the following areas (means):

* teaching children retelling using mnemonics;

* development of coherent speech during creative storytelling (writing fairy tales, composing stories, we use a black and white version of Propp's maps);

* development of coherent monologue speech using visual aids (toys, pictures, objects, diagrams);

* fairytale therapy.

At the same time, I shape the communicative and speech activity of preschoolers.

The tasks of teachers are to form the skills of a culture of verbal communication, develop speech and expand vocabulary. Children’s word creation and imagination also develop in the process of integrating different types of activities.

To solve the problems we have identified, we have created special conditions taking into account the Federal State Educational Standard:

* the emergence of new practical ideas, the combination of these ideas in the pedagogical practice of specific educators;

* reflection on the practice of teaching (both parents, teachers, and children - I teach everyone to analyze what they did);

* dissemination of experience, innovation, correction, elimination negative factors- all this helps to analyze, see shortcomings, create your own technology, highlight the structure, concretize the knowledge on creating new technologies;

* formulating the essence and name of the new technology and its description;

* creation of a subject-development environment. The territory of the kindergarten is a continuation of the speech development environment in the preschool educational institution, where teachers, together with children, using decorative elements, show creativity and imagination. Classes in the theater studio and music classes contribute to the development of children’s eloquence, the ability to use intonation - to build an intonation pattern of a statement, conveying not only its meaning, but also its emotional “charge”;

* since the development of fine motor skills is directly related to the child’s speech development, kindergarten teachers pay special attention to organizing classes in beadwork, graphics, and fine arts;

* formation of a speech environment (speech games, Propp cards, mnemonic tracks);

* cooperation with parents. The work would not be possible without close interaction with the parents of the students. The groups have corners that contain information on speech development. Parents are offered brochures, cheat sheets, and information sheets with the necessary educational information;

* conducting direct educational activities in various forms (direct educational activities-travel, direct educational activities-project, direct educational activities-fairytale therapy);

* scientific and methodological support, which consists of participation in the section of the scientific society "Insight". All this involves organizing activities based on the task method, systematic analysis, identifying difficulties, highlighting self-analysis, which includes self-diagnosis, awareness of difficulties, and self-control. This also includes tracking new products. The main thing is to analyze, establish connections, conduct diagnostics, and document the results.

In my work I use techniques such as mnemonics, fairy tale therapy, design technology, TRIZ “Salad from Fairy Tales” technology, and communication technology. Mnemonics promotes the development of memory and imagination, the emotionally sensitive sphere of the child. Fairytale therapy is a direction of psychotherapeutic influence on a person with the aim of correcting behavioral reactions, working through fears and phobias. Fairytale therapy can be used for very young children, almost from birth.

It promotes the development of all aspects of speech and the education of moral qualities. Also to activate mental processes (attention, memory, thinking, imagination). Tatiana Zinkevich -

Evstigneeva in her book “Fundamentals of Fairytale Therapy” notes that the main principle of work is to grow an inner creator who knows how to take control of the inner destroyer. A fairy-tale situation that is given to a child must meet certain requirements:

* The situation should not have a correct ready-made answer (the principle of “openness”);

* The situation must contain a problem that is relevant to the child, “encrypted” in the imagery of the fairy tale;

* Situations and questions must be constructed and formulated in such a way as to encourage the child to independently build and trace cause-and-effect relationships.

Preschool children experience practical speech acquisition. The main tasks of speech development in preschool age are:

· expand your vocabulary and develop the grammatical structure of speech;

· decrease in the egocentrism of children's speech;

· develop speech functions;

· speech should be a tool of communication, thinking, as a means of restructuring mental processes, planning and regulating behavior;

· develop phonemic hearing and awareness of the verbal composition of speech.

In preschool age, in significant connection with speech, imagination actively develops as the ability to see the whole before the parts.

V.V. Davydov argued that imagination constitutes “the psychological basis of creativity, making the subject capable of creating something new in various fields activities".

Federal State Educational Standard preschool education defines five main

directions of child development:

· social and communicative development;

· cognitive development;

· speech development;

· artistic - aesthetic;

· physical development.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects in the surrounding world, about the small homeland and the Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities its nature, the diversity of countries and peoples of the world.

Speech development includes mastery of speech as a means of communication and culture. Enrichment active dictionary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; 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; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

It is necessary to pay attention to teachers when planning work on the cognitive and speech development of children.

In preschool age, thanks to the child’s cognitive activity, the emergence of a primary image of the world occurs. During the development of a child, an image of the world is formed.

But teachers must remember that the process of cognition in children differs from the process of cognition in adults. Adults can explore the world with their minds, and children with their emotions.

For adults, information is primary, and attitude is secondary. But with children it’s the other way around: attitude is primary, information is secondary.

Cognitive development is closely related to the speech development of a preschooler. It is impossible to develop a child’s speech without including it in any activity! Speech development in children occurs very rapidly.

With an error-free organized pedagogical process using methods, as a rule, such as games, taking into account the characteristics of children's perception, as well as with a properly organized subject-development environment, children can already assimilate the proposed material at preschool age without stress overloads. And the better prepared a child comes to school - this does not mean the amount of accumulated knowledge, but the readiness for mental activity, the more successful the start of school childhood will be for him.

2. Features of speech development in preschool age

2.1 The process of speech development in preschool agee

At preschool age, children acquire new achievements in child development. They begin to express the simplest judgments about objects and phenomena of the reality around them, make conclusions about them, and establish relationships between them.

Typically, in the middle group, children freely come into contact not only with loved ones, but also with strangers. The initiative for communication most often comes from the child. The opportunity to expand their horizons and the desire to understand the world around them more deeply force the child to increasingly turn to adults with a variety of questions. The child understands well that every object and action performed by himself or an adult not only has a name, but is denoted by a word. We adults need to remember that children fourth year attention is not yet stable enough in life and therefore they cannot always listen to the end of the adults’ answers.

By the age of five, a child’s vocabulary reaches approximately 1500-2000 words. The vocabulary is becoming more diverse. In their speech, in addition to nouns and verbs, other parts of speech can increasingly appear. For example: pronouns, adverbs. Numerals appear (one, two). Adjectives indicating abstract signs and qualities of objects (cold, hot, hard, good, bad). Children can use function words (prepositions, conjunctions) more. They often use in their speech possessive pronouns(my, yours), possessive adjectives (father's chair, mother's cup). The vocabulary that a child has at this age stage gives him the opportunity to freely communicate with others. There are times when they may experience difficulties due to the insufficiency and poverty of the vocabulary, when they need to convey the content of someone else’s speech, retell a fairy tale, a story, convey an event in which they themselves were a participant. Here he often makes inaccuracies. The child intensively masters the grammatical structure of the language and his vocabulary is enriched. In children's speech, simple common sentences predominate, and complex sentences appear (complex and complex sentences). They may make grammatical errors: they incorrectly agree words, especially neuter nouns with adjectives; case endings are used incorrectly. At this age, a child is not yet able to consistently, logically, coherently and clearly for others to independently talk about the events he witnessed; he cannot intelligently retell the content of a fairy tale or story read to him. Speech is still situational in nature. The child speaks short, common sentences, sometimes distantly related in content; It is not always possible to understand their content without additional questions. Children also cannot independently reveal or describe the content of a plot picture. They only name objects, characters or list the actions they perform (jumping, washing themselves). Children have a very good memory, they are able to remember and reproduce short poems, nursery rhymes, and riddles. When constantly reading the same fairy tale, they can convey the content almost word for word, although they do not fully understand the meaning of the words.

At this age, the strengthening of the articulatory apparatus continues: muscle movements become more coordinated, taking part in the formation of sounds (tongue, lips, lower jaw). They still cannot always control their vocal apparatus, change the volume, pitch of their voice, and tempo of speech. The child’s speech hearing is improved. Children's pronunciation improves significantly, the correct pronunciation of whistling sounds is reinforced, and hissing sounds begin to appear. They are especially pronounced individual differences. In the formation of the pronunciation side of speech: some children have clear speech, with the correct pronunciation of almost all sounds, while for others it may not yet be clear enough. If children have incorrect pronunciation of large numbers of sounds, with softening of hard consonants, etc. We teachers must pay great attention to such children, identify the reasons for the delay in speech development and, together with parents, take measures to eliminate the deficiencies.

Consequently, children show a noticeable improvement in pronunciation, speech becomes more distinct. They can correctly name objects in their immediate environment: the names of toys, dishes, clothes, furniture. They can use not only nouns and verbs, but also other parts of speech: adjectives, adverbs, prepositions. The first rudiments of monologue speech appear. In the speech of children, simple but already common sentences predominate; children use complex sentences, but very rarely. The initiative to communicate more and more often comes from the child. Children cannot always independently isolate the sounds in a word, although they easily notice inaccuracies in the sound of words in the speech of their peers. Children's speech is mainly situational in nature.

Children's vocabulary increases (from 2,500 to 3,000 words by the end of the year), and this gives the child the opportunity to more accurately construct his statements and express his thoughts. In their speech, adjectives increasingly appear, which they use to denote the characteristics and qualities of objects, reflecting temporal and spatial relationships. When determining colors, in addition to the main ones, additional ones can be named (blue, dark, orange). Possessive adjectives appear (fox tail, hare hut), words indicating the properties of objects, qualities, the material from which they are made (iron key). Children increasingly use adverbs, personal pronouns (the latter often act as subjects), complex prepositions (from under, about, etc.). Collective nouns appear (dishes, clothes, furniture, vegetables, fruits), but the child still uses them very rarely. Children construct their statements from two or three or more simple common sentences; they use complex and complex sentences more often than at the previous age stage, but still not enough. Children begin to master monologue speech and sentences with homogeneous circumstances appear for the first time, while interest in the sound design of words sharply increases.

They develop a craving for rhyme. When playing with words, some children can rhyme them, creating their own small two-quatrains. Since it contributes to the child’s development of attention to the sound side of speech, they develop speech hearing, and they expect encouragement from adults.

The sound pronunciation of children improves significantly: the softened pronunciation of consonants completely disappears, and omission of sounds and syllables is observed less and less often. Children are able to recognize by ear the presence of a particular sound in a word, and select words for a given sound. This is possible only if in previous age groups the teacher developed phonemic awareness in children.

Many children correctly pronounce all the sounds of their native language, but some of them still incorrectly pronounce hissing sounds, the sound r.

At this age, there is a sharp improvement in the pronunciation aspect of children’s speech; many of them are completing the process of mastering sounds. Speech becomes clearer and clearer. At the same time, speech activity increases in children; they all very often begin to ask questions to adults.

Children of senior preschool age continue to improve all aspects of the child’s speech. Pronunciation becomes clearer, phrases are expanded, statements are accurate. Children can identify not only significant features in objects and phenomena, but also begin to establish cause-and-effect relationships between them, temporal and other relationships. With active speech, the preschooler tries to tell and answer questions so that those around him understand. Along with the development of a self-critical attitude towards their own statements, children also develop more critical attitudes towards the speech of their peers. When he describes an object and phenomena, he makes attempts to convey his emotional attitude towards them. The enrichment and expansion of the vocabulary occurs not only through familiarization with new objects, their properties and qualities, new words denoting actions, but also with the help of the names of individual parts, details of objects, through the use of new suffixes, prefixes, which children begin to use widely. Over the course of a year, the vocabulary can increase by 1000 - 1200 words (compared to the previous age), but it is very difficult to establish the exact number of words learned during a given period. By the age of six, children more subtly differentiate generalizing nouns, for example, they not only name the word animal, but can also indicate that a fox, bear, wolf are wild animals, and a cow, horse, cat are domestic animals. At the same time, they use abstract nouns, adjectives, and verbs in their speech. Most words from the passive vocabulary move into the active vocabulary.

Coherent speech is impossible without mastering grammatically correct speech. Children master the grammatical structure and use it quite freely. There may still be grammatical errors in their speech. The grammatically correct speech of children largely depends on how often adults pay attention to the mistakes of their children, correct them, give correct sample. The muscles of the articulatory apparatus in children have become sufficiently strong and are able to correctly pronounce all the sounds of their native language. Some children at this age are just finishing the correct assimilation of hissing sounds, sounds l, r. With their assimilation, they begin to clearly and distinctly pronounce words of varying complexity.

Their pronunciation is not much different from the speech of adults; difficulties arise only in those cases when the speech contains new words that are difficult to pronounce, a large number of combinations of sounds, which, while pronouncing, they do not yet differentiate clearly enough. But by the age of seven, provided they systematically work on sound pronunciation, they cope with this quite well.

At this age they reach a fairly high level of speech development. They correctly pronounce all the sounds of their native language, pronounce words distinctly and clearly, have the vocabulary necessary for free communication, and can correctly use many grammatical forms and categories.

Children's speech becomes more and more structurally accurate, sufficiently detailed, and logically consistent. When retelling and describing objects, the clarity of presentation is noted, and the completeness of the statement is felt.

In order for the process of speech development to proceed in a timely and correct manner, certain conditions are necessary. In particular, the child must:

· Be mentally and somatically healthy;

· Have normal mental abilities;

· Have full hearing and vision;

· Have sufficient mental activity;

· Have a need for verbal communication;

· Have a complete speech environment.

By the time children are enrolled in school, they must master the correct sound design of words, pronounce them clearly and clearly, have a certain vocabulary, mostly grammatically correct speech: construct sentences of different constructions, coordinate words in gender, number, case, accurately conjugate frequently used ones Verbs; freely use monologue speech: they are able to talk about experienced events, retell the content of a fairy tale, stories, describe surrounding objects, reveal the content of a picture, some phenomena of the surrounding reality. All this makes it possible to successfully master the program material when entering school.

Speech readiness of the child for school.

Long before entering school, readiness for schooling is formed and includes not only good physical development, but also a sufficient supply of knowledge about the world around them, their level of thinking, attention, and euphonious speech.

The most important role in the development cognitive abilities and the speech of children belongs to the parents. How a child begins to speak depends only on observation, sensitivity, the ability to replace problems in a timely manner, and the desire to improve speech skills.

There are several criteria for a child’s readiness for school, which apply to the child’s acquired native language:

· formation of the sound side of speech (clear, correct pronunciation);

· full development of phonemic processes (the ability to hear and differentiate phonemes (sounds) of the native language);

· readiness for sound-letter analysis and synthesis of word composition;

· use of different methods of word formation (correct use of words with a diminutive meaning, highlighting sound and semantic differences between words; formation of adjectives from nouns);

· the formation of the grammatical structure of speech (use of expanded phrasal speech, work with sentences).

...

Progress of the master class:

Subject: “The use of innovative technologies in the process of educational activities on the speech development of preschool children within the framework of the Federal State Educational Standard for Education”

introduction:

Good afternoon, dear colleagues!

I would like to begin my speech with the words of E.I. Tikheyeva: "We must introduce children to the treasury of our richest language, but for this

We ourselves must be able to use its treasures."

You will most likely agree with me that the most optimal condition development of children's speech communications, performs culturally appropriate environment, carrying signs, symbols and samples speech as a means and form of communication. It is no coincidence that it is believed that a person’s speech is his calling card, and a teacher’s speech is his face. A teacher who speaks competently and correctly using methods and techniques for developing the speech of preschoolers, is currently a rarity. Exactly speech development is considered today by both researchers and authors of various programs as a dominant factor in the development of communicative culture at the stage preschool education.

Today I want to show you a few innovative technologies in the development of speech of preschool children age in the context of the implementation of Federal state educational standards for preschool education and then, like me I use them in practice.

In this regard, I want to ask you question: what according to the Federal State educational standard preschool education(FSES DO) includes « speech development» ?

(teachers think, discuss)

Absolutely right, that's:

Mastery of speech as a means of communication and culture;

Enrichment of the active vocabulary;

communication development, grammatically correct dialogical and monologue speech;

development of speech creativity;

development 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;

Formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Now let's determine together what affects speech development of preschool children?

The research hypothesis is that targeted varied teacher's work with children using various innovative and developing technologies in the OA process, use of various forms of work with parents and teachers will lead to positive dynamics of indicators speech development of preschoolers.

To us teachers preschool education it is necessary to be able not only to freely navigate a wide range of modern technologies, but also to implement them effectively.

Based on the analysis of pedagogical technologies conducted by G. N. Selevko, we can highlight the main technologies, used in the system preschool education, You see them on the slide.

- developmental learning technologies,

- technologies problem-based learning,

Gaming technologies,

Computer technologies,

Health-saving technologies

Alternative technologies.

Game pedagogical technologies

What is the main form of working with children? preschool age and leading species activities? Of course it's a game. If the game is the main type child's activities, then the teacher needs to build his own activities based on it. The peculiarity of a pedagogical game is that it is cognitively oriented and has a goal, objectives and results.

To gaming technologies include:

Games on development of fine motor skills;

Theatrical games;

Didactic games;

Role-playing games.

Innovative gaming technologies are technologies, which appeared relatively recently. In my practice I I use the following innovative gaming techniques: games "Train", "Salad from fairy tales". I will introduce you to them now.

Purpose of the game "Train"(otherwise it is called "Head - body - tail") – determining the place of a sound in a word. The drawing is attached to the board train: head and 2 carriages, each of which has pockets. I hand out pictures to the guys and give exercise: determine the location of sound A (For example) in words. In accordance with the location of the sound, the picture is placed in the desired carriage. This game is useful in preparing children to learn to read and write.

A game "Salad from fairy tales" helps develop not only the child’s speech, but also memory, thinking, imagination. The point of the game is that you can compose your own fairy tale by mixing characters from different fairy tales. Let's try (on the screen there are pictures with depicting fairy tales, teachers are trying to compose a new fairy tale).

The implementation of gaming techniques and situations follows the following basic principles: directions:

The didactic goal is set for children in the form of a game task;

educational activities obeys the rules of the game;

developmental material is used as its means;

IN educational activities an element of competition is introduced, which transforms the didactic task into a game one.

Technology Problem-based learning is based on the theoretical principles of the American philosopher, psychologist and teacher D. Dewey.

Today, problem-based learning is understood as such an organization educational activities, which involves the creation of problem situations under the guidance of a teacher and active independent activities of pupils, as a result of which it happens speech development.

In my work I using the game"What to do, if…"

And now I invite you to play with me.

I will name words, if the word has the sound B, stand up, if P - sit down: train, butterfly, cabbage, field, bun, carriage, sugar, book...

Of course, the question arises, what to do if the given sound is not in the word? So In this way we not only develop attention, but also encourage children to speech activity. This game can be use in class instead of physical training.

Health-saving technologies

The goal of health-saving educational technologies training – to ensure the opportunity to maintain health during the period of training and education, to form the necessary knowledge, skills and abilities in healthy way of life, teach use knowledge gained in everyday life. To the health-saving technologies can be attributed:

Articulation gymnastics;

Finger gymnastics;

Su-Jok therapy;

Breathing exercises;

Gymnastics for the eyes;

Rhythmoplasty, etc.

In my work, in addition to the basic methods, using the game"Shouters - whisperers - silencers". When given a signal, children perform certain tasks: if I show a green card, children are allowed to move, run, talk loudly, etc., if the card yellow color– then you can no longer run, you can walk calmly, you can only speak in a whisper, if the card is red, then the children must sit down and silently listen to the necessary information. This game can also be played as a physical activity.

Alternative technologies

In a broad sense, alternative technologies It is customary to consider those that oppose the traditional teaching system in some way, be it goals, content, forms, methods, relationships, positions of participants in the pedagogical process. From this point of view, every innovation can claim the status of an alternative technologies.

Technology TRIZ - the theory of solving inventive problems - I started recently used.

The purpose of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of what is happening processes. The main means of working with children is pedagogical search. The teacher should not give ready-made knowledge, reveal the truth to him, he should teach him to find it. If a child asks a question, there is no need to immediately give a ready answer. On the contrary, you need to ask him what he himself thinks about it. Invite him to reasoning. And with leading questions, lead the child to find the answer himself. If he does not ask a question, then the teacher must indicate the contradiction. Thus, he puts the child in a situation where he needs to find the answer, that is, to some extent repeat the historical path of knowledge and transformation object or phenomenon.

The motto of the Trizovites is “You can say anything!”

I am doing this work step by step:

At STAGE 1. Teach to find and resolve contradictions in objects and phenomena that surround him, develop systems thinking, i.e. the ability to see the environment in the interconnection of all components.

At STAGE 2. Teach children to invent objects with new properties and qualities: for example, a new toy.

At STAGE 3. We solve fairytale problems and invent new fairy tales.

At STAGE 4. I teach children to find a way out of any difficult situation.

You can play the already popular game with your children "The answer is on the forehead". Its goal is to guess the object from the description of its comrades. Let's try! (playing with teachers)

Another game by TRIZ technologies –"Tales from living drops and blots".

First you need to teach children how to make blots (black, multi-colored). Then even a three-year-old child, looking at them, can see images, objects or their individual parts and answer questions: “What does your or my blot look like?” “Who or what does it remind you of?”, then you can move on to the next stage - tracing or finishing the blots. Images of “living” drops, blots help to compose a fairy tale. This game develops not only speech, thinking, but also the blowing of blots itself is peculiar breathing exercises.

Developmental learning technologies.

At the core developing technologies learning lies in the theory that originates in the works of I. G. Pestalozzi, K. D. Ushinsky and others, which was continued by L. S. Vygotsky, he wrote: “Pedagogy should focus not on yesterday, but on the tomorrow of the child’s day.” development", i.e. on an essential feature developmental education.

What could be a significant sign? developmental education? What creates the zone of proximal development, causes, encourages, sets in motion internal processes of mental neoplasms in preschool children? Of course it's a game again!

I want to introduce you to a few unusual, innovative games which I I use it in my work.

"Magic rings"- this game is built on the method mnemonics. She helps memorize short poems using rings with image certain items. You can also use this game use as finger exercises.

Who lives in the village?

Lazyboka is a red cat.

Little calf

Yellow chicken,

White sheep,

Mouse under the porch!

One two three four five,

Who lives in the forest?

Under the snag there is an old mole,

There's a little fox behind the mountain,

There is a calf in the spruce forest.

There is a fox under the bush,

There's a titmouse on a pine tree!

One two three four five,

Let's bend our fingers

Another one technique -"Droodles". This technology allows you to develop thinking, imagination, imagination, the result of the work - collective viewing and discussion of drawings - develops children's speech.

Doodles – pictures from image different forms , sometimes seeming quite abstract. Each picture is a little game in which you have to come up with something shown in the picture. You can offer several different interpretations to images. If you manage to see in a doodle picture something that others don’t see, congratulations - you are the owner of original creative thinking! Now I will give you droodles, your task is to complete them. (teachers are working)

Innovative technology"Scribing"– process visualization of complex content in simple and in an accessible way, during which the sketch images occurs right during the transmission of information. Scribing can be done not only in the form of a drawing, but also in the form of appliqué, modeling, plasticineography, etc.

So way, usage scribing in the formation of coherent speech in children significantly increases the effectiveness memorization process, increases its volume, enriches vocabulary, develops coherent speech, promotes children’s transmission of text in accordance with its content and develops the creative imagination of preschoolers.

"Grateful Bear". A girl is walking through the forest, and a bear comes towards her, walking on two legs, like a man. The girl was scared, she wanted to run away, but she couldn’t move from her place due to fear. And the bear came up and extended its paw. The girl looks, and there is a splinter in her paw. She pulled out the splinter, the bear bowed and went into the forest.

No one in the village believed her, and she went back into the forest. She looked up, and there was a bear in front of her. He holds a large beehive of honey in his paws. He placed the beehive in front of the girl, bowed again and went into the forest.

The whole village ate this honey.

This concludes my master class. I hope it was useful to you. In this regard, I ask you to mark your place on the ladder of success

All master class participants are awarded certificates.

Introduction........................................................ ........................................................ ....................

Main tasks of speech development.............................................................. ....................

2.1 Compiling descriptive and comparative stories by preschoolers using diagrams................................................... ........................................................ .....

2.2 Formation of the ability for visual modeling when

getting acquainted with fiction ...................................................... ...

2.3 “Propp’s Maps”.................................................. ............................................

2.4 Pictures with a problematic plot for the development of speech and thinking

In children................................................... ........................................................ .........

Conclusion................................................. ........................................................ ................

List of used literature......................................................... ...........................

Speech development is one of the most important tasks in the upbringing and education of preschool children.

It is known that speech is not only a means of communication, but also a tool of thinking, creativity, a carrier of memory, information, a means of self-awareness, and self-development.

Speech development is crucial in preparing children for school and their subsequent mastery of the basics of science.

IN last years Issues of speech development are attracting more and more attention from scientists and researchers. Their solution is associated with the search for ways to improve the content and methods of teaching, which increase the efficiency of all parts of the public education system.

Improving developmental education is not the only way to influence the development of abilities. The need for direct control of the development of a child’s speech abilities has been proven. The basis for the development of these abilities is the child’s mastery of the actions of substitution and visual modeling.

Playful substitution is the beginning of a long journey to understanding the true meaning of words, which not only indicate objects and phenomena, but also highlight important essential features in them, improve children’s speech, teach them to clearly express their thoughts, enrich vocabulary (the vocabulary of the language) not only quantitatively , but also of high quality.

Any problem requires an analysis of its conditions, highlighting the relationships between objects that must be taken into account when solving. And as practice confirms, it is visual models that are the form of highlighting and designating relationships that is most accessible to preschool children.

Main tasks of speech development

The comprehensive development of a child is carried out on the basis of assimilating the centuries-old experience of mankind only through the child’s communication with an adult. Adults are the guardians of the experience of humanity, its knowledge, skills, and culture. This experience cannot be conveyed except through language.

Among the many tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. This general task includes a number of special, private tasks: nurturing the sound culture of speech, enriching, consolidating and activating the vocabulary, improving the grammatical correctness of speech, teaching colloquial (dialogical) speech, developing coherent speech, cultivating interest in the artistic word, preparing for learning to read and write.

In kindergarten, preschoolers, mastering their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually.

The formation of verbal communication between a child and an adult begins with emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development - in the first year of life. The child responds with a smile to the smile of an adult, makes sounds in response to a gentle conversation with him, to sounds uttered by an adult. He seems to be infected by the adult’s emotional state, his smile, laughter, and gentle tone of voice. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced and understood words.

In emotional communication with an adult, a child reacts to the characteristics of the voice, the intonation with which words are pronounced. Speech participates in this communication only through its sound form and intonation, accompanying the actions of an adult. However, speech, a word always denotes a very specific action ( stand up, sit down ), specific item ( cup, ball ), a certain action with an object (take a ball, give a doll), an action of an object ( car rides ) etc. Without such a precise designation of objects, actions, their quality and properties, an adult cannot control the child’s behavior, his actions and movements, encouraging or prohibiting them.

In emotional communication, an adult and a child express the most general attitudes towards each other, their pleasure or displeasure, i.e. feelings, but not thoughts. This becomes completely insufficient when in the second half of the year the child’s world expands, his relationships with adults (as well as other children) become enriched, movements and actions become more complex, and the possibilities of cognition expand. Now it is necessary to talk about many interesting and important things around, and in the language of emotions it is sometimes very difficult to do this, and more often it is simply impossible. We need the language of words, we need verbal communication with an adult.

The first meaningful words appear in a child’s speech usually by the end of the first year. Around the middle of the second year of life, a significant shift occurs in the development of a child’s speech: he begins to actively use the vocabulary accumulated by this time in order to address an adult. The first simple sentences appear.

Even such speech, imperfect in its form and grammatical structure, immediately significantly expands the possibilities of verbal communication between an adult and a child. The baby understands the speech addressed to him, and he himself can turn to an adult, express his thoughts, desires, requests. And this, in turn, leads to a significant enrichment of the vocabulary. The main event in the development of speech during this period (by the end of the second year) is not the quantitative growth of the vocabulary, but the fact that the words that the baby uses in his sentences (now often three- and four-word) acquire the appropriate grammatical form.

From this time on, one of the most important stages of mastering one’s native language begins – mastering the grammatical structure of the language. The assimilation of grammar occurs very intensively, and the child masters the basic grammatical patterns by the age of three to three and a half years. So, by this time he uses all case forms in his speech.

By the age of three, a child’s vocabulary increases. The dictionary includes all parts of speech - nouns, verbs, adjectives, pronouns, numerals, adverbs; function words - prepositions, conjunctions, particles; interjections.

Often, by the beginning of the fourth year of life, all the sounds of the native language are assimilated.

All this does not mean, however, that neither the child himself nor the adults around him will have to work hard to improve his language proficiency. Knowledge of your native language is not only the ability to correctly construct a sentence, even a complex one. The child must learn to tell: not just name an object, but also describe it, talk about some event, phenomenon, sequence of events. Such a story consists of a number of sentences. They, characterizing the essential aspects and properties of the described object, event, must be logically connected with each other and unfold in a certain sequence so that the listener fully and accurately understands the speaker. In this case, we will be dealing with coherent speech, i.e. with a speech that is meaningful, logical, consistent, quite well understood in itself, and does not require additional questions and clarifications.

In the formation of coherent speech, the close connection between the speech and mental development of children, the development of their thinking, perception, and observation is clearly evident. In order to tell a good, coherent story about something, you need to clearly imagine the object of the story (object, event), be able to analyze, select the main (for a given communication situation) properties and qualities, establish cause-and-effect, temporal and other relationships between objects and phenomena .

But coherent speech is still speech, and not a thinking process, not reflection. Therefore, to achieve coherence in speech, it is necessary to be able not only to select the content that should be conveyed in speech, but also to use the linguistic means necessary for this. You need to skillfully use intonation, logical (phrase) stress, highlighting the most important key words, select the words that are most accurately suitable for expressing a given thought, be able to construct complex sentences, use different linguistic means to connect sentences and move from one sentence to another.

Coherent speech is not just a sequence of words and sentences - it is a sequence of interconnected thoughts that are expressed in precise words in correctly constructed sentences. A child learns to think by learning to speak, but he also improves his speech by learning to think.

Coherent speech, as it were, absorbs all the child’s achievements in mastering his native language, in mastering its sound side, vocabulary, and grammatical structure. This does not mean. However, it is possible to develop a child’s coherent speech only when he has very well mastered the sound, lexical and grammatical aspects of the language. The formation of coherent speech begins earlier. The baby may not yet be able to pronounce all sounds clearly, may not have a large vocabulary and complex syntactic constructions(complex sentences), but work on developing coherent speech serves as the basis for the transition to more complex forms (for example, creative storytelling).

The coherence of monologue speech begins to form in the depths of dialogue as the main form of verbal communication. In dialogue, coherence depends on the abilities and skills of not one person, but two. The responsibilities for providing it are first performed primarily by the adult, but gradually the child also learns to fulfill them.

By talking with an adult, a child learns to ask questions to himself. Dialogue is the first school for developing a child’s coherent monologue speech (and generally activating his speech). The highest form of coherent monologue speech is written speech.

It is more voluntary and conscious, more planned (“programmed”) than oral monologue speech. The task of developing written coherent speech (text composition skills) in preschoolers cannot be set now. It can be used to develop in preschoolers the ability to intentionally and voluntarily construct a coherent oral statement (retelling, story). This use is based on the "division of labor" of compilation written text between the child and the teacher: the child composes the text, the adult writes it down. This technique - writing a letter - has long existed in the methodology of speech development for preschoolers.

Writing a letter is usually carried out collectively, but this does not mean that the monologue of speech disappears, the requirements for arbitrariness and awareness of the construction of the text are reduced: after all, every child composes the text. Moreover, collective writing of a letter makes it easier for the teacher to develop in children the very important ability to select the best, most suitable option sentences (phrases) or a larger part of the text that continue the presentation of the content of the letter. This ability, in fact, is the essence of arbitrariness, awareness of the construction of a statement (“I can say this, but it’s probably better to say it differently”). In addition, the predominant use of a collective form of work does not mean that individual writing of a letter cannot take place. A combination of both is needed.

Using letter writing, you can achieve significant results in developing the coherence of a child’s oral speech, in enriching it with complex syntactic structures (complex and complex sentences). Since speech, while remaining oral in external form, will at the same time be built at the level of expansion and arbitrariness characteristic of written speech and, thanks to this, in its structure and in the quality of coherence it will approach it.

The formation of free speech and the ability to choose linguistic means is an important condition not only for the development of coherent speech, but also for the acquisition of language in general, mastering what the child does not yet have in active speech. Coherent speech becomes an important condition for mastering a language - its sound side, vocabulary, grammar, as well as a condition for developing the ability to use linguistic means of artistic expressiveness of speech.

In the general system of speech work in kindergarten, vocabulary enrichment, consolidation and activation occupy a very important place. And this is natural. The word is the basic unit of language, and improving verbal communication is impossible without expanding the child’s vocabulary. At the same time, cognitive development and the development of conceptual thinking are impossible without the assimilation of new words that express the concepts that the child assimilates and consolidate the new knowledge and ideas he receives. Therefore, vocabulary work in kindergarten is closely related to cognitive development.

In kindergarten, the development of sound culture of speech requires great attention. The development of the sound side of speech is not only the assimilation of the sounds of the native language and their correct pronunciation, but also the ability to regulate tempo, volume, etc.

The range of tasks for the development of speech and teaching the native language in the preparatory group for school includes preparing children for learning to read and write. The teacher develops in children an attitude towards oral speech as a linguistic reality: he leads them to the sound analysis of words.

If we single out, first of all, a general task in preparing children for learning to read and write (“speech becomes the subject of study”), then in simpler forms the solution to this task begins not in the preparatory group, but in previous groups. For example, in classes and didactic games on the sound culture of speech, children are given tasks: listen to the sound of a word, find the most frequently repeated sounds in several words, determine the first and last sounds in a word, remember words starting with the sound indicated by the teacher, etc. Process Literacy preparation is more than just learning how to successfully master reading and writing. This is an important means of further development of speech itself, its improvement, and enhancement of its culture.

Work is also carried out to enrich and activate the dictionary, during which they receive tasks, for example, to select antonyms - words with opposite meanings, synonyms - words that are similar in meaning.

In the development of children’s speech, the leading role belongs to adults: the teacher in kindergarten, parents and loved ones in the family. The speech culture of adults, how they speak to the child, and how much attention they pay to verbal communication with him, largely determine the success of a preschooler in mastering the language.

Modern pedagogical technologies in speech development classes.

Preschoolers compose descriptive and comparative stories using diagrams.

In kindergarten, great importance is attached to developing skills in writing descriptive and comparative stories. Experimental data confirms that when describing and comparing objects and objects, children experience significant difficulties associated with:

With independent determination when considering the subject, its main features and properties;

Establishing consistency in the presentation of identified signs;

Keeping this sequence in the child’s memory.

As practice shows, to compose descriptive and comparative stories within the most typical groups of objects, such as toys, clothing, animals, dishes and others, you can successfully use visual models - diagrams. Analyzing the results of the work, we can conclude that the use of diagrams when composing descriptive stories makes it much easier for our children to master this type of coherent speech. In addition, the presence of a visual plan makes such stories clear, connected, complete, and consistent. These and similar schemes can be used not only for composing descriptive stories, but also for comparative stories, coming up with riddles about objects, as well as in such an important and complex section of work as teaching children to independently pose questions.

The importance of mastering the skills of describing objects in terms of preparation for schooling, the difficulties in mastering this type of detailed statements, determined the need to find the most adequate ways and means of developing children's skills of coherent descriptive speech. Classes on writing descriptive stories are part of a comprehensive work on the formation of coherent speech in children. In this case, the following tasks are solved:

Formation of skills to identify essential features and main parts (details) of objects, to use adequate phrases - statements to define them;

Formation of generalized ideas about the construction of descriptions of objects;

Children’s mastery of the linguistic means necessary to compose coherent statements in the form of a description;

Practical mastery of the skills of describing objects through training exercises.

Training is carried out in stages and includes the following main types of work:

Preparatory exercises for describing objects;

Formation of initial skills of independent description;

Description of objects according to their main characteristics;

Teaching a detailed description of an object (including various features);

Consolidation of description skills, including in the process of gaming and subject-practical actions;

Preparation for teaching comparative description of objects;

Teaching comparative description of objects.

Teaching descriptive speech is carried out in connection with the work on developing grammatically correct speech in children in the following direction:

Systematic exercises in the correct use of word forms (case endings of nouns, adjectives, some verb forms);

Formation of practical inflection skills in children;

Exercises in correct construction phrases;

Formation of control skills over grammatical correctness of speech;

Activation and enrichment of vocabulary.

During classes on describing objects, children are presented with a number of objects belonging to the same group. Before writing a description, children name all the objects. In this case, special attention is paid to their differences in appearance. This helps children identify the main features of the object of description and helps to consolidate the corresponding messages and contrasts. The object of description is chosen either by the teacher or the child (depending on the specific objectives of the lesson and the level of preparedness of the children).

During training, you can use a number of auxiliary techniques: gestural indications of the shape of an object, its details; description based on drawings. An effective method for teaching children is the parallel description by the teacher and the child of two similar game objects, when the teacher, and after him the child, draw up a description of the object using gestures, naming the same characteristics.

This technique is used in working with children who experience the greatest difficulty in remembering the sequence of the plan-scheme.

It is fashionable to describe objects from memory (animals, toys, plants) in separate lessons on the topics: “My favorite toy”, “Fruits and vegetables”, etc. The game forms of work used provide for the consolidation and development of speech skills formed in the process of learning to describe. They include: exercises in recognizing objects, drawing up questions based on the text of the description, reproducing a speech sample, and independently describing objects.

Work on a comparative description of two objects begins with the use of the following types of exercises: supplementing sentences started by the teacher with a word that is necessary in meaning, denoting a feature of the object (“A goose has a long neck, and a duck ...”), composing sentences on questions like: “ What do lemon and pear taste like? exercises in highlighting and designating contrasting features of two objects related to spatial characteristics(“The tree is tall and the bush is low, the river is wide and the stream is narrow”). The technique of parallel description (in parts) of two objects is also used - by the teacher and the child (description of a cat and a dog, a cow and a goat, etc.).

Using diagrams when writing descriptive stories will help you achieve good results. Schemes are used not only in composing descriptive stories, but also in retelling, which has a special role in the formation of coherent speech.

2.2 Formation of the ability for visual modeling when familiarizing with fiction.

When introducing preschoolers to fiction, two areas can be distinguished that are of great importance for the development of children’s mental abilities. This is training in the ability to retell what was heard and the formation of elements artistic creativity the child himself.

Retelling is one of the main tasks set for preschoolers. Solving this problem requires the child to have a certain level of development in general and connected speech in particular.

It is necessary to highlight the main parts of the text heard, connect them with each other, and then, in accordance with this scheme, construct a coherent retelling. If a child does not have preliminary mental processing of the text, then even with sufficient speech development, he finds it difficult to clearly and accurately retell what he heard, slips into details, repeats himself, etc.

The second task is to compose your own story or fairy tale - kind of the opposite of the first task. Here the child should not draw up a diagram based on the finished work, but create his own idea and then develop it into a complete story with various details and events. If the child does not draw up some preliminary outline of the story, his works are fragmentary and structurally unorganized.

Preschoolers can develop the ability to coherently retell a text by learning to draw up its outline. Such a plan can be a visual model that records the sequence of the most significant parts of the text.

Teaching children to create their own works can be based on developing the ability to develop a condensed, schematic idea, which represents some visual model of the sequence of events, into a complete fairy tale or story, rich in details.

The importance of fairy tales in the development and upbringing of children is difficult to overestimate - it is not only a storehouse of folk wisdom, but also an inexhaustible source of development of the emotional sphere and creative potential of the child.

Creativity is unthinkable without fantasy and imagination, which, in turn, are closely related to the development of feelings. Unity in the development of feelings and imagination introduces the child to the spiritual wealth accumulated by humanity. A fairy tale is a means of introducing a child to the world of human destinies, to the world of history; it is the “golden key” to changing the world, to its creative, constructive transformation. The child half lives in an imaginary, unreal world, and not only lives, but actively acts in it, transforms it and himself.

The fairy tale reveals to the child the accuracy and expressiveness of the language, shows how rich native speech is in humor, lively and figurative expressions, and comparisons.

K.I. Chukovsky believed that the purpose of a fairy tale “is to cultivate humanity in a child - this marvelous ability to worry about someone else’s misfortune, to rejoice at the joys of another, to experience someone else’s fate as if it were one’s own. After all, a fairy tale improves, enriches and humanizes the child’s psyche, since a child listening to a fairy tale feels like an active participant in it and always identifies himself with those of its characters who fight for justice, goodness and freedom.” A child is an active creature by nature; he loves not only to listen to fairy tales, but also to act and create, relying on them.

An important means of cognition is visual modeling, i.e. children's use of various kinds of conditional substitutes for objects. Therefore, to identify the structure of a fairy tale or other literary work You can use various visual models.

Before starting work on building and using visual models, it is necessary that the child:

listened to an expressive reading of the text;
answered questions;
acted out the plot in a table theater or role-playing;
looked at the illustrations.

Only after this, with the help of visual models, can children develop the ability to independently analyze the content of the text and highlight the most significant. In the future, this will help them independently understand any work of art, expressively and consistently talk about what they read and heard.

The simplest type of visual models is the serial series model. It may look like gradually increasing stripes of different lengths and circles of different sizes. For example, to act out the fairy tale “Turnip”, you will need a yellow circle (turnip) and six triangles cut out of paper different sizes for characters. The adult discusses with the child which of the heroes of the work will be replaced by this or that triangle. At the next stage of work, as the child reads the fairy tale, he puts the substituents in the right order.

The introduction of a visual model allows children to understand the logic of the fairy tale. It is interesting that before such classes, most children answer the question: “Who should be invited if the mouse does not help pull out the turnip?” - they answered: “A bear, he is strong,” then after the modeling, most of the children began to answer that they need to invite a fly or a mosquito, i.e. the children began to act according to the logic of the fairy tale.

With three-year-old children, motor modeling can be used, i.e. learn to convey the main events of a fairy tale through the movement of substitutes. For example, you can act out the fairy tale “Fox, Hare, Rooster” with your children. To do this, you will need circles of the same size, but different colors. For example: white (hare), orange (fox), gray (dog), brown (bear), red (rooster). In this case, the adult tells a fairy tale, and the children perform all the necessary actions (left, came, etc.). On the table or flannelgraph where the scene will be played out, you can place decorations cut out of cardboard: fox and hare houses, Christmas trees.

In some cases, both types of modeling are combined: motor and serial series. For example, to act out A. Tolstoy’s fairy tale “The Three Bears,” children are given three circles: large, medium and small. They remember the fairy tale and decide which circle is suitable for which bear. Then the adult tells a fairy tale, and the child points to the corresponding circle and performs simple actions with it.

When conducting such classes, it is especially important that the child understands the principles of substitution. Therefore, before the start of the lesson, you should discuss which circle and why replaces any hero of the fairy tale.

You can use placeholders based on the color of the character's appearance. For example, a red circle would represent Little Red Riding Hood.
The ratio of the sizes of the heroes, then the substitutes will be strips of different lengths. For example, in the fairy tale “Rukavichka”.
The symbolism of color, when a positive character is indicated by light tones, and a negative character by dark ones. For example, in the fairy tale “Khavroshechka”, the evil stepmother and her daughters are in a black circle, and the good fellow and Khavroshechka are in white.

Now the child needs to clearly follow the sequence of actions of a fairy tale or story, which will help him analyze the main events and the connection between them. This is how elements of self-control are gradually laid down.

The tasks can be complicated by asking children not only to distribute the necessary circles or stripes between the characters, but also to choose from them those that are needed for a given fairy tale or story. In this situation, the child must already mentally imagine the main characters of the fairy tale, know their characteristics and independently choose the appropriate models. For example, choose the characters for the fairy tale “The Wolf and the Seven Little Goats.” If the children are completing the task, invite them to come up with ways to identify the characters in the fairy tale.

Older children can retell episodes of fairy tales based on selected substitutes. For example, after playing the fairy tale “The Tar Bull,” all the material is removed, leaving only two circles (the bull and the bear). The adult asks the child to tell what is happening at the moment and helps him retell the desired episode as accurately as possible. Moving from episode to episode depending on the location of the substitutes, children retell the entire fairy tale. You can act out and tell such tales as “Teremok”, “Two Greedy Little Bears”, “Fox with a Rolling Pin”, etc.

Can be used with children five to six years old the new kind modeling - temporal-spatial models (block frames in which the deputies of the main characters of the fairy tale are located). This type of model allows us to understand the basic sequence of events in a fairy tale.

Such a model must be compiled together with the children. First, discuss how the fairy tale begins, who the hero is, and how to designate them. Schematic images of figures, colored circles, and sticks of different lengths can be used as substitutes. Gradually all the frames are filled.

It is important that there are not too many frames and that they really correspond to the main events of the work. Children can then try to retell the story while looking at the model.

If children, together with you, easily compose and use similar models when retelling, then you can move on to independently modeling fairy tales and stories.

"Propp's Maps"

The remarkable folklorist V. Propp, studying fairy tales, analyzed their structure and identified permanent functions. Propp identified 20 main functions. They are used in working with children when composing fairy tales.

D. Rodari notes that “the advantages of Propp’s cards are obvious, each of them is a whole cross-section of the fairy-tale world.” Each of the functions presented in the fairy tale helps the child understand himself and the world of people around him. What is the purpose of Propp's maps?

Firstly, this is the clarity and colorfulness of their execution. This allows the child to retain a much larger amount of information in memory, which means it is better to use it when composing fairy tales.

Secondly, the functions presented in the cards are generalized actions and concepts, which allows the child to abstract from a specific action or situation, and therefore, his logical thinking intensively develops.

Thirdly, cards stimulate the development of attention, perception, imagination, activate coherent speech, enrich vocabulary, etc. Propp's cards provide invaluable assistance in the sensory development of children, as their impact extends to all senses. The child does not simply act as an observer or listener, but is the center of creative activity, the creator of original literary works.

Before you start composing fairy tales using Propp's cards, you should first organize so-called “preparatory” games in which children will become familiar with and master all the fairy-tale functions.

a) “Miracles in a sieve”

In this game, children identify various miracles that occur in fairy tales: how and with the help of which transformations are carried out, magic (magic words, objects and their actions.

b) “Who is the meanest person in the world?”

During this game, children identify evil and insidious fairy-tale characters, describe their appearance, character, lifestyle, home (thus, analyze positive characters). Then they analyze whether a fairy tale can exist without such characters, what is their role in the development of the plot; For whom are these heroes evil and why, and who accepts their qualities and characteristics in the exact opposite sense, on the contrary, who considers Baba Yaga good? Probably, for Koshchei the Immortal she is a very kind woman and friend, and why?

c) “Treasured words.”

During this game, children try to figure out the most significant words in a fairy tale. These can be either magic words, fabulous sentences, or words that carry the main semantic load. For example, the hero’s reasoning about his actions, which allows him not only to evaluate what is happening, but also his role in it. (For example: repentance of a false hero, abandonment of false ideas, etc.)

d) “What will be useful on the road?”

Children, based on the analysis of fairy tales (description of appearance, identification of properties) that help heroes defeat the enemy, resolve the situation (self-assembled tablecloth, running boots, scarlet flower), come up with new helper objects. A magical item can be the most ordinary item. If it begins to perform functions that are not characteristic of it due to the use of hidden resources: the properties of the material, its shape, color, which can play a certain role in some unforeseen problem situation (for example, a bowler hat can be used as a bird’s nest, a mirror , bag, etc.). An interesting fairy tale always has the most fabulous task, which is solved as the plot unfolds.

The source of a fairy tale task is usually the problematic situations that a person encounters in life.

d) “Magic names”

In this game, based on the analysis of fairy tales, the meaning and significance of various character names and their roles are revealed. How is the name of a particular character perceived by other characters? For example, why was the girl who spent all day working at the stove called Cinderella? How will names affect the character of the hero, how is this reflected?

f) “What do you have in common?”

This game involves comparative analysis various fairy tale plots in terms of similarities and differences between them. For example: how are the fairy tales “Teremok” and “Rukavichka” similar; “Morozko” and “Mistress Blizzard”?

g) “Good - bad”

In this game, children try to highlight the positive and negative character traits of the characters and evaluate their activities. For example, what is good about the fact that the Serpent Gorynych has three heads, and what is bad about it?

h) "Nonsense"

In this game, children come up with two unrelated sentences that contain exactly opposite functions.

The main goal of this game is to understand the purpose of a particular function.

For example: the functions “prohibition - violation of prohibition” are specified. To do this, you need to find out together with your children what a ban is; its purpose, character, forms; to whom are they addressed, why; who prohibits; who violates them; what could be the consequences? The sentences that the children came up with may be awkward (taken from other fairy tales), but the main thing is that they correspond to its essence: “The king forbade the sewing of fur clothes in his kingdom”; “The crocodiles did not listen and began to fly in the sky.”

Familiarization with the cards should occur gradually, in a semantic sequence and obey a number of requirements.

Cards that are used at the very beginning of working with them should be made colorfully and in a plot manner. In further work, maps with a rather condensed schematic representation of each function are used. When making cards - supports, symbols that indicate functions should be understandable to children. Symbols invented by the children themselves are better remembered, and their awareness is more productive.

After the preliminary work, we proceed to the main tasks. They are:

a) in reproducing a familiar fairy tale

After reading and dividing the fairy tale into semantic plots, you need to discuss each of them with the guys and give it a name. If several names are proposed that are similar in meaning, then you need to choose the most accurate one.

To give the correct name means to decipher information that can later be “hidden” in the map using visual arts. Thus, the children will be able to correlate two familiar systems with each other: speech and graphic.

b) in joint search and finding of designated functions in fairy tales newly offered for listening

When reading a new, unfamiliar fairy tale to children, during one lesson you need to use no more than 3-5 function cards, otherwise the children will lose interest.

c) in writing fairy tales

It is best to start inventing fairy tales collectively and using a limited set of cards, then the realization of the goal will be more productive. Gradually, 3-4 additional cards are added to the tale, and so on until the entire set is used. When children have mastered inventing fairy tales in order of functions, they can begin composing blindly, that is, by randomly pulling out any card from the deck turned upside down. But this is a more difficult task; children cope with it quite quickly.

d) when working with an individual set of cards

Each child receives his own set of cards (can prepare his own set) and works with it. Invents a new work or modifies a familiar one. At first, you can offer the children ready-made names of fairy tales (for example, “The Adventures of a Hare in the Forest”), and discuss with them the number of characters.

After this, the children’s activities acquire independence - they themselves come up with a name, location, characters, endowing each of them with the appropriate qualities and imaginative characteristics.

In the future, options for working with Propp cards to invent fairy tale plots can be very different. This is an essay in turn, from the end, from the middle, using cards in order, through one, by a certain number; dividing a fairy tale into semantic parts (sentence, plot, conflict); choice of the main character; modification of a familiar fairy tale by limiting or increasing the functions used, etc. This is where the creative potential of every child is revealed.

Pictures with a problematic plot for the development of speech and thinking in children

Famous teacher K.D. Ushinsky said: “Give a child a picture and he will talk.” It’s hard to disagree with the classic, but in our time, not every picture encourages a child to engage in interested communication with an adult!

The modern preschooler is accustomed to colorful toys, dynamic cartoons, that is, strong impressions. It is already difficult to interest him in pictures with a standard plot, in which, for example, children are sliding down a slide or picking pears.

The role of painting in a preschooler’s education is still great. According to teacher E. Tikheyeva, “pictures develop the field of direct observation... The images and ideas they evoke, of course, are less vivid than those that real life gives us. However, it is impossible to see life in all its diversity.” And in this sense, the picture is excellent clarity.

Painting in its various forms (subject, subject, photograph, illustration, reproduction, drawing), and the subject in particular allows you to stimulate all aspects of the child’s speech activity.

The following types of work with a picture are known: examination, description and storytelling. The last one is the most difficult. When composing or inventing a story about the events supposedly happening to the characters in the picture, the child not only relies on own experience, but also uses fantasy and imagination. At the same time, the child’s speech must be meaningful, logical, consistent, coherent, and literate.

The famous French psychologist Jacques Piaget believed that a child’s intelligence and his emotions are inextricably linked. Feelings are a regulator internal energy, affecting all activities. If the plot of the picture used by the teacher is bright, entertaining, and non-standard, then such clarity increases cognitive interest and motivation for educational activities, but also encourages the child to analyze, reason, look for cause-and-effect relationships, and draw conclusions.

Paintings with a problematic plot are modeled in such a way that they reflect an interesting event, a non-standard situation; cause a strong emotional reaction; encourage thought; stimulate imagination; promote interested communication between a child and an adult

Each plot has various options interpretation, therefore, using one picture, you can compose several stories. As the main aid Questions are used for speech exercises. When communicating with an adult, a child learns to respond to them. Questions should be asked sequentially, without omissions or rearrangements. In addition, these questions help the child analyze, reason, expand knowledge, fantasize and compose.

The great role of fantasy in education modern child! According to psychologists, this is the first step to creativity. Questions and tasks for developing imagination constitute another stage in working with the manual.

For most paintings, appropriate poems are selected (authors A. Vishneva, V. Orlov, V. Viktorov, etc.). Listening to, analyzing and memorizing them will help develop a sense of humor in children.

Tasks to add a missing word to a rhyme make it possible to improve children's phonemic awareness.

For older preschoolers, the tasks of replenishing vocabulary and improving grammatical speech are important. For this purpose, children are offered difficult questions, as well as exercises for selecting words, writing sentences and stories. When composing stories for children, one must try to make them not only correct (semantically, grammatically and logically) examples, but also unique “helpers” in creating an atmosphere of kindness, warmth, and philanthropy.

Conclusion

When working with children on speech development, you can use modern techniques, such as the method of visual modeling, Propp Maps, pictures with a problematic plot, diagrams for composing descriptive and comparative stories.

The use of substitutes and visual models develops mental abilities. A child who masters external forms of substitution and visual modeling (using symbols, drawings, schematic drawings, etc.) has the opportunity to use substitutes and visual models in his mind, to imagine with their help what adults are talking about in advance “see” the possible results of one’s own actions. And this is an indicator high development mental abilities.

The use of Propp's Maps in the classroom - symbolic models with a rather condensed schematic representation of the individual functions of a fairy tale, provides invaluable assistance in the development of attention, perception, fantasy, and creative imagination.

The use of diagrams in speech development classes to compose descriptive stories and pictures with a problematic plot develop thinking, imagination, attention, memory, perception, help replenish the stock of knowledge and information, and most importantly, develop children’s speech and vocabulary.

As a result, the use modern techniques in class and in various types children's activities:

Allows the child to retain a much larger amount of information in memory, which means using it more productively when solving various mental problems, and abstract, logical thinking develops more intensively.
Provides assistance in the sensory development of children, because extends to all sense organs, including tactile analyzers.
Stimulates the development of mental processes, enriches the emotional sphere, helps improve coherent speech, increase search activity and activity.

List of used literature

Alkhazishvili, A.A. Psychology of teaching oral descriptive speech / A.A. Alkhazishvili. – M., 2003
Bolshakova, S.E. Formation of fine motor skills of the hands / S.E. Bolshakova. – M., Sfera, 2006
Belobrykina, O.A. Speech and communication / O.A. Belobrykina. – Yaroslavl, Development Academy, 1998
Belousova, L.E. Amazing stories/ L.E. Belousova. - St. Petersburg, Childhood-Press, 2002.
Borodich, A.M.. Methods of developing children's speech / A.M. Borodich. – M., Education, 1981.
Games and exercises for the development of mental abilities in preschool children / edited by L.A. Venger.-M., Enlightenment, 1989.
Korotkova, E.P. Teaching preschool children storytelling / E. P. Korotkova.-M., Enlightenment, 1982.
Development of cognitive abilities in the process of preschool education / edited by L.A. Venger.-M., Enlightenment, 1986.
Development of speech in preschool children / edited by F.A. Sokhina. -M., Enlightenment, 1976.
Tkachenko, T.A. Criteria with a problematic plot for the development of thinking and speech in preschoolers / T.A. Tkachenko. - M., 2001.
Ushakova, O.S. Lesson on speech development for children 5-7 years old / O.S. Ushakova. - Moscow, 2010.
Tsvyktarsky V.V., Playing with fingers and developing speech / V. Tsvyktarsky. - St. Petersburg, 1996.

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