1. Studied the methodological literature on the issue under consideration and compiled a catalog (attached)
2. Were compiled (manufactured ) (Provided)
Lecture notes;
Long-term work plan;
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The enrichment, consolidation and revitalization of the vocabulary occupies a significant place in common system speech development children. Improving their speech communication is impossible without expanding their vocabulary.
Strengthening the principle of developmental education in school makes certain requirements for preschool education.
For the successful education of a child at school, it is necessary that the system of the native language, its elements act as an object of his conscious activity. Therefore, one of the tasks of the development of speech in kindergarten is the formation of primary, elementary knowledge of linguistic reality in preschoolers, on which schooling can rely.
In the development of the vocabulary, classes on familiarization with the environment, with nature, various observations, excursions, conversations take a large place, during which knowledge and ideas are formed and refined in children.
Learning about the world around, the child learns the exact names (designations) of objects and phenomena, their qualities and relationships. Thus, a feature of the speech and vocabulary development program is that it is essentially connected with all sections of the kindergarten upbringing program and its implementation is provided for in various types of children's activities.
The work on the dictionary is closely related to the development of cognitive activity, but it should be, first of all, linguistic work. This means that in working on a word, it is necessary to take into account the actual linguistic characteristics of the word, namely polysemy (for the majority of words in the Russian language are polysemantic), as well as synonymous and antonymic relations.
Children speech preschool age differs from the speech of adults. Often the child tries to comprehend the words himself, giving them a different meaning, for example: "A quitter - a person who makes boats", "A village - where there are many trees", etc.
Working with polysemantic words is a part of vocabulary (lexical) work. Its purpose is to provide proper language, speech development, improvement of language proficiency. In addition, the disclosure of the semantic richness of a polysemantic word plays an important role in the accuracy of word usage. The habit of using words correctly brought up in a child in kindergarten largely determines his culture of speech in the future.
The leading place in the assimilation of the polysemy of words is given to synonyms and antonyms.
Such methods of vocabulary work as the selection of synonyms and antonyms in order to clarify the understanding of the meanings of words are not used enough.
It is necessary from an early age to pay attention to the quality side of vocabulary development, that is, to solve the following tasks:
- work on the correct understanding of the meaning of words
- expand the stock of synonyms and antonyms
- to form the ability to use words, correctly combining them in meaning
- activate in the speech of children such parts of speech as adjectives and verbs.
Solving the problems of the qualitative development of children's vocabulary is impossible without simultaneously carrying out work to familiarize oneself with the constantly expanding range of objects and phenomena, to deepen knowledge about them.
To ensure the full development of the vocabulary, it is necessary, along with the lessons, to widely use the moments Everyday life, which provides great opportunities for consolidating and activating the speech skills acquired by children in the classroom.
Of course, all the tasks of vocabulary work (enrichment, consolidation, clarification, activation of the vocabulary) are interconnected and are implemented in each age group.
So, in the second younger group the main attention is paid to the task of accumulation, enrichment of the vocabulary, which is closely related to the expansion of knowledge and ideas about the environment.
At this age, a significant place is given to the use of visualization (toys, pictures), as well as the teacher's speech.
V middle group it is necessary to pay special attention to the correct understanding of words and their use, expanding the active vocabulary of children. In this group, work continues on the formation of generalizing concepts, much attention is paid to the isolation of qualities, properties and their correct designation with the appropriate words.
The problem of using words with opposite meanings (antonyms) is introduced. For this purpose, you can use the comparison of toys, objects.
At this age, all kinds of visualization still occupy a significant place, but lexical exercises, verbal didactic games.
For example, to activate verbs, an exercise is used to select actions for objects: “What is an iron for? What can you do with a broom? What is a watering can for? " In the exercise "Who is doing what?" the child should name as many actions as possible: "What is the cat doing?" - "Meows, purrs, plays, licks milk."
For the formation of the ability to isolate the qualities, properties of objects, toys, the method of comparison should be used more widely. So, for example, when comparing two dolls, the question is asked: “What is the same and what is different? How else do dolls differ from each other? " Children consider and name the color of eyes, hair, details of clothing (for example, soft, fluffy, fur collar). When telling from pictures, in order to teach how to choose definitions, they ask the questions: “What snow? (White, fluffy, cold.) And how can you say about winter, what is it like? " (Snowy, frosty, cold.) Then you can read the poem.
In the next lesson, the teacher offers to consider the proposed toys (for example, a ball, a car, a doll, a matryoshka) and consistently asks the questions: “What is this? What is she like? What is it for? What can you do with it? " Such a preliminary vocabulary exercise prepares children for the didactic game "Parsley, guess my toy" in the same lesson. Thinking of any toy, children should use all the named words and formulate their coherent statement.
In the group of senior preschool age, the leading task in the development of vocabulary is to clarify the understanding of the meaning of words, to activate vocabulary. For this purpose, special lexical exercises are carried out and word games lasting 5 - 7 minutes. at each lesson.
The exercises were developed by E.I. Tikheeva, their goal is to develop children's attention to the word, teach them to distinguish its shades, and teach them the exact use of words. When carrying out these exercises, a large place is given to such a technique as a question. The direction and content of children's mental activity depends on the formulation of the question, the question should cause their mental activity. By posing questions, the educator does not just seek to reproduce knowledge, but teaches children to generalize, highlight the main thing, compare, and reason.
It is necessary to ask the questions more often: “Can I say so? How to put it better? Who will say it differently? " And so on. In this case, one should not rush to evaluate the answer, let the children think, discuss which answer is more correct. As many children as possible should express their opinion, answering the following questions: “Why do you think that this can be said? Tell the children how you understand it. "
The following types of tasks are used to develop the vocabulary:
Selection of synonyms for phrases.
In the process of vocabulary work in the classroom, children encounter such a phenomenon as synonymy (words that are different in sound, but close in meaning), the understanding of which is already available to them. Working with synonyms helps to understand the different meanings of a polysemous word, teaches you to ponder the meaning of the words used, helps to use the most suitable words, avoid repetition.
For the selection of synonyms, one should offer phrases and sentences, for example: "The river is running", "The boy is running".
The teacher asks: “What word is being repeated? Let's try to replace it. "The river is running" - how to put it differently? " (Flows, murmurs, pours.) To the second phrase are the following answers: "Rushing, in a hurry, flying."
The ability to choose synonyms will help children to formulate their statements more accurately.
Working on antonymsuseful in that it teaches you to compare objects and phenomena of the surrounding world. Antonyms, in addition, are also a means of expressiveness of speech.
The selection of antonyms should first be done using visual material (objects, pictures). So, for example, you can offer pictures with the image of a high and low house, a large and small apple, a short and long pencil, etc.
Exercises with a single word helps to clarify its meaning, systematize the knowledge, ideas that children have.
At the beginning, tasks for the selection of synonyms and antonyms are difficult for children. But this is until they grasped the meaning of the assignment.
For the selection of synonyms, you can ask questions after the children retell a particular work.
To activate verbs (actions), similar questions are asked, for example: “Leaves are falling from the trees. How can I say it differently? " (They fly, circle, pour.) Or: “Seeing the hunters, the fox runs away. How else can you tell what she is doing? " (Runs away, carries away his feet, rushes, flies with an arrow.)
In the formation of the ability to select synonyms and antonyms, specialspeech situationswhen children are placed in conditions requiring precise verbal naming.
For example, the following situation was given: "If it often rains, the sky is overcast, a cold wind blows, then what words can you say about autumn, what is it?" (Cloudy, rainy, cold.) Then the opposite situation is given: "If the sky is blue in the fall, the sun is shining, it is still warm, the trees have not yet fallen leaves, then how can you say about autumn, what is it?" (Sunny, warm, golden, clear.) Such tasks take a short time and can be used for a walk.
The implementation of such tasks contributes to the formation of the accuracy of word use, the ability to choose words that accurately denote an object, action, quality. For example, the following situation was given: “Dad began to make swings for children. Misha brought him a rope. Dad said, “No, this rope will not work, it will break,” and took another rope. "But this one will never end." How can you say about such a rope? What rope did dad take? " Choosing the right answer from the synonymous row "strong, strong". Any of these words will be appropriate in the corresponding phrase, that is, you can say both "strong rope" and "strong rope".
To explain other meanings of the word “strong”, sentences were given: “Sasha grew up a strong boy”, “Yura felt strong ice under his feet”. Questions to them: “What does“ tough boy ”mean, as you understand? How to put it differently? (Strong, healthy.) What does "strong ice" mean? How can you say otherwise? " (Strong, firm.) The correct choice of synonymous words will indicate an understanding of the meanings of the word "strong".
To form the ability to use words, one should practice the tasks of making sentences with a separate word, and polysemantic words of different parts of speech are offered as initial ones: nouns, adjectives, verbs. By combining words into phrases and sentences, children thereby learn the meaningful use of words in various grammatical forms ah and meanings. First, they make up two-word phrases and sentences, for example, with the word "light" - "Light wind", "Light fluff". Then there are common sentences with the same word: “A light leaf fell from the trees”, “There were light clouds during the day”, “A light butterfly circling over a flower”, etc.
Tasks for making sentences should be used more often because even with the correct understanding of the meaning of words, the inability of children to compose a sentence, correctly using them in meaning, is noted.
To activate the dictionary, it is effectivemaking up riddlesby the children themselves. It is very important that the child can not only name the object, but also correctly identify its qualities, actions with it. First, the teacher thinks about the subject, and then the children. Here are some of the riddles invented by children: "In a dark room, a white canvas hangs to watch movies", "Rectangular and speaks", "A nose with a snout, she grunts", etc.
The ability to identify and name signs, qualities must be developed using everyday observations and excursions. So, for example, conducting an excursion in the fall, the teacher pays attention to the color of the leaves, to the autumn sky, asks the questions: “What kind of sky? What are the leaves? " And so on. In his speech, he should use more different kinds of definitions.
The lexical exercises, which are carried out as part of the lesson, perform, as it were, a double function: they help to develop the vocabulary and prepare for the execution of tasks in coherent speech.
Thus, lexical work is important for the development of the arbitrariness of speech, the ability to consciously choose the language means most appropriate for a given statement, that is, it ultimately serves the development of the coherence of speech.
Consultation for parents
Children with speech impairments often have a poor vocabulary, both active and passive; mainly subject and everyday vocabulary prevails. Children poorly classify objects into groups, confuse the names of vegetables and fruits. In their vocabulary, there are few verbs denoting the state and experiences of people, nouns that characterize the moral image of a person, and the group of adverbs and adjectives that serve to characterize actions and deeds is especially small. All this limits the verbal communication of children.
To expand and activate the vocabulary in pedagogical practice, didactic games are used.
Didactic games are one of the main means of developing speech and thinking. The role of these games is especially great in enriching the vocabulary.
Since parents, one way or another, have to be the main teachers for their child, we suggest that you use the following speech games and exercise. Teaching does not mean sitting down at the table and behaving like in class; it is about showing your child and doing with him what you do in your daily life.
Game exercise “Who? What?"
Show your child any illustration for a fairy tale. Let him name the words-objects that answer the question: "Who?" or "What?"
For example: the tale of C. Perrault "Cinderella"
Who: girl, sisters, stepmother, fairy, prince, mice, horses, coachman, etc.
What: house, broom, carriage, shoe, etc.
Helpful advice:
Play the Who Is Bigger game with your child?
Name words for the sound (letter) M
· Pick up words on a given topic, for example "Furniture"
Game exercise "Answers-riddles"
Recognize the subject by the description - (Green, white-trunked, curly. What is it? - Birch)
Shaggy, clubfoot….
Hungry, gray, angry….
Bright, warm ...
Gray, small, prickly ...
Game exercise "Who eats how?"
The cat licks milk. The dog chews on a bone. The cow chews hay. The chicken pecks the grain. Etc.
Option: “Who or what is swimming? Is it flying? "
Fish, leaves, plane, butterfly, etc.
Game exercise "Confusion"
From which words were formed:
Cucumbers - cucumbers and watermelons
MONTOMS - tomatoes and melons
REDISBEKLA - radishes and beets
MANICLES - garlic and onions
REPUSTA - turnips and cabbage
Help me figure it out.
Game exercise "Enemy words"
Exercise in the selection of words-antonyms.
Day Night
Morning -…
Winter - …
Friend - …
Good - ...
To come in -…
Go to bed - ...
Talk - …
Laugh - …
The elephant is big, and the mosquito ...
The stone is heavy, and the fluff ...
Game exercise "Words are friends"
Exercise in the selection of words - synonyms
Building - home
Horse - ...
Buddy -…
Go -…
Look - ...
Brave -…
Tiny - ...
Game exercise "What does it look like?"
Encourages children to find similar words (comparisons)
White snow looks like ...
Blue ice looks like ...
The thick fog looks like ...
Pure rain is like ...
Game exercise: Where and for what purpose can the object I name be used?
For example: button
1) for attaching paper to the board;
2) can be thrown out the window to give a signal;
3) hand over to scrap metal;
4) draw a small circle
5) put on the table, etc.
Nail - ..., boot - ..., lace - ...
Game exercise "Find an extra object"
Offer several pictures, among which one picture depicts an object that does not belong to the same thematic group as other objects
The child must show the "extra" picture and explain why it is superfluous.
Play exercise: Guess what the fourth word will be(semantic series)
A nail - a hammer, a screw - ...
The house is the roof, the book is ...
A bird is an egg, a plant is ...
Good - better, slow - ...
School - training, hospital - ...
A man is a child, a dog is ...
Coat - button, boot - ...
Game exercise "New words"
The fox has a long tail - how to say it in one word? - long-tailed;
The boy has long legs - leggy
Game exercise "Finish the sentence"
Misha went for a walk (when?) ...
Misha felt sad (why?) ...
Misha was delighted (when?) ...
Game “Who will remember more what is made of what?
“Children from memory name metal, paper, plastic objects. A chip is given for the correct answer. The one who has collected more circles wins.
All the proposed didactic games contribute to the formation of the vocabulary, as well as the development of speech skills.
Enrichment of the vocabulary of preschoolers
With general speech underdevelopment
The development of a child's speech in ontogenesis is closely related to the development of thinking and other mental functions. With the help of speech, the child designates what is available to his understanding. In this regard, words of a specific meaning first appear in his dictionary, and only then - generalizing.
The zero degree of generalization is the proper names and the names of a single subject. Then gradually the child begins to understand the generalizing meaning of the names of homogeneous objects, actions, qualities. Already by the age of three, children learn words denoting the most simple generic concepts (toys, dishes, clothes), conveying generalized namesobjects, signs, actions in the form of a noun (flight, swimming, purity). By the age of five years of normal speech development, children learn words denoting more complex generic concepts (plants: trees, grasses, flowers; color: white, black; movement: running, swimming, flying). By adolescence, they are already able to assimilate and comprehend words such as state, sign, objectivity, etc.
The enrichment of the child's life experience leads to the growth of his vocabulary. The vocabulary of an older preschooler can be regarded as a national language model. During this period, the core of the child's vocabulary is formed.
Analyzing vocabulary colloquial speech children aged 5-6 years, the most common words can be identified: nouns, adjectives, verbs. There is also a gradual expansion of the semantic field of the meaning of the word.
Thus, with the development of mental processes (thinking, perception, ideas, memory), enrichment of sensory experience, changes in activity, the child's vocabulary is also formed in quantitative and qualitative aspects.
Principles of working on a dictionary:
- the development of vocabulary should be inextricably linked with the expansion of the child's ideas about the surrounding reality;
- work on vocabulary should be inseparable from work on other components of the speech-language system;
- the child's vocabulary should develop in parallel with the development of mental operations;
- when working on vocabulary, special attention should be paid to the relationship between the lexical and grammatical meanings the words;
- the main task when working on vocabulary is the formation of full-fledged semantic fields.
The specific content and structure of speech therapy work on the formation of systemic lexical representations in children with OHP is determined by the time of appearance of various linguistic units in ontogenesis, the specifics of the speech defect, the characteristics of the general mental status of the child and other factors. Proceeding from this, it is methodologically expedient to carry out correctional and developmental work in two stages.
At the first stage, the main attention should be paid to the accumulation of lexical units, at the second stage, it is necessary to carry out work related to the ordering of lexical units in the child's mind. However, it should be remembered that in ontogeny such a clear division during the formation of the lexical system is not observed. Language signs are not assimilated linearly. By actively expanding his vocabulary, the child immediately begins to establish the simplest semantic relations between words: antonymic relations, generic relations, relations between an object and its part, etc. Therefore, at the first stage, in addition to actively expanding the child's vocabulary, it is necessary to pay attention to the simplest and obvious semantic connections between words.
The expansion of the nominative and predicative vocabulary in children is carried out on a thematic basis. It is this principle of organizing corrective action that makes it possible, from a methodological point of view, to resolve the issue of the formation of semantic fields in children with OHP. The introduction of words united by one topic into the lexicon makes it possible to group words-centers, or semantic dominants (the core of the semantic field), and words with more or less pronounced thematic attachment to them (the periphery of the semantic field) in the child's linguistic consciousness. Circle of vocabulary from different thematic groups is determined by the age of children and the level of their ideas about the world around them. Given the poverty of the visual and auditory representations children with OHD, difficulties in identifying the most significant differential features items in speech therapy work it is necessary to pay attention to distinguishing words that denote situationally or visually close objects (cup - glass - mug, shower - watering can, peach - apricot, sugar - sugar bowl, fluffy - soft, sew - knit, sew - sew).
The child acquires the possibility of conscious distribution and ordering of lexical units on the basis of various semantic relations only at a certain level of his speech and cognitive development (approximately by the age of 5-6). Therefore, at the second stage of correctional and developmental education, the main attention should be paid to the purposeful formation of the ability to establish more complex types of semantic relations between words: relations of synonymy, homonymy, relations between kindred words, ambiguous words and much more.
Directions of speech therapy work
The work on enrichment and activation of the vocabulary in children with general speech underdevelopment includes the following tasks:
- familiarization with objects and phenomena of the surrounding reality, the formation of concepts;
- disclosure of the ambiguity of the word;
- expanding the stock of synonyms and antonyms;
- the formation of the correct use of the word in coherent speech.
The work on mastering the word is carried out according to the following algorithm:
- clarification of the pronunciation of a word;
- demonstration of samples of the use of the word (in phrases, in a sentence);
- developing the ability to choose a synonym, antonym for the word;
- fixing a word in the active dictionary. Selection own examples illustrating the use of the word.
Synonymous and antonymic comparisons help to reveal to preschoolers the semantics of a polysemantic word. Let's consider an example with the adjective “fresh” (Novikov LA Antonymy in Russian. 1973).
Synonymy
A fresh evening is a cool evening.
Fresh air is clean air.
Fresh collar - clean collar.
Fresh magazine - new magazine.
Fresh bread is soft bread.
Antonymy
Cool evening - warm evening.
Clean air is stale air.
A clean collar is a dirty collar.
The new magazine is the old magazine.
Soft bread is stale bread.
This example shows that in the work on the semantic side of a polysemantic word, both synonyms and antonyms can be used at the same time. Using them, we teach children to distinguish and refine their understanding of different meanings of words.
A necessary condition for clarifying and expanding the vocabulary of children is the practical assimilation of the most common cases of polysemy of words. The work begins with nouns whose hyphenation is based onspecific, visual signs (door handle, ballpoint pen, girl's pen). The attention of children is drawn to a common feature that unites objects. Further, classes are conducted on isolating different meanings in polysemous verbs (mom is walking, it is snowing, there is a train).
Tasks for enriching the vocabulary with polysemantic words, phraseological units must be included in the classes in accordance with the lexical topic. For example, when studying the topic "Animals of hot countries" - at the same time replenishing the stock of knowledge and ideas about animals, acquaint children with phraseological units available for their understanding. Tell children that, for example, a crocodile is not afraid toothache, it has an additional row of teeth: a new one grows as soon as the old one collapses. Then ask the children to name which objects have teeth and do not know toothache (saw, comb, rake, fork). On this material, children practically learn the polysemy of the word. It is proposed to guess riddles:
He tries everything to the taste: pine, flax, and oak. (Saw).
Toothy, not bite, leaves and hay are raked. (Rake), etc.
To clarify children's ideas about the word in an accessible form, in some cases, a certificate of the origin of the word is provided (summary of the lesson "Sewing accessories").
Such work on each word of the text clarifies, expands, deepens the stock of information and ideas of children, teaches to listen attentively and ponder, develops figurative speech.
Disclosure of the semantic richness of a polysemantic word for children with general speech underdevelopment has essential in preparation for school, because in the program primary grades great importance is devoted to the practical acquaintance of students with the lexical meaning of the word, polysemy, antonymy, synonymy.
The words of antonyms, due to the polarity of their meanings, are easier for children to understand, so work on them begins earlier.
To develop the ability to select and use words - antonyms, different techniques are used:
Selection of antonyms with the exclusion of "conflicting" words. Children were asked to find the words - enemies and name the "extra" word: thin, long, thick, red, short;
Finding antonyms in riddles, proverbs, poems. For children
it was proposed to listen to the riddle, guess it and name the antonyms.
Bitter in haymaking, but sweet in frost, what kind of berry?
Find the words - enemies in the poem:
We had a fight with a girlfriend
And sat down in the corners.
It's very boring without each other!
We need to make peace.
In the proverb:
Do not be afraid of a clever enemy, be afraid of a foolish friend. Know more and speak less. Put it further away, take it closer.
Supplementing a sentence with an antonym:
in winter the days are short, and in summer ...
Selection of antonyms for polysemantic words. Speech material - word combinations:
fresh bread - ... stale bread;
fresh newspaper - ... old newspaper;
fresh apples - ... dried apples.
After listening to phrases, children select words that are opposite in meaning to them.
Selection of synonyms for phrases
Children are called a phrase, for example:spring is coming, snow is falling, man is coming.You should draw their attention to the fact that it is not interesting to listen when the same word is repeated. Suggest to replace it. "Spring is coming. - How can you say otherwise? Children choose words that are close in meaning(comes, moves, steps).Preschoolers come to the conclusion that the same word "goes" has different meanings.
You can give tasks for making sentences with words of different parts of speech (nouns, adjectives, etc.) andwith synonymous words(big, huge, huge).These exercises are aimed at developing the ability to use given word in combination with others, they often cause difficulties. But they are necessary. After all, the main indicator that a word is understood and entered the dictionary is the ability to use it correctly in speech.
Preschoolers with normal speech development can select several synonyms for one word(House - hut, hut; soldier- warrior, knight). This indicates the beginning of mastering the polysemy of words. Children with general speech underdevelopment either choose one synonym for a word, or refuse to answer at all.
In order to teach them how to compare, i.e. select antonyms, first pairs of objects with pronounced contrasting signs are selected. When shown, the speech therapist emphasizes their qualitative opposite in intonation. For example: wide - narrow tape, long - short pencil. Then the children are warned that two words will be named, denoting the opposite signs of a certain pair of objects (new - old, large - small), and they must show and name these objects. Assignments may vary. For example, preschoolers are encouraged to distribute a number of objects into pairs, guided by antonymic words that the speech therapist will call (dry - wet sponge, clean - dirty glass, deep - shallow plate).
To improve your understanding of the meanings of these words, you can do the following exercises:
- Supplement the speech therapist's phrase with words that are opposite in meaning.("The river - deep, the stream is shallow. " "The day is short in winter, long in summer." "Swallows arrive in the spring, fly away in the fall").
- Highlight and name words of opposite meanings in sentences.(“The shirt is new, but the shirt is old. " "The blue pencil is sharp, and the red one is dull").Then the children independently compose sentences with two words, which the speech therapist calls.
When explaining antonyms to children with general speech underdevelopment, it is necessary to show objects and pictures. Learn to compare their size, shape, color. Different parts of speech can be contrasted: nouns whose meaning includes quality or attitude(friend - enemy; grief - joy);qualitative adjectives with spatial, temporal, evaluative features of objects(high - low; late - early); verbs, adverbs, prepositions, pronouns.
The child must be given the opportunity to tactilely feel the difference in the characteristics of the properties of objects(fluffy - smooth; elastic- brittle). Learn to listen, compare by feeling(loud - quiet; sweet - salty, etc.) in order to enrich the dictionary with verb vocabulary. Children with general speech underdevelopment are taught to compare actions, to portray them on demand(poured - poured; glued - cut off; stop - go, etc.).It is necessary to include adverbs in classes(funny - sad; good bad).Teach children to use prepositional constructions in speech(over the table - under the table; in the forest- from the forest, etc.), pronouns (our - your; my yours; he she)- they; me - you), etc.
Guys with normal speech development, completing tasks for the selection of antonyms and synonymsby the way, they only have difficulty with individual words. And preschoolers with general speech underdevelopment make mistakes in the selection of synonyms and antonyms for most words. These errors are related:
- with difficulties in highlighting the essential features of words;
- with underdevelopment of mental operations of comparison and generalization;
- with insufficient word search activity;
- with the lack of formation of semantic fields within the lexical system of the language;
- with the instability of connections within the lexical system of the language;
- with the limited volume of the dictionary, which makes it difficult to choose the right word.
A typical mistake of children with general speech underdevelopment is the reproduction of words of a different grammatical category. They often reproduce an adjective into a noun, an adverb into an adjective, etc.
Thus, the work on the selection of synonyms and antonyms for a word is characterized by relations within the semantic field, the expansion of the word field.
The didactic games and tasks for the development of vocabulary in preschoolers with general speech underdevelopment presented by me can be used not only in speech therapy classes, but also in modeling, drawing, music, etc.
The main goal of lexical exercises for the selection of synonyms, antonyms for a word is to teach children to use words correctly and meaningfully in spontaneous speech. Exercising in the composition of phrases and sentences, which include the words being worked out, first according to the speech therapist's models, and then on their own, the kids improve the skill of using a simple common sentence in speech.
For speech therapy classes, you should select those words and syntactic constructions in the education of which children often make mistakes.
Tasks for enriching the vocabulary, expanding the semantic field of the word can be useful and interesting both for preschoolers with speech impairments and for children with normal speech development.
Literature
- Alekseeva M.M., Yashina V.I. Methodology for the development of speech and learning
the native language of preschoolers. - M: Academy, 2000 .-- 400 p. - Antipova J. What? Where? When ?: On the work on the formation of vocabulary in children with OHP // Preschool education... - 1995. - No. 9. - with. 36–38
- Borodich A.M. Methodology for the development of children's speech. - M .: Education, 1981 .-- 255 p.
- Vygotsky L.S. Thinking and speaking. - M., 1996.-415 p.
- Efimenkova L.N. Formation of speech in preschoolers. - M .: Education, 1981 .-- 112 p.
- Zhukova N.S., Mastyukova E.M., Filicheva T.B. Overcoming the general speech underdevelopment in preschoolers. - Yekaterinburg: Litur, 2006 .-- 320 p.
- Koltsova M.M. The child learns to speak. - M., 1979
- Levina R.E. Upbringing correct speech in children. - M: Education, 1980.-32 p.
- Filicheva, T.B. Children with general speech underdevelopment: Study guide for speech therapists and educators / T.B. Filicheva, T.V. Tumanov. - M .: "Gnom-Press", 1999.-80s.
- Filicheva, T.B. and others. Basics of speech therapy: Textbook. manual for ped students. in-tov on specials. "Pedagogy and psychology (preschool)" / TB Filicheva, N. A. Cheveleva, G. V. Chirkina. - M .: Education, 1989 .-- 223 p., Ill.
- Filicheva, T. B., Soboleva A. V. Speech development of a preschooler: a manual with illustrations. - Yekaterinburg: Publishing house "ARGO", 1997. - 80 p.
- Nishcheva N.V. System correctional work v speech therapy group for children with general speech underdevelopment. - SPb .: CHILDHOOD-PRESS, 2004 .-- 528 p.
Games for enrichment and vocabulary activation
"All the way around"
Purpose of the game: teach children to form antonymic verbs using prefixes.
Material. Two monkeys (toys).
The course of the game.
Today we will play stubborn and obedient children. Listen to my story. The mother of the monkey had two daughters. The eldest was called Novice, the youngest was Stubborn. The obstinate loved to do everything the other way around. The novice will collect the toys, the stubborn one will scatter them. If the sister closes the door, Stubborn ... (with the intonation of incompleteness, the teacher stimulates the children to answer: she will open). If he brings ... (takes away), sews ... (tears off), cleanses ... (stains), stops talking ... (speaks), hangs ... (removes), etc.
"Speak the other way around"
Target: development of thinking, activation of vocabulary.
The course of the game.
The presenter throws the ball to the child, calls the word, and the child throws the ball back and calls the word with the opposite meaning:
funny - sad
fast - slow
beautiful - ugly
empty - full
thin - fat
smart - stupid
hardworking - lazy
heavy - light
cowardly - brave
hard - soft
light dark
long short
high Low
sharp - dull
hot Cold
sick - healthy
wide narrow
"I'll start and you finish"
Target : teach children to make sentences using prefixed verbs with the opposite meaning; develop the ability to quickly find the exact word.
The teacher begins a sentence using a prefixed verb. Children end a sentence by using the same root verb with the opposite prefix.
The boy first approached the house, and then ... (walked away). In the morning the guys came to the kindergarten, and in the evening ... (left). The boy entered the room, soon he ... (left). The guys ran along right side, and then ... (ran) to the left. The children were playing hide and seek. They ran behind the house, hid, but soon they ... (ran out).
" Funny cars".
(Moving play with words).
Target: activation of verbs of movement in speech.
Leaving, at a signal, each "little car" must say a verb of movement (eg left, left, drove, drove off, rolled, rushed, etc.).
Arriving at the garage, say: arrived, drove up, drove in, arrived, rushed, etc.).
" Native nature in verses and riddles "
Target: develop the ability to find antonyms in poems, to select synonyms for certain words.
The course of the game.
1. The teacher invites children to guess riddles about nature and find the words of antonyms in them.
Round and bright
Gives everyone warmth.
Got up early in the morning
It went across the sky.
Rolled in the evening
For the fishing line.
Guess kids
Who am I talking about? (The sun)
Curls like a ribbon
In the haze blue
Can be calm
Can be hit by a wave
Dark and deep
That the bottom is not visible.
Shallow and transparent
Maybe she
And bathes in the heat
Us in our own wave.
What it is,
Tell me. (River)
What kind of bird?
Black, large.
Hanging above the ground
Covering the sun.
Big tears
This bird is crying
Mom hides her daughter.
How she rushes in
Everything is darkening around
In order not to get wet
I'll run away soon. (Cloud)
And choose the opposite word (antonym) to the words:
black ....
big ....
darkens ....
quicker....
3. Find synonyms:
The aspen freezes,
Trembles in the wind
Freezes in the sun
Freezes in the heat.
The oak is not afraid of rain and wind at all
Who said that an oak tree is scared to catch a cold
After all, until late autumn the oak is green
So hardy oak means hardened.
"Say it like"
Target: teach children to select synonyms with additional semantic shades for verbs and adjectives.
The course of the game.
1. The teacher gives the handkerchief to the child, naming the verb, the child gives the handkerchief back, naming the synonym for the verb.
To think - .... (to think), to open - ..... (to open), to find - ... (to find), to chill - ... (to be cold), to amaze - ... (to surprise), to be naughty - ... (indulge), amuse - .... (entertain), forgive - ... (excuse), call - ... (invite), roar - ... (cry), rush - ... ( rush), spin - ... (spin), fear - ... (fear), throw - .... (throw).
2. Then children can practice the selection of synonyms with additional semantic shades to adjectives.
This house is big and this one is .... (huge). These clothes are old, and this dress is completely .... (worn out). This dress is a little damp, and this one is quite ..... (wet). The boy is silent, and the girl ..... (not talkative). Yesterday was a warm day, and today is ..... (hot).
"Find the right word"
Target: to learn to select antonyms for polysemous adjectives and for phrases with polysemous verbs and adjectives; develop the ability to understand the direct and figurative meaning of words.
The course of the game.
Children are offered polysemantic adjectives, which, depending on the context, change their meaning. You need to choose antonyms for them.
The stream is shallow, but the river ..... (deep). The currant berries are small, and the strawberries ..... (large).
The porridge is cooked thick, and the soup is .... (liquid). The forest is sometimes dense, but sometimes ... (rare).
After rain, the earth is damp, and in sunny weather .... (dry). We buy raw potatoes and eat .... (boiled).
Phrases can be used as speech material:
A thin bucket, a thin dress, a thin person.
A boy runs, a horse runs, water runs, time runs, streams run.
A flower grows, a child grows, a house grows.
Hot day, hot weather, hot argument.
"I must say it differently"
Target : to teach children to choose words that are close in meaning to the phrase.
Listen to the poem:
"The Snow Maiden cried, seeing off the winter,
A sad one followed her, a stranger to everyone in the forest.
Where she walked and cried, touching the birches,
Snowdrops have grown - Snow Maiden's tears. "
T. Belozerova "Snowdrops".
These are the kind words the poet found to talk about snowdrops and spring. And what was the Snow Maiden, seeing off the winter? (Sad)
By the way sad pick up words that are similar in meaning (sad, sad)
If the Snow Maiden is sad, what is her mood? (Bad)
Listen to what I will name the sentences: "It is raining. The Snow Maiden is coming."
What word was being repeated? (Goes.) Try to replace the word goes. It's raining .... (pouring). The Snow Maiden is coming ... ( walks). Spring is coming - how can you say otherwise? ( Comes.) The car goes ... (drives).
Similarly, tasks are given with the following phrases:
clean air (fresh), pure water(transparent), clean dishes (washed); the plane landed (landed), the sun went down (went down); the river runs (flows, flows), the boy runs (rushes, rushes).
"Find another word"
Target: develop in children the ability to select the most accurate designation for a given situation; learn to select synonyms and antonyms for adjectives.
Dad started making swings for the children. Misha brought him a rope. Dad said, "No, this rope won't work, it will break." Dad took another rope: "But this one will never break." Which rope did dad take? How can you say about her?
Listen to two sentences: "Vova grew up a strong boy. He felt strong ice under his feet."
What does the word mean strong ? How can you say these sentences differently? Come up with a sentence with the word yourself strong.
The sentences are considered similarly: "Boy trembles by cold. Bunny trembling with fear. "
"Ball game"
I will throw a ball to everyone, naming a word. You will return the ball to me, saying the opposite.
Long - ..... short, deep - ...... shallow, soft - ....... hard, light - ..... heavy, thin - .... thick, thick -. .... rare, liquid, strong - ...... weak.
To speak - ...... to be silent, to make laugh - ..... to bring to tears, to allow - ..... to prohibit, to fall - ..... to get up, laugh - .... cry, ignite -. ... put out, help - ... interfere
"Find the opposite word"
Target: develop in children the ability to select words that are opposite in meaning.
Sugar is sweet and lemon ..... ( sour ). The moon is visible at night, and the sun .... ( in the afternoon ). The fire is hot, and the ice ..... ( cold ). The poplar is tall, and the wild rose ..... ( short ). The river is wide, and the brook .... ( narrow ). The stone is heavy, and the fluff ..... ( light ). The radish is bitter, and the pear ..... ( sweet ).
If the soup is not hot, then which one? ( Cold. ) If the room is not light, then in it ... ( dark ). If the bag is not heavy, then it is .... ( easy ). If the knife is not dull, then it is .... ( spicy ).
V recent times increasing percentage in preschool institutions are occupied by children with general speech underdevelopment (OHP). In this contingent of children, the level of vocabulary development does not correspond to age indicators, and mastering it is an important condition for mental development.
Children with general speech underdevelopment cannot spontaneously take the ontogenetic path of speech development, which is characteristic of normal children. To overcome, special corrective measures are required.
Everyone knows very well that in preschool age the leading activity is play, that the child develops most fully in activity. The greatest effect of correctional work on the development of a preschooler's vocabulary with general speech underdevelopment will be obtained if it is carried out through a variety of games. One of the types is a verbal didactic game. The use of an interesting game encourages the child to free speech communication, the assimilation of the correct grammatical forms of the language, the use of words known to him in phrases and sentences, activates the vocabulary he already has. The enrichment of the child's life experience, the complication of his activities and the development of communication lead to a gradual quantitative growth of the vocabulary.
From a very early age, the child actively learns the world, exploring everything that happens around. Therefore, developing didactic games take the most important place in a child's life. They expand the child's understanding of the world around them, teach the child to observe and highlight characteristic signs objects (size, shape, color), to distinguish them, as well as to establish the simplest relationships.
Educational games-lessons will help the child prepare for school, as didactic games for preschoolers allow not only to learn something new, but also to apply the knowledge gained in practice. Undoubtedly, such skills will become the basis for further successful training. Solving simple educational game tasks, each child will enjoy their results and achievements. A good mood is the key to successful development!
Target: activation and expansion of the vocabulary of children through the polysemy of words. Drawing up a simple description of the subject. Mastering the construction of complex sentences.
Development of verbal and logical thinking through riddles.
Description of the game:
Option 1:
Guys, Dunno came to class today. He is very fond of traveling in a hot air balloon. The ball is different. Balloon- it's made of rubber. So what is he? -… ..This is a toy, children play it. What other ball do you know? The window will open only when you guess what else the ball could be that denotes another object. What is the name of our planet? - (Earth). How can you name the planet where people live - ... THE EARTH. Solar planet can be called ... - SUNBALL. Athletes are playing tennis. What are they playing with? … TENNIS BALL. How to decorate the Christmas tree for the New Year? … A Christmas BALL. A beautiful flower bloomed in the flowerbed, it is yellow and it is called…. GOLDEN BALL
Option 2: Making riddles. The window will open if you correctly guess the riddle. What words helped you to guess it?
No beginning, no end No back of the head, no face. Everyone knows, young and old, That she's a huge ball. No matter how much you go, no matter how much, You can't find the end here. (Earth ) | You warm the whole world You don't know fatigue You smile at the window And everyone calls you - (Sun or solar ball) On a green fragile leg A ball has grown by the path. The little breeze rustled And he scattered this ball. (Dandelion ) | Lily of the valley blooms in May, Aster blooms in autumn. And in winter I bloom I am at the tree every year. I lay on the shelf for a whole year Everyone forgot about me. And now I'm hanging on the tree Slowly ringing.(Ball) |
Target: activation and expansion of the vocabulary of children on the topics: "Migratory birds", "Wintering birds". Formation of nouns with diminutive suffixes. Strengthening the skill of education relative adjectives... Drawing up a simple description of the subject.
The assimilation of some forms of inflection: the endings of nouns in genitive, singular and plural, present tense and past tense verbs.
Game description: Option 1.
Smart bird, if you please come down.
You have lost your pen.
In the yellow alley where the maples turn red
A find awaits you in the "Bureau".
Let's take a look at the Lost and Found and see whose feathers ended up in the Lost and Found. Sparrow feather - .... Whose feather got into the bureau? - (passerine feather). The feather of a nightingale…. Whose pen? - (nightingale). Crow feather ... whose feather? - (crow). Crane feather ... whose feather? - crane, etc.
Option 2.
- Name the birds affectionately. Nightingale is a nightingale, a sparrow is a sparrow, a crow is a crow, a crane is a crane, a crane, etc.
- Let's name the birds when it is alone and when there are many of them.
One nightingale - many nightingales, one crow - many crows, one crane - many cranes, etc.
3. Let's play with the birds.What is the bird doing?-… (a bird flies - a bird has flown away - a bird will arrive in the spring, etc.)
Option 3.
Children who have lost their mittens, socks, and caps have come to the Lost and Found Bureau. Help them find their mitten, their sock, their hat….
"LOST AND FOUND "
Target: activation and expansion of the vocabulary of children on the topic “Food. Consolidation of the skill of forming relative adjectives. Drawing up a simple description of the subject.
Description of the game:
Option 1: Mom was making breakfast. She cooked her favorite porridge for her daughter (son). The porridge turned out to be very tasty.
"Mom cooked porridge
Daughter listened
And all the porridge ... I ate! "
Guess what kind of cereal did mom cook porridge from? What kind of porridge turned out if it was made from semolina, buckwheat, rice, millet, etc.
Option 2: Mom came home from work and was very tired. Dad and daughter (son) decided to cook dinner. We boiled milk and put cereals. Delicious porridge turned out. What kind of porridge will mom and the whole family eat? - ... Porridge from semolina - semolina; from rice - rice, from buckwheat -… .; from millet -….
The formation of morally valuable vocabulary is an important condition emotional development and moral education. In the senior preschool age, the child's attitude to the moral values of society and to the people around is formed. Knowledge about the norms and rules of morality, verbalized in the word, is considered as one of the criteria for assessing the level of moral development of an individual. In play, it is easier for a child to learn complex moral and ethical categories.
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Didactic games and applications aimed at enriching the moral and valuable vocabulary of preschoolers
"Add a word"
The rule of the game:
The presenter says a few words, and the players name a synonymous row.
For example:
Kind - benevolent, kind-hearted ...
Scared - fearful, cowardly ...
Brave - brave, brave ...
Stingy - stingy, greedy ...
"Say the opposite"
The rule of the game : to whom I throw the ball, he answers.
The teacher calls the word, and the child picks up the antonym.
For example: Hardworking is lazy.
"Find yourself a mate"
The rule of the game: Children turn into words.
The presenter says who has become what word. Children run, jump, find their mate on command.
In this game, it is necessary to use different parts of speech, as well as pay attention to the correspondence of the part of speech proposed by the adult and called the child.
For example: kindness is anger, evil is kind, being kind is angry.
It is necessary to stimulate the child to use in speech not only individual words, but also phrases.
For example: avaricious merchant - generous merchant; a mean girl is a generous girl.
"What happens ... (kind, evil, generous, deceitful ...)"
Target: the formation of the ability to select words lexically combined with the given.
The rule of the game : children should name words in a chain.
Kind is not only a person, any animal (cat, dog), but also hands, eyes, sun, wind. smile, book, etc.
"Find the mistake"
Target: to consolidate the ability to select morally - valuable vocabulary, adequate to the semantic content of the sentence.
The rule of the game : who finds the error faster.
Sample job options:
The polite girl spoke rudely to her grandmother.
Today is a holiday, so the boy is showing off a new toy.
Mom was delighted because her daughter did not want to help her.
The cowardly boy stood up for the weak, etc.
"Who's doing what? Or Who's what they call?"
Target: Activate a morally valuable vocabulary (verbs, nouns)
The rule of the game: to whom I throw the ball, he answers.
Used vocabulary:
crybaby - ... (crying); daredevil - ... (not afraid of anyone);
liar -... (lying); hardworking -... (loves to work);
brave -... (not afraid of anyone), etc.
Option:
What is the name of a person who is afraid of everything? (coward) What if it's a girl? (coward)
What is the name of the girl who is greedy all the time? (greedy) And the boy? (also greedy)
etc.
"Living rainbow"
Target : definition of the moral qualities of a person: boastfulness, deceit, justice, benevolence, courage, generosity - and their role in people's lives.
The rule of the game: cards are laid out in front of the children different colors... The teacher names the moral qualities of a person. Children need to think and choose their own color for each quality, explain their choice.
"Two countries"
Together with your child, cut out characters from different fairy tales (both positive and negative) from coloring pages, children's magazines.
Prepare two sheets of colored paper: light and dark. Place the goodies on the light sheet - this iscountry of good deeds, and negative characters - on dark sheet- this is dark kingdom.
Discuss why the child places heroes in a particular country. After the two countries find their inhabitants, ask which country is better, why?
Have pity on those characters who got into dark kingdom , and offer to perform a miracle. Let the child becomekind wizard... He will need to endow negative characters with good manners and exchange them bad qualities good ones.
The child will have to change the images of these characters, for example, draw smiles for them, decorate them with flowers, paint them in such a way that they turn into good and kind heroes.
"Good will triumph over evil"
For the game you need
- plaque cards with inscriptions: envy, greed, rudeness, betrayal, war, lies, etc.
- small toys, beads - good deeds
- scales
To win the good, you need to try. Children go up one by one to the scales, talk about their good deed and put their droplet (toy) on the cup.
"Rug of the world"
Target : Teach children negotiation strategies.
To play, you need a rug (a piece of thin blanket).
Conversation : What is a dispute? Argument?
How does the dispute arise? What can be the reason? What can happen after a dispute? Quarreling? etc.
Peace rug - a place where the "opponents" can sit down and talk to each other so as to find a peaceful solution to their problem.
(Put a toy in the middle of the rug, offer to solve (play) the situation.
Two children want to take a toy, but she is alone. Help them agree.)
"Fairy tale"
The driver calls the fairytale hero, and the participants determine whether he is good or evil.
If he is kind, they clap their hands, if he is evil, they cover their face with their hands.
"Folk wisdom"
Offer to explain the meaning of the proverb (sayings).
Do good to others - you yourself will be without trouble.
The good will keep silent, the bad will say.
A kind word to man - that rain in drought.
Good is not dashing - it walks quietly.
An evil person is like coal: if it doesn’t burn, then it blackens.
Beauty until the evening, and kindness forever.
Learn good - bad things will not come to mind.
Encourage good, but condemn evil.
Doing evil for good do not hope.
The host is glad to see a good guest.
A good person has the whole world - his home, an evil person - and his own house is a stranger.
A tale of generosity and greed
Squirrels live well in the forest in summer. There are so many different mushrooms, berries, nuts around that you can eat yourself, treat other animals and collect for the winter in reserve!
Squirrel Fluffy has collected a full hollow of various goodies. There was so much in it! And hazelnuts, and acorns, and seeds, and various dried berries! The Fuzzy ate them himself, and sometimes he invited a squirrel named Brush with her squirrels to visit to treat them. The brush was very grateful to the generous Fuzzy - after all, she herself could not collect so many different foods in her hollow, since she nursed little squirrels and rarely got out of her dwelling. When the cold, harsh winter came, Fuzzy willingly shared his supplies with the titmouses and bullfinches, for which it is so difficult to find food under the snow. The birds flew to the hollow of the squirrel every morning, pecked seeds and berries, and then thanked their generous friend with a cheerful whistle.
In the neighborhood with Fuzzy lived a beast-chipmunk nicknamed the Chest. This chipmunk Chest did all the summer long, that he carried nuts to his dwelling and put them in a chest in reserve. He never treated anyone, did not share anything with anyone. The animals did not like him, they did not go to visit him and called him a greedy person. chest-chipmunk all long winter sat in a hollow alone. And although he had a lot of food, alone, without friends, it was very boring for him to while away the long dark evenings.
One day, a bough bird, nicknamed Khokholok, knocked on the chipmunk's house. The crest was very hungry, as the trees after a snowfall were covered with ice crust, and he could not get to the cones. The crest was completely weak from hunger and decided to ask for some food from the Chest. But the greedy Chest stuck his thick cheeks out of the hollow and said: "Go away, beggar! I won't give you anything! It's not enough for me!"
Fuzzy heard these words and shouted: "Fly to me, Little Tuft! I will share with you! No one should starve!" The little crest was delighted, ate the treat, and cheered up. In gratitude, he sang a funny song to Fuzzy that spring would come very soon. So Tufted and Fuzzy became friends!
Issues for discussion:
- Which of the fabulous animals do you like and why?
- Which one is generous, and why?
- And who is greedy? Why?
- What other word can you call a chipmunk?
- Who would you like to be like?
- How does a Generous person behave?
- What does the greedy man do?
Additional task
Draw two pictures titled "Generosity" and "Greedy".
The tale of thrift and stinginess.
Each of the two fireflies living in a deep dark forest had two crystal lanterns with multi-colored glasses.
Firefly Oyla lit his lanterns every evening to illuminate the road to all the inhabitants of the forest. He took care of his flashlights - he often wiped the fragile colored glass with a cloth so that the flashlights would shine brighter on a dark night. During the day, he carefully put them in a box so as not to break. When someone came to Oila to ask for a flashlight to consecrate dark paths, Oilya always gladly responded to the request and gave his own flashlights.
And Okhlya the firefly was stingy. He didn't let anyone take his flashlights. He took care of them so much that he never used them himself or took them out of the box. Lanterns lay idle in it and even got dusty so that their crystal colored glass ceased to shine.
One dark evening Okhlya was returning from Oili, who was visiting at his birthday party. He did not notice a stump in the dark, stumbled, twisted his foot and fell. Okhlya screamed and began to call for help. The animals came running and began to help Okhla up and get home. But at this time in a box under Okhla's bed were beautiful flashlights that could help you quickly and easily get home in the dark.
Issues for discussion
- Which of the fireflies can be called a miser, and who can be called simply frugal?
- Which of the fireflies did you like best? Which of them would you like to be friends with?
- How was Okhlya named for his stinginess?
- Who do people call misers?
- What is stinginess?
Additional task
Draw thrifty Oilya and stingy Okhlya and their lanterns.
The tale of frugality and frugality
Everyone knows about the tabby cat Matroskin. He's smart, frugal. The dog Sharik is also thrifty. Matroskin and Sharik's hut is clean and tidy. All things are in their places. The cat and the dog take care of their things, take care of them: they clean their gray coats, dry them if they are wet from snow and rain; they wipe their boots every evening and carefully put them in the corner of the hut. After dinner, they always wash the dishes and arrange them neatly on the shelves. Sharik also wipes and cleans his hunting rifle, and Mtroskin polishes a large milk can, which his beloved cow, Murka, gives. So the cat and the dog take care of their things so that they last longer, and do not have to spend money on buying new ones. This money will still be useful for Matroskin and Sharik for various purchases in the future.
Atroskin is not only frugal, it is also very frugal. He does not spend unwisely and immediately all the money from the sale of milk. He saves them: he spends only a part, and puts the other in a piggy bank, so that later he can buy a new large TV for the whole family: for himself, Sharik and Uncle Fedor. Here he is, what an economical cat Matroskin!
Issues for discussion
- Do you like Matroskin? Why? And Sharik?
- Which one of them can be called lean? And who is economical?
- What does it mean to save?
- What is frugality?
- How are thrifty and thrifty people alike?
Additional task
Now write a story about who in your family is the best in saving money.
Goals:
Educational:
1. Formation and expansion of the semantic word "fish"
Correctional
2. Development visual perception, phonemic hearing and auditory memory perception.
Educational
3. To cultivate the ability to listen to a friend to the end, without interrupting him.
Equipment:
1. Sound doll.
2. Pictures of fish.
3. Bulky fish.
4. Spiked ball
5. Object pictures with the image of a mouse, a sparrow, an airplane, a comet.
6. Illustration depicting the proverb "You can't take a fish out of a pond without difficulty."
I.Organizational moment.
Rules of conduct in the classroom. We pass the ball in a circle, we will name our rules.
Listen carefully
Speak clearly, clearly
Don't interrupt each other
Write neatly
Speak expressively
Respect everyone's opinion.
II. Breathing exercises
1. Let's start a truck r - r - r
2. let's drive a passenger car r '- r' - r '
What sound are we working with?
Show on a sound doll.
Give a characterization of the sound.
III... Gymnastics for the mind
I made a word
Here is his diagram
Define the word according to the scheme.
IV... Inflection. Loose structures. Development of visual attention
1. Who is in the picture? (answer with full answers)
2. Who is not in the second aquarium?
3. Find two identical fish. Whom did we find a match for?
4. Who did we see through the waves?
5. View the fish through the waves. Who do you admire?
6. Find out the subject by the outline. Who are we going to talk about?
Who or what can be called a fish?
Fish swim in water
Constellation "Pisces"
A fish can be called a person
There is a domino position with this name.
V... Development of phonemic hearing.
Guys, in front of you are sheets of cardboard and figurines of fish. Imagine cardboard is an aquarium. Let's put as many fish in the aquarium as you hear words with the sound "r":
cancer, water, wave, shell, seaweed, seagull.
How many fish do you have in your aquarium? Why?
VI... Formation of related words.
What do we call the little fish? (fish)
Name the fish affectionately (small fish)
What do we call the big fish?
Mountain ash grew by the water
And the river flowed, rippled
In the middle - depth
There was walking ... (fish)
What is the name of the fish soup? (fish)
What about fish fat? (fish)
What is the name of the person who fishes? (fisherman, fisherman, fisherwoman, fisherwoman)
Where did the fisherwoman go in the early morning? (fishing)
What kind of hook is needed for fishing? (fishing)
What is the name of the village where the fish live? (fishing)
What does an angler do on a fishing trip? (fishing)
We came up with words - relatives.
Without what word would these words not exist? (without the word fish)
Vii... The naming of words denoting the action of an object.
What do fish do in the water?
They swim, dive, splash, frolic, play, hide, breathe, feed, reproduce.
You have come up with action words.
VIII... Gymnastics for the eyes.
- Fish frolic fun
In clean warm water
(Children "draw" with their eyes a wave on the wall:
first in one direction, then in the other)
- They will shrink, unclench
(frequent blinking of eyes)
- They will bury themselves in the sand
(rub your palms and
close your eyes with warm hands)
IX... Dynamic pause.
Game "On the contrary"
- I will tell you what to do, and you do the opposite.
Hands down!
Lift up right hand, left hand.
Clap your hands (stomp your feet)
Trampled feet (children clap their hands)
Climbed up! (children squatted down)
Hands back!
Raise your right hand, your left!
Get away from your chairs!
Stand up!
X... Name of words - signs of an object. The words are the opposite.
We did everything the other way around, and now we will come up with words - the other way around. All these words should contain the sounds r′-r.
Game with throwing the ball.
The fish is ugly, scary - beautiful;
tiny - huge, huge;
slow - impetuous, fast;
quiet, calm - playful, high-spirited, nimble;
faded, nondescript - bright;
single color - multi-colored;
cocky, combative - cautious.
What words did you name? (these are signs of an item)
XI... Concordance of an adjective with a noun. Work on the phrase.
The fish that live in the aquarium are called ... (aquarium)
What kind of fish live in the river? (river)
And in the lake? (lake)
And at sea? (marine)
In the ocean (oceanic)
XII... Work on the polysemy of the word.
All fish are different, but they all have the same body parts.
What do all fish have? (body, head, gills, fins, scales, tail)
Not only fish have a tail (children are given pictures with the image of a fish, a fox, an airplane, a girl, a bird, a comet).
XIII... Verbal logical tasks.
You did a good job today. But, as you know, "You can't catch a fish from a pond without labor."
- Reading a proverb
- Collect a proverb from individual words.
Help me finish the proverbs and sayings that contain the word "fish":
Beat like a fish on ... ice.
Neither fish nor fowl.
Birds of a feather flock together.
It is like ... a fish.
XIV... The development of coherent speech.
I wonder what would happen if the fish suddenly started talking, what would they tell us?
The goal is to practically use didactic games and game techniques during speech correction work aimed at the most effective activation, clarification, enrichment of the vocabulary of middle preschool children suffering from motor alalia.
Tasks:
- enrichment, clarification and activation of word formation of the children's vocabulary;
Enrichment, clarification and activation of the verb dictionary of children;
Enrichment, clarification and activation of the vocabulary of nouns in children;
Enrichment, clarification and activation of the vocabulary of adjectives in children;
Enrichment, clarification and activation of the numeral in children;
Learning to understand and use prepositions and particles in speech;
Specially selected and designed by us didactic games and game techniques meet the tasks that solve the previously indicated directions and methods of logocorrection work.
The complex of games presented below offers game techniques for practical acquaintance of children with the use of nouns in speech, introduces children to the concept of "word", teaches children to distinguish between the concept of "living" and "inanimate". At the same time, the game gives the speech therapist the opportunity to outline an additional goal for himself, for example, grouping objects according to their characteristics or purpose, working on different types of word meanings (conceptual, situational, emotional). These games teach children to use plural nouns, distinguish between the gender of nouns, and are also aimed at creating and consolidating generalizing concepts. Also, these games teach the use of case forms.
Who is this? What is it?
Purpose: clarification, enrichment of the word formation of the dictionary of children, teaching children the correct use of words in speech, denoting a living and inanimate object.
Equipment: living or inanimate objects (table, book, toys, birds, fish, etc.)
Game description: Speech therapist addresses children: “There are many different objects around us. And we can ask about each of them. I will ask you, and you answer me with a question: What is this? " The speech therapist points to various inanimate objects: books, toys, a table. "How can you ask about these items?" (What is it?).
The speech therapist says: "And now I will ask you differently: who is this?" The speech therapist points to living objects: a bird, a fish, a nanny, children - and asks the children: “How can you ask? (who is this?). I will call you different subjects, and you will ask me questions about these subjects ”. The speech therapist calls living objects, and children ask the question "who?" Thus, the speech therapist gradually brings children to the concepts of "living" - "inanimate".
The speech therapist puts the girl and the doll next to each other and asks how the girl differs from the doll. Children name the difference and together come to the conclusion that the doll is inanimate, a toy, and the girl is a living being. Next, they compare the toy bear and the live bear drawn in the figure. It becomes clear that the toy bear is lifeless, and the drawing depicts a live bear. Summing up, the speech therapist concludes: all words denoting inanimate objects answer the question "what?", And words denoting living objects - to the question "who?"
Consider the pictures.
Purpose: consolidation in the speech of children of words denoting living and inanimate objects.
Equipment: object drawings depicting living and inanimate objects, flannelegraph.
Game description: The speech therapist puts all the object pictures on the flannelegraph and asks the children to carefully consider them. After that, the speech therapist gives tasks:
1) name pictures with images of living objects, ask them questions;
2) name pictures depicting inanimate objects, raise a question.
The complication of the game: the game is played without relying on pictures. Speech therapist selects different words(living and non-living) and names them mixed. Children should question these words. The most active ones are marked at the end of the game.
What have you hidden?
Purpose: enrichment, activation and clarification of the word formation of the children's dictionary and the correct use of nouns in speech.
Equipment: dummies of vegetables, fruits, flowers.
Game description: Flowers, vegetables and fruits (2-3 pieces) are laid out on the table. Children are asked to carefully consider what is on the table and remember what is where. Then the children turn away and the speech therapist hides one object. The child must answer what is hidden. (you can answer in one word).
Name what I point out.
Purpose: enrichment and activation of word formation in the vocabulary of children and teaching them the correct use of nouns.
Equipment: real and toy furniture.
Game description: the teacher seats the children so that they can see individual pieces of furniture in front of them, and offers to name them. If this is difficult, the speech therapist himself names the object and suggests that one of the children, for example, transfer the doll to the sofa, etc. After that, you can offer a riddle: “A boy came to kindergarten, sat down and invited another boy to sit beside him. What were they sitting on? (on the bench, on the couch).
Who will bring the items faster?
Purpose: clarification and activation of word formation in children. Development of skills of classification of lexical topics "Vegetables-Fruits".
Equipment: dummies of vegetables and fruits.
Description of the game: players sit on chairs, 2 chairs are placed opposite, 5-6 objects from two different categories are placed on them: vegetables - carrots, cabbage, cucumber; fruits - apple, pear, cherry. Two empty chairs are placed in the distance. Two children from each team stand near chairs with objects and at the signal: one, two, three - take the vegetables! - begin to transfer the necessary items to the empty chairs facing opposite. The winner is the one who, more correctly and earlier, will transfer all the items that belong to the named category and name them.
How do we dress?
Purpose: activation of word formation with words lexical topic"Clothing". Teaching the correct use of nouns in speech.
Equipment: items of children's clothing.
Game description: each child thinks of a piece of clothing, for example, a scarf, skirt, panties, T-shirt and quietly calls it to the speech therapist so that other children do not overhear (the teacher makes sure that the children do not choose the same thing). Then the teacher tells about something, for example: "Vasya was going to ride a sled and put it on himself ...." interrupting the story, he points to one of the participants in the game. He calls the item of clothing that he conceived. The other children must judge whether the boy is dressed correctly.
What's with what?
Purpose: clarification of word formation of children and teaching the correct use of nouns in speech. Development of the phrasal language.
Equipment: various household items. (key, plate, hammer, etc.)
Game description: the child is invited to find what soup is eaten from, how to open the lock, how to hammer in nails, etc.
Children's speech pattern: Soup is eaten from a plate. The lock is opened with a key.
Paired drawings.
Purpose: activation of the vocabulary, word formation in children.
Equipment: paired drawings of household items.
Game description: Option 1. The speech therapist shows the child a drawing, and the child must find the same one and name it correctly. The game continues until the child names and gives back all the drawings.
Find what you need.
Purpose: activation of word formation, children's vocabulary.
Equipment: A set of subject drawings.
Game description: Give the children a set of pictures: a basket, a spoon, a towel, a sled, etc. The speech therapist says: “Vova went for a drive down the mountain. What did he take with him? (Sled). A child who has the desired drawing must answer with a word or phrase.
Whose children?
Purpose: to consolidate nouns in the active vocabulary of children
This manual contains theoretical and practical materials to help enrich and activate the vocabulary of children of the preparatory group. kindergarten not only in special classes, but also in everyday situations, on a walk, in classes on fiction, musical holidays.
The author presents class notes, a variety of verbal techniques that help to increase the level of the child's speech development, improve the culture of communication.
Particular attention is paid to the correct pronunciation of sounds, mastering the basic forms of the language system, the lexical aspect of speech.
The manual is addressed to preschool educators, parents.
Enrichment of the vocabulary
Each word names a specific representation, image or concept. In the normal development of the child, reflected in the language, the word he has learned corresponds to the concept he acquired in advance. In the first years of a child's life, this strict correspondence between the word and its content is not violated, but this is only in the first years. Unfortunately, very early on, children acquire words that are destined to remain empty sounds without real content. He must fight evil, and the best remedy for this struggle are those lessons of observation, which were discussed above.
Observations and study of living reality contribute to the creation of images and representations, which, with the right guidance, must certainly be intertwined with the corresponding word.
When working with young children, there is no other way to expand their vocabulary but experience and observation. The child visually acquaints himself with the object itself and its properties and, along the way, memorizes words that name both the object and its qualities and features. The sequence of assimilation is as follows: acquaintance with the subject, the formation of an idea, the reflection of the latter in the word.
External perceptions, experience, personal experiences of the child play a leading role in his development, while the meaning of the word is secondary and auxiliary. The most important and perfect teaching method in the first period of childhood is the culture of observation.
Content
Explanatory note.
I. Formation of vocabulary in preschoolers
- tasks of developing speech and vocabulary
- features of assimilation
- vocabulary enrichment
- dictionary activation
- work on the semantic side of the word
II Methods and techniques of working on the dictionary.
III. Examination of the state of speech development in older preschool children.
Application
Literature
Free download the e-book in a convenient format, watch and read:
Download the book Enrichment and activation of vocabulary, preparatory group, Bochkareva I.O. - fileskachat.com, fast and free download.
- Working with the text in the Russian language lesson, A guide for the teacher, grades 5-11, Alexandrova O.M., Dobrotina I.N., Gosteva Y.N., Vasilyevich I.P., Uskova I.V., 2019
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