EDUCATIONAL PROJECT Development of coherent speech of older children preschool age through inclusion in educational process modern methods and teaching methods. Apet Oksana Cheslavovna Educator of the highest qualification category State Educational Institution "Nursery - Garden 91 Grodno"
RELEVANCE OF THE PROJECT Coherent speech is the basis of communication. Coherent speech is understood as a semantic and detailed statement that provides communication and mutual understanding. Unfortunately, the problem of teaching children coherent speech has become actual at the present time. Connected speech is the basis of communication. Coherent speech is understood as a semantic and detailed statement that provides communication and mutual understanding. Unfortunately, the problem of teaching children coherent speech has become actual at the present time.
Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have poor vocabulary and are unable to form coherent sentences. Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have a poor vocabulary and do not know how to build coherent statements. Preschool age is an intensive period of speech formation. Modern educators face the problem of correct and high-quality teaching of speech to children. Defectologists emphasize the need to organize and use effective methods for development this direction. Preschool age is an intensive period of speech formation. Modern teachers are faced with the problem of correct and high-quality teaching of speech to children. Defectologists emphasize the need to organize and use effective methods for the development of this area.
One of the key methods is communicative method. Forming and improving the skills of coherent speech, the teacher lays the foundations for successful communicative acts. Developing in children the ability to build detailed statements will allow them to correctly express their thoughts, making them understandable to others. As practice shows, for teaching children of senior preschool age connected speech, it is advisable to use various types of modeling: subject, temporal-spatial and motor. The use of modeling methods is effective when working with children on all types of monologue statements: retelling, drawing up stories from a picture, descriptive story and creative story. Thus, the use of modeling methods allows us to solve the problems of forming coherent speech. An effective means of developing coherent speech in preschoolers is activity. It encourages children to compose stories through various lines, write down coherent stories, the actions of fairy tale characters, etc. One of the key methods is the communicative method. Forming and improving the skills of coherent speech, the teacher lays the foundations for successful communicative acts. Developing in children the ability to build detailed statements will allow them to correctly express their thoughts, making them understandable to others. As practice shows, for teaching children of senior preschool age connected speech, it is advisable to use various types of modeling: subject, temporal-spatial and motor. The use of modeling methods is effective when working with children on all types of monologue statements: retelling, drawing up stories from a picture, descriptive story and creative story. Thus, the use of modeling methods allows us to solve the problems of forming coherent speech. An effective means of developing coherent speech in preschoolers is activity. It encourages children to compose stories through various lines, write down coherent stories, the actions of fairy tale characters, etc.
Modern and effective are such techniques as drawing with fingers, palms, florotyping, inkblotography, the use of stencils, testoplasty, creating images from crumpled paper, fabrics, cotton wool, threads, cereals and other waste material. The use of non-traditional materials and techniques makes the tasks fun, feasible and informative for preschoolers. Thus, turning the learning process into an entertaining and varied activity. Modern and effective are such techniques as drawing with fingers, palms, florotyping, inkblotography, the use of stencils, testoplasty, creating images from crumpled paper, fabrics, cotton wool, threads, cereals and other waste material. The use of non-traditional materials and techniques makes the tasks fun, feasible and informative for preschoolers. Thus, turning the learning process into an entertaining and varied activity.
The purpose of the project: To promote the development of coherent speech of preschool children by building an educational process based on the use of modeling methods based on non-traditional art activities techniques. To promote the development of coherent speech of preschool children by building an educational process based on the use of modeling methods based on non-traditional art activities techniques.
Content of the project. TERMS AND STAGES OF PROJECT IMPLEMENTATION CONTENTS APPROACHES, PRINCIPLES AND METHODS OF PROJECT IMPLEMENTATION 1. ORGANIZATIONAL STAGE (August-September 2010) - Select, study and create scientific and methodological problem support. -Develop theoretical model organization of new forms of teaching children. -Analysis, study, systematization methodological literature. -Testing teachers on the degree of awareness of the problem.
To develop the structure of the subject-developing environment according to the types of art activities. -Organization of equipping the creative center with means of creative activity. - Creation and replenishment of the collection of models - deputies, graphic images, collages. - To interest parents in the process of teaching children coherent speech. -Creative presentation project. - Conduct parent surveys.
Create logistics, moral and psychological and aesthetic conditions for successful interaction of project participants. - Organizing and conducting trainings and consultations on the problem. 2. IMPLEMENTATION STAGE (October April 2011) -Introduce learning algorithms for all types of coherent statements. -Summarize and systematize information on the use of modeling types in the system of teaching coherent speech. - Didactic trainings. -Club of new meetings. -Creation of albums demonstrating the basic techniques of non-traditional types of creative activity.
Organization of effective interaction between teachers and parents. -Consultation to create a library of baby books with creative stories. - Exhibitions of children's works. 3. SUMMARY STAGE (May 2011) -Identify the level of implementation efficiency educational model. -Methods pedagogical diagnostics. -Create a children's creative studio "The Art of Speaking". -Disseminate experience among teachers. -Master Class. -Release of the collection creative stories"Colourful Speech" -Joint competitions of parents and children.
Algorithm for teaching storytelling by modeling a fairy tale. Acquaintance with a literary work using subject modeling. Acquaintance with a literary work using subject modeling. Mastering the plot, thinking about a fairy tale, using motor temporal-spatial modeling methods. Mastering the plot, thinking about a fairy tale, using motor temporal-spatial modeling methods. Narration of the work based on graphic drawings, decorative panels. Narration of the work based on graphic drawings, decorative panels.
Compilation learning algorithm descriptive stories. Formation of knowledge about the subject, its forms, appointments through serial, temporal-spatial and motor methods modeling. Formation of knowledge about the subject, its forms, appointments through serial, temporal-spatial and motor modeling methods. Creation of an image of an object based on the use of non-traditional techniques of visual activity. Creation of an image of an object based on the use of non-traditional techniques of visual activity. Writing a descriptive story. Writing a descriptive story. Reflection. Reflection.
Algorithm for compiling a story based on a series of plot pictures. Providing a layout on a specific theme. Providing a layout on a specific theme. Making sense of children general content depicted events and selection of images by means of motional temporal-spatial modeling methods. Comprehension by children of the general content of the depicted events and the selection of images through motor temporal-spatial modeling methods. Creation of plot images using non-traditional art techniques. Creation of plot images using non-traditional art techniques. Formation of a holistic view of events based on the created images. Formation of a holistic view of events based on the created images. Reflection. Reflection.
Algorithm for teaching children creative storytelling. Drawing up a story plan using logical-syntactic, graphic schemes. Drawing up a story plan using logical-syntactic, graphic schemes. Presentation of the story through the subject modeling method. Presentation of the story through the subject modeling method. Creation of baby books, thematic pictures using non-traditional techniques of creative activity. Creation of baby books, thematic pictures using non-traditional techniques of creative activity. Reflection. Reflection.
The project consists of three stages. Preparatory stage consists in studying methodological literature and identifying the level of speech development of children, creating card indexes of mnemonic tables for teaching storytelling, memorizing poems, guessing riddles and pronouncing tongue twisters.
The main stage includes a description joint activities children, teachers and parents. On the final stage it is planned to demonstrate the achievements of children through theatrical performance "A Bag of Apples" and an exhibition of children's and parental work.
Download:
Preview:
Municipal Autonomous Preschool educational institution Kindergarten "Star"
Social project
educator:
Smirnova Alena Alekseevna
g.o.g. Shakhunya 2018
1. Information card.
name of the project | "Development of coherent speech in children of senior preschool age through the use of schemes and models" |
Smirnova Alena Alekseevna teacher of MADOU d / s "Asterisk" suitability for the position |
|
Justification of the relevance and social significance of the project | Speech development is one of the most important acquisitions of a child in preschool age. Today, the figurative speech of preschool children, rich in synonyms, additions and descriptions, is a rare phenomenon. An experiencework showswhat is seen in childrenmonosyllabic speech, consisting only of simple sentences, inability to build a grammatically correct extended sentence, small vocabulary, lack of logic of conclusions and statements, inability to build a dialogue on the proposed topic in a plot or descriptive story, inability to retell the story in your own words. An effective corrective tool in trainingconnected speech of preschoolers, both with and without speech pathology, there are techniques mnemonics. Mnemonics make it easier for children to master coherent speech. The use of mnemonics, the use of generalizations allows the child to systematize his direct experience. Mnemonics techniques use the natural memory mechanisms of the brain and allow you to fully control the process Children who own funds visual modeling, in the future they are able to independently develop speech in the process of communication and learning. |
Goals and objectives of the project | The project is aimed atincreasing the effectiveness of teaching older preschool children with speech development problems by means of mnemonics. In the process of project implementation, development tasks are solvedthinking, attention, imagination, verbal and auditory and visual memory. |
Brief summary of the content of the project | The project consists of three stages. The preparatory stage consists in the study of methodological literature and the identification of the level of speech development of children, the creation of card files of mnemonic tables for teaching storytelling, memorizing poems, guessing riddles and pronouncing tongue twisters. The main stage includes a description of the joint activities of children, educators and parents. At the final stage, it is planned to demonstrate the achievements of children through theatrical performance "A Bag of Apples" and an exhibition of children's and parental work. |
Project deadlines | Medium term (September - November) |
Financially - technical base and estimated cost of the project |
|
2. Relevance and importance of this problem.
The name of the project is "Development of coherent speech in children of senior preschool age through the use of schemes and models"
Rationale for the relevance of the project.
Social project "Development of coherent speech in children of senior preschool age through the use of schemes and models."
One of the main tasks of educating and educating preschool children
is the development of speech, verbal communication.
Main and hallmark modern society is the substitution of live human communication with dependence on a computer. The problem of the development of coherent speech in children is well known. a wide range pedagogical workers.
Knowledge of the native language is not only the ability to correctly build sentences. Children acquire their native language through speech activity, through the perception of speech and speaking. That's why it's so important to create conditions for a good communication speech activity children, to communicate, to express their thoughts.
However, as practice shows, despite the increased interest in the problem, the level of speech development of preschool children is insufficient.
Visibility is one of the main didactic principles pedagogy. Actions with objects, their visual perception is the first stage in the development of a child’s thinking, therefore it is important to use visual material throughout the entire process.
Recently for teaching storytelling to preschool children wide application in teaching practice found the techniques of mnemonics.
Mnemonics or mnemonics, translated from Greek - "the art of memorization" - is a system of methods and techniques that provide effective memorization. Successful development of knowledge by children about the features of natural objects, about the world around them, effective memorization of the structure of the story, the preservation and reproduction of information, and of course the development of speech.
It's no secret that nowadays more and more children are observed
the following problems: poor vocabulary, inability to coordinate words in
sentence, violation of sound pronunciation, attention, imperfectly logical
thinking.
Therefore, I faced the task of teaching children to coherently, consistently, grammatically correctly express their thoughts, talk about various events from the life around them.
At preschool age, visual-figurative memory predominates, and memorization is mostly involuntary: children better remember events, objects, facts, phenomena that are close to them. life experience. When teaching children, it is quite reasonable to use creative techniques, the effectiveness of which is obvious, along with generally accepted ones.
Mnemonics techniques facilitate the memorization of information in children and increase the amount of memory by forming additional associations.
How to form a child's speech, fill it with a large palette of words, beautiful phrases, euphonious phrases? How to help a child feel the rhythm of speech, the melody of words, experience the content of the speech he hears? How to contribute to the development of the emotional-sensory sphere of the child, help him learn communicative speech? I found all the answers to these questions in the methodology - mnemonics.
In order to get answers to all the questions raised, a project was developed"The development of coherent speech in children of senior preschool age through the use of schemes and models."
Objective of the project - Increasing the efficiency of teaching older preschool children with speech development problems by means of mnemonics.
Project objectives
Educational:
- To consolidate the ability of children to work based on a mnemonic table when compiling descriptive stories, memorizing poems, guessing riddles, pronouncing tongue twisters, retelling fairy tales.
Developing:
- To form the ability of children to coherently, consistently, grammatically correctly express their thoughts with the help of mnemonics; enrich vocabulary; develop coherent and dialogic speech;
To form the skills of cultural speech communication; develop mental processes (memory, attention, thinking, imagination)
Educational:
- Bring up careful attitude to the surrounding world;
Rejoice with the children success, the results of activities.
The project implementation period is medium-term (September - November)
3. Collection and analysis of information on the chosen topic.
- survey of parents on the topic: “Does your child speak well?”;
- study of the work experience of teachers of kindergartens in Russia on the problem of the project;
- Implementation of the project action plan.
Preparatory stage (motivational)
Deadlines | Forms of work | Tasks |
2 weeks | Filling the group space visually - illustrative material using mnemonic tables, reference pictures, algorithms. | Arouse children's interest in the topic. Develop the ability to participate in a collective conversation, observing the rules of communication. Find out the level of knowledge of children on the problem. Increasing the interest of parents in correcting the shortcomings of a coherent statement. |
Acquaintance with the compilation of descriptive stories and memorization of poems using mnemonic tables. |
||
Selection of books, fairy tales, poems, riddles for the library, attracting children to participate in inventing fairy tales, riddles, etc. |
||
Acquaintance with the main ways of transcoding information, the use of conditionally graphic models by children in games. |
||
The study methodological developments on the use of the mnemonics method in teaching storytelling to preschool children. |
||
Making visual information in the parent corner. |
||
Parent meeting "The use of mnemonics in the development of coherent speech in children preschool age" |
Main stage (activity) (7 weeks)
Directly organized activity different types of children's activities. | Joint educational activities in regime moments | Independent activities of children in conditions developing environment | Interaction with parents |
1. NOD "Chanterelle with a rolling pin" see Attachment 2. Drawing mnemotables on the topic: "How was my weekend." 3. Retelling and dramatization of the fairy tale "The Fox and Cancer" based on the mnemonic table. | 1. Guessing riddles using mnemonic tables. 2. Learning poems and tongue twisters with the help of mnemonic diagrams and mnemonic tables. 3. Compilation of descriptive stories about toys based on a ready-made mnemonic table. 4. Screening of the table theater based on the fairy tale "Two greedy little bear» according to the mnemonic table. 5. Preparation for theatrical performance based on Suteev's fairy tale "A Bag of Apples". Learning roles according to the mnemonic table 6. Creation of a book - baby "Pets" using child-parent work and compiling descriptive stories of children according to mnemonic tables. 7. Didactic game "Guess who I'm talking about?" 8. Work on mnemonic tables "Autumn", "Tell me about mushrooms", "Waiting for winter", "Winter", "Spring", "Spring changes". | 1. Didactic games“Piggy bank of words”, “Magicians”, “Draw a word”, “Come up with a fairy tale from a collage” 3. Visual activity based on fairy tales (drawing, coloring, modeling, applique, manual labor). 4. Theatrical activity (finger, table theater). 5. Considering illustrations of fairy tales in various books 6. Compilation of mnemonic diagrams for inventing fairy tales: “How the hedgehog rescued the hare”, “Hare's birthday”. 7. Telling tales according to ready-made schemes “Zayushkina hut”, “According to pike command", "Three Bears". 8. Using algorithms in daily activities. | 1. Making schemes - algorithms, card indexes of mnemonic tables for teaching the retelling of fairy tales, guessing riddles, learning poems. |
Final (creative) (3 weeks)
- Theatrical performance "A bag of apples»
- Design of exhibitions of parent-child works - Action "Together with the child" - creation of mnemonic tables on the topic "Favorite poem"
- Presentation for preschool teachers"The use of mnemonic techniques in the formation of coherent speech in children of senior preschool age" see the appendix.
- Participation in the municipal competition of the preschool educational institution "Kaleidoscope of methodological ideas"
The work was carried out not only with the use of mnemonics, but also assumed the activity of children in all types of children's activities: gaming, communicative, labor, motor, cognitive, musical and artistic. At first, the compilation of mnemonic tables took place in joint activities with adults and peers, then they became independent activity preschoolers.
Methods and techniques used in working with children.
verbal | Practical | Visual |
Reading fairy tales, folklore; | Dramatization games; Playing sketches; Retelling of fairy tales. Compilation of mnemonic squares, mnemonic tracks, mnemonic diagrams, mnemonic tables. | Display of illustrations, pictures, toys. |
In order to complete the tasks, I used the elements of mnemonics in all forms. organized activities children: in directly educational activities, in individual work, in joint, in free activity children, games, entertainment, holidays. The children enjoyed working with reference diagrams, algorithms. After memorizing excerpts of poems and fairy tales, the children acted out based on the schemes. different plots using theatrical attributes for this.
In games, the development of communication and interaction of the child with adults and peers, the formation of independence, purposefulness and self-regulation own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers.
The integration approach made it possible to develop speech, cognitive activity, creative abilities, and communication skills in unity.
- Expected results of the project.
Performance relative to children | Performance relative to parents | Performance relative to teachers |
1. Increasing the independence of children when working on a speech statement 2.Drafting various types stories using graphic analogies. 3.Improvement of indicators of connectivity, consistency, information content along with pronounced positive shifts in lexico-grammatical the design of stories (complication of the structure of sentences, a decrease in the number of errors in their design). 4.Expanding knowledge about characteristic features objects and phenomena of the surrounding world; 5. Formation of articulatory praxis 6. Development mental processes(various types of memory, attention, thinking). | 1. The need for cooperation with the ECE 2. Increasing the interest of parents in correcting the shortcomings of a coherent statement 3. Acquaintance of parents with the program content in the section "Coherent speech" and the work of teachers in solving this problem 4. Parents mastering mnemonic techniques in working with children 5. Expanding the pedagogical knowledge of parents in the matter of children's readiness for school. | 1. Improving professional skills 2. Mastering project activities. 3. Increasing interest in the problem of the development of coherent speech throughfamiliarization of teachers with the techniques of mnemonics and their practical value in different sides life. Members:- pupils senior group compensating direction, group teachers, Parents of pupils. Type of: child-parent. Project type: cognitive and creative. Duration: 1 year. Integration of educational areas: Speech development: Introduction to literature The development of speech. Artistic and aesthetic development: Visual, constructive and modeling activity, musical activity, Theatricalization. Social and communicative development: Socialization. Target: development of coherent speech of children through theatricalization, disclosure creativity, attachment to fiction on the example of fairy tales. To form interest in the book, through reading and telling fairy tales; To contribute to the accumulation of aesthetic experience by reading and discussing literary works; To cultivate a culture of speech, to teach children to reason, to develop the ability to apply their knowledge in conversation, to achieve coherent statements; Enrich and expand the vocabulary of children; develop in children creative thinking, fantasy, creativity; Build collaboration skills; Cultivate feelings of friendship and collectivism; Develop communication skills and the ability to communicate with adults in different situations; Encourage children to verbally communicate with each other. Parents: Creation in the family favorable conditions for the development of the child, taking into account the experience of children acquired in kindergarten; Development of joint creativity of parents and children; To develop in parents the ability to see a personality in a child, to respect his opinion, to discuss future work with him; To interest parents in the life of the group, to arouse a desire to participate in it. Relevance: The fairy tale is an effective developmental and corrective tool for the development of coherent speech of children. At the current stage of the life of modern society, parents replace reading fairy tales with watching cartoons. Children do not know fairy tales, they do not know how to tell them, they are not interested in books. Thus, in the speech development of children there are a large number of violations and shortcomings, which negatively affects the formation of the child's personality, contributes to the development negative qualities character (shyness, indecision, isolation). Expected result: Development of coherent speech of children through theatricalization; Development cognitive activity, creativity, communication skills; Formation of cooperation skills; Promoting the creative development of children; Development of emotional responsiveness; Harmonization of relations between adults and children. Project activity product: Production of books on fairy tales, designed by the collage method; Exhibition of drawings "My favorite fairy-tale hero"; Holiday "Tale after tale" with the participation of children, parents and teachers of the group. The main stages of the project implementation: Stage 1: Information Conversation with children about the meaning of books for people; expanding knowledge about the book, reading fairy tales, making a book together in kindergarten, presenting the project to parents, talking about the collage method. Stage 2: Creative Production of fairy tale books by children together with their parents. Collage book design. Stage 3: "Presentation" 1) Presentation of produced books by children. Rewarding families with diplomas. 2) Holiday "Tale after tale". Participants: children, parents, teachers. Preparation of costumes, distribution and learning of roles, songs, dances. 1. Reading fairy tales and retelling them by children based on sequential pictures. 2. Consideration and comparison of illustrations in children's books of various publications. 3. Games - dramatizations based on tales. 4. Coloring illustrations for the fairy tale "Little Red Riding Hood" by children (joint creative activity). 5. Collaging the pages of a fairy tale by a speech therapist teacher. 6. Speech therapy lesson with children on the topic “What do we know about books?” 7. Parent meeting on the topic "Favorite fairy tales." 8. Setting a task for parents to make a book together with other parents and children. Distribution of stories between families. 9. Joint creativity of parents and children in the production of books on fairy tales. 10. Presentation of the produced books. 11. Preparation and holding of the holiday "Tale after tale". PROJECT Introduction activities (speech, music, motor, visual actively interacts with peers and adults, participates in Project goal: creation necessary conditions to develop motives and Project objectives: Principles: Project type: information-practice-oriented Expected (intended) result: Practical significance: Stages of project implementation: Content and stages of project implementation 2. Carrying out various forms of educational activities for Implementation of the main stage 1. Work with pupils During the project 1. Interaction with parents Project type: educational, creative, group. Project participants: children of the middle group, educator. Project duration: half a year. Objective of the project: development of coherent speech of children of middle preschool age based on the use of compiling descriptive stories. Project objectives: Analyze scientific literature; Formation of the grammatical structure of speech. Vocabulary expansion. The development of connected speech. Project results: 1. Creation of a card file of games for the development of children's vocabulary. 2. Consultation for parents "Speech games at home". 3. Consultation for parents “We read and compose together with the child. word games and exercise." 4. Creation of the "Wonder Tree" together with the parents. 5. Creation of the album "Beautiful words". Project relevance: Timely and complete formation of speech in preschool childhood is the main condition for normal development and its further development. successful learning at school. Preschool children listen to poems with pleasure, sing songs, guess riddles, look at illustrations for books, admire original works painting and very often ask questions: how, why, and can I? And that is why the task of speech development of children and the development of its development is so relevant today. communication skills. By the beginning of preschool age, children begin to transition from dialogical speech to various forms monologue. This is a very long and laborious process that requires special speech education. Working on a project, children gain knowledge, expand their horizons, replenish their passive and active dictionaries learn to communicate with adults and peers. Monologue speech is an organized and expanded type of speech that is more arbitrary, the speaker must consider the content of the statement and choose the appropriate language form (description, narration, reasoning). The problem of the development of coherent speech was dealt with by many domestic teachers, psychologists, linguists (L. S. Vygodsky, S. L. Rubinstein, D. B. Elkonin, A. A. Leontiev, L. V., V. V. Vinogradsky, K. D. Ushinsky, E. I. , O. I. Solovieva, etc.). However, this problem is still very acute and has not been fully studied. To teach monologue speech to preschool children, they are usually used the following types classes: storytelling in a picture; Retelling of literary works; Compilation of descriptive stories about toys; Writing narrative stories (creative storytelling); Compilation of stories from personal experience; Storytelling based on a series of plot pictures; Compilation of stories according to mnemonic tables, picture and graphic plan. Recent studies (O. S. Ushakova, A. A. Zrozhevskaya) in the formation of coherent speech on the material of toys proceeded from the fact that children should be taught not the types of storytelling, but the ability to build a monologue-description Hypothesis: As a result of work, children's vocabulary will increase, speech will be enriched, and the expressiveness of monologue speech will improve. If the work plan for the project is implemented, then it is possible to develop cognitive activity in children, the formation adequate self-esteem, increasing their communication capabilities, developing activity, initiative, and independence. Estimated result: With systematic work on this project the vocabulary of children will increase significantly, speech will become the subject of children's activity, children will begin to accompany their activities with speech. Project Methods: Visual, verbal, practical, game. Implementation stages: I. Design stage : Putting forward a hypothesis; Definition of the purpose and objectives of the project; Target this stage: increasing competence on the topic: “Development of coherent monologue speech by means of a descriptive story in children of middle preschool age”. Systematization of the material (summaries, memos, recommendations). Creation of a subject-developing environment. II. Creative and productive stage (practical). The purpose of this stage: the search for effective forms of work with children. Material selection; Analysis of methods and techniques (open classes, didactic games and exercises problem situations etc.); Planning, distribution of material; Working with parents (consultation). Speech at the teachers' council with the report "Modern forms and methods for the development of speech in kindergarten" 2.1 Mastering coherent monologue speech depends on many conditions: speech environment; social environment; Family well-being; Individual personality traits; Cognitive activity of the child, etc. This type of statement, as a description, in middle group given Special attention, since it is at this age that the foundations are laid for the development of the ability to independently describe toys. This is facilitated by a properly organized course of examining toys and thoughtful posing of questions, special exercises. Therefore, the teacher asks questions in a certain order, teaches children to think in what sequence they will describe the toy and leads to a clear structure when compiling a description: 1. Name of the object (what is it? who is it? what is it called). 2. Disclosure of micro-themes: signs, properties, qualities, characteristics of an object, its actions (what? What? what? what? what does it have? how is it different from other objects? what can it do? what can be done with it). 3. Attitude towards the subject or its assessment (did you like it? Why?). The following types of toys are used to teach monologue speech: Didactic (nesting dolls, turrets, pyramids, barrels); Subject (figurative): dolls, cars, animals, dishes, furniture, transport; Ready-made sets of toys, united by one content: a herd, a zoo, a poultry yard; Sets compiled by a teacher or children - a boy, a girl, a sleigh, a dog; girl, house, chicken, cat, hare and dog, etc. Making riddles. Teach children to focus on the signs and actions of objects. For example, round, rubber, jumping (ball); red, cunning, lives in the forest (fox), etc. Methods and techniques for mastering the coherent speech of preschoolers. The choice of methods and techniques for each specific lesson is determined by its tasks. I consider the use of visual (observation, examination, display and description of objects, phenomena) and practical (dramatization games, tabletop dramatizations, didactic games, games-classes) methods to be the most effective. I use verbal methods less frequently when working with children of middle preschool age. age features children require reliance on visibility, therefore, in all verbal methods, I use either visual techniques (short-term display, examination of an object, toys, or demonstration of a visual object in order to defuse children (the appearance of a clue-object, etc.). Among verbal methods distinguish mainly those associated with artistic word. Although in some classes they use the teacher's story method and the conversation method. Each method represents a set of techniques that serve to solve didactic tasks. In working with children, in order to achieve certain goals, in each specific lesson, I widely use a variety of speech development techniques: Speech sample (I use it as a precursor to the speech activity of children, I accompany it with such techniques as explanation and indication; Repetition (I practice repetition of the material by the educator, individual repetition by the child, or joint repetition); Explanation, indication (I use it when clarifying the structure of descriptive stories); Verbal exercise (preceding the compilation of descriptive stories); Question (I use in the process of reviewing and in a consistent presentation of the description; I use reproductive, search, direct, suggestive, suggestive). 2.2. Planning for work with children. Planning work with children to develop coherent speech is based on general didactic principles: Educational character of education. Any lesson on the development of speech is based on the trinity: education, development, training. The educational aspect of the development of speech is very wide. Material availability. All material offered to children should be accessible to their age and contain feasible difficulty. Systematic training. September: looking at toys. To form the ability to consider toys, to teach children to highlight the signs, qualities and properties of a toy. Develop concentration of attention, fix the rules for handling toys. October:Open lesson on the development of speech "Journey to a fairy tale." Target: develop the ability to retell piece of art using the simulation method. Tasks 1.Educational: teach children to answer complete offer, activate the dictionary, teach the ability to correlate symbolic symbols with images, name features wild animals. 2.Developing: to develop coherent speech of children, the ability to reason, imagination, thinking, logic, memory. 3.Educational: cultivate love for Russians folk tales, good relations to books. November: Working with the Miracle Tree. Performance various tasks on the formation of coherent monologue speech, composing and solving riddles, learning nursery rhymes, jokes. Working with didactic games: Games with objects Object games use toys and real items. With their help, children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. Games with natural material(plant seeds, leaves, flowers, pebbles, shells, beans) are used in games such as “Which tree is the leaf from?”, “Who is more likely to lay out a pattern of leaves?”, “Who is more likely to make a pattern of beans?”, etc. Board games Board-printed games are diverse in types: subject pictures, paired pictures, loto, dominoes. During these games, memory develops December compiling stories, using mnemonic tables, picture-graphic plans, etc. modern forms and methods for the formation of coherent speech. Formation of the ability to consider objects, highlighting their features, properties, qualities and actions. To form the ability to compose a descriptive story together with the teacher. Exercise in the use of prepositions, their agreement with the noun. Develop memory, auditory attention, speech. January. Open lesson on the development of speech."In the world of professions". Goals: 1) consolidate children's knowledge about professions (doctor, driver, seller, educator, postman, etc.), about tools; to form the ability to compose a coherent story using a diagram; learn the poem "My Bear" using a mnemonic table. 2) Develop speech, observation, ingenuity, the ability to correlate a picture with a symbol. 3) Raise interest in various professions. preliminary work: A conversation about professions with an examination of the poster "Professions", The game "Who needs what", Word game "Where we were, we will not say, but what we did - we will show" Working with mimic tables Consideration of the "Professions" scheme, c / r games "Drivers", "Shop". Continue to teach children to build their statement according to a certain plan. Develop memory, attention. Cultivate the ability to listen to each other, not to interrupt. 2.3. Interaction with the family on the issues of speech development of children. One of the conditions for the normal development of the child and his further successful education at school is the full formation of speech in preschool age. The interaction of the kindergarten and the family on the issues of the full speech development of the child is another necessary condition. Gaming breathing exercises aimed at developing speech breathing; Finger games and exercises; Games aimed at enriching the vocabulary, developing the grammatical structure of speech; Didactic games for the development of a coherent statement. Consultations were held on the development of speech breathing and fine motor skills hands One of the main tasks of speech formation is the development of speech breathing, for this I recommend parents to include game breathing exercises: “Hit the gate”, “Snowflakes”, “Leaf fall”, “Whose leaf will fly away further?” etc. To improve speech breathing, I suggest parents together with the children, pronounce small "pure words", riddles, proverbs, short counting rhymes on one exhale. III. The final stage. The period of reflection on one's own results. Diagnosis of children. Project presentation. Work efficiency. The examination of coherent speech was carried out according to the methodology developed in the laboratory for the development of speech and speech communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education and correlated with the implementation of the program for the development of speech. Identification of the ability to describe an object (toy, write a description) was carried out according to the following criteria: 1. Describe the doll. Tell me what she is, what can be done with her, how they play with her. 1) The child independently describes the toy; 2) talks about the questions of the teacher; 3) calls individual words without linking them into a sentence. 2. Make a description of the ball: what is it, what is it for, what can be done with it? 1) The child describes the ball; 2) lists the signs; 3) names individual words. 3. Describe the dog, what it is, or think up a story about it. 1) The child makes a description (story); 2) lists qualities and actions; 3) names 2 words. The responses were evaluated in the following way. For each match of answers under No. 1, the child receives three points; if the answers correspond to No. 2, then the child receives two points; if the answers fit under number 3 - one point. Thus, the levels of speech development were revealed: 9 or more points - high level; 6-8 points - average level; 3-5 points - below average level; less than 3 points - low level. The survey involved a group of children in the amount of 32 people. The results of the survey revealed the following: No children were identified with a high level of speech development (0%); No children were identified with an average level of speech development (0%); 21 children have a level below the average, which corresponds to 66%; Low level in 11 children, accounting for 34%. Based on the results of the survey, systematic work was begun on teaching descriptive speech to children through classes, didactic games. Analyzing the obtained data, the following was revealed: With a high level of speech development, no children were identified; With an average level, 4 children were identified, which corresponds to 12%; A level below the average is possessed by 20 children, constituting 63%; Low level in 8 children, i.e. 25%. Thus, comparing the results of the survey, the conclusion follows: children gradually begin to master the skills of descriptive speech, that is, they name signs, list qualities and actions, talk about the teacher’s questions, express their attitude to the described subject. Although some of the children name only individual words, without linking them into a sentence, they hardly distinguish signs and qualities, and answer the teacher's questions in monosyllables. It should also be noted that 25% of children are at a low level of speech development.  
|
