The development of all components of oral speech,

practical mastery of the norms of speech

Vocabulary formation
Based on the enrichment of ideas about the immediate environment, continue to expand and activate the vocabulary of children. Clarify the names and purpose of clothing, shoes, hats, dishes, furniture, modes of transport.

Develop the ability to distinguish and name the essential details and parts of objects (a dress has sleeves, a collar, pockets, buttons), qualities (color and its shades, shape, size), surface features (smooth, fluffy, rough), some materials and their properties (paper is easily torn and soaked, glass objects break, rubber toys restore their original shape after being squeezed), location (outside the window, high, far, under the cabinet).

Draw the attention of children to some objects similar in purpose (a plate - a saucer, a chair - a stool, a fur coat - a coat - a sheepskin coat).

Develop the ability to understand generalizing words (clothes, dishes, furniture, vegetables, fruits, birds, etc.); name the parts of the day (morning, afternoon, evening, night); name domestic animals and their cubs, vegetables and fruits.

Sound culture of speech

To improve the ability of children to clearly pronounce vowels in words (uh, uh, uh, oh, e) and some consonants (P - 6 - t - d - k - G; f - in;t- With- h - c).

Develop motor skills of the speech-motor apparatus, auditory perception, speech hearing and speech breathing, clarify and consolidate the articulation of sounds. Develop the correct pace of speech, intonation expressiveness. To form the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations.
G grammatical structure of speech

To improve the ability of children to coordinate adjectives with nouns in gender, number, case; use nouns with prepositions (in, on, under, behind, around). Help to use singular and plural nouns in speech, denoting animals and their cubs (duck - duckling - ducklings); the plural form of nouns in the genitive case (ribbons, nesting dolls, books, pears, plums). Treat the word creation of children as a stage of active mastery of grammar, suggest to them the correct form of the word.

Help children to get from uncommon simple sentences (consist only of the subject and predicate) common ones by introducing definitions, additions, circumstances into them; make sentences with homogeneous members ("We will go to the zoo and see an elephant, a zebra and tigers").
Connected speech

Develop a dialogic form of speech.

Involve children in conversation while looking at objects, pictures, illustrations; observations of living objects; after watching performances, cartoons.

To form the ability to conduct a dialogue with the teacher: listen and understand the question asked, answer it clearly, speak at a normal pace, v interrupting the speaking adult.

Remind children of the need to say "thank you", "hello", "goodbye", "good night" (in the family, group).

To develop initiative speech of children in interactions with adults and other children.

In order to development of initiative speech, enrichment and clarification of ideas about objects in the immediate environment, provide children with pictures, books, sets of objects for independent examination.
Educational area "Reading fiction"

• 
  formation of a holistic picture of the world, including primary value ideas;
• 
  development of literary speech;
• 
  introduction to verbal art, including the development of artistic perception and aesthetic taste.

Formation of interest and need for reading
Read familiar, beloved by children works of art recommended by the Program for the first junior group.

To cultivate the ability to listen to new fairy tales, stories, poems, follow the development of the action, empathize with the heroes of the work. Explain to children the actions of the characters and the consequences of these actions.

To develop the ability with the help of a teacher to stage and dramatize small passages from folk tales.

Repeat the most interesting, expressive passages from the read work, giving children the opportunity to finish words and phrases that are easy to reproduce.

Continue to generate interest in books. Regularly review illustrations with children.

Sample Reading List for Children

Russian folklore

Songs, nursery rhymes, incantations,“Finger-boy ...”, “Hare, dance ...”, “Night has come ...”, “Forty, forty ...?,“ I’m going to my grandmother, to my grandfather ... ”,“ Tili-bom! Tili-bom!...”; “Like our cat ...”, “A squirrel is sitting on a cart ...”, “Ay, kachi-kachi-kachi” ...”, “We lived with a grandmother ...”, “Chiki-chiki-chikalochki. ..”, “Kisonka-murysenka...”, “Dawn-dawn...”; “Grass-ant ...”, “There are three chickens on the street ...”, “Shadow, shade, sweat ...”, “Ribushka hen ...”, “Rain, rain, more ...”, “ Ladybug..,", "Rainbow-arc...",

. Fairy tales."Kolobok", arr. K. Ushinsky; "Wolf and goats", arr. A. N. Tolstoy; "Cat, rooster and fox", arr. M. Bogolyubskaya; "Swan geese"; "Snow Maiden and the Fox"; “Goby - black barrel, white hooves”, arr. M. Bulatova; "The Fox and the Hare", arr. V. Dahl; “Fear has big eyes”, arr. M. Serova; "Teremok", arr. E. Charushina.
Folklore of the peoples of the world.

Songs. "Ship", "Braves", "Little Fairies", "Three Trappers" English, arr. S. Marshak; "What a Rumble", trans. from Latvian. S. Marshak; "Buy a bow ...", trans. with shotl. N. Tokmakova; "Frog Talk", "Intractable Hoopoe", "Help!" per. from Czech. S. Marshak.

Fairy tales."Mitten", "Goat-Dereza" Ukrainian, arr. E. Blaginina; "Two Greedy Little Bears", Hung., arr. A. Krasnova and V, Vazhdaeva; "Stubborn goats", Uzbek, arr. Sh. Sagdulla; “Visiting the sun”, trans., from Slovak. S. Mogilevskaya and L. Zorina; "Nanny Fox", trans. from Finnish E. Soini; "The brave fellow", trans. from Bulgarian L. Gribovoy; "Puff", Belarusian, arr. N. Myalika; “Forest bear and naughty mouse”, Latvian, arr. Yu. Vanaga, trans. L. Voronkova; "The Rooster and the Fox", trans. with shotl. M, Klyagina-Kondratieva; "The Pig and the Kite", a tale of the peoples of Mozambique, trans. from Portuguese. Y. Chubkova.
works of poets and Russian writers

Poetry. K. Balmont. "Autumn"; A. Blok. "Bunny"; A. Koltsov. “The winds are blowing ...” (from the poem “Russian Song”); A. Pleshcheev. “Autumn has come ...”, “Spring” (abbreviated); A. Maikov. "Lullaby", "The Swallow Rushed..." (from modern Greek songs); Ah, Pushkin. “Wind, wind! You are mighty!..”, “Our light, sun!.”, “Month, month...” (from “The Tale of the Dead Princess and. Seven Bogatyrs”); C. Black. "Private", "About Katyusha"; S. Marshak. "Zoo", "Giraffe", "Zebras", "Polar Bears", "Ostrich", "Penguin", "Camel", "Where the Sparrow Dined" (from the series "Children in a Cage"); "Quiet Tale", "The Tale of the Smart Mouse"; K. Chukovsky. "Confusion", "The Stolen Sun", "Moidodyr", "Fly-Sokotuha", "Hedgehogs Laugh", "Christmas Tree", "Aibolit", "Miracle Tree", "Turtle"; S. Grodetsky, "Who is this?"; V. Berestov. "Hen with chickens", "Goby"; N. Zabolotsky. "How mice fought with a cat"; V. Mayakovsky. “What is good and what is bad?”, “Whatever the page is, then an elephant, then a lioness”; K. Balmont, "Mosquitoes-makariki"; P. Kosyakov. "All of her"; A. Barto, P. Barto. "Girl grimy"; S. Mikhalkov. "Song of friends"; E. Moshkovskaya. "Greedy"; I. Tokmakova. "Bear".

Prose. K. Ushinsky. "Cockerel with family", "Ducks", "Vaska", "Lisa-Patrikeevna"; T. Alexandrova. "Bear cub Burik"; B. Zhitkov. “How we went to the zoo”, “How we arrived at the zoo”, “Zebra”, -Elephants”, “How the elephant bathed” (from the book “What I saw”); M. Zoshchenko. -Smart bird"; G. Tsyferov. "About friends", "When there are not enough toys" from the book "About a chicken, the sun and a bear cub"); K. Chukovsky. "So and not so"; D. Mamin-Sibiryak. "The Tale of the Brave Hare - Long ears, slanting eyes, short tail"; L. Voronkova. "Masha the Confused", "It's Snowing" (from the book "It's Snowing"); N. Nosov "Steps"; D, Kharms. "Brave hedgehog"; L. Tolstoy. "The bird made a nest..."; "Tanya knew the letters..."; "Vari had a siskin, ..", "Spring has come ..."; W. Bianchi. "Bathing cubs"; Y. Dmitriev. "Blue hut"; S. Prokofiev. "Masha and Oyka", "When You Can Cry", "The Tale of an Ill-mannered Mouse" (from the book "Machines of a Fairy Tale"); V. Suteev. "Three kittens"; A. N. Tolstoy. "Hedgehog", "Fox", "Cocks".
works of poets and writers from different countries

Poetry. E. Vieru. "The Hedgehog and the Drum", trans. with mold. I. Akima; P. Voronko. -Sly hedgehog", trans. from Ukrainian S. Marshak; L. Mileva. "Swift Foot and Gray Clothes", trans. from Bulgarian M. Marinova; A. Milne. "Three Chanterelles", trans. from English. N. Slepakova; N. Zabila. "Pencil", trans. from Ukrainian 3. Alexandrova; S. Kapugikyan. "Who will rather finish drinking", "Masha does not cry" trans. with arm. T. Spendiarova; A. Bosev. "Rain", trans. from Bulgarian I. Maznina; “The Finch Sings”, ~ep. from Bulgarian I. Tokmakova; M. Carem. "My cat", trans. from French M. Kudinova.

Prose. D. Bisset. "The Frog in the Mirror", trans., from English. N. Shereshevskaya; L. Muur. "Little Raccoon and the One Who Sits in the Pond", trans. from English. O. Exemplary; Ch. Yancharsky. "Games", "Scooter" (from the book "The Adventures of the Ushastik Bear"), trans. from Polish. V. Prikhodko; E. Bekhlerova. "Cabbage Leaf", trans. from Polish. G. Lukin; A. Bosev. "Three", lane, from Bulgarian. V. Viktorova; B. Potter. "Uhti-Tukhti", trans. from English. O. Exemplary; Y. Chapek. “A Hard Day”, “In Le-:v”, “Yarinka Doll” (from the book “The Adventures of a Dog and a Cat”), trans. . Czechs. G. Lukin; O. Alfaro. "Goat Hero", trans. from Spanish T. Davityants; O. Panku-Yash. "Goodnight, Dooku!", trans. from Romanian. M. Olsufieva, “Not only in kindergarten” (abbreviated), trans. from Romanian. T. Ivanova.
sample list for learning by heart

"Finger-boy ...", "Like our cat ...", "Cucumber, cucumber ...", "Mice lead a round dance.,." - Russian nar. songs; A. Barto. "Bear", "Ball", "Ship"; V. Berestov. "Petushki"; K. Chukovsky. "Christmas tree" (abbreviated); E. Ilyina. "Our Tree" (abbreviated); A. Pleshcheev. "Rural song"; N. Sakonskaya. "Where is my finger?"

Direction "Artistic and aesthetic development"

Educational area "Artistic creativity"

• 
  development of productive activities of children (drawing, modeling, applique, art work);

• 
  development of children's creativity;
• 
  introduction to the fine arts.

Development of productive activity

Drawing
Invite children to convey in drawings the beauty of surrounding objects and nature (blue sky with white clouds; colorful leaves swirling in the wind and falling to the ground; snowflakes, etc.).

To improve the ability to properly hold a pencil, felt-tip pen, brush, without straining the muscles and without squeezing the fingers strongly. Achieve free movement of the hand with a pencil and brush while drawing. To form the ability to pick up paint on a brush: gently dip it with all the pile in a jar of paint, remove excess paint on the edge of the jar with a light touch of the pile, rinse the brush well before picking up paint of a different color. Teach to dry the washed brush on a soft cloth or paper towel.

Fix the names of colors (red, blue, green, yellow, white, black), introduce shades (pink, blue, gray). Pay attention to the choice of color corresponding to the depicted subject.

Involve children in decorative activities: learn to decorate with Dymkovo patterns the silhouettes of toys carved by the educator (bird, goat, horse, etc.), and various objects (saucers, mittens).

Develop the ability to rhythmically apply lines, strokes, spots, strokes (leaves fall from the trees, it is raining, “snow, snow is spinning, the whole street is white”, “rain, rain, drip, drip, drip ...”).

Invite children to depict simple objects, draw extra straight lines (short, long) in different directions, cross them (stripes, ribbons, paths, a fence, a checkered handkerchief, etc.). Lead children to the image of objects of different shapes (round, rectangular) and objects consisting of combinations of different shapes and lines (tumbler, snowman, chicken, cart, trailer, etc.).

To form the ability to create simple plot compositions, repeating the image of one object (Christmas trees on our site, tumblers are walking) or depicting a variety of objects, insects, etc. bugs and worms crawl in the grass; the bun rolls along the path, etc.). Develop the ability to arrange images throughout the sheet.
modeling
To form an interest in modeling. To consolidate ideas about the properties of clay, plasticine, plastic mass and modeling methods. Develop the ability to roll out lumps with straight and circular movements, connect the ends of the resulting stick, flatten the ball, crushing it with the palms of both hands. Encourage children to decorate sculpted objects using a stick with a sharpened end.

To form the ability to create objects consisting of 2-3 parts, connecting them by pressing against each other.

To consolidate the ability to carefully use clay, put lumps: fashioned objects on a plank.

Invite children to sculpt simple objects consisting of several parts (tumbler, chicken, pyramid, etc.). Offer to combine the fashioned figures into a collective composition (tumblers dance, apples lie on a plate, etc.): Cause joy from the perception of the result of one’s own and common work.

Application
To introduce children to the art of applique, to form an interest in this type of activity. To learn to pre-lay out (in a certain sequence) on a sheet of paper finished parts of various shapes, sizes, colors, making up an image (conceived by a child or set by a teacher), and stick them on.

To form the ability to carefully use glue: spread it with a brush with a thin layer on the reverse side of the figure to be glued (on a specially prepared oilcloth); apply the side smeared with glue to a sheet of paper and press firmly with a napkin.

Build meticulous work skills. To evoke the joy of the resulting image in children.

To develop the ability to create in application on paper of various shapes (square, rosette, etc.) subject and decorative compositions from geometric shapes and natural materials, repeating and alternating them in shape and color. Strengthen knowledge of the shape of objects and their colors. Develop a sense of rhythm.

Development of children's creativity
Develop aesthetic perception; draw the attention of children to the beauty of surrounding objects (toys), objects of nature (plants, animals), evoke a feeling of joy from their contemplation.

To form an interest in visual arts. Develop skills in drawing, modeling, appliqué, depicting simple objects and phenomena, conveying their figurative expressiveness.

Include in the process of examining the subject the movements of both hands on the subject, covering it with hands.

Cause a positive emotional response to the beauty of nature, works of art (book illustrations, handicrafts, household items, clothing).

To develop the ability to create both individual and collective compositions in drawings, modeling, applications.
P introduction to fine arts
To lead children to the perception of works of art. To acquaint with the elementary means of expression in different types of art (color, sound, form, movement, gestures), lead to the distinction between different types of art through an artistic image. Prepare for a visit to the puppet theater, an exhibition of children's work, etc.

Develop interest in works of folk and professional art, literature (poetry, songs, nursery rhymes, prose), listening and performing musical works, highlighting the beauty of seasonal changes in nature, objects of the surrounding reality (color, shape, size: house, carpet, dishes and etc.).

Aesthetic developmental environment. To evoke joy in children from the design of the group: light walls, beautiful curtains on the windows, comfortable furniture, new toys, books with bright pictures are neatly arranged in the book corner. To cultivate the desire to maintain cleanliness and order in the group, so that it is cozy and beautiful.

To acquaint with the equipment and design of the site, emphasizing its beauty, convenience for children, cheerful multi-colored coloring of buildings. Pay attention to different plants, their diversity and beauty.

Educational area "Music"

• 
  development of musical and artistic activity;
• 
  introduction to the art of music.

Developmentmusical and artistic activity,

introduction to the art of music
Hearing
Introduce children to folk and classical music.

To introduce three musical genres: song, dance, march.

To form emotional responsiveness to the work, the ability to distinguish between happy and sad music.

To teach to listen to a piece of music to the end, to understand the nature of music, to recognize and determine how many parts are in a piece.

To develop the ability to distinguish musical sounds in height within an octave - seventh, to notice changes in the strength of the sound of a melody loudly, quietly).

To improve the ability to distinguish the sound of musical toys, children's musical instruments (musical hammer, barrel organ, rattle, drum, tambourine, glockenspiel, etc.).

Singing

Learn expressive singing.

Promote the development of singing skills: sing without tension in the range re (mi) - la (si), at the same pace with everyone, pronounce the words cleanly and clearly, convey the nature of the song (fun, drawling, affectionate, melodious).
Song creativity

To develop the desire of children to sing and sing the melodies of lullabies for the syllable "buy-bye" and cheerful melodies for the syllable "la-la". To form the skills of writing funny and sad melodies according to the model.

f

Musical-rhythmic movements

To form the ability to move in accordance with the two-part form of music and the strength of its sound (loud, quiet); respond to the beginning of the sound of music and its end.

To develop the ability to march together with everyone and individually, to run easily, at a moderate and fast pace to the music.

To improve the quality of performance of dance movements: stomp alternately with two feet and one foot.

Develop the ability to spin in pairs, perform a straight gallop, move rhythmically to the music and according to the tempo and nature of the piece of music, with and without objects, toys.

Contribute to the development of expressive and emotional skills in conveying game and fairy-tale images: a bear is walking, a cat is sneaking, mice are running, a bunny is jumping, a cockerel is walking, chickens are pecking grains, birds are flying, etc.
Stimulate the independent performance of dance movements to dance melodies. To form skills for more accurate execution of movements that convey the nature of the depicted animals.
Playing children's musical instruments

To acquaint children with some children's musical instruments: a pipe, a metallophone, a bell, a tambourine, a rattle, a drum, as well as their sound. To form the ability to play along with children's percussion musical instruments.

Approximate musical repertoire
Hearing

"Sad Rain", "Waltz", music. D. Kabalevsky; "Leaf fall", music. T. Popatenko; "Autumn", music. S. Maykapara; "March", music. M, Zhurbina; "Plyasovaya", Russian. nar. melody; "Affectionate song", music. M. Rauchverger, sl. T. Miraji. "Lullaby", music. S. Razarenova; "Cry-Baby", "Angry" and "Rezvushka", music. D. Kabalevsky; "Soldier's March", music. R. Schuman; "Herringbone", music. M. Kraseva; “A bear with a doll are dancing a field”, music. M. Kachurbina; "March", music. Y. Chichkova; "Spring", music. S. Maykapara; "Snowdrops", music. V. Kalinnikov; "Bunny", music. L. Lyadova; "Bear", music. E. Tilicheeva; "Rezvushka" and "Caprizul", music. V. Volkov; "Rain", music. N. Lyubarsky; "Sparrow", music. A. Rubbach; "Game of horses", music. P. Tchaikovsky; "March", music. D. Shostakovich; "Rain and Rainbow", music. S. Prokofiev; “I walk with the loach”, Rus. nar. song; “The sun has friends”, music. E. Tilicheeva, sl. E. Karganova; "Forest Pictures", music. Yu. Slonova; Russian dance melodies at the discretion of the music director; lullaby songs.

Penenie

Development exerciseshearing andvote. "Lu-lu , bye”, Russian, Nar. lullaby; "Lullaby", music. M. Rauchverger; "I'm going with flowers", music. E. Tilicheeva, sl. L. Dymova; “We smile at mom”, music. V. Agafonnikova, sl. 3. Petrova; singing folk nursery rhyme "Sun-bucket", music. V. Karaseva, sl. folk; Sunshine, Ukrainian nar. melody, processing N. Metlova, sl. E. Perepletchikova; "Rain", Russian. nar. call; "Hush, hush", music. M. Srebkova, sl. O. Vysotskaya.

Songs."Cockerel" and "Ladushki" Russian. nar. songs; "Bunny", Russian. nar. song, arr. N. Lobacheva; "Autumn", Ukrainian nar. melody, arr. N. Metlova, sl. N. Plakidy; "Autumn Song", music. An. Alexandrova, sl. N. Frenkel; "Winter", music. V. Karaseva, sl. N. Frenkel; "Our Christmas Tree", music. M. Kraseva, sl. M. Klokova; "Crying cat", music. M. Parkkhaladze; "Ride, horse, us", music. V. Agafonnikova and K. Kozyreva, sl. I. Mikhailova; "Mom on the day of March 8", music. E. Tilicheeva, sl. M. Evensen; “I sing a song to mom”, chuz. T. Popatenko, sl. E. Avdienko; "Geese", Russian. nar. song, edit N. Metlova; “Winter has passed”, music. N. Metlova, sl. M. Klokova; "Machine", music. T. Popatenko, sl. N. Naydenova; "Chickens", music. A. Filippenko, sl. T. Volgina; "Game with a horse", music. I. Kishko, sl. V. Kuklovskaya; “We know how to cleanly wash”, music. M. Jordansky, sl. O. Vysotskaya; "Shepherd", music. N. Preobrazhensky; "Bird", music. M. Rauchverger, sl. A. Barto; "Merry musician", music. A. Filippenko, sl. T. Volgina.
Song creativity

“Bye-bye, bye-bye”, “Lu-lu, bye”, Russian. nar. lullabies; "A Man Walks", music. M. Lazareva, sl. L. Dymova; “What is your name?”, “Sing a lullaby”, “Akhtykotenka-kotok”, Russian folk lullaby; "The Call of the Sun", op. .; r., rev. I. Lazarev and M. Lazarev; "Rooster and Cuckoo", music. M. Lazareva, .:. L. Dymova; inventing a lullaby melody and a dance melody.

Mmusical-rhythmic movements

Game exercises."Ladushki", music. N. Rimsky-Korsakov; March, music. E. Parlova; "Who Wants to Run?", lit. nar. melody, processing L. Vishkareva; walking and running to the music "March and Run" An. Alexandrova; "The horses are jumping", music. T. Popatenko; “We walk like athletes”, music. T. Lomova; "Topatushki", music. M. Rauchverger; "The Birds Are Flying", music. L. Bannikova; rolling the ball to the music of D. Shostakovich (waltz joke); running with claps to the music of R. Schumann (playing blindfold); "Train", "uz. L. Bannikova; "Exercise with flowers", music. A. Zhilin "Waltz".

Sketches of dramatization.“Boldly go and hide”, music. I. Berkovich -Marsh "); "Hares and the Fox", music. E. Vikhareva; "Bears", music. M. Kraseva, sl. N. Frenkel; "The Birds Are Flying", music. L. Bannikova; -Birds, music. L. Bannikova, "Beetles", Hungarian. nar. melody, processing L. Vishkareva; "Mice", music. N. Sushena.

Games."The sun and the rain", music. M. Rauchverger, sl. A. Barto; "Blind Man's Buff: Bear", music. F. Flotova; "Where are the rattles?", music. An. Alexandrova; "Hide and Seek", Russian. nar. melody; "Hare, come out", music. E. Tilicheeva; "Game of Lukla", music. V. Karaseva; "Vanya walks", Russian. nar. song, arr. N. Metlova; Lgra with rattles, Finnish Nar. melody; "Hare", music. A. Lyadova; Lrogulka, music. I. Pachelbel and G. Sviridov; "Game with colored flags", rus. nar. melody; "Tambourine", music. M. Kraseva, sl. N. Frenkel.

Round dances and dances."Dance with rattles", music. and sl. V. Antonova; "Fingers and Pens", Russian. nar. melody, processing M. Rauchverger; dance with a teacher under Russian. nar. melody "Will I go, will I go out", arb. T. Popatenko; dance with leaves under Russian. nar. dance tune; "Dance: with leaves", music. N. Kitaeva, sl. A. Anufrieva, "Dance near the Christmas tree", music. R. Ravina, sl. P. Granitsyna; dance with handkerchiefs in Russian. nar. melody; “Along the bridge street”, Russian. nar. melody, arr. T. Lomova; dance with puppets in Ukrainian nar. melody, processing N. Lysenko; "Little Dance", music. N. Alexandrova; “The sun warms warmer”, music. T. Vilkoreiskaya, sl. O. Vysotskaya; “Reconciled”, music. T. Vilkoreiskaya; “Ay you pipe-duda”, music. M. Kraseva, sl. M. Charnoy; "Train", music. N. Metlova, sl. I. Plakidy; "Plyasovaya", music. L. Birnova, sl. A. Kuznetsova; "Pair dance", Russian. nar. melody "Arkhangelsk melody".

characteristic dances."Dance of snowflakes", music. Beckman; "Lanterns", music. R. Rustamova; "Dance of Petrushkas", latv. nar. polka; "Dance of Bunnies", Russian. nar. melody; “The dolls came out to dance”, music. V. Vitlin; repetition of all dances learned during the school year.
Development of dance and game creativity

"Dance", music. R Rustamova; "Hares", music. E. Tilicheeva; "Funny legs", Russian. nar. melody, processing V. Agafonnikova; "Magic Handkerchiefs", Russian. nar. melody, processing R. Rustamova.

Musical and didactic games

The development of pitch hearing. "Birds and chicks?," Merry nesting dolls "," Three bears ".

The development of rhythmic hearing. “Who is walking?”, “Funny pipes”.

Development of timbre and dynamic hearing, “Loud-quiet”, “Know your instrument”, “Bells”.

Genre definition and memory development. "What does the doll do?", "Recognize and layer the song from the picture."

Playing on children's percussion instruments. Folk melodies.

Planned intermediate results

development of the Program

Intermediate results of the development of the Program are formulated in accordance with the Federal State Requirements (FGT) through the disclosure of the dynamics of the formation of the integrative qualities of pupils in each age period of the development of the Program in all areas of development of children.

By the age of four, with the successful development of the Program, the next level of development of the child's integrative qualities is reached.
Integrativequality"Physically developed,

mastered basic cultural and hygienic skills"
Anthropometric parameters (height, weight) are normal.

Possesses age-appropriate basic movements.

The need for motor activity has been formed: it shows positive emotions during physical activity, in independent motor activity.

Shows interest in participating in joint games and physical exercises.

Uses sports equipment outside of class (in free rattling).

Independently performs age-appropriate hygiene procedures.

Independently or after a reminder from an adult, he observes the elementary rules of behavior while eating, washing.

Has elementary ideas about the value of health, the benefits of hardening, the need to comply with hygiene rules in Everyday life.

AndIntegrative quality "Inquisitive, active"
Shows interest in various types of games, in participation in joint games.

He is interested in himself (who am I?), information about himself, about his past, about the changes taking place with him.

Interested in objects of the immediate environment, their purpose, properties.

Shows interest in animals and plants, in their features, in the simplest relationships in nature; participates in seasonal observations.

Asks questions to an adult, an older child, listens to a story educator about funny cases from life.

Likes to listen to new fairy tales, stories, poems; participates in discussions.

The main structural components of speech are the sound composition, dictionaries and grammatical structure. Distinguish between oral and written forms of speech. In each speech act, one can distinguish between the impressive (speech perception) and expressive (speech reproduction) sides.

Phonetics deals with the study of the sound composition of speech; vocabulary-lexicology, and grammatical structure-grammar. Vocabulary, grammar and phonetics are included in a single system of the language. Acad. V. V. Vinogradov noted that in the structure of a language that forms a single whole, all its constituent parts, or its elements, are in regular relations, that they are naturally connected with each other. So, for example, the sound system, grammar, vocabulary are interconnected and interdependent.

It should be remembered, as V. V. Vinogradov pointed out, that the vocabulary has the greatest generalizing power and, accordingly, the greatest degree of coverage of other elements.

The Russian language is characterized by words consisting of several syllables. The center of the word is the stressed syllable, it is characterized by the greatest force, clarity and duration of pronunciation of its vowel.

Stressed syllables are joined by unstressed syllables with less force; The first prestressed syllable is the strongest of the unstressed syllables.

The place of stress, the number of syllables, their composition (Syllables are distinguished open, closed, with a confluence of consonants at the beginning, at the end of the syllable.) and the sequence in the word make up the rhythmic syllabic structure of the word.

The basic unit of the language is the word in the totality of its grammatical forms.

Grammar is divided into two large sections: morphology (laws of changing words) and syntax (laws of combining words in a sentence).

The means of morphological change of words are:

a) a system of endings for certain types of declensions and conjugations with the stem (root) unchanged, and

b) a system of phonemic alternations in stems and changes in the place of stress in individual forms.

The unit of speech is the sentence, and the most important means of communication between the members of the sentence are the form of words, auxiliary words (prepositions, conjunctions, particles), intonation, word order.

Thus, morphology deals with questions of form formation, inflection and word formation, and syntax deals with questions of the structure of sentences, the connection of words included in sentences, and types of sentences.

In Russian, there are three different ways of expressing the mutual connection of words in a sentence: agreement, control, and adjunction. Control and coordination predominate, the junction method is used less.

The meaning of agreement is expressed in the fact that it especially clearly expresses the connection of the subordinate word with the subordinate one (ripe rye swayed or ripe rye was mowed), while in control, a change in the subordinate word is not reflected in the form of the subordinate (proud of victory, pride in victory).

When adjoining, an unchangeable word appears as a subordinate (sitting on the right, reading while standing, the sun is shining brightly).

Syntactic analysis is wider than morphological, it goes beyond words, while morphological analysis operates with significant parts of words, morphemes (root, suffix, prefix, inflection).

All speech development of the child is a consistent formation of all these patterns.

Pre-speech period. The first year of a child's life in speech development is called the stage of screaming and babbling; both crying and babbling are still devoid of the function of speech, but this period is preparatory for all subsequent speech development.

With the cry of a newborn, the development of subtle and varied movements of the speech apparatus begins: respiratory, vocal, articulatory. Its characteristic feature is that this sound stream cannot yet be broken down into its constituent elements, it is impossible to single out certain sounds in it.

By the beginning of the 3rd month of life, cooing and babbling appear. Babble occupies a significant place in the behavior of a child of the first year of life: a healthy child sings and chirps for almost hours. Babble contributes to the appearance in him of such elements of pronunciation, which are then used in the child's assimilated speech: the articulations of individual sounds become more and more stable and definite; among them, the most typical is the alternation of consonants and vowels.

Repeating the same combinations many times, the child begins to repeat them, already guided by hearing; the latter leads him to the ability to imitate someone else's speech he hears; as stage I in imitation, it is noted that the child begins to repeat after adults those combinations of sounds that he himself had already uttered before.

At the age of 7-9 months, the child makes attempts to imitate such combinations that he himself had not used before.

About a year, the desire to imitate becomes more insistent.

The latter indicates the ever-increasing importance of the correct speech environment. It is necessary that the child hear the correct speech addressed to him and in one way or another connected with his needs and his ever-expanding possibilities.

speech period. At the end of the first year of a child's life, after a period of accumulation of some life experience, the formation of a dictionary begins.

At the initial stage, the inseparability of the categories of sound, word and sentence is revealed; this stage is characterized as a stage of a word - a sentence, and the word at this time is often expressed by undivided onomatopoeia (a - the child calls his mother, ooh - he asks for a car, am-am - a dog), since the main bearer of the meaning of speech is at this time not a word, but intonation and rhythm accompanied by this or that sound. (With the development of verbal speech, rhythm and intonation begin to play an auxiliary role, they obey the word, and later the phrase.)

Vocabulary, pronunciation and grammatical structure are interconnected and interdependent, but the formation of each of them has its own specifics and its own terms, which in turn is due to physical and mental changes in the development of the child. The latter must be taken into account when studying speech development. From 3 months to a year, the child consistently masters the mechanisms of pronunciation of most speech sounds: guttural during cooing, labial and anterior lingual plosives, the articulation of which is similar to the act of sucking, then fricative consonants (f - v, s - z) and other sounds. In many children, by the end of the first year of life, even the rolling sound of the river appears.

The successive appearance of sounds is based on: a) the proximity of sound articulation to motor unconditioned reflex reactions (acts of sucking, chewing, swallowing); such, for example, are the sounds p, b, m; b) the complexity of the articulatory patterns of sounds (the most difficult sounds in terms of articulation are hissing, r and l appear the latest).

Having appeared, the sounds are fixed during the babbling period through the repeated repetition of simple open syllables such as pa-pa-pa, yes-yes-yes, etc. At first, repetition occurs by reflex self-imitation, and for about five months by echolalic repetition after people around.

At the same time, the child shows attention to the articulation of the speakers.

In a hard of hearing child, the development of babbling stops at a few initial sounds, and from 5-7 months it begins to gradually disappear, and the child becomes silent.

It is extremely important to note that during the formation of a dictionary, sounds, as it were, are born again. A child who has uttered almost all speech sounds up to a year turns out to be tongue-tied when pronouncing words that include the same sounds.

In the process of vocabulary formation, a particularly characteristic feature is the instability of the child's pronunciation of most sounds. The same child pronounces the sound correctly in one word, skips it in another, and replaces it with another sound in the third. Substitutions turn out to be unstable, diverse, depending on the influence of surrounding sounds: tol (table), shani (sleigh), drink (letter), pufti (let) - and on the degree of assimilation of the syllabic structure of the spoken word.

In the younger groups of kindergarten, the majority of children have incorrect sound pronunciation. At this age, one can detect defects in whistling, hissing, sonors r and l, less often softening defects (often general softening of consonants), as well as defects in voicing and iotation. Gradually, the sound image in the process of everyday speech practice of the child is refined, automated and becomes more and more stable. This process of refining the sound image can be imagined as follows. Due to the interaction of motor and sound stimuli, the child, pronouncing a sound, feels articulation and at the same time hears what he is saying. Listening to the speech of others and observing their articulation, the child reflexively articulates after the speaker, simultaneously refining his articulation and his auditory attention.

The child must acquire not only the correct motor skill of pronunciation of individual memorized words, but also the ability to control his pronunciation and correct it based on a comparison of the perceived speech of others and his own, i.e. phonemic awareness. In children, phonemic hearing is not formed immediately, but in the process of speech development (its perception and reproduction).

By the age of 5-6, the child has already mastered the varying complexity of the syllabic structure of words, sound pronunciation, but some preschoolers have more or less persistent and uniform replacements of certain difficult sounds or distortions of their correct pronunciation.

Although mastering the pronunciation of sounds occupies the entire pre-preschool period, and partly the pre-school period, the child begins to communicate with others through speech much earlier and does this by 1) reducing and simplifying the syllabic structure of words and 2) using the sounds he already has, replacing them with sounds not yet formed in his pronunciation. The substitution of sounds occurs by using the sounds that are already present in the speech of this child.

The presence or absence of this or that sound in a child's speech can only be judged on the basis of the known minimum of his vocabulary. Simplification of the syllabic structure of words occurs by:

a) reducing the number of syllables in a word; b) simplification of the structure of individual syllables and c) by assimilation. When the number of syllables of a word is reduced, as a rule, the stressed syllable of the word is preserved, as a result, a two-syllable or three-syllable word is pronounced in the form of one stressed syllable, pillars - by, button - pu, etc.

The simplification of the syllables themselves occurs due to the pronunciation of only one of the sounds of the confluence of consonants, usually a simpler sound remains: let go - ways, bread - heb, hat - hat

When assimilation, the simplification of the word occurs by likening the stressed syllable of the word following it or preceding it: mushrooms - women, dog - babaka, help - mamogi, etc.

The development of the vocabulary is very fast both quantitatively and qualitatively.

The quantitative development of the dictionary is characterized by the following average figures by the year - a few words, by two years - 200-300 words, by three years - 1500-2000 words (table 3).

The growth of both vocabulary and grammatical structure depends on the conditions of life and upbringing of the child, therefore, within the average figures, there is a significant fluctuation.

Table 3

Dictionary growth according to Buhler

	Maximum words	Minimum words
1 g - 1 g 2m
1 g Sm. - 1 g 5 m
1g 6m - 1g 8m
1 g 9 m -1 g 11m
2g 3m -2g 6m

The qualitative growth of the dictionary occurs in two directions. a) in content - enrichment and differentiation of the semantic content of the words used and the concepts denoted by them, b) in form - the gradual mastery of the increasingly complex rhythmic-intonation, sound and syllabic structure of words.

This development occurs with a certain consistency and sequence. So the assimilation of parts of speech (which expresses the differentiation of the semantic content of words) occurs with the following sequence: nouns are usually the first words, verbs appear almost simultaneously with nouns, adverbs - a little later. Some forms of pronouns appear very early and are firmly assimilated.

Adjectives begin to be used relatively very late, numerals - late and are assimilated in their entirety for a very long time (with the development of the account). Service words appear in the language of the child one of the last. Participles and participles are learned only at school age.

An expression of the gradual mastery of various parts of speech can be the following data, taken from the table of E. A. Arkin, characterizing the composition of the dictionary of a child at 4 years old (with a dictionary in the range of 598-2346 words) 50.2% of nouns, 27.4% of verbs, adjectives 11.8%, adverbs 5.8%, numerals 1.9%, conjunctions 1.2%, prepositions 0.8%, interjections and particles 0.9%. (Of course, with regard to these data, it must be taken into account that the frequency of using different grammatical categories is generally not the same (See E.A. Arkin. A child in preschool years. - M, Enlightenment, 1967, p 148))

The speech development of a child can be divided into four periods.

First period. The dictionary is very small, it consists of the so-called babble words, i.e. onomatopoeic words (am-am, mu, etc.), and words consisting of one syllable.

The first words are amorphous (formless), unchangeable roots, when the same sound complex serves to designate the object itself (often even several objects), actions with it, or one of the qualities of this object.

The use of these words is usually accompanied by facial expressions and gestures that somewhat clarify their meaning. Thus, the sound combination ks has the following meanings: a) cat, fur, hair (usually accompanied by a gesture of stroking), the combination of these concepts indicates the allocation of a common quality for them of softness, fluffiness, b) scratches, laps milk (accompanied by gestures depicting these actions) .

Thus, there is a polysemy of many "babbling words", and along with this, the narrowing of their content in comparison with the words of an adult.

The emerging disyllabic words consist of two repeated syllables with the stress on the first syllable (mom, dad, etc.).

In some children in this period, there is a predominance of the development of the rhythmic-intonational structure of the word over its sound design ti`titi - biscuits and titi`ti - bricks)

The appearance of the first words coincides with the beginning of the use of the first sentences. The first sentence in a child's speech is an amorphous word. The first step in the further development of the sentence is to combine first two, and then three or four formless words: Mama give porridge, Tata pat (sleep).

The development of a sentence in a child consists in an increasing complication of sentences in relation to the number of elements (words) it includes and the variety of relationships between these elements

Second period. The dictionary is rapidly growing quantitatively (the sequence of mastering the various parts of speech has already been indicated) With the growth of the dictionary and the complication of its rhythmic-intonational structure and the refinement of its sound design, various types of distortions of the syllabic structure of the word, permutations (govala-head), abbreviations of words ( moko-milk), insertion of extra syllables. These distortions are often referred to as literal paraphasias, but, unlike paraphasias as a pathological phenomenon, children's paraphasias quite quickly outlive themselves under the influence of the speech of others and turn out to be a manifestation of the child's active word creation (See K. Chukovsky. From two to five, ed. 19. - M., "Enlightenment", 1966).

So, the word "cooperative" goes through the following changes pif - apif - kapif - patif - kapatif - cooperative, the word "policeman" paer - boy - policeman.

With regard to the grammatical structure, the second period is characterized by the rapid growth of different types of both simple and complex sentences.

It begins with the transition from amorphous root words to words morphologically divided into elements, and this process immediately covers a number of grammatical categories (for a noun - singular and plural, nominative, accusative, genitive and diminutive forms; for a verb - imperative, indicative , subjunctive, present and past imperative).

A wide coverage of grammatical categories indicates that the child masters a number of endings, with their own meanings, and separates them from the root.

It should be noted that the selection of morphological elements is not a matter of conscious analysis for the child, despite the indicated circumstance, this represents a major turning point in the development of the grammatical structure of speech.

Naturally, a child cannot cover everything at once. Thus, the grammatization of the sentence turns out to be only partial in this period and is in connection with the order of assimilation of parts of speech, it is noted that the later acquired grammatical category is always located in the sentence after the previously learned one.

Already in this period, control over one's own speech and a critical attitude towards the speech of others appear and gradually develop, which relates more to the sound side of speech.

The sequence of grammar is closely related to the meaning of the categories being studied; the mastery of these categories is ahead of the assimilation of the external expression of meaning. An illustration confirming this position is the following facts:

a) early assimilation of nouns and verbs, which have the most specific meaning among other parts of speech, b) late assimilation of adjectives denoting properties, qualities of objects, which is already an abstraction of a higher level, as well as the use of prepositions that appear after the assimilation of the corresponding inflections, and therefore , and after the emergence of an understanding of their meaning.

At this time, it is very characteristic that word forms are always used correctly in meaning (in meaning) and syntactically, but at the same time they often represent violations of a morphological nature.

The inflectional system of the Russian language is already used to express the syntactic links of words (case endings of nouns, personal endings of verbs). Official words at this time are still missing. A complex non-union sentence is used.

At the end of the second period, all grammatical categories (all parts of speech) and their syntactic expression are mastered.

Third period. The period of assimilation of the morphological system. Forms become stable.

This period is characterized by an extensive vocabulary, mastery of the syllabic structure (first words of four or five syllables, and soon more complex words). Simultaneously with the accumulation and complication of the vocabulary, the development of the semantic side of speech takes place - from a specific meaning to an abstract one.

In this process, the development of the vocabulary is gradually more and more connected with the development of the grammatical structure (both syntactic and morphological).

The general patterns of mastering the entire grammatical structure are as follows - syntactic components are assimilated earlier than morphological ones (a complex sentence is formed very early, and its main types are quickly assimilated, all parts of speech are simultaneously assimilated, the sequence of assimilation is due to less and less concreteness of their meaning).

Due to the fact that the morphological system is divided into two parts - the system of endings of certain types of declensions and conjugations and the system of alternating sounds in the stems and changing the place of stress in certain forms, the third period also falls into two parts - mastering the system of endings of certain types of declensions and conjugations and mastering the system of alternating sounds in the basics and the place of stress for individual forms.

The fourth period. The level of mastery of the language is very high: the entire complex system of grammar (syntactic and morphological order) has been mastered. But this applies only to the colloquial style. The assimilation of the elements of the literary language falls on school age - the age of mastering written speech (participles, participles, many suffixes of abstract concepts).

In the future, the child masters the inflectional system of endings (declensions and conjugations) with the stem unchanged, i.e. laws of formation and inflection

The system of alternating sounds in the stem and the movement of stress, i.e., the laws of word formation, is assimilated most late. At this time, extraordinary activity appears in diverse word formations and inflections.

K. Chukovsky (See K. Chukovsky. From two to five, ed. 19. - M., Enlightenment, 1966) emphasizes the special activity of children of this age in mastering the forms of the Russian language, versatile observation and sensitivity to linguistic forms, in particular to word-building suffixes (diminutiveness, caress, collectiveness, etc.).

A huge role in the process of mastering the grammatical structure is played by the semantic meaning of all grammatical changes; the mastery of the semantic meaning is always ahead of its external expression.

At the beginning of school age, the child begins to learn to read and write. The most important prerequisite for successful literacy training is the ability to hear individual sounds and words, separate them from nearby ones, and analyze the entire sound composition of the word. At the same time, literacy itself acts as one of the most important stages in understanding the sound side of the language. Conscious mastery of this activity occurs at school, when the sound composition of the word becomes for the child the subject of special assimilation occurring under the guidance of the teacher ”(L.F. Spirova. Features of sound analysis in children with speech impediments. - M., Publishing House of the APN of the RSFSR , 1957, page 6).

The processes of complication and improvement of the vocabulary, grammatical structure and the sound side of speech are increasingly merging together.

In the mental life of a person, speech performs a number of functions. a) the function of denoting the objects and phenomena surrounding a person, b) the function of generalization (denoting a perceived phenomenon in a word, a person abstracts from a number of its specific features and fixes in the word the general characteristic of them, for example, the word tree includes the general that is characteristic of birch, spruce, linden, etc.); c) the function of communication (communicative); with the help of speech, a person conveys his knowledge, thoughts to others and at the same time expresses his attitude to what is being communicated, his emotions, by this the transmitter can influence the listeners, prompting them to do one or another action. The significance of each of these functions of speech indicates the close connection of speech with human thinking.

In psychology, there are external and internal forms of speech.

External speech includes oral and written speech. In oral speech, dialogic, or colloquial, and monologue speech are distinguished.

Dialogic speech is the simplest type of speech, since the interlocutors mutually complement each other's statements; the speech of each of them can take the form of separate remarks relating to the joint activities of the interlocutors, to a subject familiar to both of them. A large place in dialogical speech can be occupied by gesture, facial expressions, and intonation of the speakers. Monologue speech is a more or less long, consistent presentation of some event or issue by one person. Thus, monologue speech is a coherent contextual speech and requires some preliminary preparation, thinking, drawing up a plan of expression for its implementation.

Written speech develops in close connection with the formation of monologue speech.

The relationship between the development of these types of speech is due to the presence of their common features: consistency, planning, logic, their contextual nature.

Inner speech is not a means of communication: it is silent, curtailed, most of the members of the sentence are omitted in it; often only one of the main members remains - the subject or predicate, which determines the essence of thought.

In a preschooler, inner speech is still poorly developed. Very often you can hear a preschooler talking aloud to himself. Apparently, this, on the one hand, indicates the insufficient development of inner speech, and on the other hand, it characterizes one of the stages of its development. It is known that the initial stages of assimilation of educational material by children are associated with the need to speak aloud, then in a whisper, and finally to themselves.

In a schoolchild, inner speech is formed under the influence of learning. The teacher constantly makes a demand to the student: “Before answering, think!” The transition to reading to oneself also contributes to the formation of inner speech.

When moving to higher grades, the process of preparing oral lessons (in history, geography, etc.) is largely based on inner speech: the student silently looks through the assignment, silently thinks through the plan of his presentation answers, essays also require preliminary thinking about what will be written.

The patterns of speech development in a child are studied by child psychology against the background of and in connection with the general development of the psyche. The most significant for the speech development of the child are the processes of auditory and visual perception and movement. The gradual interconnected development of these processes goes through a number of stages.

The development of motor skills in a child has the following character: the first movements are disorganized, chaotic, impulsive, are subcortical in nature and are part of the diffuse reaction of the whole organism to changes in both the external environment (cooling, touch, sharp light, loud sound) and internal (hunger, pain, etc.)

Gradually, under the influence of repetitive tactile, motor-tactile, visual and auditory sensations, the movements of the child change their character, become more organized, as elementary motor skills begin to be created (they are largely formed during the care of the child by adults: swaddling, dressing, feeding, etc.). From 7 months, the connection between the visual perception of an object and the movement to capture it becomes almost instantaneous; seeing an object at an accessible distance, the child immediately directs his hands to it and grabs it.

For visual perception, imitation plays an important role. At first, imitation is involuntary, but gradually it is associated with the whole situation in which it occurs; in the future, only a repetition of the situation (without showing the movement itself) causes the corresponding movements, for example, at the sight of the father entering, the child tries to clap his hands; at the sight of a placed plate and a spoon on it, he seizes the spoon and tries to bring it to his mouth.

Calling action by organizing the situation is the next step in the development of motor skills.

The efficiency of assimilation of movement based on imitation increases throughout the toddler and preschool age due to the development (clarification and differentiation) of visual perception, which also contributes to the mastery of speech movements. Observations show that in the process of mastering speech, the child not only listens to the speech of others, but also actively peers into their faces: he follows the general expressiveness of facial expressions and the movement of the lips of the speaker. Visual impressions help the child with auditory perception of speech.

In the future, it is the visual perception of an object - examining it - that is the situation most conducive to the development of understanding the names of objects. In other words, the connection of a word with an object most easily arises when exposed to the visual analyzer; when exposed to the auditory analyzer, it occurs much more difficult.

The connection between speech development and the development of visual perception is mutual: the assimilation of words denoting objects, their qualities (shape, color, size), and their use raises visual perception to a higher level.

In the first six months of a child's life, the initiative of communication is in the hands of an adult. So, for example, in order to acquaint with the name of an object, you must first cause the child to move towards the object: direct his gaze following the adult's pointing gesture to the object or even just turning his head to the object, after which the object may be indicated. finger or even feeding it by a child.

Not being able to give a verbal answer, the child can already respond to the verbal instruction of an adult by performing an action that he has already learned, for example: sit down, lie down, take it, etc., and then a more complex one: let mommy lay, put the bear to sleep etc.

In the assimilation of new skills and abilities, a large role belongs to the positive emotions of the child, which arise in his play activities together with adults.

The above examples show that with the development of speech, a new, higher type of assimilation and regulation of the child's motor skills based on verbal instructions begins to develop (the simpler the movement, the faster it becomes to be carried out according to the verbal instruction).

In the second half of the year, the child begins to independently express his requirements and desires, first with the help of gestures and facial expressions, and then with sound reactions; the latter become more diverse and differentiated.

Between 1-2 years the child begins to express his demands in words; he begins to comprehend the requirements and prohibitions of adults, and then he himself tries to motivate his own and other people's actions.

The initiative of communication at this time often belongs to the child. With the development of a child's understanding of the speech of others, an adult gets the opportunity to control all his behavior: attention, perceptions, movements, actions, memory, thinking, that is, to develop his psyche. Thus, speech is increasingly becoming the leading factor in the development of the child.

Simultaneously with the development of the dictionary, the child masters the simplest type of speech - colloquial, or dialogic.

With admission to school, when the vocabulary and grammatical structure are already at a sufficiently high level, the development of monologue speech occurs; it covers the entire period of schooling and continues in an adult.

Comparing the data on the patterns of language development and the general mental development of the child, we can say that the formation of speech (understood in the totality of its aspects, properties and qualities) depends on sufficient speech practice (the latter is carried out under the influence of environment) and, in particular, from education and training, which begins from the first days of a child's life.

Incorrect or disturbed development of one of the aspects of speech leads to a delay in other aspects (functions, components) of speech associated with it, as well as to a delay in the mental development of the child. Such a delay is secondary (functional) and, with the right pedagogical approach, it is relatively easy to overcome, moreover, the easier it is, the earlier the impact was made.

The upbringing and education of children suffering from certain speech defects is especially important. Both the upbringing of such children and their re-education require the speech therapist to know the patterns of speech development, as well as the development of those processes that are closely related to speech.

It is on the basis of regularities (physiological and psychological) that special methods of speech therapy influence are built.

Direction "Cognitive and speech development" Educational area "Cognition" Educational area "Communication" Educational area "Reading fiction". 1. Sensory development; 2.development of cognitive research and productive activities; 3. formation of elementary mathematical representations; 4.formation of a holistic picture of the world. 1. Development of free communication with adults and children; 2. development of all components of children's oral speech; 3. practical mastery of the norms of speech by pupils; 1. formation of a holistic picture of the world; 2.development of literary speech; 3. introduction to verbal art, development of artistic perception and aesthetic taste

Formation of a dictionary. Tasks: To expand and activate the vocabulary of children based on the enrichment of ideas about the immediate environment. Clarify the names and purpose of items of clothing, shoes, hats, utensils, and modes of transport (……) Develop the ability to distinguish between naming details and parts of an item (a dress has sleeves, a collar has button pockets), (“What is missing?”, “Find parts of objects") qualities (color and its shades, shapes, size), surface features (smooth, fluffy, rough), materials and their properties (paper is torn and soaked, glass objects break) ("Wonderful bag", "Cook") location (outside the window, high, far, under the closet) Pay attention to some items of similar purpose (plate-saucer, chair-stool, coat-coat-sheepskin coat) Develop the ability to understand generalizing words (clothes, dishes, furniture, vegetables, etc.) p.) games ("what's what", "fourth extra", "call it in one word"); name the parts of the day, domestic animals and their cubs, vegetables and fruits.

The work on enrichment and clarification of the dictionary involves active knowledge of the surrounding reality through the organization of the main types of activities: gaming, everyday, and directly educational activities. In this case, the method of recognizing observation is the leading one. With the help of various analyzers and various examinations (press on an object, bend, pull, measure; comparisons with the known, trial experiments, questions to an adult. The following techniques are used to enrich the vocabulary of children: - Intonation focusing children's attention on a new word; repeated repetition of speech a model for its literal reproduction; the use of a new word (definition) in various speech utterances; the use of a new word and consideration of the subject. Questions for children requiring an answer - a statement (what? Where? What?) Or an answer - reflections (how? Why? Why? ?) Reminder of a word known to the child; formation of words by analogy, verbalization by children of words deliberately omitted by the educator.

sound culture. Tasks: 2. Develop the motor skills of the speech and motor apparatus. The articulatory apparatus is a set of organs that provide the formation of speech (articulation); includes: vocal apparatus, muscles of the pharynx, tongue of the lips, cheeks, lower jaw, teeth. (Complexes of articulatory gymnastics) - auditory perception, speech hearing: “Where did they call?”, “Tell me, what do you hear?”, “Guess whose voice?”, “What sounds?” - speech breathing: to develop a free smooth elongated exhalation, using special game exercises “Drive the ball into the goal”, “Focus”, “blow out the candle” To develop the ability to pronounce small phrases or semantic segments on one exhalation, by imitating the speech of an adult. 2. To improve the ability of children to clearly pronounce vowels and some consonants in words. Refine and consolidate the articulation of sounds. A, U, O, I; M, N, P, B, C, F, T, D, s, s, c, k, d myogymnastics). In order for speech to be distinct and clear, children must learn to open their mouths wide, which is achieved by the correct pronunciation of the vowel sound A. For setting the sound A, exercises such as “Show the neck to the doctor”, “Let's shake the doll”, “Pull the thread”, etc. .

Children must learn to close their lips tightly. This is facilitated by a clear pronunciation of sounds: M, P, B. Exercises: “Open the bottle”, “Engine” - (p, p, p ...), “Drum” - (bom, bom ...), “Kiss the handle”, “Call dog", "Stop the horse". Having taught the child to pronounce the sound And correctly, in the future it is easier to learn to pronounce the consonants C, Z. At the same time, you need to pay attention to the position of the tongue (behind the teeth in children with interdental sigmatism). Exercises: "Fence", "Smile", "Chatushki", "Tongue sleeps and whistles", "Pump", "Vodichka flows", "Mosquito rings". Exercises in the clear and correct pronunciation of the sound T create favorable conditions for the assimilation of the sound Ts. With the sounds T, D, N, the tongue is behind the upper teeth, as with the sounds Sh, Zh, R, L. Exercises: “Drum”, “Machine gun scribbles” , "The hammer knocks." The correct, clear pronunciation of the sounds O, U largely determines the appearance of hissing in the child: Sh, Zh, Ch, Shch. Exercises: “Proboscis”, “Call the dog”, “Pipe”, “Speaker”. To form the ability to pronounce words and short phrases, with natural intonations.

The grammatical structure of speech. Tasks: To improve the ability of children to coordinate adjectives with nouns in gender, number, case: Use nouns with prepositions (in, on, under, about) Help to use nouns in the form of units in speech. and many others. numbers; plural form. number of creatures. in the genitive case (ribbons). make sentences with homogeneous members (we will go to the zoo and see an elephant, a zebra, and a tiger.)

The formation of the grammatical structure of a language proceeds in the general course of speech (language) development, and the forms and methods of pedagogical guidance should take into account the phased nature of general speech development. In the third year of life, morphological categories and forms are mastered with the active use of involuntary utterances consisting of one or two simple sentences. . The central innovations at this age are inflection and the development of a dialogic form of speech with adults, initiative statements. In the fourth year of life, word formation and word creation are born in close connection with the expansion of the dictionary. The formation of statements such as elementary, short monologues (stories) begins. Sound pronunciation is actively mastered, mainly through games with onomatopoeia.

The fifth year of life is marked by the formation of the arbitrariness of speech, the formation of phonemic perception, the awareness of the simplest linguistic patterns, which is manifested, in particular, in the abundance of language games with grammatical content (word-creation, "grammatical enumeration"). The sixth and seventh years of life are the stage of mastering the methods of grammatically correct construction of detailed coherent statements, the active mastering of complex syntax in the arbitrary construction of a monologue, the stage of forming grammatically and phonetically correct speech, mastering ways to isolate sentences, words, sounds from speech (comprehension). Management of grammatical development should be carried out primarily through the organization of special joint activities with an adult, through the communication of the child with the teacher and other children in regime moments, in work activities and in interaction with parents. Such communication can unfold in the form of verbal interaction between two interlocutors (dialogue), but it can also take group forms (polylogue). Depending on the age of the form of organization

Techniques and methods that contribute to better assimilation of the material: Alternation of choral and individual answers; The use of a variety of game situations: game-staging; Justification of the need to complete the task; Combination of exercises with game techniques; Motivated assessment of children's answers (children are pleased with the assessment "coming" from the character present at the lesson; Preparing children for the perception of a peer's answer; Using physical education pauses

Connected speech. Tasks: Develop a dialogical form of speech, involve children in conversation while examining objects, pictures, illustrations; observations of living objects; after watching performances, cartoons. To form the ability to conduct a dialogue with the teacher: listen and understand the question asked, answer it clearly, speak at a normal pace, without interrupting the speaking adult. Develop initiative speech of children in interaction with adults and other children (provide children for independent examination of pictures, books and sets of objects)

Organization of work: 1. Directly educational activities through the organization of the main activities; 2. educational activities in regime moments; 3. educational activities in self-employment; 4. educational activities in cooperation with parents.

So, by age 4, your baby: Has a vocabulary of about 1,500 words Starts using complex sentences Speaks in 4-5 word sentences. Asks a lot of questions, uses the words "who?" and why?" Uses expressions such as "I think that..." and "I hope that..." Follows requests and commands even if the desired item is not in sight. Uses verbs correctly in the past tense Correctly pronounces the sounds “p”, “b”, “t”, “d”, “f”, “c”, “k”, “g”, “x”, “s”, “z” ”, “ts”, “m”, “n”, “s”, “e”.

NORMATIVE INDICATORS OF SPEECH DEVELOPMENT OF CHILDREN FROM 3 TO 4 YEARS OLD Indicators of speech development Uses words-names of parts of objects in active speech Uses diminutive suffixes Uses prefixed verbs in speech Word creation appears Distinguishes words that differ in one phoneme (such as beetle - onion) Can pronounce the sounds Ш , F, W, H, L, R Notices incorrect pronunciation in his own speech Can retell a familiar fairy tale close to the text Encourages adults to play fairy tales with him, distributes roles, portrays various heroes of a fairy tale with the voice

NORMATIVE INDICATORS OF SPEECH DEVELOPMENT OF CHILDREN FROM 4 TO 5 YEARS OLD Indicators of speech development from 4 to 5 Uses generic names of objects Uses suffixes denoting people by their profession Can select antonyms for words Word creation continues Distinguishes words that differ in one phoneme (such as rak - lac) Determines the presence of sound in in a word Finds the place of sound in a word in three positions (beginning, middle, end) Can compose a story from a picture or a series of pictures Beginning of the formation of internal (planning) speech Sound pronunciation is fully consistent

Development of free communication with adults and children

Orientation of children in the educational field

What children learn

The teacher creates conditions for the child to be able to willingly enter into verbal communication with others, ask questions, answer questions, listen to the answers of other children, talk about events, invite to activities. Children learn to participate in a collective conversation, to maintain a general conversation, to speak in turn, without interrupting the interlocutor. To convey, using figurative language, the emotional states of people (the girl was frightened, her mother was surprised) and animals (the cat is angry, she did not catch the mouse; the monkey is happy - she has a delicious banana).

In the process of communication, preschoolers learn to adequately respond to the emotional state of the interlocutor (express sympathy, help, regret).

Preschoolers practice using the means of intonational speech expressiveness (voice strength, intonation, rhythm and tempo of speech) to attract and maintain the attention of a peer in the process of verbal communication. They learn to use words of participation, emotional sympathy, compassion in speech to maintain cooperation, establish relationships with peers and adults.

They strive for self-affirmation in a group of peers, show selectivity in relationships and communication with them: preferences in choosing partners for games and communication.

Use elements of explanation and persuasion when conspiring to play, when resolving conflicts; in game communication they are guided by the role-playing statements of partners, support them.

Connected speech. Children master the skills of dialogic speech: in colloquial communication they use (with the help of a teacher) different types of sentences, depending on the nature of the question posed; notice inaccuracies and errors in their speech and in the speech of their comrades, and kindly correct them; formulate search questions (Why? Why? For what?).

They master the skills of monologue speech: compose descriptive stories (5-6 sentences) about objects, stories from personal experience; independently retell literary works, reproduce the text from illustrations; compose narrative stories based on toys, paintings; compose descriptive riddles and riddles with comparison, descriptive riddles about objects and objects of animate and inanimate nature; use elementary forms of explanatory speech.

Dictionary. Preschoolers learn and use new words in speech. Names of objects and materials from which they are made (fabric, paper, wood, rubber). The names of living beings and their habitats (earth, soil, air), some labor processes (feeding animals, growing vegetables, washing clothes, setting the table, etc.). Words denoting parts of objects, living organisms, life phenomena, their properties and qualities - color shades, taste qualities, degrees of quality of objects (softer, lighter, darker, thicker, harder, etc.), phenomena (cold, wet, sunny etc.).

Words denoting species categories indicating characteristic features (cups and glasses, dresses and skirts, chairs and armchairs).

Words denoting some generic and specific generalizations (toys, dishes, animals, plants, and others), as well as the essential features underlying these generalizations (living organisms - grow, multiply, develop; dishes - this is what people need for food, cooking and storing food, etc.).

Words and expressions necessary to establish relationships with others: words of greeting, gratitude, apology, participation, emotional sympathy, and others.

Grammatically correct speech. Children learn the ability to freely use simple sentences in speech (complete, common, with homogeneous members). To convey temporal, spatial, causal relationships, complex sentences are used. Suffixes and prefixes are used correctly in word formation and to express relationships between objects. They learn to independently use the system of endings of nouns, adjectives, verbs for the correct design of a speech statement.

Sound culture of speech. Children master the pronunciation of the most difficult sounds - whistling, hissing, [l], [p]. By the age of five, children clearly pronounce all sounds, clearly reproduce the phonetic and morphological pattern of the word.

Learn to speak clearly, at an average pace, in a voice of medium strength; emotionally, expressively read poetry, adjusting intonation, timbre, voice power and rhythm of speech, depending on the content of the poem.

Preparing for literacy. Preschoolers know the terms "word", "sound", correctly understand and learn to use them.

They know that words are made up of sounds, they sound different, they can be long and short.

Learn to compare words by length.

They learn the sound analysis of the word: to pronounce words independently, intonation emphasizing the first sound in them; recognize words for a given sound (first on the basis of visibility, then on the basis of presentation); distinguish between vowels and consonants.

Practical mastery of the norms of speech (mastering the rules of speech etiquette). Children master the ability to use variable forms of greeting in familiar communication situations (“hello”, “good afternoon”, “good evening”, “good morning”, “hello”); farewells (“goodbye”, “see you”, “see you tomorrow”, etc.); addressing adults and peers with a request (“allow me to pass”, “give me please”), gratitude (“thank you”, “thank you very much”), resentment, complaint.

When referring to a peer, say his name, to an adult - name and patronymic.

When addressing strangers, use polite forms: “please tell me”, “be kind”, “sorry to disturb you”.

Nadezhda Dyatlova
The development of speech components of preschoolers. Part 1

Each of us was born on this

Do good, hope, love,

Laugh, cry, but at the same time

We must learn to SPEAK.

Speech is the simplest and most complex way of self-affirmation. To use it is a serious science and no small art. One of the most important problems of education is the development of children's speech. Correct, well-formed speech is an indispensable condition for the success of a child. Therefore, the main goal my work experience: "Formation of a clear, grammatically correct speech of preschool children."

The main task of the development of speech of a preschooler is to improve its components: lexical side, pronunciation side of speech, grammatical structure of speech, coherent speech.

In order to accomplish this task, I use various games.

I use them in direct educational activities, in sensitive moments, in the morning, afternoon, evening, while walking with one or more children.

I offer you catalog of games for the development of all components of speech, which I developed for preschoolers 4-5 years old.

Vocabulary building games.

Vocabulary work in kindergarten is a systematic expansion of the active vocabulary of children at the expense of unfamiliar or difficult words for them. It is known that the expansion of the vocabulary of preschoolers goes simultaneously with their familiarization with the surrounding reality, with the education of the correct attitude towards the environment.

Program objectives:

1. Replenish and activate the vocabulary based on the deepening of children's knowledge of the immediate environment. Expand ideas about objects, phenomena, events that did not take place in the own experience of preschoolers.

2. To intensify the use in speech of the names of objects, their parts, the materials from which they are made.

3. Develop the ability to use the most common adjectives, verbs, adverbs, prepositions in speech.

4. Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions.

5. Improve the ability of children to determine and name the location of an object (left, right, next, about, between, time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, this) with more accurate expressive words; use words- antonyms (clean - dirty, light - dark).

6. Learn to use nouns with a general meaning (furniture, vegetables, animals, etc.).

Remember how the eyes of the kids light up, what an impatient expectation of something pleasant, joyful shines in them when you say: “Come on, let's play one very interesting game with you.” Here you don't even need to be a subtle psychologist to understand what a huge and special place play occupies in a child's life. Games are of great importance in the mental, moral, physical and aesthetic education of children.

I bring to your attention only a part of the games, the full version is presented in the PRESENTATION.

AT games "Find the clown by description", "Who was who or what was what" there is an activation of the dictionary and expansion of knowledge about the environment.

For the development of the speech of preschoolers, I also use information and communication technologies (ICT, which significantly increases the interest of children, the level of their cognitive abilities. There is an interactive whiteboard in my group. We not only watch multimedia presentations, educational cartoons, but also PLAY. Interactive games allow us to imagine teaching and developing material as a system of bright reference images.

For example, in game "Guess the object by the names of its parts", the purpose of which is to activate the dictionary, fix the names of familiar objects, I, having previously closed the drawings with a “curtain”, name the parts of the objects, and the children guess. We can check the correctness of the answers by moving the “curtain”. Its use allows you to remake the game right there, you just need to hide some of the items behind it. Thus, we solve additional tasks for the development of memory.

Games on the sound culture of speech.

Good speech is the most important condition for the comprehensive development of children. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the wider his possibilities in cognizing the surrounding reality, the more meaningful and full the relationship with peers and adults, the more actively his mental development is carried out. Therefore, it is so important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of this language.

After all, if a child has some speech disorders, problems may arise in communicating with children, with adults. Not being able to express their thoughts in words, some guys withdraw into themselves, others get angry, show aggression towards peers and adults.

Therefore, it is so important to take care of the timely formation of children's speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of this language.

Program objectives:

1. Fix the correct pronunciation of vowels and consonants, practice the pronunciation of whistling, hissing and sonorous (p, l) sounds. Develop the articulatory apparatus.

2. Continue working on diction: improve the distinct pronunciation of words and phrases.

3. Develop phonemic hearing: learn to distinguish by ear and name words that begin with a certain sound.

4. Improve the intonational expressiveness of speech.

Articulation gymnastics- special exercises for the development of mobility, dexterity of the tongue, lips, palate, jaw.

Competent, clear and rhythmic speech of the child is characterized by the correct pronunciation of sounds.

The correct pronunciation of sounds is ensured by good mobility and differentiated work of the organs of the articulatory apparatus (tongue, lips, palate, etc.).

Articulation gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus.

The game "Wind", the purpose of which is the development of phonemic hearing, can be used as a physical activity, performing various movements after listening to certain sounds.

Games "Guess the sound" and "Be careful" similar to the previous one. Purpose: to form the ability to hear the sounds [c], [h], [c], [u] in words. Thus, clapping hands, performing physical exercises add variety to the games.