Cheat sheet: Dialogue speech for preschoolers. Game test to determine the knowledge, skills and abilities of educators - document Didactic games for the development of dialogic speech

PLAN

1. The meaning of a conversation, a conversation between a teacher and children - as a method of forming dialogical speech

2. The teacher’s guidance of children’s spoken language in everyday life and in various classes

3. The essence of conversations and classes, their topics

4. Construction of conversation-lessons and teaching techniques used in the conversation

Speech is the most important creative mental function of a person, the area of ​​manifestation of the inherent ability of all people for cognition, self-organization, self-development, for building one’s personality, one’s inner world through dialogue with other individuals, other worlds, other cultures.

The primary function of speech is communicative. Speech is, first of all, a means of communication, a means of expression and understanding. Communication, which is not based on the transfer of thoughts and experiences, certainly requires an adequate system of means, which is speech. Communication with others is carried out using coherent speech. Coherent speech is understood as a semantically expanded statement (a series of logically combined sentences) that ensures communication and mutual understanding. Also, in coherent speech the relationship between mental and speech development is most clearly evident. It reflects all other tasks of speech development: the formation of vocabulary, grammatical structure, and phonetic aspects. Also, all the child’s achievements in mastering his native language are manifested in coherent speech.

Therefore, the central, leading task is the development of coherent speech in children. Connected speech includes dialogic and monologue speech.

The kindergarten program provides training in dialogic and monologue speech. Work on the development of dialogical speech is aimed at developing the skills necessary for communication.

The method of speech development is defined as a way of activity of the teacher and children, ensuring the formation of speech skills and abilities. Methodological techniques for developing speech are traditionally divided into three main groups: verbal, visual and playful. The verbal method includes conversation.

Since conversation is used in cases where children have some experience and knowledge about the objects and phenomena to which it is devoted, it is most effective with children of older preschool age. At older preschool age, children are able to actively participate in a conversation, answer questions quite fully and accurately, supplement and correct the answers of others, make appropriate remarks, and formulate questions. The nature of children's dialogue depends on the complexity of the tasks solved in joint activities.

Our speech is not only a means of communication, but also a tool of thinking, a carrier of consciousness, memory, information, a means of controlling the behavior of other people and regulating our own behavior.

Dialogue, creativity, cognition, self-development - these are the fundamental components that are involved in the sphere of attention of the teacher when he addresses the problem of speech development of a preschooler.

Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children.

One of the main tasks of children's educational institutions is the formation and development of coherent independent speech in preschoolers, that is, the ability to clearly, logically, consistently talk about events and phenomena, easily combining individual elements of speech into a single semantic and structural whole.

Coherent speech is understood as a logical, consistent, grammatically correct and figurative presentation of certain content. Coherent speech reflects the logic of the child’s thinking, his ability to comprehend what he perceives and express it correctly.

The development of coherent speech includes the development of dialogic and monologue speech.

Dialogue speech is the main form of communication among preschool children. For a long time, the methodology has been discussing the question of whether it is necessary to teach children dialogic speech if they master it spontaneously in the process of communicating with others. Practice and special research show that preschoolers need to develop, first of all, those communicative and speech skills that are not formed without the influence of an adult. It is important to teach a child to conduct a dialogue, develop the ability to listen and understand speech addressed to him, enter into a conversation and support it, answer questions and ask himself, explain, use a variety of language means, and behave taking into account the communication situation.

Maintaining and developing a dialogue requires the ability to listen to the interlocutor and understand him, formulate and ask questions, and construct an answer in accordance with what is heard. Dialogical speech is distinguished by brevity of statements with a predominance of simple sentences, widespread use of non-verbal means (gestures, facial expressions); Intonation plays a big role in dialogue.

It is equally important that in dialogic speech the skills necessary for a more complex form of communication – monologue – are developed. A monologue arises in the depths of a dialogue (F. A. Sokhin).

A monologue is a statement that is not always designed for the verbal reaction of another person. A monologue is characterized by completeness, clarity and expansiveness of the statement. Facial expressions and gestures play a lesser role. One of the characteristics of monologue speech is its arbitrariness, i.e. the ability to choose linguistic means and use those that most fully and accurately convey the meaning of what is being said.

Mastery of coherent monologue speech is the highest achievement of speech education for preschool children. It incorporates the development of the sound culture of the language, vocabulary, grammatical structure and occurs in close connection with the development of all aspects of speech - lexical, grammatical, phonetic. Each of these aspects has a software core that influences the organization of speech utterance and, consequently, the development of coherent speech. Coherence of speech includes the development of skills to construct statements of different types: description (the world in statics), narration (events in time and in motion), reasoning (establishing cause-and-effect relationships).

Description is a sample of a monologue message in the form of a list of simultaneous or permanent characteristics of an object.

The description is characterized by a static, soft structure that allows you to vary and rearrange its components. For descriptive texts, a ray connection is often used, in which an object is named, and then each quality or feature of the object is attached as a ray to its characteristic.

Description is a statement of speech that states the presence or absence of any characteristics of an object.

Preschoolers are taught to describe toys, object or plot pictures, their own drawings or their design, natural phenomena, people and animals. Learning to construct descriptive texts helps children develop basic understanding of the structure and functions of these texts. .

Narration is a special type of speech with the meaning of reporting about developing actions or states of objects. The narrative is dynamic, it is characterized by a transition from one action or state to another, i.e. reality is perceived in the process of change and development. In the narrative, the action does not have a common subject-spatial object of speech.

Preschoolers can compose different types of narratives: realistic stories, fairy tales, stories based on a picture or a series of plot pictures. Working on the formation of ideas about the structure of a narrative develops in children the ability to analyze the structure of a literary text and transfer the learned skills into independent verbal creativity.

Reasoning is a model of a monologue message with a generalized cause-and-effect meaning, based on a full or abbreviated inference. Reasoning is carried out with the aim of reaching conclusions: scientific, generalized or everyday.

It is especially important to develop in preschoolers the ability to think logically, reason, explain, prove, draw conclusions, generalize what is said, and these skills develop in this type of statement as reasoning.

Any coherent monologue utterance is characterized by a number of features. The following main features are identified: integrity (unity of the theme, correspondence of all micro-themes to the main idea); structural design (beginning, middle, end); coherence (logical connections between sentences and parts of a monologue); volume of utterance; smoothness (absence of long pauses in the storytelling process).

To achieve coherence in speech, a number of skills are required, namely: the ability to understand and comprehend the topic, determine its boundaries; select the necessary material; arrange the material in the required sequence; use the means of language in accordance with literary norms and the objectives of the statement; construct speech deliberately and arbitrarily.

In coherent speech, the logic of judgments, richness of ideas, thoroughness of character, initiative, creative aspiration and other personality qualities are reflected as in a mirror.

The development of coherent speech in children has been the subject of research by a number of psychologists (L.S. Vygotsky, A.R. Luria, A.M. Leushina, S.L. Rubinshtein, I.A. Sinitsina, D.B. Elkonin, etc.) .

S.L. Rubinstein identified two forms of coherent speech: contextual and situational. In his opinion, contextual speech is speech that can be fully understood on the basis of its own subject content. In order to understand it, there is no need to specifically take into account the particular situation in which it is produced; everything in it is understandable to others from the very context of speech.

The author notes that the speech of a small child is initially marked by the opposite property: “It does not form such a coherent semantic whole - such a “context” that on the basis of it alone it can be fully understood; to understand it, it was necessary to take into account the specific, more or less visual situation in which the child finds himself and to which his speech relates. The semantic content of speech becomes understandable only when taken together with this situation: this is situational speech.”

The development of coherent expressive speech in children must be considered as an essential link in the education of a culture of speech in its broad sense. All subsequent development of speech culture will be based on the foundation that is laid in preschool childhood.

The importance of coherent speech in the life of a preschooler is very great. Firstly, the level of storytelling determines the child’s readiness for schooling (it is not for nothing that independent composing of a story is a reliable element of testing at medical and pedagogical commissions for admitting children to schools and other educational institutions: lyceums, gymnasiums, colleges, etc.). Secondly, the performance of the future student directly depends on the quality of coherent speech: his answers at the blackboard, reasoning about the content of the lesson, drawing up presentations, essays, etc. And finally, thirdly, without the ability to clearly formulate his thoughts, speak figuratively and logically about your experiences, plans, etc. full communication, creativity, self-knowledge and personal self-development are impossible.

The main function of coherent speech is communicative. It is carried out in two main forms - dialogue and monologue. Each of these forms has its own characteristics, which determine the nature of the methodology for their formation. 1:65]

The dialogical form of speech, which is the primary natural form of linguistic communication, consists of the exchange of statements, which are characterized by questions, answers, additions, explanations, objections, and remarks. In this case, a special role is played by facial expressions, gestures, and intonation, which can change the meaning of a word. Dialogue is characterized by a change in the statements of two or more (polylogue) speakers on one topic related to any situation.

Dialogical speech is a particularly striking manifestation of the communicative function of language. Scientists call dialogue the primary natural form of linguistic communication, the classical form of verbal communication. It is important that in a dialogue the interlocutors always know what is being said and do not need to develop thoughts and statements. Oral dialogic speech occurs in a specific situation and is accompanied by gestures, facial expressions, and intonation. Hence the linguistic design of the dialogue. Speech in it may be incomplete, abbreviated, sometimes fragmentary.

The dialogue presents all types of narrative (message, statement), incentive (request, demand), interrogative (question) sentences with minimal syntactic complexity, particles and interjections are used, which are enhanced by gestures, facial expressions, and intonation.

The dialogue is characterized by: colloquial vocabulary and phraseology; brevity, reticence, abruptness; simple and complex non-union sentences; brief premeditation. The coherence of the dialogue is ensured by two interlocutors. Dialogue speech is characterized by involuntary and reactive behavior. It is very important to note that dialogue is characterized by the use of templates and clichés, speech stereotypes, stable communication formulas, habitual, frequently used and seemingly attached to certain everyday situations and topics of conversation. Speech clichés make dialogue easier.

In spontaneous dialogue, replicas are not characterized by complex sentences; they contain phonetic abbreviations, unexpected formations and unusual word formations, as well as violations of syntactic norms. At the same time, it is in the process of dialogue that the child learns the arbitrariness of the statement, he develops the ability to follow the logic of his statement, i.e. monologue speech skills emerge and develop in dialogue.

Dialogue is a complex form of social interaction. Participating in dialogue is sometimes more difficult than constructing a monologue. Thinking over your remarks and questions occurs simultaneously with the perception of someone else's speech. Participation in dialogue requires complex skills: listening and correctly understanding the thought expressed by the interlocutor; formulate your own judgment in response, express it correctly using language; change the topic of verbal interaction following the thoughts of the interlocutor; maintain a certain emotional tone; monitor the correctness of the linguistic form in which thoughts are expressed; listen to your speech in order to monitor its normativity and, if necessary, make appropriate changes and amendments.

The ability to communicate dialogically with peers is a very important aspect of a child’s social and personal development, a source of development of his speech, the formation of communicative competence, an important area of ​​amateur activity and self-development.

Experience has shown that so-called free upbringing does not have a beneficial effect on all children. If some - active, seeking ones - know how to attract an adult into their orbit, easily find interesting things to do for themselves, easily come into contact with peers, then others - and they are the majority - suffer due to their inertia, lack of their own activity, inability to compete with leaders. Therefore, the ability to conduct a dialogue with peers - the most important area of ​​communicative activity - must be taught.

It is necessary to develop in children the ability to build a dialogue (ask, answer, explain, request, make a remark, support) using a variety of linguistic means in accordance with the situation. To do this, conversations are held on various topics related to the child’s life in the family, kindergarten, his relationships with friends and adults, his interests and impressions.

Several groups of dialogic skills can be distinguished:

Speech skills themselves: enter into communication (be able to know when and how you can start a conversation with an acquaintance or stranger who is busy talking with others); maintain and complete communication (take into account the conditions and situation of communication; listen and hear the interlocutor; take initiative in communication, ask again; prove your point of view; express your attitude to the subject of conversation - compare, express your opinion, give examples, evaluate, agree or object, ask , answer; speak logically, coherently; speak expressively at a normal pace, use the intonation of a dialogue.

Speech etiquette skills. Speech etiquette includes: appeal, introduction, greeting, attracting attention, invitation, request, consent and refusal, apology, complaint, sympathy, disapproval, congratulations, gratitude, farewell, etc. The ability to communicate in a pair, a group of 3 - 5 people, a team.

The ability to communicate to plan joint actions, achieve results and discuss them, participate in the discussion of a specific topic.

Conversation is a dialogical teaching method, which assumes that all participants in the conversation can ask and answer questions and express their point of view. The teacher’s task is to structure the conversation in such a way that the experience of each child becomes the property of the entire team.

Conversation is one of the oldest methods of didactic work. Socrates used it masterfully. The leading function of this method is stimulating, but it also performs other functions with no less success. There is no method so versatile and effective in all respects. The essence of the conversation is to, with the help of targeted and skillfully posed questions, encourage students to update (remember) the knowledge they already know and achieve the assimilation of new knowledge through independent reflection, conclusions and generalizations. The advantages of conversation are also that it maximally activates thinking, serves as an excellent means of diagnosing acquired knowledge and skills, promotes the development of students’ cognitive powers, and creates conditions for the operational management of the cognition process. The educational role of conversation is also great.

Ethical Conversations have the goal of cultivating moral feelings, forming moral ideas, judgments, and assessments. Topics for ethical conversations may include:

“About politeness”, “How to behave at home and on the street”, “About friend and friendship”, “My beloved grandmother”, etc. It is advisable to combine an ethical conversation with reading a work of art, showing illustrative material, and showing a film.

According to didactic purposes, there are introductory and generalizing (final) conversations. The purpose of the introductory conversation is to prepare children for the upcoming activity and observation. For this purpose, the teacher identifies the experience of children, updates the knowledge that will become the basis for the perception of new objects and phenomena, arouses interest in the upcoming activity, and poses practical or cognitive tasks.

A generalizing (final) conversation is carried out with the aim of summarizing, clarifying, systematizing the knowledge acquired by children on a particular topic of educational work over a fairly large period of time, such as stories from the teacher and children, reading poems, listening to music, commenting on visual material.

A rather complex (for a child) method of teaching speech is the conversation method, it is also called the question and answer method, the conversation method.

The conversation method is that the teacher asks and the student answers. Consequently, both of them say, but not the same thing, but different things: with his question, the teacher encourages the child to remember already known words, sounds, grammatical forms or coherent text and use them appropriately.

Issues of organizing a conversation have been developed by many teachers. The idea that conversation with children is a school for the development of children's thoughts was emphasized in the works of N.I. Novikova, F.M. Dostoevsky, K.D. Ushinsky. When selecting content for conversations with children, they recommended being guided by the principle of accessibility - going from close to more distant, from simple to complex.

The main thing is to talk to the child about what is constantly before his eyes, what he, so to speak, can grab with his hands.

In the pedagogical system K.D. Ushinsky pays special attention to the methodology of constructing conversations with children. Among the various teaching methods, he pays special attention to the Socratic or questioning method. In his opinion, conversation does not serve to convey new knowledge, but for “a more vivid explanation and interpretation of what has already been explained.” The effectiveness of the conversation, according to K.D. Ushinsky, depends on how correctly the teacher formulates the questions, in what sequence he asks them to the children, to what extent all the children participate in the conversation and, finally, on how the teacher reacts to the children’s answers.

In the works of L.K. Schleger and S.T. Shatsky, you can find rich material for conversations on natural history topics (plants, animals, seasonal phenomena).

The authors highly valued conversation as a method of speech development: “Conversations guide the child’s thoughts, they enable him to select, by recalling, facts from his stock that are relevant to the subject of the conversation, and focus his attention on it. Leading questions force the thought to work in a certain direction.”

In preschool linguodidactics, for the first time, E.I. drew attention to the role of conversations in the development of children’s speech. Tikheeva.

She wrote: “Free, informal conversation, meaningful by the value and significance of its content, is one of the powerful factors in the development of children’s speech.”

E.I. Tikheyeva suggested holding conversations with children on socio-political topics, on issues of ethics and culture, about natural phenomena and the lives of children. She developed a number of methodological techniques for guiding conversation, which are used in modern practice of preschool education.

LITERATURE

1. A. M. Borodich, “Methods for the development of children’s speech”, M., 1981.

2. F.A. Sokhin “Development of speech in preschool children”, M., 1976.

3. E.I. Tikheyeva “Development of children’s speech”, 1981.

Pedagogical Council
“Speech development of preschool children in the conditions of implementation
educational program of preschool educational institution"

Developed by: Kazulina N.B., senior teacher of the first qualification category of the municipal budgetary preschool educational institution, combined kindergarten No. 36 of the city of Kamensk-Shakhtinsky, Rostov region

The purpose of the teachers' council: to intensify the mental activity of teachers, to improve work to improve the educational process aimed at the formation of coherent speech in children, to outline ways for further effective work in this direction. In a playful way, systematize teachers’ knowledge on the problem of developing children’s coherent speech.

Form of implementation: business game

Tasks:

1) to make teachers aware of the need to expand their knowledge in the field of development of coherent speech in children;

2) to enhance the knowledge of teachers about methods, techniques and means of developing the speech of preschoolers.

3) develop the ability to design and construct speech development processes in preschoolers;

4) create an atmosphere in the team for a creative search for the most effective forms and methods in working with children;

5) monitor teachers’ compliance with the rules of the culture of verbal communication and tactful behavior.

Preparation.

1. Collective reviews of teachers’ activities in speech development (project presentations).
2. Analytical report based on the results of a thematic test to identify forms and methodological techniques aimed at the child’s speech development.
3. Business game
4. Development of a draft decision of the pedagogical council.

Agenda

1. The problem of developing coherent speech in the practice of MBDOU work. Manager
2. Discussion of viewed events.
3. Analytical report on the results of a thematic test to identify forms and methodological techniques aimed at the child’s speech development. Senior teacher
4. Business game “Games and creative tasks aimed at developing mental abilities and creating a creative product in speech activity.” Senior teacher
5. Making a decision of the pedagogical council.

Holding a teachers' meeting

1. The relevance of the problem of speech development in preschool children

“All the tasks of speech development in preschool children (enrichment of vocabulary, formation of grammatical structure of speech, sound culture) will not achieve their goal if they do not find final expression in the development of coherent speech.”

Today, figurative speech, rich in synonyms, additions and descriptions, in preschool children is a very rare phenomenon. There are many problems in children's speech. Monosyllabic, consisting only of simple sentences. Inability to construct a common sentence grammatically correctly. Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer. Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. Lack of logical justification for your statements and conclusions. Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate.

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as an individual.

It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most pressing.

Reasons for low level of speech development:

• Half of preschool children have insufficiently developed skills in constructing a coherent statement.

Based on the observation results, the following disadvantages should be noted:

• coherent statements are short;
• are characterized by inconsistency, even if the child conveys the content of a familiar text;
• consist of separate fragments that are logically unrelated to each other;
• the level of information content of the statement is very low.

In addition, most children actively share their impressions of the events they experienced, but are reluctant to take on the task of writing stories on a given topic. Basically, this does not happen because the child’s knowledge on this issue is insufficient, but because he cannot formulate it into coherent speech statements. When conducting a lesson, the teacher sees himself and the techniques, but does not see the child, i.e. during the lesson we sometimes observe what one teacher says. Insufficient preparation for the lesson. When looking at a picture or having a conversation, you need to carefully think through the questions.

The teacher’s speech culture also plays a very important role in the development of speech. Staff give children examples of correct literary speech:

• The teacher’s speech is clear, clear, complete, and grammatically correct;
• The speech includes various examples of speech etiquette.

Parents do not understand their function - communication with the child should begin from birth and before his birth, in the prenatal period.

1. Discussion of viewed events
2. Speech by a senior teacher with an analytical report on the thematic examination “State of work on the speech development of preschool children.”

1. Business game

Speech development is the main indicator of a child’s mental development. The main goal of speech development is to bring it to the norm determined for each age stage, although individual differences in the speech level of children can be extremely large.

The main tasks of speech development - the education of an orthoepic culture of speech, vocabulary work, the formation of the grammatical structure of speech, its coherence when constructing a detailed statement - are solved at each age stage. However, from age to age there is a gradual complication of each task, teaching methods change, the specific weight of a particular task also changes when moving from group to group. The teacher needs to imagine the main lines of continuity of speech development tasks that are solved in the previous and subsequent age groups and the complex nature of solving each problem.

The development of speech and verbal communication of preschoolers in kindergarten is carried out in all types of activities, in different forms, both in special speech classes and in partner and independent activities.

Let's start our business game, which will help us systematize some knowledge and skills in this area.

(Teachers are divided into 3 teams by age. During the work process, for each correct answer the team receives a chip).

The expert commission includes: the head, a speech therapist, and a music worker. They evaluate answers and completed assignments.

The presenter reminds the rules of the game:

- be able to listen to others;

Develop a common solution to the issue;

- take an active part in the game;

- do not challenge the jury’s assessment;

— observe the culture of speech and tact;

- adhere to the regulations.

1 part.

1. “Game test to determine the knowledge, skills and abilities of educatorsQuestions for team 1:· A conversation between two or more on a topic related to any situation. (dialogue)

Speech by one interlocutor addressed to the audience (monologue)

· A story with a plot that unfolds over time (narrative)

· What is the name of the text that lists characteristics, properties, qualities, actions? (description)

Questions for the second team.

· At what age group does work on teaching children monologue speech begin? (middle group)

· What technique does the teacher use to relieve pauses and tension in the child during retelling? (reflected speech technique - the teacher repeats the phrase spoken by the child and slightly supplements it)

· The leading technique in the middle group used when composing a story based on a picture (teacher’s example)

· Leading technique for activating speech and thinking (teacher questions)

Questions for the third team.

· What are the forms of speech? (dialogue and monologue)

· What skills are developed in dialogue? (listen to the interlocutor, ask a question, answer depending on the context)

· What forms of work are used to teach children coherent speech? (retelling, description of toys and story pictures, storytelling from experience, creative storytelling)

· Name the structure of the story (commencement, climax, denouement)

Part 2.

The facilitator invites teams to answer the following questions:
1. What do we mean by the development of a child’s speech?

Speech development is a creative process that is formed as a result of the perception of an adult’s speech, one’s own speech activity and an elementary awareness of the phenomenon of language and speech.

2. What does the educational field “Speech Development” include?
(Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; familiarity with book culture, children's literature; the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.)

3. What are the tasks of forming a dictionary?

Enrichment, expansion, activation of children's vocabulary.

4. Name the techniques for teaching storytelling:

1. sample story

2. partial sample story

3. sample duplicate

4. analysis of a sample story

5. story plan

6. reproduction of the story plan by children

7. collective analysis of the plan

8. collective story writing

9. composing a story in parts

10. children finishing the story started by the teacher

11. hint of options

12. questions, instructions, explanation

13. evaluation

5. You and I know that there are 3 methods of introducing children to literature

(verbal, practical and visual) and you need to select techniques for each of them. Teams draw a ticket and write down the techniques corresponding to each method on the sheet.
Verbal

Reading work
Questions for children about the content of works
Retelling of the work
Learning by heart
Expressive reading
Conversation on the work
Listening to a recording

Practical

Elements of staging
Dramatization Games
Didactic games
Theatrical games
Using different types of theater
Play activity
Visual

Display of illustrations, pictures, toys
Elements of staging
Movement of fingers, hands
Scheme
Algorithms
Watching videos, filmstrips
Exhibition design

6. In what types of activities does a child’s speech develop?

— D/games;

— C/games;

— C/games;

— R/games;

— Regime moments;

— Walks;

- Classes.

7. What does the development of speech include in the process of organizing routine moments?

o (telling children what they will do now (for example, getting dressed) - commenting on the children’s actions;

o inviting one of the pupils to talk about what he is doing (here the child’s commentary speech is formed);

o inviting the child to independently tell how he will carry out this or that routine moment;

o the use of literary words (rhymes, short poems) to discuss regime issues).

8. Name the methods and techniques for stimulating the speech of young children

Talking to yourself

Parallel conversation

Provocation, or artificial misunderstanding of the child

Spreading

Sentences

Choice

Substitution

Role-playing game

Music games

9. What are the main achievements in the speech development of older preschoolers?
(Communication with peers comes to the fore. Dialogue with a friend takes on the character of coordinated object and speech actions, children already know how to attract the attention of a neighbor, are interested in his affairs and statements, etc.)

10. List the functions of speech of an older preschooler.
(Speech serves to establish contacts with others; to attract attention to oneself, one’s affairs, and experiences. Speech is an important source of knowledge about the world around us. Speech is the area of ​​objective relationships that a child learns. Speech as an area of ​​satisfying the child’s business, cognitive, and personal needs and etc.)

11. Name the scientists who studied the problem of the formation and development of children's speech.
(K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, R.I. Zhukovskaya, A.P. Usova, E.M. Strunina, F.A. Sokhin, etc.)

12. Name modern effective technologies for the speech development of preschool children.

OTSM-TRIZ-RTV (forms a certain way of thinking and ensures the development of creative imagination and improvement, forms thought processes, which is necessary for successful further education at school). Teaching children to create figurative characteristics by making comparisons, riddles, and metaphors. Games and creative tasks to develop expressive speech. Teaching children to write creative stories based on paintings.

1. Technology for teaching children how to make comparisons (example).

2. Technology for teaching children how to write riddles (example).

3. Technology for teaching children to compose metaphors (example).

4. Games and creative tasks (example)

5. Teaching children how to write creative stories based on a picture (example).

6. Writing (example).

7. Fairytale therapy (children writing fairy tales)

8. The use of mnemonics in the development of children's speech

Part 3 (Physical training minute)

Literary page.

1. The answer is the one who hits the tambourine faster than others. (One of the participants in each group has a tambourine in his hands):

2. Name a Ukrainian fairy tale that is similar in plot to the Russian folk tale
fairy tale "Teremok". (“Mitten.”)

3.Soviet writers who created works about nature for children. (Sladkov, Bianki, Charushin.)

5. A famous Soviet writer who wrote a large number of poetic fairy tales for children. (Korney Ivanovich Chukovsky.)

6. Name the most famous fairy tales by A.S. Pushkin. (“The Tale of the Fisherman and the Fish”, “The Tale of the Sleeping Princess and the Seven Knights”, “The Tale of Tsar Saltan”, “The Tale of the Priest and His Worker Balda”.)

7. From what fairy tale is the catchphrase borrowed: “Catch a fish, big and small!”? (“Sister Fox and Gray Wolf.”)

8. The tallest hero of Sergei Mikhalkov. (Uncle Styopa.)

9 . What animal did S. Marshak create a fairy tale about in a smart and stupid version?
(About the mouse.)

10. A fairy tale in which a girl at first ate only wheat pies, and then fell in love with rye ones. ("Swan geese".)

11. What is the name of the prototype of our Pinocchio? (Pinocchio.)

12. In what fairy tale was the girl able to crawl into a cow’s ear? (“Little little thing.”)

13. In what fairy tale of the peoples of the North did a girl turn into a bird because of her attractive appearance? (“Ayoga.”)

14. Who are “Winged, Hairy and Oily”? (Sparrow, mouse and pancake.)

15. How did the hare boast in the fairy tale of the same name? (“I don’t have a mustache, but whiskers, not paws, but paws, not teeth, but teeth.”)

19. A fairy tale in which one hero says to another: “As soon as I jump out, as soon as I jump out, pieces will fly through the back streets!”? (“Zayushkina’s hut.”)

20. What is the most famous version of the Italian fairy tale retold by Alexei Tolstoy? (“The Golden Key, or The Adventures of Pinocchio.”)

2. Questions - tasks are given to each group. One point is awarded for each correct answer.

1) Replace the sentences with a proverb

— Learn all your life ( Live and learn).

- We need to save time (time for business, time for fun).

- Take care of your health (take care of your dress again, and your health from a young age).

- Do not chat (keep your mouth shut).

- Take your time, do everything carefully (if you rush, you make people laugh; if you rush, you make people laugh).

- Finish what you start ( don't trust the beginning, trust the end; Business before pleasure).

— The son of a leopard is also a leopard (Africa) — The apple never falls far from the tree
— You can’t hide a camel under a bridge (Afghanistan) — Murder will out
— Be afraid of a quiet river, not a noisy one (Greece) — Still waters run deep- Silent mouth – golden mouth (Germany) – The word is silver - silence is gold- He who asks will not get lost (Ireland) - Language will bring you to Kyiv
— A scalded rooster runs away from the rain (France) — Burnt on milk, blows on water

3. Choose a fairy tale for the saying that suits its meaning
1. Happiness is not found in gold. (Chicken Ryaba)
2.Whose mansions are his bread. (Three Bears)
3. Do not believe in speeches where there is too much honey, do not be too self-confident. (Kolobok)

1. Together twice, any matter, friends argue. (Turnip)
2. In cramped conditions, but not offended. (Mitten)
3. I wanted to be a wolf in sheep's clothing, but it didn't work out. (The wolf and the seven Young goats)

part 4

Creative workshop

1. Illustrate the proverb using a diagram

Teams come up with a proverb, depict it using a diagram, and the opposing team must guess the proverb using the diagram.

1. 2. Develop recommendations for developing a child’s speech

"Memo for teachers"

1. Teachers create pedagogical conditions for speech development. Develop and encourage all forms of children's speech activity, both in class and outside of class.
2. Teachers conduct special exercises and games to develop the perception of the phonemic aspect of speech: they learn to determine the place of sounds in a word, the place of stress, the distinctive features of phonemes, the number and sequence of sounds and syllables.
3. Teachers model the correct speech tempo, offering examples of pronunciation of colloquial speech, excerpts from literary works, fairy tales in poetic forms, proverbs, riddles, tongue twisters, tongue twisters, etc.
4. Teachers encourage the child to turn to an adult or peer with questions, messages, and motivations.
5. Teachers work with works of art and teach children storytelling. Particular attention is paid to the development of creative storytelling.
6. Promote the development of speech in play and the reflection of literary images in children's role-playing games.
7. They ensure the development of the most complex lexical meanings, conveying both the immediate state and shades of emotional states, in the process of dramatizing children's literary works.

"Memo for parents"

Factors for successful speech development

1. Emotional communication with the child from the moment of birth.
2. Create conditions for communication with other children.
3. The speech of an adult is an example to follow.
4. Develop fine motor skills of the hand, this leads to the development of the child’s speech.
5. Joint games between an adult and a child.
6. Reading fiction, learning poetry.
7. Satisfying a child's curiosity. Answers to all his “whys.”
8. Telling poems with your hands. (Finger games)

Provided word to the experts. Give your feedback. How competent are teachers in the speech development of preschool children?

So, today, during a business game, we have activated your knowledge and skills in the field of speech development in preschoolers; remembered methods and techniques that promote the speech development of children.

The overall result is announced, the presenter thanks for participation.

The decision of the pedagogical council is discussed and approved:

Decision of the pedagogical council.

from 12/10/2015

1. Use modern effective technologies for the speech development of preschool children in practice.

to all teachers constantly

1. Use the creation of problem situations in classes and in free time, encouraging children to intensify their speech activity.

to all teachers constantly

1. To develop children's speech activity, use excursions, games, forms of elementary search activity, etc.

to all teachers constantly

1. Reflect in calendar plans individual work on the development of coherent speech in children.

to all teachers constantly

1. When working with parents, use an individual approach, taking into account the personal characteristics of each family.

to all teachers constantly

1. Recognize the work of teachers as positive and use the work of preschool educational institutions in practice.

Nomination: Kindergarten › Methodological developments › Reports, teacher councils, seminars
Title: Pedagogical Council “Speech development of preschool children in the context of the implementation of the educational program of a preschool educational institution”

Position: senior teacher of the first qualification category
Place of work: MBDOU kindergarten No. 36
Location: Kamensk-Shakhtinsky city, Rostov region

Message.

Topic: “Speech development of preschool children: problems and ways to solve them.”

Take from me everything I have

but leave me my speech,

and soon I will gain everything I had.

Daniel Ubster.

I would like to start my speech with the wise words “Almost everyone can speak, but only a few of us can speak correctly.” Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as an individual.

Speech is a wonderful gift of nature. It is not given to a person from birth. It will take time for the baby to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

Teaching preschoolers their native language is rightfully considered as one of the central pedagogical tasks. Language, a means of communication and cognition, is the most important condition for familiarizing children with the cultural values ​​of society.

Speech accompanies almost every child’s activity, improves it and enriches itself. Speech is one of the important lines of child development. Thanks to his native language, the baby enters our world and receives ample opportunities to communicate with other people. Speech helps to understand each other, shapes views and beliefs, and also plays a huge role in understanding the world in which we live.

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical.
It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children. The sooner learning the native language begins, the more freely the child will use it in the future. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most pressing.

Reasons for low level of speech development:

Half of preschool children have insufficiently developed skills in constructing a coherent statement.

Based on the results of the analysis of observations in groups, the following disadvantages can be noted:
- children’s coherent statements are short;

They are characterized by inconsistency, even if the child conveys the content of a familiar text;

They consist of separate fragments that are not logically connected to each other;
- the level of information content of the statement is very low.

In addition, most children actively share their impressions of the events they experienced, but are reluctant to take on the task of writing stories on a given topic. Basically, this does not happen because the child’s knowledge on this issue is insufficient, but because he cannot formulate it into coherent speech statements.
When conducting a lesson, the teacher sees himself and the techniques, but does not see the child, i.e. in class, sometimes, one teacher speaks.

Insufficient preparation for the lesson.

When looking at a picture or having a conversation, you need to carefully think through the questions.

The teacher’s speech culture also plays a very important role in the development of speech. It is teachers who give children examples of correct literary speech:

The teacher’s speech must be clear, clear, complete, and grammatically correct;

The speech includes various examples of speech etiquette.

Parents do not understand their function - communication with the child should begin both from birth and before his birth, in the prenatal period.

"Pedagogical run"

Dear colleagues, in order for children’s spoken language to be well developed, the teacher needs a wealth of knowledge on the formation of coherent speech.

An express survey “Speech Development” is being conducted:

1. What are the forms of speech? (dialogue and monologue).
2. A conversation between two or more people on a topic related to any situation (dialogue).
3. What skills are developed in dialogue? (listen to the interlocutor, ask a question).
   4. Name the types of retelling: detailed (close to text), in parts (fragments), with a change of face (I went... The author went..), Similarly (creative, with change hero or event), staging (acting out using toys or table theater).
4. At what age group does work on teaching children monologue speech begin? (from the middle group).
5. What is the name of the text that lists characteristics, properties, qualities, and actions? (description).
6. Name the main methods and techniques for developing speech in preschool children (visual, verbal, practical or playful).
7. Speech by one interlocutor addressed to the audience (monologue).

All tasks of speech development in preschool children (enrichment of vocabulary, formation of grammatical structure of speech, sound culture) will not achieve their goal if they do not find final expression in the development of coherent speech.”

Coherent speech - the construction of coherent statements of various types - reasoning, narrative, the ability to structure a text, develop a plot through a series of pictures, connect parts of a statement in different ways of connections in a grammatically correct and accurate manner.

Development of coherent speech: solving this problem involves the development of two forms of speech - dialogical and monological. When developing dialogical speech, special attention is paid to developing in children the ability to build a dialogue (ask, answer, explain, etc.), using a variety of linguistic means in accordance with the situation. For this purpose, conversations are used on a wide variety of topics relating to the child’s life in the family, in kindergarten, etc.

It is in dialogue that the ability to listen to the interlocutor, ask a question, and answer depending on the context is developed. All these skills are necessary for the development of monologue speech in children.

The central point in the development of such speech is teaching children the ability to construct a detailed statement. This presupposes the formation in them of elementary knowledge about the structure of the text (beginning, middle, end), ideas about the connection between sentences and structural links of the statement. The latter is an important condition for achieving coherence in a speech utterance.

Mastering monologue speech is of priority importance for the full preparation of a child for school and, as many scientists and teachers note, is possible only in conditions of targeted training.

Speech develops in different types of activities: in classes on familiarization with fiction, phenomena of the surrounding reality, teaching literacy, etc. And also in gaming and artistic activities, in everyday life. That is why determining the directions of pedagogical influence and the conditions for the development of speech in children are among the most important pedagogical tasks.

Successful solution of these problems is possible only with an integrated approach to their consideration, as well as with the creation of the necessary conditions for the speech development of children, with close cooperation of all participants in the educational process.

"Let's discuss":

The child is not interested in speech development classes. What needs to be done to increase interest in speech development classes?

Organize classes so that the child is involved in the process of independent search and discovery of new knowledge. Less control, more independence and trust.

Intellectual and practical activities in the classroom should be varied.

You should constantly change the form of questions and tasks, stimulate the search activity of children, creating an atmosphere of hard work.

The more new material is connected to the child’s existing personal experience, the more interesting it is for him.

Taking into account the individual, age, and mental characteristics of the child.

The emotionality of the teacher, his ability to support and direct interest in the content of the lesson.

Use of ICT technology in the classroom.

1. If there are many children in the group with poorly developed speech, it is necessary to more often use questions and tasks that require the child to respond - action (show something, find something, bring it, do it, etc.).
2. When talking to a child, you should show restraint and patience. If your question is not answered, repeat it and prompt the answer, encouraging your child’s attempts to reproduce the word or phrase after you.
3. Your lesson “failed.” If you think that this material is important for children, repeat the lesson, but first analyze the reasons - failures (excessive demands; poor placement of children, etc.).
4. Don’t forget to review the material covered with your children.
5. Behave naturally, do not lecture your children.
6. Praise your children often. Rejoice in their successes with them.
7. Try to bring something new, unexpected into the lives of children, delight them with surprises that create conditions for developing communication.

1. Develop the pronunciation side of speech:

Prepare the articulatory apparatus for the correct pronunciation of sounds;

Develop clear pronunciation of words and sentences, a calm pace and measured rhythm of speech.

1. Develop and improve vocabulary:

Introduce words denoting qualities and properties of objects;

Learn to understand the generalized meaning of words and use the simplest generalizations in independent speech.

1. Develop grammatical speaking skills:

Practice the correct use of prepositions expressing various spatial relationships (on, in, behind, from, with, above, between, in front, etc.);

Practice using plural nouns (according to the “one - many” principle) and forming the genitive plural of nouns (when answering the question “What is not there?”);

Learn to use verbs in the imperative mood. Teach the conjugation of the verb “to want”;

To teach the composition and distribution of simple sentences using homogeneous members; subjects, definitions, predicates.

1. Promote the development of coherent speech. Develop dialogical speech:

Create conditions conducive to the active use of dialogic speech (game and problem situations, excursions, theatrical and play activities);

Learn to use language materials depending on the situation (greeting, appeal, request, apology, consolation, gratitude, forgiveness);

Demonstrate to children a culture of dialogue;

Prepare for learning coherent monologue speech;

Through game exercises and various forms of retelling, teach to compose characteristics of objects and objects (for description); restore the sequence of events in the story.

1. Don't forget to develop fine motor skills.
2. Create conditions conducive to the activation of speech:

When reviewing with children their work in visual arts, encourage them to talk about the created images and objects of the surrounding world;

Create a culturally rich speech environment for the child.

Speech performs many functions in a person’s life, the main one is communicative, that is, with the help of speech a person communicates, it is a tool and means for communication in society. The purposes of communication are different: maintaining contacts and exchanging information. The functions of speech are actively mastered from an early age. It is its formation that stimulates the child to master his native language.

Dialogical speech in children appears as important; in its depths, a coherent form of expression of thoughts arises. Moreover, the dialogue can act as an elementary everyday conversation, or it can develop into an ideological and philosophical conversation.

Teaching dialogical speech is one of the main tasks of speech development in preschoolers.

The concept of speech activity

The very concept of “dialogical speech” includes two terms, each of which must be considered separately.

Speech is a mental process, communication between people using linguistic means. That is, human speech is used to interact with others.

The activity of verbal communication is an important function of human consciousness. People must self-develop, self-organize, form their personality and character. They are constantly changing, changing their inner world, and all this happens as a result of communication.

The main task of speech is to establish communications between people. First of all, it is necessary for communication: it allows you to express your thoughts and understand the thoughts of your interlocutor.

The importance of dialogue in communication

The word “dialogue” is translated from Greek as “conversation.” That is, this is a form of communication that involves the exchange of remarks. They have a certain linguistic composition, which is formed against the background of the perception of someone else's speech.

Some scientists believe that dialogue is not just a form of speech, but one of the types of human behavior. To use it to communicate and interact with people, a child must master a range of speech and social skills that he masters it gradually.

During a dialogue, people usually exchange opinions and thoughts, each subsequent remark depends on the previous statements of the interlocutors. It should be noted that this process occurs without preliminary thinking and the formation of a conscious statement.

Usually all dialogues are short.

Speech reaction

Psychologists believe that dialogue should be considered as reactions that arise between people. This spontaneous reactions, and they are based on a specific situation and the interlocutor’s remarks. In other words, dialogue is a sequence of replicas that depend on each other.

Dialogical speech is a form and method of communication. It consists of statements, sometimes taking the form of questions and answers, explanations and objections. During dialogue, intonation, gestures, facial expressions, and tonality play an important role. All these instruments of speech put their meaning into the spoken utterances, and sometimes even change their meaning.

If several people communicate, then in the scientific community some scientists call this dialogue a polylogue.

The concept of dialogic speech

Scientists associate dialogue with the natural need to communicate.

Typically, dialogic speech is accompanied by the following methods of exchanging opinions and thoughts: tone, facial expressions, gestures. Despite the fact that the dialogue is short, the interlocutors understand perfectly well what is being said.

When conducting a dialogue, people, as a rule, use a conversational style; they express their opinions briefly, sometimes abruptly, often leaving out phrases. Most often, simple sentences without conjunctions are used. Coherent dialogical speech is obtained through the participation of two or more interlocutors in the process.

Templates

Typically, dialogic speech is involuntary. A person uses all kinds of templates in it, that is, stable stereotypes. He applies his own communication formulas in a conversation, which he uses in a specific situation and in relation to a specific topic of conversation. Speech formulas make communication easier.

Typically, people do not use complex sentences in dialogue. Most often these are abbreviations, incorrect colloquial word formations, and slang forms.

Dialogue speech in children

Communication with peers is an important component for the development of a child and his social formation. Children communicate constantly, they practice speech development, learn communication through dialogues. Teaching dialogic speech promotes the development of independence.

Speech is a child’s creative function, the sphere of manifestation of the ability to cognition, self-development, building one’s character and personality through communication (dialogue) with other children and adults, other cultures and worlds.

Speech is a means of communication, understanding and expression. Communication with others is carried out using coherent speech (a set of logically combined sentences). It shows a close relationship between mental, psychological and speech development. It solves the following problems: the formation of vocabulary, grammatical and phonetic structure. In coherent speech, all the child’s achievements in mastering the language are visible.

That is why the main task in teaching a child is to develop his coherent speech.

For a long time, scientists have been discussing the question of whether a child should be taught dialogic speech, or whether he will master this skill spontaneously as a result of communicating with people. Practice shows that a child needs to be taught how to conduct a dialogue correctly, develop his skills to listen and understand what is said to him, teach him to enter into a conversation, support it, ask and answer questions, explain, argue, and object. The child must learn all these skills, since the most common form of communication between children is dialogic speech.

Teaching dialogic speech in kindergarten

The kindergarten program provides training in this skill. Work on speech development is aimed at developing the skills necessary for communication.

Methodological techniques for speech development are divided into three groups:

• visual;
• verbal;
• gaming

The verbal method of speech development includes conversation. It is used when the child already has experience and some knowledge about objects, phenomena, and processes. As a rule, it is more effective with children aged 5-6 years.

Mastering the native language and developing dialogic speech are important acquisitions for a child in preschool age.

The main task of kindergartens is the development and formation in children of independent coherent speech, that is, the ability to logically, clearly, consistently talk about

Dialogue Features

The features of dialogic speech are the following points:

• Participants in this form of communication always know what they are talking about.
• Dialogue always takes place in a specific situation and is accompanied by intonation, gestures, and facial expressions.
• Speech in it can be abbreviated, incomplete, fragmentary.
• This form of communication presents narrative, incentive, and interrogative sentences.
• Speech is presented in the form of simple sentences that use interjections and particles.
• Speech is situational in nature, depending on the situation and the relationship between the interlocutors.
• Each subsequent replica depends on the previous one.
• The speech is brief, since the interlocutors understand each other perfectly, much is not said, but is implied.

The role of dialogue in child development

Dialogue speech is very important in the development of a child. This allows him to better assimilate the basics of his native language and learn to use linguistic means to express his thoughts.

Children master speech through dialogue - this is the practice of communicating with other people and children. Speech permeates a child’s entire life, which is why it is the main factor that influences the formation of a young person’s personality.

But unfortunately, many modern preschoolers can only conduct simple forms of dialogue. Children speak briefly, cannot maintain a conversation for a long time, and rarely start it themselves. They are not able to reason, argue, prove. But if a child does not master the skills of conducting a dialogue, he will not be able to develop monologue speech.

Learning dialogical speech is possible only with frequent exercises; only in this way will children master the basics of phonetics, expand their vocabulary, study the grammatical structure of speech, and broaden their horizons. Dialogues allow the child to develop.

Main components of the dialogue:

• coherent speech;
• communication etiquette;
• non-verbal communication;
• ability to maintain a conversation;
• the ability to communicate while performing joint actions.

Classes for children on speech development

Classes with children are held in kindergartens in such a way that the ability to both dialogue and monologues develops. This helps the child communicate freely.

Dialogue speech in preschool children differs depending on the age of the child. Young children are just developing their ability to understand the world around them. At this time, the foundations for the formation of the baby’s speech are laid. Children talk a lot, they learn to correctly formulate thoughts, express their desires, answer questions, ask them. They take the initiative and start conversations themselves on a wide variety of occasions.

It is important during this age period to teach a child to share his impressions. Let him tell you how and what he played, what he saw, who he met, let him learn ways to say goodbye and hello. He should be encouraged to dialogue.

At the age of 4-5 years, children continue to take the initiative to start a dialogue. They continue to learn to ask questions, talk about their impressions, experiences, and emotions.

It is necessary to teach the child to answer questions briefly and comprehensively, and to communicate collectively. At this time, the foundations of cultural communication are laid. They learn to greet and say goodbye, answer a phone call correctly, not interrupt adults, and so on. These are all components of dialogue that continue to develop, and at the age of approximately 6 years the child develops monologue skills.

The development and maintenance of dialogue is possible only with the ability to listen to the interlocutor and understand what he says, the ability to ask and answer questions. In dialogue, the skills necessary for monologue are developed, which originates in dialogic speech.

Pedagogical council “Features of modern forms, methods of work in preschool educational institutions on the development of speech of preschoolers”

Target:

Plan for the teachers' meeting

1. Theoretical part:

1.1. Speech by the Deputy Head of Education and Science "Relevance of the problem of speech development of preschool children."

1.2. Analytical report on the results of the thematic control “Fulfillment of program requirements for the section “speech development”. Attendance at classes, analysis of plans. Intermediate diagnostics. Level of speech development of children” - Deputy Head of Educational Development

1.3. Consultation for teachers "Modern educational technologies for the development of coherent speech in preschoolers."

2. Practical part:

Business game for teachers.

3. Development of decisions of the teachers' council.

Progress of the teachers' council

Slide 1.

Exercise for teachers "Gift"

Now we will give gifts to each other. Starting with the leader, each person takes turns using pantomime to depict an object and passes it to his neighbor on the right (ice cream, hedgehog, weight, flower, etc.).

Theoretical part.

Slide 2.

Target:

Activation of forms of advanced training for preschool teachers.

Systematization of teachers’ knowledge about the features of modern forms and methods of work on the development of speech in preschool children.

Slide 3.

Relevance of the problem of speech development

Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech is one of the main human needs and functions for us. It is through communication with other people that a person realizes himself as an individual.

It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all mental processes. Therefore, determining the directions and conditions for the development of speech in children are among the most important pedagogical tasks. The problem of speech development is one of the most pressing.

The teacher’s speech culture also plays a very important role in the development of speech. Staff give children examples of correct literary speech:

The teacher’s speech is clear, clear, complete, and grammatically correct;

The speech includes various examples of speech etiquette.

Parents do not understand their function - communication with the child should begin from birth and before his birth, in the prenatal period.

In African countries, up to three years of age, children are ahead of European children in speech development, because they are behind their mother, attached to her - a comfortable stay contributes to successful development.

Slide 4.

Conditions for successful speech development.

1. In a preschool institution, conditions must be created for the development of children’s speech in communication with adults and peers:

Employees encourage children to turn to adults with questions, judgments, and statements;

Staff encourage children to communicate verbally with each other.

2. Staff give children examples of correct literary speech:

Employees' speech is clear, clear, colorful, complete, and grammatically correct;

The speech includes various examples of speech etiquette.

3. Employees ensure the development of sound culture of speech on the part of children in accordance with their age characteristics:

They monitor correct pronunciation, correct and exercise children if necessary (organize onomatopoeic games, conduct classes on the sound analysis of words, use tongue twisters, riddles, poems);

Observe the pace and volume of children’s speech and, if necessary, gently correct them.

4. Employees provide children with conditions to enrich their vocabulary, taking into account age-related characteristics:

Employees provide children with conditions for children to include named objects and phenomena in play and object-based activities;

Help the child master the names of objects and phenomena, their properties, and talk about them;

Ensure the development of the figurative side of speech (figurative meaning of words);

Children are introduced to synonyms, antonyms, and homonyms.

5. Employees create conditions for children to master the grammatical structure of speech:

They learn to correctly connect words in case, number, tense, gender, and use suffixes;

They learn to formulate questions and answer them, build sentences.

6. Employees develop coherent speech in children, taking into account their age characteristics:

Encourage children to tell stories and present specific content in detail;

Organize dialogues between children and with adults.

7. They pay special attention to the development of children's understanding of speech, training children in following verbal instructions.

8. Employees create conditions for the development of the planning and regulating functions of children’s speech in accordance with their age characteristics:

Encourage children to comment on their speech;

Practice the ability to plan your activities.

9. Introduce children to the culture of reading fiction.

10. Staff encourage children's word creativity.

Slide 5.

Modern educational technologies

Mother tongue plays a unique role in the development of a person’s personality. Speech is traditionally viewed in pedagogy and psychology as the center at which various aspects of mental development converge: thinking, imagination, memory, emotions. The development of oral monologue speech in preschool age lays the foundation for successful learning at school.

Health-saving technologies(physical exercises, outdoor games, mood moments; finger exercises; some self-massage techniques (acupressure), etc.).

Gaming technologies (nastol-printed games, plot-didactic dramatization games,games With educational toys motor nature (games with inserts, collapsible balls, turrets), d educational games with objects, word games, theatrical play activities, finger theater)

Visual modeling method

Sdayd 6

Visual modeling methods include mnemonics.

Vorobyova Valentina Konstantinovna calls this technique sensory-graphic schemes,

Tkachenko Tatyana Aleksandrovna – subject-schematic models,

Glukhov V.P. - square blocks,

Bolsheva T.V. – collage,

Efimenkova L. N - a scheme for compiling a story.

Slide 7

Mnemonics helps develop:

ü associative thinking

ü visual and auditory memory

ü visual and auditory attention

ü imagination

Mnemonics is a set of rules and techniques that facilitate the process of memorizing information.

An example is the familiar phrase “Every Hunter Wants to Know Where the Pheasant Sits,” which helps to remember the colors of the rainbow.

The use of mnemonics in preschool age occupies a large place. In order to develop certain skills and abilities in children from a very early age, so-called mnemonic tables (diagrams) are introduced into the learning process. For example, in kindergartens algorithms for the processes of washing, dressing, etc. are often used.

Mnemonic tables are especially effective when learning poems. The bottom line is this: for each word or small phrase, a picture (image) is created; Thus, the entire poem is sketched schematically. After this, the child reproduces the entire poem from memory, using a graphic image. At the initial stage, the adult offers a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.

Slide 8

Example of a mnemonic table

Slide 9

Try to find out what kind of poem is encoded on the slide.

Slide 10

The methodology for developing the skills of coherent speech by V.K. Vorobyova includes sections:

ü Formation of indicative skills for identifying the essential features of a story.

ü Familiarity with the rules of story structure (the rule of semantic connection of a sentence; the rule of lexical-syntactic connection of a sentence).

ü Consolidation of learned rules in children’s independent speech.

Slide 11

Compose a story according to the outline

Slide 12

T.A. Tkachenko, the process of formation and development of coherent speech using visualization and modeling of the utterance plan is divided into several stages:

ü Reproduction of a story based on the action being demonstrated.

ü Compiling a story based on the demonstrated action.

ü Retelling the text using a magnetic board.

ü Retelling the text with visual support from a series of plot paintings.

ü Compilation of a story based on a series of plot pictures.

ü Retelling the text with visual support for one plot picture.

ü Compiling a story based on one plot picture.

Slide 13

Collage technique T.V. Bolsheva

Slide 14

Mnemonics helps:

ü Enrich vocabulary.

ü Teach writing stories.

ü Retell fiction.

ü Guess and make riddles.

Slide 15

Name the forms of speech. (dialogue and monologue)

What skills are developed in dialogue. (listen to the interlocutor, ask a question, answer depending on the context)

What forms of work are used when teaching children coherent speech. (retelling, description of toys and story pictures, storytelling from experience, creative storytelling)

Name the structure of the story. (commencement, climax, denouement)

A conversation between two or more people on a topic related to some situation. (dialogue)

Speech by one interlocutor addressed to the audience. (monologue)

The story is a plot that unfolds over time. (story narration)

At what age group does work on teaching children monologue speech begin? (middle group)

A leading technique for activating speech and thinking. (sample teacher)

Slide 16

Assignment: Translate proverbs into Russian

The son of a leopard is also a leopard (Africa). /The apple never falls far from the tree/

You can’t hide a camel under a bridge (Afghanistan) /you can’t hide an awl in a sack/

Fear the quiet river, not the noisy one. (Greece) /There are devils in still waters/

A silent mouth is a golden mouth (Germany) /Words are silver and silence is gold/

He who asks will not get lost. (Finland) /Language will bring you to Kyiv/

Slide 17

Assignment: explain expressions

In our language there are stable expressions called idioms; they are not determined by the meanings of the words they contain. For example, the expression “keep your mouth shut” means to keep quiet.

Slide 18

Folk proverbs and sayings enrich and enliven the Russian language. They are excellent examples of Russian speech, imitation of which allows a child to more successfully master his native language. They are short, clear, full of deep wisdom developed over centuries. The proverb can be used in any situation.

Slide 19

Words with opposite meanings are called antonyms.

Task: replace each word with its opposite and get the name of the fairy tales

Dog without a hat - Puss in Boots

Red mustache – Blue beard

Beautiful Chicken – Ugly Duckling

Silver Hen – Golden Cockerel

Black Shoe – Little Red Riding Hood

Slide 20

Didactic syncwine developed in the practice of the American school. In this genre, the text is based not on syllabic dependence, but on the content and syntactic specificity of each line.

Strict adherence to the rules for writing syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth line. It is possible to use other parts of speech.

Slide 21

On the topic of love:

Fabulous, fantastic.

He comes, inspires, runs away.

Only a few can hold it.

On the topic of life:

Active, stormy.

Educates, develops, teaches.

Gives you the opportunity to realize yourself.

Art.

Slide 22

Compose a syncwine on the topic of the teachers' council

Slide 23

Summing up and awarding the winners

Slide 24

Rules for brave and persistent teachers

ü If you have difficulty working on speech development, then plan this type of activity not sometimes, not often, but very often. In 5 years it will become easier.

ü Never answer your own question. Be patient, and you will wait for your children to answer it. You can only help with one more question, or two, or ten... But know: the number of questions is inversely proportional to the level of skill.

ü Never ask a question that can be answered “yes” or “no.” It does not make sense.

ü After the lesson, look through the notes again, remember all the questions you asked the children, and replace it with one more accurate one.

ü If the story didn’t work out or turned out with difficulty, smile, because it’s great, because success is ahead.

Slide 25

Decision of the teachers' council.

1. Continue to create conditions in preschool educational institutions for the development of children’s speech:

Enrich groups with didactic games for speech development (responsible group educators, period during the school year)

Set up stands for parents “Development of coherent speech of preschoolers” (responsible group teachers for the month of April).

Use in practice models and diagrams for the development of coherent speech in preschoolers.

2. Reflect in calendar plans individual work on the development of coherent speech in children. (responsible deputy head for HR, analysis of calendar plans monthly)

3. To increase the level of development of coherent speech, use effective forms of work. (responsible head of d/s, deputy head of water management - visiting NOD in groups)

4. Conduct parent meetings in groups on the topic “Speech development of a preschooler”

Literature.

1. Golitsina N.S. "The system of methodological work with personnel in preschool educational institutions" - Ed. Scriptorium: Moscow 2006

2. Elzhova N.V. "Teacher councils, seminars, methodological associations in preschool educational institutions" - Ed. 2nd - Rostov n/d: Phoenix, 2008

3. Magazine “Preschool Education” 6/ 2009

4. Magazine “Preschool Education” 11/ 2009

5. Child in kindergarten No. 3, 2010

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Pedagogical council “Features of modern forms, methods of work in preschool educational institutions on the development of speech of preschoolers”

The purpose of the teachers' council: Activation of forms of advanced training for preschool teachers. Systematization of teachers’ knowledge about the features of modern forms and methods of work on the development of speech in preschool children.

Relevance of the problem of speech development The problem of speech development of preschool children is very relevant today, because the percentage of preschoolers with various speech disorders remains consistently high. Mastery of the native language is one of the important acquisitions of a child in preschool childhood. In modern preschool education, speech is considered as one of the foundations of raising and educating children. Speech is a tool for the development of higher parts of the psyche. The development of speech is associated with the formation of both personality as a whole and all basic mental processes. Teaching preschoolers their native language should be one of the main tasks in preparing children for school. The main task of developing a child’s coherent speech in preschool age is to improve monologue speech. All of the above types of speech activity are relevant when working on the development of coherent speech in children.

Conditions for successful speech development. 1.Creating conditions for the development of children’s speech in communication with adults and peers. 2. The teacher’s knowledge of correct literary speech. 3. Ensuring the development of sound culture of speech on the part of children in accordance with their age characteristics. 4. Provide children with conditions to enrich their vocabulary, taking into account age-related characteristics. 5. Creating conditions for children to master the grammatical structure of speech. 6. Development of coherent speech in children, taking into account their age characteristics. 7. Developing children's understanding of speech by training children in following verbal instructions. 8. Creating conditions for the development of the planning and regulating functions of children’s speech in accordance with their age characteristics. 9. Introducing children to the culture of reading fiction. 10. Encouraging children's word creation.

Modern educational technologies

Mnemonics in preschool pedagogy are called differently

Mnemonics (Greek) - “the art of memorization” - is a system of methods and techniques that ensure successful memorization, preservation and reproduction of information. The use of mnemonics in teaching preschoolers allows us to solve such problems as: 1. Development of coherent speech; 2. Converting abstract symbols into images (transcoding information); 3. Development of fine motor skills of the hands; 4. Development of basic mental processes - memory, attention, imaginative thinking; Mastering the techniques of working with mnemonic tables helps and reduces training time. www.themegallery.com

MEMIC TABLES Drops are ringing in the yard, a stream is running through the fields, there are puddles on the roads. The ants will soon emerge from the winter cold. A bear makes its way through the dead wood. The birds began to sing songs, and the snowdrop began to bloom. "Spring"

“New Year” The girls stood in a circle, stood up and fell silent. Santa Claus lit the lights on the tall tree. At the top there is a star and beads in two rows. Let the Christmas tree never go out, let it always burn!

Methods for developing coherent speech V.K. Vorobyova (cartographic diagram) Auditory, visual, associative memory is used. Objects are selected from the text and become reference points for the story. A subject-graphic diagram or plan is drawn up. Arrows indicate actions. The retelling is compiled based on this subject-graphic plan. To enrich the retelling with features, new designations are introduced into the plan: noun - adverb - www.themegallery.com

The story “Winter” (according to the method of V.K. Vorobyova) www.themegallery.com

Subject-schematic models T.A. Tkachenko www.themegallery.com Scheme for describing and comparing tableware

Collage technique T.V. Bolsheva www.themegallery.com

“Chatterbox” http://www.boltun-spb.ru/mnemo_all_name.html Mnemonics www.themegallery.com

Practical part www.themegallery.com Assignment: game test to determine the knowledge, skills and abilities of educators Name the forms of speech. What skills are developed in dialogue. What forms of work are used when teaching children coherent speech. Name the structure of the story. A conversation between two or more people on a topic related to some situation. Speech by one interlocutor addressed to the audience. The story is a plot that unfolds over time. At what age group does work on teaching children monologue speech begin? A leading technique for activating speech and thinking.

Assignment: Translate the proverbs into Russian. The son of a leopard is also a leopard. (Africa) The apple doesn't fall far from the tree. You can't hide a camel under a bridge. (Afghanistan) You can’t hide an awl in a sack. Fear the quiet river, not the noisy one. (Greece) There are devils in still waters. A silent mouth is a golden mouth (Germany) Words are silver and silence is gold. He who asks will not get lost. (Finland) Language will bring you to Kyiv.

Assignment: explain the expressions It's in the bag Everything is fine Dancing to someone else's tune Act not of your own free will As if on pins and needles A state of extreme excitement, anxiety Scratching your tongue Chatting in vain Fooling your head Distracting from the main task with empty talk

Assignment: name the proverb in full (based on 2 given words) Family is the soul The whole family is together, and the soul is in place. Walls in the house The walls also help in your house. By feather - by learning The bird is red by the feather, and man by the learning. Feeds - spoils Labor feeds, but laziness spoils. Time is an hour Time for business, time for fun. Warmth is good When the sun is warm, when mother is around it is good.

Task: replace each word with its opposite and get the name of fairy tales Dog without a hat Red mustache Beautiful chicken Silver chicken Black shoe

Examples of syncwine On the theme of love: Love. Fabulous, fantastic. He comes, inspires, runs away. Only a few can hold it. Dream. On the topic of life: Life. Active, stormy. Educates, develops, teaches. Gives you the opportunity to realize yourself. Art.

Sinkwine The first line - the theme of the syncwine, contains one word (usually a noun or pronoun) that denotes the object or subject that will be discussed. The second line is two words (most often adjectives or participles), they describe the characteristics and properties of the item or object selected in the syncwine. The third line is formed by three verbs or gerunds that describe the characteristic actions of the object. The fourth line is a four-word phrase expressing the personal attitude of the author of the syncwine to the subject or object being described. The fifth line is a one-word summary that characterizes the essence of the subject or object. Strict adherence to the rules for writing syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth line. It is possible to use other parts of speech. www.themegallery.com

Summing up and awarding the winners

Rules for brave and persistent teachers www.themegallery.com If you are experiencing difficulties in working on speech development, then plan this type of activity not sometimes, not often, but very often. In 5 years it will become easier. Never answer your own question. Be patient, and you will wait for your children to answer it. You can only help with one more question, or two, or ten... But know: the number of questions is inversely proportional to the level of skill. Never ask a question that can be answered with “yes” or “no”. It does not make sense. After the lesson, look through the notes again, remember all the questions you asked the children, and replace it with one more accurate one. If the story didn’t work out or turned out with difficulty, smile, because it’s great, because success is ahead.

Decision of the teachers' council To continue to create conditions for the development of children's speech in preschool educational institutions: - replenish groups with didactic games on speech development (responsible group teachers, period during the school year) - arrange stands for parents "Development of coherent speech of a preschooler" (responsible group teachers period - April ). 2. Reflect in calendar plans individual work on the development of coherent speech in children. (responsible deputy head of HR, analysis of calendar plans monthly) 3. To increase the level of development of coherent speech, use effective forms of work. (responsible head of the kindergarten, deputy head of education and management - visiting educational activities in groups) 4. Conduct parent meetings in groups on the topic "Speech development of a preschooler"

Thank you for your attention!