After two years of life, speech plays the main role in the development of the psyche and the formation of behavior. There are various forms of child speech development. If up to two years of age a child used 300 words in his speech, then, subject to skillful pedagogical influence, up to three years of age the vocabulary expands to 1000 or more words.
Expanding his life experience under the guidance of an adult, a child of 2-3 years old learns to establish elementary cause-and-effect relationships between objects of the external world, understands and poses many different questions himself.
One of the effective forms of developing a child’s speech is daily individual communication with him. With his questions and answers to the child’s remarks, the teacher provides him with information that requires additional clarification. In the process of such communication, you can suggest a new word to the child and help build a simple language structure.
Complex classes
A complex lesson in its structure combines at least three speech tasks. Tasks for the development of communicative activity (dialogical and coherent speech) are implemented at each of them; tasks of vocabulary work, sound culture of speech and grammatical structure of the language as part of a complex lesson are planned twice a month. The teacher himself determines which part of the lesson to start from, depending on the complexity of the tasks and the age of the children.
Approximate structure of a complex lesson: I week - communicative activity + sound culture of speech + grammar; Week II - communicative activity + grammar + vocabulary; Week III - communicative activity + vocabulary + sound culture of speech.
Forms and methods of forming speech development in preschool children
Natalia Morozova
Forms and methods of forming speech development in preschool children
"Relevance"
Recently, due to the widespread use of technical means of communication (telephone, television, Internet, etc., and the high employment of parents with everyday (usually financial) family problems, there has been a tendency to reduce the quality of communication between a child and an adult.
Preschool age is the stage of active speech development. In the formation of a child’s speech, his environment plays an important role, namely, parents and teachers. The success of a preschooler in language acquisition largely depends on how they speak to him and how much attention they pay to verbal communication with the child.
Systematic and targeted assistance from the family to the child in speech development, combined with the adequate use of recommendations from teachers and kindergarten specialists at various stages of education, contributes to more effective development of the preschooler’s speech.
“The goal and objectives of the development of children’s speech in preschool educational institutions”
The goal of the work of preschool teachers on the speech development of preschool children is the development of the child’s initial communicative competence. The implementation of this goal assumes that by the end of preschool age, speech becomes a universal means of communication between the child and people around him: an older preschooler can communicate with people of different ages, gender, and social status. According to the Federal State Educational Standard for Preschool Education (FSES DO): “the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in In other words, the child develops the prerequisites for literacy.”
In order for the child to achieve communicative competence, the teacher helps its formation by solving problems for the development of different aspects of the child’s speech: the development of coherent speech, the development of vocabulary, the development of grammatically correct speech, the development of sound culture of speech, preparation for learning to read and write.
“Forms of speech development in preschool children”
The choice of forms of work is carried out by the teacher independently and depends on the number of students, the equipment and specifics of the preschool institution, cultural and regional characteristics, and the experience and creative approach of the teacher.
The main form of our work on the development of children's speech is the educational situation. The educational situation is planned and organized at any time during the day, most often in the morning, evening or during a walk. This contributes to the organic inclusion of learning in the child’s daily life, its integration with play, everyday activities and the process of communication in the group.
A communication situation is a form of communication specially designed by a teacher or arising spontaneously, aimed at training children in using mastered speech categories.
Also in our work, we use project activities as one of the forms. The project activity traces the integration of all educational areas, but the basis of this method is the speech development of the child.
In this form of work, there is close interaction between the teacher, the child and his parents, as well as step-by-step practical activities that lead to achieving the set goal.
And, of course, the main form of speech development in children is play. It encourages children to contact each other and is a motive for communicative activities. Theatrical games, role-playing games, finger games and exercises are a unique means for the development of fine motor skills and speech in their unity and interconnection. These exercises stimulate the development of speech, spatial thinking, and improve reaction speed. Finger games are invaluable in this process. Scientists have established that if the development of fingers corresponds to age, then speech is within normal limits. If the development of finger movements lags behind, then speech development is also delayed, since the formation of speech areas occurs under the influence of kinetic impulses from the hands, and points from the fingers.
Didactic games are a fundamental type of game, since they are the ones that go through all childhood, starting from an early age, and solve various problems, including speech ones.
Teachers actively use the integration of speech activities with art activities, application, theatrical activities, construction, which contributes to the development of not only speech, but also mental functions (attention, perception, thinking, spatial orientation, memory, motor skills, the formation of personal qualities.
“Ways to develop speech in preschoolers”
Methods of speech development are traditionally divided into three main groups: verbal, visual and playful.
Verbal techniques are widely used. These include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question.
Visual techniques - showing illustrative material, showing the position of the organs of articulation when teaching correct sound pronunciation.
Game techniques can be verbal and visual. They arouse the child’s interest in activities, enrich the motives of speech, create a positive emotional background of the learning process and thereby increase children’s speech activity and the effectiveness of classes. Gaming techniques meet the age characteristics of children and therefore occupy an important place in native language classes in kindergarten.
Integrated classes
Integrated forms of classes for consolidating acquired knowledge, skills and speech habits with children of the third year of life can be carried out 1-2 times a quarter. In these classes, the teacher uses material from different sections of the program, combining several areas of children's activities (for example, speech and visual arts, speech and cognitive). The priority in such classes is the communicative activity of children, the unifying point is the theme.
In early age groups of 2-3 years old, it is advisable to conduct educational and game integrated classes, which provide for the presence of a game plot and a single storyline.
Mini-lessons
Mini-classes of speech development are recommended by current programs to be used as special forms of speech development in work with children of the third year of life as often as possible (preferably daily), because they are relevant and correspond to the personality-oriented model of preschool education. This form of organizing speech activity can be initiated by the teacher, then they are provided for in the work calendar, or it can arise on the initiative of the children. The teacher must be prepared to guide such speech activity of the child.
The part of the word “mini”, according to A. Goncharenko, implies minimization:
- by the number of children who are simultaneously employed;
- by duration of organized activity;
- by the volume of content that is sold.
The number of mini-lessons and their content are determined by age characteristics. During the day, the teacher can organize himself or create conditions for children to self-organize dozens of individual, group and collective short-term mini-lessons, during which the planned topic will be implemented.
Forms of work on the development of speech of preschoolers in the context of the introduction of the Federal State Educational Standard for Education
Forms of work on the speech development of preschool children in the context of the introduction of the Federal State Educational Standard for Preschool Education
According to the Federal State Educational Standard for Preschool Education (FSES DO): “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; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; the formation of sound analytic-synthetic activity as a prerequisite for learning to read and write” [5].
The communicative competence of a preschooler is manifested in the ability to solve problems through speech in different types of activities: everyday, cognitive, play, educational, work, etc. In this case, the child focuses on the special conditions of the situation in which the activity takes place.
In order for the child to achieve communicative competence, the teacher helps its development by solving problems for the development of different aspects of the child’s speech in all age groups: the development of coherent speech, the development of vocabulary, the development of grammatically correct speech, the development of sound culture of speech, preparation for learning to read and write. The construction of the educational process should be based on age-appropriate forms of working with children. The choice of forms of work is carried out by the teacher independently and depends on the number of students, the equipment of the preschool institution, cultural and regional characteristics, the specifics of the preschool institution, and the experience and creative approach of the teacher.
The leading form of work on the development of children's speech is the educational situation. An educational situation involves the participation of a small subgroup of children: from three to eight, depending on the wishes of the children and the characteristics of the content of the situation. In the educational process, it is possible to organize several educational situations with one didactic means (a plot picture, a toy, a book, natural material), but with the aim of solving gradually more complex tasks of a cognitive-speech nature. The teacher can organize many educational situations aimed at solving gradually more complex problems: teaching methods of friendly business communication with an interlocutor, teaching how to ask questions, arranging them in a logical sequence, learning to summarize the information received into a single story, teaching methods of presenting a compiled text. “Good greetings” (goal: to introduce children to various forms of greeting: “I’m so glad to see you,” “How I missed you,” “Infinitely happy to see you,” “It’s so good that we met,” etc.);
O.M. Eltsova notes that a game-based learning situation (GTS) is used to develop game communication. All qualities and knowledge are formed not by the ITS itself, but by one or another specific content that is specially introduced by the teacher. Types of game learning situations can be: illustration situation, assessment situation, etc.
A.G. Arushanova offers scenarios for activating communication as a form of speech development for children - teaching playful (dialogical) communication. This form includes conversations with children, didactic, active, folk games; staging, dramatization, examination of objects, etc.
A communication situation is a form of communication specially designed by a teacher or arising spontaneously, aimed at training children in using mastered speech categories (Eltsova O.M., Gorbachaya N.N., Terekhova A.N.). Communication situations can be lexical, verbally evaluative, prognostic, collision, descriptive, depending on the assigned speech task. When organizing them, most often the teacher “comes from the children,” that is, he finds these situations in children’s activities and uses them to develop the child’s speech. Examples of communication situations for the development of communication skills could be: “What’s wrong?” (goal: to train children in the ability to correlate the form of greeting with the situation of its use: each greeting is appropriate in one situation or another: you cannot say “good evening” in the morning; you cannot say “hello” to someone who is older or less familiar); “Smile” (goal: to practice using non-verbal communication means when greeting: look a person in the eyes and smile so that he understands: he is welcome, he is the one being greeted); “Handshake” (goal: to train children in using forms of gesture greeting) [1].
It is in these types of children's activities that speech appears in all its diverse functions and bears the main burden in solving practical and cognitive problems. Examples of specially planned communication situations can be quiz games: “Come up with a riddle” (an exercise for children in describing objects, inventing riddles), “Who knows their city better” (an exercise in perceiving and composing descriptive stories about places and monuments of the city), “From what kind of fairy tale things" (an exercise in the development of explanatory speech), "The Shop of Magic Things" (an exercise in the use of means of linguistic expressiveness).
A number of authors (L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, M.B. Zuikova) consider project activities as a variant of an integrated method of teaching preschoolers, as a way of organizing the pedagogical process, based on the interaction of teacher and student, step-by-step practical activities to achieve the set goal. The implementation of the educational field “Speech Development” is possible through the project method. The purpose and objectives of the special thematic project are aimed at a comprehensive solution of the problems specified in the Federal State Educational Standard for Education: “How a book is born” (goal: development of children’s speech creativity. The product of the project is author’s children’s books of fairy tales, riddles, limericks); “Is it better on your own or all together?” (goal: development of regulatory and communication skills (jointly solve everyday and educational problems, trust, support partners in activities); “Good and bad debate” (goal: mastering the etiquette of persuasion and argument) [3].
This form of speech development in preschoolers as a game encourages children to make contacts and is a motive for communicative activities. O.A. Bizikova offers games with ready-made texts: moving “King”, “Kite”, “Snake”, “Foxes”, etc.; didactic “I was born a gardener”, “Colors”, “Smeshinki”, etc. (master the variety of initiative and response remarks, become familiar with the implementation of the basic rules of dialogue); didactic games that involve dialogic interaction, but do not contain ready-made remarks: “Who will confuse whom”, “Order”, “Alike - not alike”, “Help yourself to a pie”, games with the phone “Calling a doctor”, “Calling mom at work”, "Bureau of Good Offices"
Kuzevanova O.V., Koblova T.A. give examples of different forms of work for the speech development of preschool children: literary and musical festivals, folklore fairs, dramatization games, different types of theaters, propaganda teams, social events, speech newspapers, homemade books, problem situations, gatherings, logo corner, interactive speech stands, calendar of events and others [2].
LEGO constructors are widely used in preschool educational institutions. They represent a variety of thematic series, designed on the basis of basic building elements - multi-colored Lego bricks.
Developing the speech creativity of preschoolers, the teacher can invite children to come up with a fairy tale about how one building turned into another, carrying out this transformation in the course of the story.
The created buildings from LEGO can be used in theatrical games, in which the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc., and there are also elements of creativity. While constructing, children create a three-dimensional image, which helps them better remember the image of the object. The child talks more willingly about the horse he made himself, comes up with different stories, etc.
This use of LEGO construction also promotes verbal creativity: while building a character, the child describes his hero. You can also invite children to come up with their own ending to a familiar fairy tale, act out the best one, or do everything in turn.
LEGO elements are also used in didactic games and exercises. A teacher can develop various manuals and use them to conduct exercises to develop speech and mental processes in children, develop interest in learning, and form a communicative function. For example, the game “Wonderful Bag”, in which children develop tactile perception of shapes and speech, can be played with LEGO.
The use of didactic exercises using LEGO elements is quite effective when conducting classes in preparation for learning to read and write, correcting sound pronunciation, familiarizing with the outside world, etc.
In the process of constructive play activities, the teacher, relying on the involuntary attention of children, activates their cognitive activity, improves the sensory-tactile and motor sphere, forms and corrects behavior, develops the communicative function and interest in learning. In the process of constructive play activities with LEGO, the teacher can use a variety of forms: tasks are given by the teacher, completed by children; tasks are formulated by the child and completed by the children and the teacher; children give each other tasks; The tasks are given by the teacher and completed by the parents and the child.
Pozdeeva S.I. o[4].
Thus, various forms of work are resourceful in terms of the development of speech in preschoolers and the formation of children’s communicative competence, if:
- children jointly solve an educational and gaming task that is interesting and meaningful to them, acting as assistants in relation to someone,
— enrich, clarify and activate their vocabulary by performing speech and practical tasks,
— the teacher is not a tough leader, but an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.
Literature
- Eltsova O.M., Organization of full-fledged speech activity in kindergarten / O.M. Eltsova, N.N. Gorbachaya, A.N.. Terekhova - St. Petersburg: CHILDHOOD-PRESS, 2005.-192s
- Kuzevanova O.V., Forms of organizing communicative activities of preschool children / O.V. Kuzevanova, T.A. Koblova. // Kindergarten: theory and practice – 2012. – No. 6.
- Project method in the activities of a preschool institution: Pos. for managers and practical workers of preschool educational institutions / Author: L.S. Kiseleva, T.A. Danilina, T.S. Lagoda, ; M.B. Zuikova: Arkti, 2005.
- Pozdeeva S.I. Open joint action of the teacher and the child as a condition for the formation of communicative competence of children / S.I. Pozdeeva // Kindergarten: theory and practice. - 2013. - No. 3.
- Federal State Educational Standard for Preschool Education /https://www.rg.ru/2013/11/25/doshk-standart-dok.html
Language tasks mini-lessons
In any mini-lesson, language tasks are implemented. In mini-lessons, children 2 and 3 years old have the opportunity to independently learn, explore, comment on what has been done, share impressions with peers and adults, choose the time to complete the task proposed by the teacher, and exercise the right to independently choose activities and partners.
Mini-lessons can be considered as an innovative approach to organizing the life activities of a young child, because they contribute to both the formation of an understanding of the speech of the native language and the development of active speech. An innovative component in the proposed approaches is the way of organizing children (subgroups of 3-4 children), the form of organization (mini-lesson), the content and layout of the material (the use of music and exercises for the development of fine and gross motor skills, visual and object activities, which is accompanied by a speech commentary ).
Work with preschoolers on speech development in a preschool educational organization
The article is devoted to the forms and methods of work on the speech development of preschool children, which a teacher in a preschool educational organization can use in his work.
Key words: speech development, goals, objectives, conditions for speech development, subject-spatial environment, methods, techniques, forms, diagnostics, cooperation with parents, fine motor skills, origami, mnemonic tables, scoring cartoons, theater
Formation of a child’s correct speech is one of the main tasks of preschool education. However, a dynamic analysis of the practical situation over the past few years indicates an annual increase in the number of preschool children with speech disorders.
In this regard, the teachers of our preschool educational institution, and therefore me personally, were faced with the question of creating optimal psychological and pedagogical conditions for the full speech development of children in the group. In order to achieve a purposeful step-by-step solution to this problem, I annually include tasks for the speech development of preschoolers in my annual plan. Solving the assigned tasks is carried out through various activities with children, teachers and parents. There is only one goal: to find effective methods to improve the quality of children’s speech development. Consistency in the actions of the teacher, specialists and parents will help improve the quality and efficiency of work on the development of speech in preschoolers with maximum consideration of the individual characteristics of each child. For the full development of children’s speech, I try to create the following conditions in my group:
− developing subject-spatial environment (speech corner, fiction corner);
− I purposefully work on children’s speech development in all types of children’s activities;
− I am increasing my competence in matters of speech development of preschool children (I study literature on this issue, attend webinars);
− I monitor the state of children’s oral speech;
− I provide consultations for parents on speech education of children.
“A child will not speak in empty walls,” E. I. Tikheeva noted at one time. When saturating a group space, I take care, first of all, that children can satisfy their important life needs in cognition, movement and communication in a group. My group has visual, game and demonstration material that provides a higher level of cognitive development for children and provokes speech activity.
In order to create an effectively developing subject-spatial environment, a speech corner has been created in the group. A variety of practical material for organizing speech games and activities has been accumulated and systematized: manuals for articulation exercises, sets of finger games, toys for the development of correct speech exhalation, thematic albums, games for enriching vocabulary, the formation of grammatical structure, coherent speech, the development of phonemic hearing and fine motor skills.
In all classes I pay great attention to the development of vocabulary, I carry out vocabulary work to learn new words. Systematic work is carried out on the formation of coherent speech and the development of grammatical categories. We are constantly working on the sound culture of speech, both in classes and during routine moments. During music lessons, together with the music director, we work on intonation expressiveness, clear diction, and breathing. Daily articulation and finger exercises are reflected in my calendar plans.
I use a variety of methods and techniques, forms of work that stimulate children’s speech activity. This includes the creation of problematic situations in which the child would need to speak out (express his request, opinion, judgment, etc.), solving speech logical problems, mini-experiments on logical problems, dramatization games, composing riddles, pure jokes , the use of supporting diagrams and pictures in teaching storytelling, inventing stories, talking about personal impressions, conversations based on what they read, etc. In order to improve my own competence in matters of children’s speech development, I participate in activities:
− Teacher councils, master classes.
− I get acquainted with modern methods and technologies for the development of speech by V. V. Gerbov, O. S. Ushakova on the formation of coherent speech and fine motor skills of the hands; about age-related patterns of speech development; on the prevention of speech disorders in children of primary preschool age.
− I take part in competitions.
− Pedagogical projects.
To study the state of oral speech of preschool children, I conduct diagnostics of children’s speech development. In my work I use diagnostic material by Yu. V. Karpova “Pedagogical diagnostics of the individual development of a child 3–7 years old. Toolkit".
Work on speech development is not possible without cooperation with parents.
Organizing work with parents aimed at developing the correct speech education of a child in the family is a necessary condition for creating a unified speech space. I increase the pedagogical competence of parents in matters of the child’s speech development, encouraging them to take action on the general and speech development of the child in the family through:
− Design of an information stand for parents...
− Consultations: “The speech environment in the family and its influence on the development of the child’s speech”, “The role of parents in the development of children’s speech”, familiarization with the characteristics of the speech development of children of a certain age, “Playing with fingers”, “The influence of speech disorders on school learning, on formation of a child’s personality”, etc.
− Individual conversations with parents based on the results of an examination of children’s speech.
− Consulting parents of children with problems in speech development (recommendations for visiting specialists: speech therapist, child psychoneurologist, referral to primary medical care).
− Practical advice for parents - showing articulation exercises for pronouncing certain sounds, games and exercises to consolidate the material covered.
− Showing open classes on speech development.
− Conducting parent-teacher meetings with the invitation of a speech therapist.
− Joint acquisition and production of games and aids for speech development.
Often children with speech pathology are motorically awkward, their hand movements and fine finger movements are poorly developed, so in my work I pay great attention to the development of fine motor skills: I conduct origami classes, finger exercises, salt dough modeling, etc.
You can develop your child’s active speech by training fine motor skills. It has been established that the development of fine motor skills of the fingers has a positive effect on the functioning of the speech areas of the brain.
Origami is an art close and familiar to children. The ease of paper processing and the interesting, quick results attract children: fold it, iron it, and there it is, a finished toy. With its help you can come up with fairy tales and take part in adventures. During the design process, the child verbally accompanies his actions (explains folding techniques), so children learn to correctly indicate the directions of folding paper (toward, away from, fold opposite corners, find the upper right corner, etc.), consolidate information about the structure of geometric shapes (sides, vertices, diagonals, etc.). Folding the paper is accompanied by the child's comments, whether he is happy or upset. While doing work, children express their attitude towards the subject of the activity. They talk about what they have already done and what remains to be done. Origami develops in children the ability to work with their hands under the control of consciousness.
In the course of studying the art of origami, work on the development of speech occurs; children become familiar with concepts such as “basic shape”, etc., and mathematical terms (“diagonal”, “angle”, “triangle”, etc.). Origami affects the development of fine motor skills and mental processes such as memory, attention, thinking, imagination, and, consequently, the development of intelligence in general. Children not only activate their mental operations, develop memory, thinking, and imagination, but also deepen their knowledge of the world around them and safe behavior, develop motor skills, strengthen artistic skills, and activate the child’s vocabulary.
Folding figures of the living world is accompanied by a story about them. In the process of working on origami, the teacher leads an educational story of different directions, introducing children to the world of animals and plants, various objects and their purposes, provides information on environmental content, information on safe behavior in nature. If children put together an animal figurine, then the teacher teaches the children a caring, but also careful attitude. Tells about their habits and habitat. Having created a figurine, children must play out the game situation they have invented. Thus, the child develops coherent speech and develops imagination.
In my work I use an effective method - mnemonic tables in classes on the development of coherent speech, which allows children to more effectively perceive and process visual information. Mnemonics - translated from Greek - “the art of memorization.” This is a system of methods and techniques that ensure successful memorization, preservation and reproduction of information, knowledge about the characteristics of natural objects, the world around us, effective memorization of the structure of a story, and, of course, the development of speech.
The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is created; thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
To help children master coherent speech and facilitate this process, I use mnemonics.
Mnemonic tables - diagrams serve as didactic material in the development of coherent speech in children. They are used: to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.
Mnemonic tables are especially effective when learning poems: 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, I offer a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.
If it is difficult for a child to remember the lines of a poem, then with figurative pictures drawn for it, the efficiency of memorization increases by an order of magnitude. Establishing a semantic connection between a word or sentence and a picture helps the child understand the meaning of the poem, remember key rhyming words, and maintain the sequence of actions and events.
In my work I use a gaming technique that does not leave any child indifferent: voicing cartoons. In the process of dubbing cartoons, communication skills are developed and the ability to interact with a partner is improved. The importance of theatrical play for speech development is great (improving dialogues and monologues, mastering the expressiveness of speech). Theatrical play is a means of self-expression and self-realization for a child. I use all types of theater: table theater, hand theater, flat theater, soft toys, puppet theater, finger theater. Together with the children we make figures for a finger theater. While making a figurine, the child comments on his actions, and having done so, he comes up with many fairy tales. The child's speech is developing.
Of course, these are just a few of the games and techniques that I use to develop children's speech. We teachers need to remember that the choice of forms of work is made by the teacher independently, should be based on age-appropriate forms of work with children and depends on the number of students, the equipment of the preschool organization, cultural and regional characteristics, the specifics of the preschool organization, and the experience and creative approach of the teacher.
Literature:
- Eltsova O. M. Organization of full-fledged speech activity in kindergarten / O. M. Eltsova, N. N. Gorbachaya, A. N. Terekhova - St. Petersburg: DETSTVO-PRESS, 2011. - 192 p.
- Karpova Yu. V., Pedagogical diagnostics of individual development of a child 3–7 years old. Methodological manual - Ventana-Graf, 2015.
- Kuzevanova O. V. Forms of organization of communicative activities of preschool children / O. V. Kuzevanova, T. A. Koblova. // Kindergarten: theory and practice - 2012. - No. 6.
- Omelchenko L. V. The use of mnemonic techniques in the development of coherent speech. // Speech therapist 2010, No. 4, p. 102–115.
- Ushakova O. S. Theory and practice of speech development in preschoolers. – M.: Sfera, 2010. – 240 p.
Forms of conducting mini-lessons
With children of the third year of life, mini-sessions on speech development are most often carried out with toys, and in a playful way. Thanks to the organization of such a game-activity, a child of 2 years and at the beginning of the third year of life can independently operate with various types of educational toys, purposefully tries to achieve a practical result, accompanies his actions with speech and can occupy himself for some time.
Mini-lessons are held in a group room or on a walk with two to four children against the backdrop of independent activity of the rest of the children. Their duration ranges from 2 to 5 minutes. During a mini-lesson, the teacher can introduce the child to a new toy, a new teaching aid, a method of using it, and determine the highest level of difficulty of tasks for a 2-3 year old child; can conduct a didactic exercise that encourages the child to actively use already acquired sensory skills, but in different conditions, that is, manipulating with unfamiliar material.
The teacher can freely choose among the proposed material such that it is addressed to a child who has problems with sound pronunciation, has difficulties in differentiating sounds, speech does not have intonation expressiveness, the expressiveness of diction depends on the situation of speech interaction, there is a noticeable limitation in the use of means of expression, and the like.
MODERN TECHNOLOGIES FOR CHILDREN'S SPEECH DEVELOPMENT IN THE CONDITIONS OF THE FEDERAL GENERAL EQUIPMENT OF PRE-SCHOOL EDUCATION.
MODERN TECHNOLOGIES FOR CHILDREN'S SPEECH DEVELOPMENT IN THE CONDITIONS OF THE FEDERAL GENERAL EQUIPMENT OF PRE-SCHOOL EDUCATION.
Teacher-speech therapist, MDOU "Combined Kindergarten No. 66"
Strelkova Natalya Borisovna
Factors for successful speech development:
Emotional communication with the child from the moment of birth.
Create conditions for communication with other children.
Joint games between an adult and a child.
The correct speech of an adult is an example to follow.
Develop fine motor skills for the hand, this leads to the development of the child’s speech.
Verbal games for adults and children.
Reading fiction, learning poetry.
Satisfying a child’s curiosity, answering all his “whys.”
One of the main indicators of the level of development of a child’s mental abilities is the richness of his speech, so it is important for adults to support and ensure the development of the mental and speech abilities of preschoolers. Currently, the structure of the general education program of preschool education includes a high level of development of speech abilities in preschool age: - mastery of literary norms and rules of the native language, free use of vocabulary and grammar when expressing one’s thoughts and composing statements of any type; - the ability to come into contact with adults and peers: listen, ask, answer, object, explain; argue, etc. - knowledge of the norms and rules of “speech etiquette”, the ability to use them depending on the situation; - ability to read, basic literacy As a result of classes using modern educational technologies, the feeling of constraint is relieved, shyness is overcome, logic of thinking, speech and general initiative are gradually developed. The main criterion in working with children is clarity and simplicity in presenting material and formulating a seemingly complex situation. It is best to implement priority technologies based on the simplest examples. Fairy tales, playful and everyday situations are the environment through which a child will learn to apply TRIZ solutions to the problems he faces. As he finds contradictions, he himself will strive for an ideal result, using numerous resources. In our work with children, we pay great attention to speech development, therefore we use the following technologies in our practice: Creation of a subject-specific developmental speech environment.
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. Sinkwine. Smart cards. Cluster method. Mnemonics.
Teaching children expressive speech is one of the problems of preschool education.
The expressiveness of speech is understood not only as the emotional coloring of the sound, achieved by interjections, strength, and timbre of the voice, but also the imagery of the word. The work of teaching children figurative speech should begin with teaching children to make comparisons. Then the children’s ability to compose various riddles is practiced. At the final stage, children aged 6-7 years are quite capable of composing metaphors. Technology for teaching children how to make comparisons.
Teaching preschool children how to make comparisons should begin at the age of three.
Exercises are carried out not only during speech development classes, but also in free time. Model for making comparisons: - the teacher names an object; - denotes its sign; — determines the value of this attribute; — compares this value with the value of the attribute in another object. In early preschool age, a model for making comparisons based on color, shape, taste, sound, temperature, etc. is practiced. In the fifth year of life, the training becomes more complex, more independence is given when making comparisons, and initiative in choosing the characteristic to be compared is encouraged. In the sixth year of life, children learn to independently make comparisons based on the criteria specified by the teacher. The technology of teaching children to make comparisons develops in preschoolers observation, curiosity, the ability to compare the characteristics of objects, enriches speech, and promotes motivation for the development of speech and mental activity. Technology for teaching children how to write riddles.
Traditionally, in preschool childhood, working with riddles is based on guessing them.
Moreover, the methodology does not give specific recommendations on how and in what way to teach children to guess hidden objects. Observations of children show that guessing occurs in preschoolers as if by itself or by sorting through options. At the same time, most of the children in the group are passive observers. The teacher acts as an expert. The child’s correct answer to a specific riddle is very quickly remembered by other children. If the teacher asks the same riddle after some time, then most of the children in the group simply remember the answer. When developing a child’s mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones. The teacher shows a model for composing a riddle and suggests composing a riddle about an object. Thus, in the process of composing riddles, all the child’s mental operations develop, and he receives the joy of verbal creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without interrupting household chores, parents can play with their child in composing riddles, which contributes to the development of attention , the ability to find the hidden meaning of words, the desire to fantasize. Technology for teaching children to compose metaphors.
As is known, a metaphor is the transfer of the properties of one object (phenomenon) to another based on a feature common to both compared objects.
Mental operations that make it possible to create a metaphor are fully acquired by children already at 4-5 years old. The main goal of the teacher is to create conditions for children to master the algorithm for composing metaphors. If a child has mastered the model of composing a metaphor, then he can independently create a metaphorical phrase. It is not necessary to tell children the term “metaphor”. Most likely, for children these will be the mysterious phrases of the Queen of Beautiful Speech. The technique of creating metaphors (as an artistic means of expressive speech) causes particular difficulty in the ability to find the transfer of properties of one object (phenomenon) to another based on a feature common to the compared objects. Such complex mental activity allows children to develop the ability to create artistic images, which they use in speech as expressive means of language. This makes it possible to identify children who are undoubtedly capable of creativity and contribute to the development of their talent. Games and creative tasks
for the development of expressive speech are aimed at developing children’s skills in identifying the characteristics of objects, teaching children to identify an object by description, identifying the characteristic specific meanings of an object, selecting different meanings for one characteristic, identifying the characteristics of an object, and composing riddles based on models.
The development of speech in a playful form of activity gives great results: there is a desire of absolutely all children to participate in this process, which activates mental activity, enriches children’s vocabulary, develops the ability to observe, highlight the main thing, specify information, compare objects, signs and phenomena, systematize accumulated knowledge . Teaching children to write creative stories based on paintings.
In terms of speech, children are characterized by the desire to write stories on a certain topic.
This desire should be supported in every possible way and their communication skills should be developed. Paintings can be a great help for the teacher in this work. The proposed technology is designed to teach children how to compose two types of stories based on a picture. 1st type: “text of a realistic nature” 2nd type: “text of a fantastic nature” Both types of stories can be attributed to creative speech activity of different levels. The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child’s learning is carried out in the process of his joint activity with the teacher through a system of game exercises: “Who sees the picture?”\ see, find comparisons, metaphors, beautiful words, colorful descriptions\ “Living Pictures”\ children depict objects drawn in the picture\ “ Day and night”\ painting in different light\ “ Classic paintings: “Cat with kittens”\ the story of a little kitten, how he will grow up, we will find him friends, etc.\ Writing.
Writing poems.\ Based on Japanese poetry\ 1. Title of the poem.
2. The first line repeats the title of the poem. 3.The second line is the question, which one, which one? 4. The third line is the action, what feelings it evokes. 5. The fourth line repeats the title of the poem. Fairytale therapy. (Writing fairy tales for children)
“Salad from fairy tales”\ mixing different fairy tales\ “What will happen if...?”\ the plot is set by the teacher\ “Changing the character of the characters”\ old fairy tale in a new way\ “Using models”\ geometric pictures figures\ “Introduction of new attributes into the fairy tale”\ magic objects, household appliances, etc.\ “Introduction of new heroes”\ both fairy-tale and modern\ “Thematic fairy tales”\ floral, berry, etc.\ And one One of the effective methods in the development of children's speech is to work on creating a non-rhyming poem -
syncwine
, which allows you to activate cognitive activity and promotes speech development.
The innovation of this technique lies in the fact that the unnecessary is excluded, and the main thing is highlighted. This technology is universal, it does not require special conditions of use and fits organically into the work on the development of lexical and grammatical categories, helps enrich the vocabulary, allows teachers to assess the child’s level of mastery of the material covered, develops mental functions (memory, attention, thinking)
and allows the child to be actively creative participants in the educational process.
Cinquain (French word)
translated means an unrhymed poem of five lines.
the birthplace of syncwine
at the beginning of the 20th century.
It’s surprising that cinquain
appeared thanks to Japanese poetry.
At the beginning of the 20th century, American poet Adelaide Crapsey developed this form. Sinkwine
, which is used for didactic purposes, is called didactic.
There are certain rules for writing syncwine
.
It consists of 5 lines. Its shape resembles a herringbone
.
1st line (top of the “herringbone”
) – one word;
2nd line – two words; 3rd line – three words; 4th line – four words; 5th line (base of the “herringbone”
) – one word.
The first line of a syncwine is a title
, a topic, consisting of one word (usually a noun meaning the object or action in question).
The second line is two words. Adjectives. This is a description of the characteristics of an object or its properties, revealing the theme of syncwine
.
The third line usually consists of three verbs or gerunds describing the actions of the subject. The fourth line is a phrase or sentence consisting of several words that reflect the personal attitude of the author of the syncwine to
what is said in the text.
The fifth line is the last. One word is a noun to express one’s feelings, associations associated with the subject discussed in the syncwine
, that is, it is the author’s personal expression on the topic or a repetition of the essence, a synonym.
A mind map
is a unique and simple method of memorizing information, with the help of which both the creative and speech abilities of children develop and their thinking is activated.
The mind map method helps awaken a child’s ability to depict the world around him; they help structure the information that the child has to learn and break it down into specific figurative units. K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly.” Visibility.
The whole problem with its many sides and facets is right in front of you, you can take it in at a glance.
Attractiveness.
A good mind map has its own aesthetics; looking at it is not only interesting, but also pleasant.
Tony Buzan recommended: “Get ready to create beautiful mind maps.” Memorability.
Thanks to the work of both hemispheres of the brain, the use of images and colors, the mind map is easy to remember.
In teaching practice, mind maps can be used as follows: 1 – direction: Consolidation and generalization of material. The creation of a generalized mind map can be the final work on the topics studied. This work is carried out both individually and frontally. 2 - direction Development of coherent speech. Compiling stories using a mind map. By completing this task, children independently and consistently express their thoughts, become more active when speaking, develop the ability to answer questions in a general manner, and their vocabulary becomes accurate and varied. This work is performed in group classes on the development of coherent speech. General requirements for drawing up any intelligence map. • Only colored pencils, markers, etc. are used to create maps. • The sheet is placed horizontally. • The main idea is circled in the center of the page. To depict it, you can use drawings and pictures. • For each key point, branches diverging from the center are drawn (in any direction). Each main branch has its own color. • Only one keyword is written above each line-branch. • You must write legibly in block capital letters. • Each thought is circled, you can use drawings, pictures, associations about each word. • Symbols and illustrations are added during the modeling process. Visualization is presented in the form of objects, objects, drawings, etc. The sequence of work when drawing up a mind map to consolidate and generalize the material of the studied topic: Option 1: 1. The topic of the lesson is indicated (fruits, pets, flowers, etc.) 2. Children name noun words and depict what relates to the topic. 3. Attribute words are selected for each noun. Option 2: - Attribute words and action words are selected for each noun. Using the compiled mind map, children make sentences for any option. Mnemonics
is a set of methods and techniques that allow you to visualize information to facilitate perception and subsequent reproduction. That is, these are a kind of notes in pictures. You should start classes using mnemonic techniques as early as possible, since in children of preschool and primary school age the leading type of memory is visual-figurative. That is, you can repeat a poem to a toddler a hundred times, but he will still confuse words and sentences. However, by drawing a plot or presenting a mixed diagram of pictures, signs and words, the baby will quickly figure out what’s what. The above technologies have a significant impact on the speech development of preschool children. Today we need people who are intellectually courageous, independent, original thinkers, creative, able to make non-standard decisions and who are not afraid of it. Modern educational technologies can help in the formation of such a personality.
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Mini-lesson structure
A. Krikun recommends including the following in the structure of mini-lessons:
- joint musical congratulations, which are aimed at developing a communicative culture, with elements of psycho-gymnastics;
- elements of visual activity, which are accompanied by verbal commentary.
All components of such activities can be united by a single plot, the basis of which is a certain lexical topic, for example, “Transport”, “Our toys”, “How the little bunny looked for its mother”, etc., the application of which can be various tasks and activities. Each topic requires the selection of certain material. It is advisable to combine outdoor, board, finger games, dances, songs, poetic material, health exercises, fairy tales; You can use elements of various developmental techniques.
Mini-lessons with kids end with a joint summing up and relaxation exercises.
