The purpose of my work:

formation of speech of preschool children with indirect and direct participation of the teacher.

To solve the problems, I outlined the methods and techniques that I used to enrich the content of role-playing games:

The teacher plays the main role;

Individual play between the teacher and the child, with the teacher playing the main role;

Introducing figurative toys;

Parallel game technique;

Reception of role-playing game with continuation;

Activating communication between an adult and children during their play, aimed at awakening and independent application by children of new ways of solving a game problem, at reflecting new aspects of life in the game;

I started working in the following areas:

Literature study,

Working to create a developmental environment,

Activities with children

Interaction with parents.

In conclusion, I would like to say that in the process of role-playing play, all aspects of the personality of a preschool child develop, including speech development. Thus, role-playing play is the basis for the correctional and developmental activities of a child at this age.

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Self-education report “The influence of role-playing games on the development of speech in preschool children”

MBOU "Sakhzavodskaya Secondary School"

Preschool groups

Self-education report

“The influence of plot-role-playing games

on the development of speech of preschool children"

Zhironkina Elena Vasilievna

Play is undoubtedly the leading activity of a preschooler. It is through role-playing games that a child learns about the world and prepares for adulthood. In this game, the basic needs of a child – a preschooler – are expressed, and children’s speech is also developed.

Speech development is a unique, complex process that occurs differently in different children.

Thematic role-playing game has a positive effect on the development of speech. During the game, the child talks aloud to the toy, speaking both for himself and for it. Imitates the drone of an airplane, the voices of animals, etc.

Among the variety of children's games, the most important is the role-playing game. It differs in that its action takes place in a certain conventional space. The children's room suddenly turns into a hospital or a store. And children playing take on the corresponding roles (doctor, seller) and act on behalf of these roles. In a role-playing game, these are always paired or additional roles, since every role presupposes another participant: a child can be a doctor only if there is a sick person nearby, a buyer only if there is a seller, etc. Therefore, role-playing game is a collective activity: it necessarily involves other participants and, above all, peers.

Role-playing games help develop a sense of the native language and the ability to pronounce words correctly, and easily learn its grammatical norms. They conceal great opportunities, give children a certain amount of knowledge and teach them to master this knowledge; develop creative activity and independent thinking; help solve mental problems in a playful way, while overcoming certain difficulties in speech development, such as coherent speech.

However, the ability to play role-playing games requires a fairly high level of speech development. It is known that children who have poor command of speech cannot play role-playing games: they do not know how to plan a plot, cannot take on a role, their games are primitive in nature (mainly manipulations with objects) and fall apart under the influence of any external influences. influences.

The plot-role-playing game has a specific effect on the development of speech. In its process, children should be constantly encouraged to communicate with each other and comment on their actions, which helps to consolidate the skills of using initiative speech, improving spoken language, enriching the vocabulary, and forming the grammatical structure of speech.

Working with children, I came to the conclusion that many children need speech correction. And since play is the leading activity of preschool children, the easiest way to do this is in the process of role-playing play.

The purpose of my work: the formation of the speech of preschool children in play activities with the indirect and direct participation of the teacher.

Based on the goal, the tasks that were solved in the process of forming positive relationships are determined, taking into account the age characteristics of preschool children:

Development of coherent dialogical speech;

Development of communication and personal interaction of children with each other;

Expansion and activation of vocabulary;

To solve the problems, I outlined methods and techniques that I used to enrich the content of role-playing games.

The teacher plays the main role.

An individual game between a teacher and a child, with the teacher playing the main role.

Introducing figurative toys.

Reception of role-playing game with continuation

Phone game.

Using dolls to play out life scenes in kindergarten.

Acting out imaginary situations with children.

Participation of the teacher in the game (main role).

Introducing a puppet character, setting rules of behavior on his behalf.

Changing the gaming environment.

I encourage children to comment (accompany their actions with speech).

I carefully and tactfully watch the children play.

I create conditions for the implementation of various types of gaming activities.

I encourage the expression of children's word creativity.

I give children the right to choose means for improvisation and self-expression.

I create conditions for children’s independent activities.

First of all, I created an emotionally favorable atmosphere for children: establishing contacts with children, relieving emotional stress in play, developing partnerships. In the group, I created an appropriate subject-specific development environment and designed games that corresponded to the age characteristics of the children.

It is advisable to organize games with children in which all children participate. Examples of such games could be: “Shop”, “Train”, “Travel”, “Kindergarten”, etc.

The main component of a role-playing game is the plot. The plot of the game is the area that is reproduced by children. The plots of the games are varied. They are conventionally divided into:

Household (family games, kindergarten);

Industrial and public reflecting the professional work of people (school, store, library, post office, hairdresser, hospital, transport, bus, train, police, firefighters, circus, etc.).

Games with heroic and patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)

Games on themes of literary works, cinema, television and radio programs: (based on the content of cartoons, films, etc.). In these games, children reflect on entire episodes, imitating the actions of the heroes, adopting their behavior.

Role-playing games reflect the professional activities of adults. In these games, children master the process of creation, they learn to plan their work, their role, verbally agree on the plot, distribute roles, select attributes, enter into an argument, using their active and passive vocabulary, consolidate the knowledge gained during observations and excursions .

The game becomes a component of the formation of a social organism that develops in activities that develop speech.

I started working in the following areas: studying literature, working on creating a developmental environment, educational activities with children, interaction with parents.

During the school year, I studied relevant literature on this topic:

1. Vinogradova N. A. Role-playing games for older preschoolers. Moscow, 2011.

2. Krasnoshchekova N.V. Role-playing games for preschool children. Rostov-on-Don, 2013.

3. Filicheva T. B., Soboleva A. V. Speech development of a preschooler. Ekaterinburg, 1996.

4. Shvaiko G.S. Games and gaming exercises for speech development. Moscow, 1983. (pp. 3-8).

During the year I prepared and carried out:

Conversations about professions.

Organization of independent role-playing games (Clinic, Zoo, Theater, Supermarket, Beauty Salon, Nail Studio, School, etc.).

Compiling creative stories, stories from personal experience by children using diagrams - tips (“What I saw at a construction site”, “My dad is a builder”, “Teacher”, “My mother (father) is a doctor”), etc.

Board and printed games (“Who needs what for work”, “Professions”).

Watching videos on the topic “Professions of adults.”

Consultations for parents (“Role-playing games in the life of a child”, “The role of games in the life of a preschooler”, “The role of role-playing games in the upbringing of preschool children”). Parents were invited to play board games at home (to reinforce their children’s ability to take a leading role).

In the process of role-playing play, all aspects of the personality of a preschool child develop, including speech development. Role-playing game has a specific effect on the development of speech. In its process, children constantly communicate with each other and comment on their actions, which helps to consolidate the skills of using initiative speech, improving spoken language, enriching the vocabulary, and forming the grammatical structure of speech. Thus, role-playing games are the basis for the development of speech and the formation of communication skills, which are so necessary for every child in the future.

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Self-education report “Role-playing games as a means of developing coherent speech in preschoolers”

In the 2013-2014 academic year, I worked on the topic of self-education “Role-playing games as a means of developing coherent speech in preschoolers.”

Working with children, I came to the conclusion that many children need speech correction. And since play is the leading activity of preschool children, the easiest way to do this is in the process of role-playing play. Role-playing play plays a leading role in the formation of positive relationships among children and the formation of positive moral qualities of preschool-aged individuals.

The purpose of my work: the formation of the speech of preschool children with the indirect and direct participation of the teacher.

Based on the goal, the tasks that were solved in the process of forming positive relationships are determined:

Fostering the desire and ability to play together;

Developing collective play skills (the ability to negotiate, distribute roles and toys, rejoice at a friend’s success);

Cultivating a friendly attitude towards people, a desire and willingness to do something useful and pleasant for them. At the same time, he teaches children to outline the theme of the game (what we will play, perform certain actions together, not interfere, but help each other, independently and fairly resolve conflicts that arise.

To solve the problems, I outlined methods and techniques that I used to enrich the content of role-playing games.

The teacher plays the main role;

Individual play between the teacher and the child, with the teacher playing the main role;

Introducing figurative toys;

Parallel game technique;

Reception of role-playing game with continuation;

Activating communication between an adult and children during their play, aimed at awakening and independent application by children of new ways of solving a game problem, at reflecting new aspects of life in the game;

Telephone game;

Using dolls to play out scenes of life in kindergarten;

playing out imaginary situations with children.

In order to regulate gaming relationships, I used the following methods and techniques:

Participation of the teacher in the game (main role);

Use of a multi-character plot (2 doctors, 2 drivers);

Introducing a puppet character, setting rules of behavior on his behalf;

Updating play corners (introducing substitute items, removable panels);

Changing the gaming environment;

Observation;

Creating an imaginary situation: an announcement on an imaginary radio or TV about the opening of new “hospitals” and “shops”.

First of all, I created an emotionally prosperous atmosphere for the children. In the concept of “emotionally prosperous atmosphere” I included: establishing contacts with children, relieving emotional stress in play, developing partnerships. In the group, I created an appropriate subject-specific development environment and designed games that corresponded to the age characteristics of the children.

In the process of my work, I pay great attention to the formation of friendly and warm relationships between children and each other, believing that a lot here depends on a sensitive teacher who should teach children positive communication techniques, teach them to analyze the causes of conflicts and develop the ability to independently regulate them.

Conversations with children, in which I use situations created in the game, form in children ideas about an honest, fair attitude towards each other. Collective, well-coordinated relationships between large groups of players are formed when there is a real need to help another, an opportunity to act in common interests. Thus, the game creates situations in which there is a real need for mutual assistance and dependence on each other. Systematically offering the child such tasks in the game that can benefit other children increases the child’s responsibility, creates a friendly atmosphere in the group, and prerequisites for overcoming negative behavioral traits.

Forming the right relationships includes the development of children's organizational skills, initiative, and the basic ability to lead and obey.

Studying the role of speech in the regulation of behavior, A. R. Luria noted that through words a “mental” path is created that the child must follow: on the basis of speech, an image of an action or situation can be constructed in advance. As V.S. Mukhina points out, in preschool age, in the process of role-playing games, practical mastery of language occurs, speech becomes meaningful. The development of speech goes in several directions: its practical improvement is carried out in communication with other people during the game, at the same time, speech becomes the basis for the restructuring of mental processes, a tool of thinking. If the child is included in the role-playing game, the child begins not only to use speech, but also to understand its structure, which is important for subsequent mastery of literacy.

Play is the leading activity of a preschooler. It is through play that a child learns about the world and prepares for adult life. At the same time, play is the basis for a child’s creative development, the development of the ability to correlate creative skills with real life. The basic needs of a preschool child are expressed in play. First of all, a child is characterized by a desire for independence and active participation in the lives of adults. In play, the child takes on a role, trying to imitate those adults whose images have been preserved in his experience. While playing, the child acts independently, freely expressing his desires, ideas, and feelings.

Types of role-playing games:

Games with everyday themes: “house”, “seven”, “holidays”, “birthdays”. And in these games, games with dolls occupy a large place, through actions with which children convey what they know about their peers, adults, and their relationships.

Games on industrial and social topics that reflect people's work. For these games, themes are taken from the surrounding life (school, store, library, post office, hairdresser, hospital, transport (bus, train, plane, ship, police, firefighters, circus, theater, menagerie, plant, factory, mine, construction, collective farm , army).

Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.).

Games on themes of literary works, cinema, television and radio programs: “sailors” and “pilots”, Hare and Wolf (based on cartoon content, four “tankers” and a dog (based on movie content), etc. In these games, children reflect entire episodes from literary works, imitating the actions of heroes, adopting their behavior.

. “Director’s” games in which the child makes puppets speak and perform various actions. At the same time, he acts on two levels - both for the doll and for himself, directing its actions. Participants in the game think through a scenario in advance, which can be based on episodes from familiar fairy tales, short stories, or their own lives. Children “teach” the puppets of the puppet and finger theaters, and the toy theater to “act” in accordance with the role they take on, endowing them with literary or imaginary characteristics.

I started working in the following areas: studying literature, working on creating a developmental environment, classes with children, interaction with parents.

During the school year, I studied relevant literature on this topic.

Vinogradova N. A. Role-playing games for older preschoolers. Moscow, 2011.

Krasnoshchekova N.V. Role-playing games for preschool children. Rostov-on-Don, 2013.

Glukhov V.P. Features of the formation of coherent speech in preschool children with general speech underdevelopment. - M., Publishing house "Grail", 2001.

Filicheva T. B., Soboleva A. V. Speech development of a preschooler. - Ekaterinburg, 1996.

Shvaiko G. S. “Games and gaming exercises for speech development”, Moscow, 1983 (pp. 3-8)

During the year I prepared and carried out:

A series of activities with elements of a role-playing game (“My Family”, “Atelier”, “Profession – Sailor”, “Shop”.

Conversations (“Conversation about professions”, “Conversation about the work of a teacher”, “Conversation about the work of a traffic police inspector”, “Masters of their craft”).

Drawing classes (“Who will I be”, “Mom (Dad) at work”; drawing illustrations for favorite stories).

Organization of independent role-playing games (Clinic, Zoo, Theater, Supermarket, Beauty Salon, Nail Studio, School).

Compiling creative stories, stories from personal experience by children using diagrams - tips (“What I saw at a construction site”, “My dad is a builder”, “Teacher”, “Defender of the Fatherland”, “We want to become astronauts”, “I want to be a doctor” ", "My mom (dad) is a doctor").

Board and printed games (“Who needs what for work”, “Professions”)

Watching videos on the topic “Professions of adults”

Consultations for parents (“Role-playing games in the life of a child”, “The role of games in the life of a preschooler”, “The role of role-playing games in the upbringing of preschool children”). It was suggested that parents play board games at home (to strengthen the children’s ability to take a leading role).

In conclusion, I would like to say that in the process of role-playing play, all aspects of the personality of a preschool child develop, including speech development. Thus, role-playing play is the basis for the correctional and developmental activities of a child at this age.

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Self-education report “Development of coherent speech in children of senior preschool age using fairy tale telling”

Creative report on self-education

“The fairy tale poses and helps solve moral problems. In it, all the heroes have a clear moral orientation. They are either entirely good or entirely bad. This is very important for determining the child’s sympathies, for distinguishing between good and evil, for streamlining his ambivalent feelings. The child identifies himself with a positive hero.”

(L.F. Obukhova).

Full name of teacher: Parshikova Galina Vladimirovna

Self-education topic: “Development of coherent speech in children of senior preschool age through telling fairy tales”

Goal: - increasing the theoretical level, professional skills and competence.

Objectives: - development of free communication with adults;

Improve and develop monologue and dialogic forms of speech.

Learn to retell short tales and stories coherently, consistently and expressively, and develop the ability to compose your own fairy tales.

Relevance:

Currently, in connection with the introduction of the Federal State Educational Standard, the problem of speech development in preschool children is of particular relevance. The development of a child’s coherent speech is the most important condition for his full speech and general mental development, since language and speech perform a mental function in the development of thinking and verbal communication, in planning and organizing the child’s activities, self-organization of behavior, and in the formation of social connections. Language and speech are the main means of manifestation of the most important mental processes of memory, perception, thinking, as well as the development of other spheres: communicative and emotional-volitional. I have been working on this topic for two years now.

My work was focused on the formation of figurative speech of children of the older group in the process of becoming familiar with Russian folk tales. In this regard, we listened to and told fairy tales and staged dramatizations. With the help of Russian folk tales, it is possible to solve almost all problems of speech development methods, and this rich material can and should be used with the basic methods and techniques of speech development of older preschoolers. Russian folk tales in educational work with children were used in an integrated form, both in direct educational activities and in the process of independent activity (game, leisure, walk, individual routine moments). I based my work on the following basic principles:

On careful selection of material;

Integration of work with various areas of educational work and types of children’s activities;

Active inclusion of children in play activities;

Using the developmental potential of Russian folk tales in creating a speech environment.

The manual by the author L.V. Ryzhova “Methodology of working with a fairy tale” helped me master the art of using different forms of working with a fairy tale. Having studied this manual, I learned what place a fairy tale has in the pedagogical process, and by what means it is presented to children, and also helped me master the basic forms of working with fairy tales. The manual is based on generalized and systematized materials from research scientists Wenger, Tkachenko, Korotkova. It is very well shown that special attention in the methodological manual is paid to such a non-standard method as conducting experiments in the process of getting to know a fairy tale. Methodological guide “Development of creative thinking” in the process of working on a fairy tale by the author Olga Aleksandrovna Shiyan, presents a methodology for developing the creative thinking of a preschooler in the process of working on Russian folk and author's fairy tales. It was interesting for me to work with this manual, because it reveals how you can develop a child’s creative thinking by reading and telling him fairy tales.

Over the course of the year, I made and played didactic games with the children: “Match a picture for a fairy tale,” “Tell a fairy tale,” “Cut-out pictures based on fairy tales,” “Guess the fairy tale.” We made up fairy tales about our family with the children, and together with our parents we came up with riddles.

I conducted consultations for parents during the year: “A fairy tale is a lie - but there is a hint in it”, “The use of riddles as a means of developing expressiveness of speech.” On the “Open Day” there was an open screening of the Russian folk tale “The Turnip” for parents and teachers. Together with their children, parents took part in a master class on making puppets for the theater.

I spent a lot of time memorizing poems. For children and parents, she organized a “Chest with Poems”, where throughout the year she replenished it with interesting poems that can be learned with children.

Thus, the Russian folk tale, with its lively, expressive, colorful language, is an effective means of developing the figurative speech of older preschoolers. The main methods of working with a fairy tale are a conversation about what has been read, during which a wide variety of techniques are used, and dramatization, which promotes the conscious use of figurative words and expressions by children.

For the 2015-2016 academic year, I set a specific goal and objectives for the development of coherent speech, which involve the use of model schemes: composing creative stories, composing fairy tales, for memorizing poems, retelling literary works. Using the principle from simple to complex.

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Self-education report “Speech development in preschoolers through the development of fine motor skills”

teacher Melnikova I. E.

My topic for self-education is “Speech development in preschoolers through fine motor skills”

The outstanding teacher V. A. Sukhomlinsky wrote: “The child’s mind is at the tips of his fingers.” The Italian humanist and teacher, author of the world-famous method, Maria Montessori, used manual skills in her work with children. Everyone has long known how important it is to develop children’s fine motor skills from an early age. Therefore, I consider my topic of self-education to be relevant and significant at all times.

There are many techniques for developing a child’s mind. These include a variety of finger games, and exercises with various objects (pencils, pebbles, cones, counting sticks, etc., and all kinds of games - lacing, massage and self-massage of the hands).

It is known that the level of speech development of children is directly dependent on the degree of formation of fine movements of the fingers. And if the development of finger movements lags behind, then the development of the child is delayed.

In keeping with the goal of self-education, I began work to study the impact of fine motor development on my group of young children. From the very beginning of the school year, I systematized the available games and exercises for routine moments to develop fine motor skills. The general education program allows me, as a teacher, to expand and add to the vocabulary of students in all educational areas. Participation of my students in almost all MADOU events,

as well as in planned group activities of the school year, directly contributed to the development of speech. For example, the Autumn holiday, Carols, a Christmas tale, Maslenitsa, April Fool's Day, kindergarten birthday, etc.

I continue to work on replenishing the subject-development environment of the group and for the development of fine motor skills, among other things. We purchased games with exercises for finger exercises, we purchased simple children's construction sets, we draw not only using the classical method, but also use the imprint method. Modeling and manual labor help children confidently hold a pencil and pen, braid their hair and lace their shoes on their own, and make gifts for their loved ones for the holiday.

I consider working with parents to develop speech through fine motor skills during the school year constructive, namely, parents purchased gaming items for extracurricular and educational activities. The parents of many pupils actively collaborated with me as a teacher, strictly following pedagogical recommendations and assignments. Parents were offered consultations, conversations, a round table, and a master class in non-traditional drawing (with cotton swabs).

For the second academic year of work on the topic of self-education, I plan to make mandatory use of the developmental nature of education, adhering to systematicity and consistency in the selection of game exercises for the development of fine motor skills with the accompanying development of speech, keeping a mandatory account of the age and individual characteristics of my students already in the Secondary group.

Melnikova I. E.

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Analytical report on self-education “Activation of speech of children of primary preschool age”

Analytical report on self-education

“Activation of speech of children of primary preschool age”

Every year, life makes increasingly higher demands not only on us, adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks awaiting them, you need to take care of the timely and complete formation of their vocabulary. This is the main condition for a child’s successful education in the future. After all, through speech the development of abstract thinking occurs; with the help of words, the child expresses his thoughts.

What should be done to ensure that a child’s speech develops correctly?

Answers to these questions are sought by specialists from various fields of knowledge - psychologists, linguists, physiologists, defectologists, etc. They have obtained a large number of important facts and proposed interesting hypotheses to explain the mechanisms of speech.

The richer the vocabulary of a younger preschooler, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and meaningful his relationships with peers and adults are, the more active his mental development is. Therefore, it is so important to take care of the timely formation of vocabulary in children, starting from an early age.

The comprehensive development of a child is carried out on the basis of assimilating the centuries-old experience of mankind only through the child’s communication with an adult. Adults are the guardians of the experience of humanity, its knowledge, skills, and culture. This experience cannot be conveyed except through language. Language is “the most important means of human communication.”

The tasks of enriching the vocabulary of younger preschoolers are as follows: 1. expand the preschooler’s range of knowledge; 2. give children accurate ideas and concepts behind each word; 3. it is necessary to organize and systematize the preschooler’s vocabulary, children must see the similarities and differences between words; 4. activate the vocabulary of preschoolers; 5. enrich children’s vocabulary with new, bright and expressive words, 6. it is necessary to help children use vocabulary more widely in writing; 7. reveal the meaning of new words unfamiliar to the child.

One of the main tasks of vocabulary work with younger preschoolers is the enrichment, expansion and activation of vocabulary, the basis of which is the introduction into the child’s linguistic consciousness of thematic groups of words, synonymous series, antonymous pairs, polysemantic words.

Classes on vocabulary formation with younger preschoolers involve classes in which the following methods are used: observations, talking with children, assignments and tasks, conversations, storytelling, reading fiction, didactic games, lexical exercises, outdoor games, folklore, theatrical activities, etc. d.

There are two aspects to the development of the vocabulary of preschool children: the quantitative growth of vocabulary and its qualitative development, i.e. mastery of the meanings of words.

The development of social experience occurs throughout the child’s life. Therefore, vocabulary work is connected with the entire educational work of a preschool institution.

First of all, children learn

Household dictionary: names of body parts, faces; names of toys, dishes, furniture, clothing, toiletries, food, premises;

Natural history dictionary: names of inanimate natural phenomena, plants, animals;

Social science dictionary: words denoting phenomena of social life (people’s work, native country, national holidays, army, etc.);

Emotional-evaluative vocabulary: words denoting emotions, experiences, feelings (brave, honest, joyful, qualitative assessment of objects (good, bad, beautiful, words, the emotional significance of which is created with the help of word-formation means (darling, little voice, formation of synonyms (came - tagged along, laughed - giggled); with the help of phraseological combinations (run headlong); words, the actual lexical meaning of which contains an assessment of the phenomena it defines (decrepit - very old) (See: Shmelev D.I. Essays on the semasiology of the Russian language. – M., 1964.) ;

Vocabulary denoting time, space, quantity.

Children's active dictionary should contain not only the names of objects, but also the names of actions, states, characteristics (color, shape, size, taste, properties and qualities; words expressing specific (names of individual objects, generic (fruits, dishes, toys, transport) etc.) and abstract generalized concepts (good, evil, beauty, etc.). The mastery of such words should be based on the formation of knowledge of a conceptual nature, reflecting the essential features of objects and phenomena. In grammatical terms, these are words - nouns, verbs, adjectives, adverbs .

The use of various types of activities creates a child’s need to master speech. One of these activities, as research psychologists point out, is play. Game is a special type of human activity that arises in response to the social need to prepare the younger generation for life. It is important that the tasks of mastering speech are solved in unity with the tasks of the comprehensive development of the child.

The game has great importance for the physical, mental, moral and aesthetic education of children. First of all, the cognitive development of children is carried out in the game, since gaming activity helps to expand and deepen ideas about the surrounding reality, improve attention, memory, observation and thinking. The game also has a specific effect on the development of speech. It promotes children’s communication with each other, improvement of spoken language, enrichment of vocabulary, and formation of the grammatical structure of the language. In addition, in theatrical games (dramatization game, dramatization game, emotional expressiveness of speech develops. In a specific subject or situation. The game is an effective means of vocabulary work.

Theatrical activities add variety to the life of a child in kindergarten. It gives him joy and is one of the most effective ways of corrective influence on a child, in which the principle of learning is most clearly manifested: learn by playing. In the process of theatrical games: 1. Children’s knowledge about the world around them expands and deepens. 2. Mental processes develop: attention, memory, perception, imagination. 3. The development of various analyzers occurs: visual, auditory, speech motor. 4. Vocabulary, speech structure, sound pronunciation, coherent speech skills, tempo, expressiveness of speech, and the melodic and intonation side of speech are activated and improved. 5. Motor skills, coordination, smoothness, switchability, and purposefulness of movements are improved. 6. The emotional-volitional sphere develops, children become familiar with the feelings and moods of the characters, and master ways of expressing them externally. 7. Behavior correction occurs. 8. A sense of collectivism and responsibility for each other develops, and the experience of moral behavior is formed. 9. The development of creative, search activity, and independence is stimulated. 10. Participation in theatrical games brings joy to children, arouses active interest, and captivates them. Goals, objectives and content of work with children of primary preschool age Goals: development of sustainable interest in theatrical play activities; enriching children's vocabulary, activating it; improvement of dialogical speech, its grammatical structure; promoting the manifestation of independence and activity in playing with toy characters. The main directions of development of theatrical play consist in the child’s gradual transition: - from observing an adult’s theatrical performance to independent play activity; - from individual play and “side-by-side play” to play in a group of three to five peers playing roles; - from imitation of actions of folklore and literary characters to imitation of actions in combination with the transfer of the main emotions of the hero.

Russian folklore can play an invaluable role in solving these problems. The language of folklore works is striking in its simplicity, accuracy and beauty.

When becoming familiar with nature, children learn natural history vocabulary: the names of inanimate natural phenomena, plants, animals. The specific volume of the dictionary is determined based on an analysis of the program for introducing children to the life around them and environmental education.

Children of primary preschool age master the specific content of words they need for communication and denoting objects and natural phenomena, parts of objects, and actions with them.

Targeted walks are conducted with younger children as preparation for future excursions. The objects of observation are a park accessible to children, a vegetable garden on a kindergarten site, a forest, a field, a meadow. These observations are carried out repeatedly at different times of the year, in different weather. Children learn to name objects, phenomena of inanimate and living nature, signs of objects accessible to direct perception, and correctly use words denoting space and time. Children learn to answer the questions “what is this?” ", "who is this? ", "Which? ", "what is he doing? ", "What can you do with it? "

The enrichment and activation of the vocabulary occurs in the process of communication between the child and adults throughout his stay in kindergarten, in joint activities with adults. The most favorable conditions for vocabulary work with all children are created in special classes that enrich the child’s sensory experience. This is explained by the small number of classes and the small proportion of each child’s own speech. The practice of teaching only in the classroom does not ensure proper language development of children. Lessons with the same material can be repeated several times in the same form and with more complexity.

In vocabulary work with children, visibility is of great importance. She always activates children's speech and encourages them to make verbal statements. Therefore, direct observation of objects and phenomena is widely used, as well as visual clarity - toys and paintings.

A child can successfully master speech when he is taught not only in a preschool institution, but also at home and in the family. Propagation of knowledge among parents on the issue of children's speech development was carried out through conversations and consultations. Consultations were held on the topics: “Activating the speech of children of primary preschool age”, “Does your child speak correctly? ", "Use of didactic games for the development of vocabulary in children of primary preschool age." Visual campaigning is also organized - material on issues of children’s speech development is placed in special folders.

Practice has shown that success in speech development can only be achieved by using different forms and methods.

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It feels pleasant and smooth to the touch.

Lies on my palm

I can make a cat out of it,

Make a baby elephant or a bear,

A picture I saw in a book.

I look at him and wonder

I don’t know what to make out of it.

I crushed the lump a little,

I'll mold him arms and legs,

I'll mold his ears and eyes,

And together we will go to a fairy tale!

By developing fine motor skills of the fingers, we influence the internal organs of a person. It has been proven that one of the indicators of the normal physical and neuropsychic development of a child is the development of the hand, manual skills, or, as they say, fine motor skills. Based on modern research, experts draw conclusions about the development of the central nervous system and its brain based on the skill of children’s hands.

By training our fingers, we have a powerful impact on the performance of the cerebral cortex, which subsequently affects the preparation of the hand for writing. By developing fine motor skills in preschoolers, we also develop the language apparatus.

Fine motor skills of the hand can be developed through various activities both in kindergarten and at home.

I chose the section Artistic and Aesthetic Development.

The program for artistic and aesthetic development provides for: developing interest in various types of art, forming artistic and figurative ideas, developing creative abilities in drawing, modeling, appliqué, learning the basics of creating artistic images, developing practical skills and abilities in various types of artistic activities; development of sensory abilities familiarization with the best examples of domestic and world art

The purpose of my work: The influence of fine motor skills on the creative abilities of preschool children using testoplasty.

Study of educational and scientific-methodological literature;

Raising the general cultural level among parents

Develop a long-term plan for working with children on testoplasty. - Development of creativity and imagination, imaginative thinking and curiosity, observation and imagination in children.

To solve the problems, we use Tamara Semenovna Komarova’s methodology, which does not include lessons in modeling from salt dough. You can sculpt from plasticine and clay, but it is also interesting to try something new, for example, salt dough.

In my work on developing fine motor skills with children, I preferred to use an unconventional technique of visual activity - testoplasty.

Advantages of salt dough over plasticine and clay:

You can prepare it at any time without spending extra money.

Easy to clean and leaves no marks.

Safe if ingested.

Doesn't stick to your hands when sculpting.

Can be air dried.

You can sculpt from colored dough and you can paint the finished product.

Modeling helps develop the sense of touch in both hands. By conveying the shape of an object, the child actively uses all fingers, and this contributes to the development of speech. Modeling is closely related to play, since three-dimensional figures stimulate children to play with them. Testoplasty work has a complex effect on the development of the child:

Increases sensory sensitivity;

Develops general manual skill and fine motor skills;

Synchronizes the work of both hands;

Forms the ability to plan work and make changes;

Develops the child's creativity.

Modeling is the most tangible form of artistic creativity, and the product is created by the hands of a child, which means that the level of skill depends on using one’s own hands, and not a pencil, scissors or a brush. Modeling relieves excessive emotional stress and helps the child relax.

In the process of modeling dough, you can use various types of materials:

beads, fruit pits, seeds and dried flowers, garlic press, comb, wheels, bows, twigs, ears, shells, spaghetti of various lengths and thicknesses, buttons, toothpick, ballpoint pen cap, old ballpoint pen refill, cookie cutters, attachments for a culinary syringe, beautiful buttons, beads, chains, threads, create impressions of your palms, as well as various objects. At the same time, children's coordination and accuracy of movements improve, their hands develop, and their fingertips become more sensitive.

To paint crafts, you can use gouache and acrylic paints. You can add dye to the water when kneading the dough, as your imagination dictates based on the plan. This process is also creative; no two crafts or works are identical.

Kneading salt dough and adding color is almost an experimental activity. What mixes with what? What dissolves?

Why, if the salt is coarse, are its crystals visible? Cognitive interest and a desire to take an active part in this process develop.

The testoplasty training system I developed is intended for working with children of primary preschool age.

Event plan

10. Musical games.

11. Use of folklore works.

In my work, I used all the listed speech development techniques, but most of all I used the techniques of folklore works. Since this technique allowed me to develop children's speech in an accessible and interesting way.

The use of play songs and nursery rhymes brought great joy to the children. Children learned to play with words, sounds, phrases, to capture the specific sound of their native speech, its expressiveness, and imagery.

Children easily remembered nursery rhymes. They began to introduce nursery rhyme words into their games. The use of role-playing games developed the motor activity of children, which is closely related to the formation of speech activity.

Reading fiction and preparing these works and staging fairy tales provided an understanding of the content, restored verbal interaction with the child, and laid the foundation for the development of imaginative perception and visual imaginative thinking.

Expressive speech and emotional performance evoked pleasure and joy in the children.

Thanks to folklore, children easily adapted to kindergarten, speech begins to develop because the child tries to repeat all the works after the teacher, accompanying everything with finger play, and through the development of fine motor skills of the hands, speech also develops.

Thanks to the use of oral folk art, the physical and mental development of the child, the development of speech inherent in this age, occurs with extraordinary speed.

“Fulfillment of program requirements for the section “Speech development””

Dates: from 11/21/16 to 11/25/16

Responsible:

Head of MBDU "Solnyshko" - N.A. Varenik

senior teacher - A.N. Leshukova

Tasks:

1. Assess teachers' knowledge of speech development methods for preschool children.
2. Analyze the level of work planning.
3. Assess the conditions for children's speech development.
4. Assessing the effectiveness of speech development classes.
5. Analysis of a survey of children's speech development.
6. Application. Questionnaire for parents.

Basic forms and methods of control

1. Express survey of teachers.
2. Analysis of teachers' calendar planning.
3. View classes.
4. Review study of the developmental environment in groups

Assessment Toolkit

1. The level of teachers’ mastery of theoretical and practical issues on children’s speech development.
2. Competency in writing work plans.
3. Correspondence of the lesson topic to the control topic.
4. Literacy in the design and content of the development environment.
5. Creative structure of work with parents.

6 groups took part in the thematic audit:

• 2nd early age group “Droplet”
• 2nd junior group “Stars”
• 2nd junior group “Fireflies”
• Middle group “Sunny Bunnies”
• Senior group "Smeshariki"
• Preparatory group "Bees"

Conclusions:

Thematic control aimed at studying the work of teachers with preschool children on speech development showed:

1. Competence of teachers in children’s speech development (rapid survey)

It is impossible to form a child’s personality without mastering good, literate speech. Without specially organized training, speech development will be spontaneous and poor. Targeted learning involves activities, games, and individual communication. It is important to remember that the most important thing is the word of an adult: how competent, expressive, and rich the speech of a teacher is, the child will imitate the speech of an adult.

1. Verification of documentation of teaching staff

Analysis of the calendar planning of work on speech development indicates compliance with the requirements of the program, taking into account age characteristics, and the systematic nature of the material being studied. Teachers are always ready for classes and conduct them regularly. In the morning, teachers plan articulation, finger, breathing exercises, phonetic rhythms, lexical exercises, logorhythmic exercises, word games aimed at expanding and activating children’s vocabulary, and individual work is planned. In order for children to express their creativity, role-playing games, theatrical activities are planned, and riddle evenings are organized.

Analysis of planning in the 2nd junior group “Zvezdochki” (teachers E.M. Tantseva, S.A. Voronina) showed that educators have built a system of work to teach children their native language and familiarize them with fiction, but work to improve the sound culture of speech and grammatical correctness of speech is not always carried out effectively. Vocabulary work should be carried out closely with work on improving the grammatical structure of speech (word formation, inflection, etc.)

It is necessary to constantly monitor the correct formation of sound pronunciation when preparing:

Articulatory apparatus;

Clarifying the pronunciation of sounds;

Consolidating sound in words, phrasal speech.

The entire way of life in the group should contribute to the constant development of children's speech.

In the second junior group “Fireflies” (teachers I.S. Turbovskaya, A.A. Gupalik) the organized and systematic activities of educators on the development of children's speech are traced. Work on speech development is carried out in classes of various types and outside classes - in the morning, on walks, during individual lessons. Gaming and health-saving technologies (theatricalization, didactic speech games) are actively used. Children quite successfully master everyday vocabulary, which helps them communicate. It is necessary to pay special attention to games for the formation of phonetic hearing and the sound culture of speech. Children need to be helped in the formation of correct and clear sound pronunciation.

Analysis of plans in the middle group “Sunny Bunnies” (teachers Rukhlyadko A.A., Voronina S.A.) showed that educators are planning work to develop the speech of children of this age.

Educators must teach children to answer questions clearly and meaningfully, therefore the development of coherent speech should be carried out in conjunction with the formation of a vocabulary and grammatically correct speech through a variety of speech games.

A special place in working with children of middle preschool age is occupied by teaching storytelling. The work on teaching children to compose stories about a subject based on a picture is not sufficiently disclosed in the plans; come up with your own picture using handout pictures that specify the topic given by the teacher (meetings in a forest clearing, on the seabed, etc.).

In this group, teachers prepare children for retelling, play dramatization games, improvise games, and read poems by role.

Systematic work is being carried out to educate the sound culture of speech in children of this age, games are held to develop phonemic hearing and the correct pronunciation of all sounds of the native language, especially whistling, hissing and sonorant sounds, but you should constantly correct the child’s pronunciation in everyday life and remind him that he must monitor your speech. Educators also need to develop in children the sound and intonation expressiveness of speech, the ability to measure the volume of their voice, speak at a measured pace, pronounce words correctly and clearly, put emphasis on them, and improve speech breathing.

In order to please children and check whether they have forgotten familiar fairy tales, short stories, poems, and tongue twisters, teachers conduct literary quizzes.

Analysis of planning in the senior group “Smeshariki” (teachers: Tikhonyuk A.M.,Kaiser A.V.) showed that the specific planning of a controlled topic can be mainly traced in educational activities, on walks, in children’s independent activities, in individual and subgroup work, didactic and outdoor games. Insufficient attention is paid to role-playing games, leisure and entertainment; plans do not always include work with parents to develop children’s speech abilities, which should be given special attention. When planning, educators need to reflect and carry out work on retelling works of art, composing stories based on a picture, a series of plot pictures, from experience, about what they saw. It is necessary to diversify speech games on ZKR and preparation for literacy.

The plans for educational work include various games, work in a corner of nature, conversations about the signs of autumn, the use of literary words; individual work on speech development - memorizing poems, songs, conversations in the morning and evening.

In the preparatory group "Bees"(teachers: Bogdan.I.Yu, Kaiser A.V.) during the inspection it was revealed that word games and games-exercises for children are planned to develop the skill of using correct intonation in their own speech, to develop the perception of the timbre color of the voice, to develop strength and height and the timbre of the voice “Who is screaming?”, “Who is louder, who is quieter?” on the ability to coordinate the tempo of movements and speech when carrying out phonetic rhythms, on the development of coherent speech, use cognitive and speech games. It is necessary to recommend these games and exercises to parents. But retelling work is not visible in the plans.

There are few plans for role-playing games, games of a new generation (Ministry of Emergency Situations, Bank, Clinic for Animals, Family Budget, etc., director's games, fantasy games.)

Recommendations: Every day, in the calendar plan, display vocabulary work with children, individual work on the sound culture of speech, pay attention to speech education, setting and practicing the necessary sounds. Constantly plan speech games in the “Phonetic exercises + speech game” section, didactic games on speech development; indicate in the “Art Liter” section the author of the work being studied, according to the “From Birth to School” program. When planning classes on speech development, all educators should ensure that goals and objectives are correctly formed and written, depending on the type of speech development class.

In all age groups, you should periodically check how well children know software works. When conducting cross-sectional work, you should avoid questions such as: “What fairy tales (stories) do you know? Name them,” “What poems do you remember?” It is advisable, focusing on the list of works for a particular age group, to select 5-6 works of different genres and remind children of the beginning of the work or an excerpt from it. If a child knows a fairy tale (story), he will remember its name (in his version) and content. If we are talking about a poem, then the adult should start reading it himself, and then invite the child to continue reciting it.

When planning role-playing games, plan the preceding and subsequent work (conversations, looking at paintings and pictures, etc.). Think through the planning of games of a new generation related to phenomena of social life and containing elements of novelty. Actively manage the role-playing game: teach role-playing actions, help carry out dialogues in the process of developing games, etc.

It is necessary to talk with parents, explaining to them the importance of children’s speech development and finding a timely solution to correct speech disorders. Organize thematic exhibitions for students and parents aimed at improving children’s speech. Show great creative initiative in working with parents on the speech development of pupils.

Term - permanent, responsible - group educators.

1. Organization of a developing subject-spatial environment in groups

In the groups, a subject-spatial environment has been created for the speech development of children. There are sets of story pictures on speech development, a variety of didactic material, and a library for children.

The created subject-developmental environment is competently used by teachers for collective and individual work with children on the development of coherent speech.

Each age group has a book corner, where books according to the age of the children are located on the shelves. Fiction is selected by teachers wisely; there are several books by one writer and one illustrator. Children love to look at illustrations and “read” books in the corners. Group teachers periodically organize exhibitions of books by one writer.

But not all groups have a sufficient number of didactic, developmental, board-printed and creative games made in factories rather than hand-made ones.

In the zone of plot-role-playing games, appropriate conditions have been created for the emergence and development of the plot of the games. All pedagogical games are appropriate and appropriate for the age of the children. The teachers have done a lot of work to create a play and theatrical area in the groups, which contains attributes for different types of theater.

In the areas of role-playing games of almost all groups there is a sufficient amount of gaming equipment and attributes. Not every group has a flannel and screens for acting out and displaying fairy tales.

All groups have methodological literature and manuals on the speech development of pupils.

1. Assessing the effectiveness of speech development classes

The main purpose of attending classes on speech development was to study the level of development of coherent monologue speech, the formation of a sound culture of speech, and the identification of methods and techniques for working with children.

In the preparatory group A literacy lesson was held on the topic: “Syllable structure of words” Teacher Bogdan I.Yu. The lesson was structured methodically correctly, the teacher’s speech was clear and emotional. The program content corresponded to the age and knowledge of the children. The lesson was aimed at developing the ability to divide two- and three-syllable words into syllables, clearly pronounce each part of the word; teach to establish the sequence of syllables in words, enrich children's vocabulary, activate coherent speech when answering questions. During the lesson, elements of health preservation were used (exercise on breathing development, relaxation)..

The teacher reminded the children about the rules of behavior in the group during the lesson. At each stage of the lesson, the teacher effectively used gaming techniques. The children coped with the tasks and game exercises for speech development, but sometimes got confused with the answers due to unclear explanation of the rules of the game and made speech errors. If speech errors are made, correction by an adult is necessary. In the preparatory group, it is necessary to more often use methods and techniques that increase the cognitive activity of children and encourage them to draw conclusions. During the lesson, it was possible and necessary to use handouts (diagrams, signal cards, etc.) When summing up the lesson, think through questions

- What did we teach him?

— What new things have you learned?

What was unclear about syllables?

Assessment of children's activity using the character Kitten, who came to class.

Recommendations: Pay attention to children’s posture throughout the lesson, involve passive children in communication. The teacher should use more effective methods of motivation and interest of inactive children.

In the older group There was a lesson on speech development on the topic: “Kindness.” (voice Tikhonyuk A.M.) The lesson is structured methodically correctly, the teacher’s speech is clear and emotional. The program content corresponded to the age and knowledge of the children. The teacher thought in advance about the organization of children in the lesson (alternating different types of children’s activities: sitting, standing on the carpet), and also used pedagogical technology of problem-based learning, which forms the ability for analytical and synthetic activities. The lesson was aimed at enriching children's vocabulary and activating coherent speech. During the lesson, various methods and techniques were used: looking at a picture, working with artistic words, working on the sound culture of speech, the grammatical structure of speech, and activating the dictionary. Organized activities began in the locker room using elements of health care and phonetic rhythms with the pronunciation of vowel sounds. At the organizational moment there was motivation and stimulation of children's interest - to do good around them! Be friendly and friendly towards the world around you. It is advisable to use a fairy-tale character during the lesson. Children use grammar and vocabulary freely when expressing their thoughts. Basically, the children were active during the lesson, followed the teacher’s instructions, showed interest in the activity, but often the teacher does not have the patience to listen to the children’s answers, he himself gives ready-made answers and requires exact repetition from the children. Throughout the lesson, the teacher ensured that the children answered in complete sentences. Children know a lot of poems and proverbs (this work is carried out systematically; children have well-developed memory and auditory perception).

Many children have a fairly developed active vocabulary, but at the same time, many have difficulty constructing complex sentences. The children completed many speech tasks; the teacher constantly intensified speech activity with leading questions that were exploratory in nature.

Recommendations: Correctly select and think through questions when conducting a summary of educational activities. There must be complete reflection at the end of the lesson. One of the main requirements for conducting classes is to conduct an analysis of children’s activities after each type of children’s activity. (Can be done in the form of a game: “Continue the sentence”)

• today I found out...
• it was interesting to know...
• it was difficult to do...
• now I can decide..
• I learned…
• I managed…
• I was able...
• I'll try it myself...

All educators should familiarize themselves with the consultation: “Development reflections in preschool children"

The teacher needs to achieve clear pronunciation of the sound being practiced using alternation of choral and individual responses, a combination of speech responses with practical actions, and develop the ability to accurately express one’s thoughts and feelings. Not all children answered the questions. It is necessary to pay attention to all children, to achieve correct and complete answers. Children answer in one word, get distracted, and don’t hear the teacher.

Recommendations: Prepare for classes in a timely and thorough manner, think through the course of the lesson, the necessary equipment and materials, and think through the questions asked of the children. When familiarizing yourself with sounds and practicing them, preliminary preparation is required.

In 1st junior group(teacher Myakaeva A.A.) a lesson on speech development “Goat and little goats” was held. Teacher Myakaeva A.A. The teacher prepared in advance for the lesson (alternating different types of activities, high-quality preparation of visual materials, using audio playback of the goat’s “song”) The lesson was structured methodologically correctly, the teacher’s speech was clear and emotional. The program content corresponded to the age and knowledge of the children. The lesson was aimed at developing the ability to understand an adult’s speech, answering questions, enriching children’s vocabulary, and activating coherent speech. The following methods and techniques were used in the lesson: creating motivation, using artistic words, acting out a fairy tale, strengthening the skill of a certain tempo and rhythm, imitating an adult. The children were active during the lesson and followed the teacher’s instructions; showed interest in events occurring around them and from joint activities, expressed verbal and non-verbal means: joy, delight, sadness.

R recommendations: Throughout the entire lesson, the teacher should involve passive children in communication and call himself by his first name and patronymic. At each lesson, use elements of articulatory gymnastics, exercises for the development of facial muscles, speech breathing, singing vowel sounds.

In order to improve the level of work of educators, we recommend:

1. Educators should avoid their own monologue in the classroom and actively develop children’s dialogical speech, giving them the opportunity to engage in casual conversation with adults. Constantly
2. Do not limit the activity of children in class, giving the child the opportunity to think about his answer, bring it to its logical conclusion, providing for variability. Avoid stock answers. Constantly
3. Systematically carry out work to enrich the monologue speech of preschoolers, compose descriptive stories based on the teacher’s model, stories on a planned topic, retelling works, using innovative technologies. Constantly
4. Avoid the predominance of direct methods of influencing the child, widely use active and interactive forms, methods of working with children, handouts taking into account the capabilities of children.
5. Teachers of all groups should update and produce didactic games, handouts and demonstration aids for the development of speech creative competence in children. until 09/01/2017
6. Plan and conduct events (holidays, literary evenings, fairy tale plays in older preschool age for showing to children) dedicated to the work of writers, poets, book illustrators;

intensify forms of work to introduce children to reading: organizing educational activities to familiarize themselves with the biography of writers, creating a Book Hospital, homemade books, designing layouts based on favorite fairy tales, celebrating the name day of a work, creating family libraries, a competition of small books, a reading competition, conducting speech motor gymnastics, phonetic rhythms, logorhythmics.

1. In terms of routine moments, in the free communication of adults with children, to intensify work on developing motivation for speech actions, planning verbal games, games-exercises for children to develop the skill of using correct intonation in their own speech “What does anyone need for work”, to develop the perception of timbre coloring the voice “Guess it”, cultivating the strength, height and timbre of the voice “Who screams what?”, “Who is louder, who is quieter?” on the ability to coordinate the tempo of movements and speech “Round dance”, “Who is your neighbor?”, to work on speech breathing, use exercises “Windmill”, “Soap bubbles”, “Storm in a glass”, to develop coherent speech use cognitive and speech games. Recommend these games and exercises to parents.

responsible: group teachers; term: permanent

1. Diversify the forms and methods of working with parents to develop children’s speech activity. Systematically and specifically plan work with parents.

responsible: group teachers; term: permanent

9. It is obligatory for all teachers of the MBDU “Solnyshko” to review and study the Program and methodological recommendations for working with children 2-7 years old “Speech development in kindergarten” by V.V. Gerbova.

1. Analysis of a survey of children's speech development

Young children

An analysis of the survey of children's speech development showed that it is necessary to systematically and in-depth carry out work on the speech development of young children.

Older children:

• develop intensity, depth, duration of speech breathing;
• ability to: distinguish between hard and soft sounds in pairs of words, listen and understand what is perceived by ear, observe the articulatory apparatus and highlight the position of the lips and tongue when pronouncing individual sounds, catch rhymed endings and select rhymes for given words, distinguish and convey the intonation coloring of a phrase depending on the character or behavior of the partner, fairy-tale characters, speak at different paces and with different voice strengths, distinguish by ear a tongue twister, counting rhyme, riddle, proverb.

Continue to form and activate vocabulary through the development of skills to understand and use words to denote names, features and actions associated in all areas of life

• the ability to combine words grammatically correctly in your speech; using forms of address to peers and adults, in particular using respectful pronouns You, You, You; agree numerals, adjectives; change verbs, names of actions;
• The ability to express a request, apology, gratitude, sympathy, persuasion, proof, defense, assumption, etc.;
• Exercise in the ability to say your name, the street where the family lives, the names and surnames of your parents, brother (sister), grandmother, grandfather, their profession, place of work, talk about themselves, about a friend (girlfriend), their pets (animals);
• Learn to work in detail with a children's book: find the location of the author's surname, title, look at the drawing on the cover and try to guess the content of the work, listen carefully to poems, short stories, legends, fairy tales and answer the questions: what was being told? about whom? who is which? and so on.; use the library in the group room.

When working with parents, educators also need to plan events (parent meetings, consultations, offer information in parent corners) on issues of sensitivity to speech development in preschool age.

An analysis of the survey of children's speech development showed that it is necessary to systematically and in-depth carry out work on the speech development of MBDU children.

Thus, thematic control showed that the speech development of children in the Solnyshko Municipal Children's Educational Institution corresponds to a sufficient level of program requirements. Many children have not developed coherent speech, the signs of which are content, logic, and consistency. Most children have a problem with the development of the sound side of speech, which is not only a prerequisite for the formation of the grammatical structure of speech and learning to read and write, but also an indicator of the speech development of the child as a whole. Therefore, some children experienced difficulties in presenting the material.

It is necessary to build all classes on a play basis and strive for developmental learning. The impact of a particular game on children largely depends on the personality of the teacher, on his interests and inclinations.

There can be no country of childhood without an exciting game. The more varied and interesting the children’s games, the richer and wider the world around them becomes, the brighter and more joyful their lives.

In conclusion, let us remember the wonderful words of A. S. Makarenko: “Play is important in a child’s life, it has the same meaning as activity, work, service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs, first of all, in play. And the whole history of an individual as an activist and worker can be represented in the development of play and its gradual transition into work.”

The certificate was compiled by:

senior teacher Leshukova A.N.

APPLICATION

Questionnaire for parents

65 parents took part in the survey “The importance of speech development in the full development of a child”

1. Who do you think should be involved in the development of a child’s speech?Parents - 13 - 20%

Dkindergarten - 2 - 3.1% Jointly - 50 - 76,9%

1. What do you think is the main goal of speech development in kindergarten:

Teach children to listen to literary works of different genres; - 7-10,7%

Develop speech in children; - 18 - 27,7%

Learn to retell and dramatize short literary works; - 8 - 12,3%

Develop thinking, memory, attention, imagination? - 39 - 60%

1. How important, in your opinion, are speech development classes in preschool age? What is their importance?

Important - 57 - 87.7% - the child expresses his thoughts well, in preschool age the correct pronunciation of sounds is formed, speech is directly related to thinking, perception of the world around him, important for the child’s confidence when communicating with peers and adults, for obedience, skill, perseverance, the importance lies In teaching a child the alphabet, teaching a child to count, skills and abilities are formed.

Did not answer - 6 - 9.2%

Don't know - 1 - 1.5%

1. Do you think that conditions have been created in kindergarten for the child’s speech development?

Yes - 60 - 92.3%

Did not answer - 2-3.1%

Possibly created - 1 - 1.5%

At first glance, no, but I could be wrong, because I don’t see what happens during the day - 1-1.5%

1. Does your child often show interest in books at home?

Often - 47 - 72.3%, infrequently - 16 - 24.6%, 2 - did not answer

1. What are you doing to maintain this interest?

We read, look at pictures, learn poetry, read, retell, memorize, buy books, read aloud in roles, talk about the material we read, conduct joint family readings of literature of different genres, a strange question - maintain interest, read, retell, study; interactive books; I ask her to read something to me; change books periodically; I sit with him, help, read;

1. What books do you have at home?

Classic children's collections; R. n. fairy tales; ABCs, books about animals, primer, children's Bible, encyclopedia, novels, detective stories, historical, science fiction, all sorts of anthologies, we go to the children's library, collections of classical literature; poetry, stories, coloring books, scrapbooks.

1. How often do you devote time and attention to reading together with your child?

Often - 47-72.3%

Rarely - 10 - 15.4%

Did not answer - 3 - 4.6%

We don’t read together, because he doesn’t know how to read yet, he looks at and comments on pictures, at the child’s request, on weekends, we rarely read due to lack of interest in reading - 5 - 7.7%

1. Does your group have visual information on children’s speech development? How useful is it for you?

• Information is absent; - 1 -
• The information is there, but the teacher never draws our attention to it; -1
• There is information, but it is extremely scarce;
• I don't pay attention to her; - 5
• The information is interesting, but has no practical significance for me; - 3
• There is too much information, it is difficult to choose something useful; - 1
• Visual information is interesting and useful for me. - 50

It is absolutely worth paying attention to parents

1. What kind of help do you need from a kindergarten teacher regarding the problem of your child’s speech development?

- production of some sounds; correct pronunciation of some letters; the child puts letters in words incorrectly; give homework assignments so that there is more responsibility; conduct individual lessons; the speech therapist is aware of my child’s problems; teach how to pronounce the letter “r”; speech correction; correct pronunciation of words containing the letters “l, r, x, f”; inflects words incorrectly.

Introduction

Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. However, nature gives a person very little time for the emergence and development of speech - early and preschool age. During this period, favorable conditions are created for the development of speech, the foundation is laid for written forms of speech - reading and writing, and the subsequent speech and language development of the child.

The role of a child’s speech development in preschool age is difficult to overestimate. Mastering speech rebuilds the processes of perception, memory, thinking, improves all types of children's activities and the “socialization” of the child. In psychological, linguistic, psycholinguistic studies of children's speech by such scientists as Vygotsky L.S., Zaporozhets A.V., Lisina M.I., Shakhnarovich A.M., Zhukova N.S., Filicheva T.B., it was proven that any disturbance in the development of speech affects the activities and behavior of children.

In a modern preschool educational institution, a lot of attention is paid to the development of children's speech. The speech development of older preschoolers is characterized by a fairly large and varied vocabulary, which continues to expand, most children correctly pronounce the sounds of their native language, and the stage of mastering the grammatical system of the language is basically completed. The tasks of speech development continue to be enriching the vocabulary, forming grammatically correct speech, nurturing the sound culture of speech, and developing coherent speech. All these tasks are quite successfully implemented in the preschool educational institution. But the ultimate goal is mastery of speech as a means of communication.

According to research, children of senior preschool age achieve a relatively high level of development of coherent speech. The formation of coherent speech allows preschoolers to successfully engage in various forms of communication (business, cognitive, personal). But all this can be realized through the organization of effective forms, methods and techniques, due to the use of the most rational means of teaching. However, in order to build correct and effective work, first of all, it is necessary to identify violations and deficiencies in the child’s speech development, which is carried out in the process of diagnostic research. Corrective and preventive work must begin with diagnosis, which is the initial stage of work.

Diagnosis of the speech development of preschool children involves the selection of tools and methods that can be used to objectively assess the speech capabilities of preschool children.

The problems of diagnosing the development of speech in preschool children were considered in the studies of P. Davidovich, O.S. Ushakova, A.I. Maksakova, G.V. Chirkina and others.

An object research – speech development of preschool children.

Item research – diagnostics of children of senior preschool age.

Target research: to identify the features of diagnostic activities to identify the level of speech development of older preschoolers.

Tasks research:

Conduct an analysis of psychological and pedagogical literature on the study of the problem of the development of coherent speech in preschool children;

Determine the features of speech development in preschool children;

To identify the specifics of diagnosing the development of preschool children;

Conduct a diagnostic study to identify the level of speech development in children of senior preschool age;

Analyze the results and offer methodological recommendations.

Research methods: theoretical analysis of literature on the research problem; observation; testing; mathematical data processing.

Chapter 1. Theoretical and methodological analysis of the problem of development of coherent speech in preschool children

1.1. Psychological and pedagogical aspect of studying coherent speech in preschool children

As you know, the development of speech is closely related to the development of consciousness, knowledge of the surrounding world, and the development of personality as a whole. The central link with which a teacher can solve a variety of cognitive and creative problems is figurative means, or more precisely, model representations. Proof of this is many years of research conducted under the leadership of L.A. Venger, A.V. Zaporozhets, D.B. Elkonina, N.N. Poddyakova. An effective way to solve the problem of developing a child’s intelligence and speech is through modeling. Thanks to modeling, children learn to generalize the essential features of objects, connections and relationships in reality. A person who has ideas about connections and relationships in reality, who owns the means of determining and reproducing these connections and relationships, is necessary today for society, in whose consciousness significant changes are taking place. Society is trying to comprehend and rethink reality, which requires certain skills and certain means, including the ability to simulate reality.

It is advisable to start teaching modeling in preschool age, since, according to L.S. Vygotsky, F.A. Sokhina, O.S. Ushakova, preschool age is the period of the most intensive formation and development of personality. As the child develops, he actively masters the basics of his native language and speech, and his speech activity increases. Children use words in a wide variety of meanings, express their thoughts not only in simple but also in complex sentences: they learn to compare, generalize and begin to understand the meaning of the abstract, abstract meaning of a word.

The assimilation of the abstract meaning of linguistic units, conditioned by the mastery of the logical operations of generalization, comparison, juxtaposition, and abstraction, makes it possible to use modeling not only to solve problems of the development of logical thinking of a preschooler, but also to solve problems of speech development, especially coherent speech. The degree of development of the problem and the theoretical basis of the study. Features of children's mastery of language and speech in a variety of aspects: the connection between language and thinking, the connection between language and objective reality, the semantics of linguistic units and the nature of their conditionality - have been the subject of study by many researchers (N.I. Zhinkin, A.N. Gvozdev, L. V. Shcherba). At the same time, researchers call text mastery as the main result in the process of mastering speech. Features of the development of coherent speech were studied by L.S. Vygotsky, S.L. Rubinstein, A.M. Leushina, F.A. Sokhin and other specialists in the field of psychology and methods of speech development.

According to the definition of S.L. Rubinstein, a coherent speech is a speech that can be understood on the basis of its own subject content. In mastering speech, believes L.S. Vygotsky, the child goes from part to whole: from a word to a combination of two or three words, then to a simple phrase, and even later to complex sentences. The final stage is coherent speech, consisting of a number of detailed sentences. Grammatical connections in a sentence and connections between sentences in the text are a reflection of connections and relationships that exist in reality. By creating a text, the child models this reality using grammatical means.

The patterns of development of children's coherent speech from the moment of its emergence are revealed in the studies of A.M. Leushina. She showed that the development of coherent speech goes from mastering situational speech to mastering contextual speech, then the process of improving these forms proceeds in parallel, the formation of coherent speech, changes in its functions depend on the content, conditions, forms of communication of the child with others, and is determined by the level of his intellectual development. The formation of coherent speech in preschool children and the factors of its development were also studied by E.A. Flerina, E.I. Radina, E.P. Korotkova, V.I. Loginova, N.M. Krylova, V.V. Gerbova, G.M. Lyamina.

The methodology for teaching monologue speech is clarified and supplemented by the research of N.G. Smolnikova on the development of the structure of coherent utterances in older preschoolers, research by E.P. Korotkova about the peculiarities of preschoolers’ mastery of various functional types of texts. Methods and techniques for teaching preschoolers coherent speech are also studied in many ways: E.A. Smirnova and O.S. Ushakov reveal the possibility of using a series of plot paintings in the development of coherent speech; V.V. writes quite a lot about the possibility of using paintings in the process of teaching preschoolers to tell stories. Gerbova, L.V. Voroshnina reveals the potential of coherent speech in terms of the development of children's creativity.

But the proposed methods and techniques for the development of coherent speech are more focused on the presentation of factual material for children's stories; intellectual processes that are significant for the construction of the text are less reflected in them. Approaches to the study of coherent speech of a preschooler were influenced by research carried out under the guidance of F.A. Sokhina and O.S. Ushakova (G.A. Kudrina, L.V. Voroshnina, A.A. Zrozhevskaya, N.G. Smolnikova, E.A. Smirnova, L.G. Shadrina). The focus of these studies is the search for criteria for assessing the coherence of speech, and as the main indicator they highlight the ability to structure a text and use various methods of connections between phrases and parts of different types of coherent statements, to see the structure of the text, its main compositional parts, their interrelation and interdependence .

Thus, the analysis of psychological and pedagogical literature allowed us to discover a contradiction between the characteristics of the speech development of a child of senior preschool age and the theoretical justification for the use of modeling in teaching senior preschoolers coherent speech, between the needs of practice in the use of modeling in the development of coherent speech and the lack of pedagogical technologies oriented on modeling in the work on developing text skills in preschoolers.

1.2. Specifics of speech development in preschool children

Every year, life makes increasingly higher demands not only on adults, but also on children: the amount of knowledge that needs to be passed on to them is steadily growing. In order to help children cope with the complex tasks awaiting them, you need to take care of the timely and complete formation of their speech. This is the main condition for successful learning. After all, through speech the development of abstract thinking takes place; with the help of words we express our thoughts.

At preschool age, a child’s speech acquires new qualitative features. Along with the rapid growth of vocabulary (from 1000-1200 words for a three-year-old child to 3000-4000 words for an older preschooler), there is practical mastery of more complex sentence forms and the grammatical structure of the native language.

The development of speech occurs in the process of communication between the child and others, which becomes richer and more diverse in preschool age thanks to the knowledge accumulated by the child and participation in various collective games and activities. Improving speech is inextricably linked with the development of a child’s thinking, in particular with the transition from visual-effective to reasoning, logical thinking, which begins to take shape in preschool age.

All this encourages the child to master the means of language and move on to new, more complex forms of verbal statements. The relationship between the two signaling systems changes, the relationship between the word, on the one hand, and visual images and direct actions, on the other. If the speech of a young child is connected mainly with what he perceives and does at the moment, then the preschooler, in addition to this, begins to understand and himself conduct conversations about things more distant, which he can only imagine, only mentally imagine . This happens, for example, when a preschooler listens to a fairy tale or he himself coherently describes what he previously observed or learned from the stories of adults, from a book read to him, etc.

It is easy to understand how the requirements for coherent speech, for the ability to construct sentences grammatically correctly and connect them with each other, grow under these conditions.

The child must learn to correctly use function words - negative particles not, nor, prepositions, conjunctions; he must learn to understand and use diverse suffixes that change the meaning of a word; he must learn to correctly coordinate words in a sentence in accordance with gender, number and case.

During preschool age, with proper organization of educational work, the child practically learns the basic rules of the grammar of his native language and uses them in his oral speech.
However, the way a child learns grammar in preschool age is very unique and differs significantly from the one followed in school.

A preschooler does not memorize grammatical rules, does not memorize their definitions, he does not even know what a conjunction, preposition, gender, case is. He masters all this practically, listening to the speech of adults, talking with others in everyday life, in games and activities. As the child accumulates experience in verbal communication, unconscious empirical linguistic generalizations are formed, and the so-called sense of language is formed.

The child not only begins to speak correctly himself, but also notices the slightest error in the speech of others, although he cannot explain why it is impossible to speak this way.

Thus, a five-year-old child, hearing a two-year-old say: “Petya walked,” edifyingly corrects him: “I must say, he walked, but did not walk.” But when they ask him why they can’t say that, he answers in bewilderment: “They don’t say that, it’s wrong.” He is not yet sufficiently aware and does not know how to formulate the rules that he already practically uses in his speech.
The physiological basis of the sense of language is a dynamic stereotype that develops at the level of the second signaling system under the influence of the experience of verbal communication with others. Such a stereotype is a system of generalized temporary connections between verbal stimuli that correspond to the grammatical features of the language. When a child observes similar language phenomena, for example, the same type of agreement of verbs and adjectives with the gender of a noun, generalization and generalization of the corresponding neural connections occurs in his brain. As a result, he begins to change and coordinate new words by analogy with how he did it with old words already known to him.

Practical speech generalizations help the child speak correctly. However, due to excessive generalization and insufficient differentiation of grammatical relations, young children often make characteristic mistakes. Thus, having mastered the expression “to knock with a hammer” in the third year of life, the child, by analogy with it, says “to eat with a spoon”, “to wipe with a rag”, etc. Only later, as a result of experience in communicating with people around him, does he begin to differentiate the ending of nouns in the instrumental case , considering their gender.

Forming a sense of language is very important in the development of children's speech. It is an essential condition for the correct construction of oral speech in a preschooler and creates the necessary prerequisites for the conscious acquisition of grammar during schooling.
In the process of speech development, a child must learn not only new words, but also their meanings. The meanings of words, as already indicated, are generalizations of a number of similar objects or phenomena. Therefore, mastering the meaning of a word is a difficult task for a preschooler who still has limited knowledge and insufficient ability to generalize. Sometimes it happens that a child, having mastered a word, does not yet understand its real meaning and interprets this word in his own way, in accordance with his limited experience.

Veresaev describes how, as a child, he was surprised when the man who was called the cook's son turned out to be a big man with a red mustache. He thought that only a little boy could be a “son,” thus giving this word its own special meaning.

The teacher must ensure that, while learning a new word, the child at the same time correctly understands its meaning. A child’s speech takes on a different character at different stages of preschool childhood. The speech of children of primary preschool age has many more features characteristic of the speech of a young child.

To a large extent, the direct connection of children's utterances with perception and action is preserved. Kids talk mainly about what they perceive and do at the moment. Thus, when listening to a story from a book with pictures, they focus more on what is drawn in the picture than on the text they listened to. Younger preschoolers usually express their thoughts in short sentences, without connecting them with each other. When answering the teacher’s questions, children find it difficult to construct a coherent story.

The sound pronunciation of the youngest preschooler is still imperfect. Many three-year-olds do not yet pronounce the sounds “r”, “l”, “sh”, “zh” or replace them with others (for example, they say “Zenya” instead of “Zhenya”, “luka” instead of “hand”). Syllables in words are sometimes replaced or moved (for example, "hasir" instead of "sugar"). This is partly explained by the inability to control one’s vocal apparatus, and partly by insufficient development of speech hearing.

Under the influence of properly organized educational work, everyday communication with adults, games and special activities, children move on to more advanced forms of speech construction and master correct sound pronunciation.

The speech of children of middle preschool age becomes richer in content and acquires a more complex structure than that of children. The child's vocabulary increases significantly. Children's conversations often refer no longer to data, directly perceived circumstances, but to what was perceived earlier or told by parents and educators and other children. This expansion of speech communication leads to changes in the structure of children's speech. Along with the names of objects and actions, children begin to widely use various definitions.
The child connects sentences and subordinates them to each other in accordance with the nature of the phenomena described. This change in the structure of speech is closely related to the emergence of reasoning, logical thinking. At the same time, in the speech of a child of middle preschool age, along with new features, the features of the previous stage of development are preserved. Despite the fact that his speech acquires greater coherence than that of a baby, it still often contains replacements of missing nouns with instructions like this, this, there, etc.

In sound pronunciation, a child of middle preschool age achieves great success. Only sometimes, usually as a result of an insufficiently attentive pedagogical approach to the child, do five-year-old children make mistakes in pronouncing certain sounds (most often “r” and “sh”).
Conversations between the teacher and children, listening to fairy tales and other works of children's literature, and children's conversations during group games and activities are a necessary condition for the development of children's speech at this age.
In children of senior preschool age, speech further develops. The child’s vocabulary increases significantly (up to 3000-4000 words). Communication with other people, which becomes more complex due to new types of educational activities, group games, and work assignments, leads to the enrichment of the child’s vocabulary and mastery of new grammatical forms of the native language.

At the same time, enriching the child’s experience and developing his thinking affects the change in the structure of his speech, which in turn encourages him to master new, more complex forms of language.

The phrase contains main and subordinate clauses. Words expressing causal (because), target (in order to), and investigative (if) connections between phenomena are widely used by preschoolers. New aspects appear in the child’s attitude to his own speech. Older preschoolers are not only guided in the practice of verbal communication by a sense of language, but also make their first attempts to understand the underlying linguistic generalizations.

The child tries to justify why it is necessary to say this and not another, why this is said correctly and this is incorrect. Thus, a six-year-old child states: “You can’t say: the girl was sitting on a chair; they say that about a boy or an uncle.” Or: “You can’t say: I’m going to the forest tomorrow; I went when I talked about yesterday, but I’ll go here, I must say.”

With the correct organization of educational work, when conducting special classes in their native language, older preschoolers not only learn to coherently express their thoughts, but also begin to analyze speech and become aware of its features. This ability to consciously treat one’s own speech, to make it the subject of one’s analysis, is of great importance for preparing children for school education and for subsequent mastery of literacy.

Further development of children's speech takes place in the context of educational activities. If at earlier stages of development the child acquired the language mainly practically, communicating with others in everyday life, in games and activities, now he is given the special task of mastering all the richness of his native language and learning to consciously use the basic rules of grammar.

1.3. Methods of work on speech development in preschoolers

An analysis of pedagogical literature revealed conflicting points of view on teaching coherent speech to preschool children, its content and the sequence of introducing different types of coherent utterances. Most authors indicate that training should begin with retelling and description (A.M. Borodich, V.V. Gerbova, A.A. Zrozhevskaya, E.P. Korotkova, etc.). A number of studies have proven the possibility of teaching narrative speech to children 4-5 years old (T.I. Grizik, G.M. Lyamina, L.G. Shadrina, O.S. Ushakova). They develop such signs of text coherence as completeness of the topic, integration between sentences and parts of the story. But the methodology for developing coherent speech in children of the fifth or sixth year of life has not been sufficiently developed.

To determine the place of work on the development of coherent speech of preschoolers in the pedagogical process, it is important to develop an adequate methodology for studying the coherence of children’s speech, to identify the most effective methodological techniques for developing the coherence of children’s statements.

Studying the state of work in preschool institutions, it was revealed that practice reflects the same picture that is revealed when analyzing scientific and methodological literature.

Most preschool institutions work according to the methodological recommendations of V.V. Gerbova or O.S. Ushakova.

Analysis of plans for educational work in preschool institutions using the methodology of V.V. Gerbova shows that classes on the development of coherent speech are planned 2 times a month. This represents 24% of the total number of classes. During the school year, 7 classes are held on retelling fairy tales and stories and 11 classes on teaching storytelling (describing toys, paintings), i.e. - 9.4% are occupied by retelling activities and 14.6% by storytelling from pictures and toys (writing descriptions).

Analysis of plans in preschool institutions using the O.S. methodology. Ushakova, showed that classes on the development of coherent speech are planned 3 times a month. During the school year, 4 classes are held on retelling fairy tales and short stories and 24 classes on teaching storytelling (describing toys, objects, paintings; composing plot stories based on a set of toys).

This represents 87.5% of the total volume of classes. Of these, 12.5% ​​are classes in retelling and 75% in storytelling based on pictures and toys (composing descriptions - 65.6%; composing plot stories based on a set of toys - 9.4%).

Individual work with children is also reflected in the plans, which contributes to the development of skills in writing a description and retelling a literary example. So, on average, 2 times a week didactic games and exercises are planned to consolidate the skills acquired in class. Once or twice a month, tasks for writing descriptive stories are included in other speech development classes (as part of the lesson).

As an analysis of the documentation showed, in those preschool institutions where they work according to the O.S. Ushakova, much attention is paid to teaching storytelling. Already in the middle group (second half of the year), they begin to develop the ability to make coherent narrative statements and introduce a series of story-based pictures into work with children. The share of storytelling classes throughout the year is much higher than in preschool institutions using V.V.’s methodology. Gerbova, whose methodological recommendations provide only for the formation of description skills in children of the fifth year of life. In teaching storytelling, series of plot pictures are not used at all; individual plot pictures are used extremely rarely. The sources of the utterance are a toy, an object, less often a picture, and the speech pattern of an adult that accompanies the display and examination of visual material. The clarity offered by this technique is monotonous.

Traditionally, the following techniques are used in the development of coherent speech in preschool institutions: speech patterns, questions, explanations, motivated assessment of children’s actions and responses, dramatization games, etc.

Thus, an analysis of the state of practice convinces of the relevance of developing methods for teaching children coherent speech.

The search for a methodology for studying coherent speech can be determined by the characteristics of the latter. The nature of coherent speech largely depends on the tasks and conditions of communication. It was important to select situations in which the expansion, coherence, and compositional completeness of children’s statements were better ensured.

The psychological and pedagogical literature describes the most typical methods for studying the coherent speech of preschoolers. Children are offered tasks at the reproductive (retelling a literary example) and productive (creating an independent coherent statement) levels. Productive tasks are usually offered based on a picture or toy.

Retelling is widely used in the formation of coherent speech in preschoolers. At the same time, some authors believe that retelling, due to low communicativeness, does not allow identifying the features of a coherent statement (A.G. Arushanova).

A number of studies (Z.M. Istomina, T.A. Repina) have proven that the simultaneous use of a literary sample and illustrations significantly improves the quality of children's retellings. Pictures have a positive effect on understanding the text and allow the child to present it more accurately, meaningfully, and consistently.

The scientific and methodological literature contains conflicting data about the possibility of using story pictures in teaching storytelling to children of the fifth year of life. Thus, a number of teachers believe that when teaching storytelling, children of this age should be offered only one story picture, since telling a series of story pictures is not available to them (A.M. Borodich, V.V. Gerbova, E.P. Korotkova, etc.) . In the studies of O.S. Ushakova, as well as work carried out under her leadership, proves that already in the middle group of kindergarten it is possible to use a series of plot pictures when teaching storytelling, but their number should not exceed three.

When teaching storytelling to children of the fifth year of life, one toy is often used. On the other hand, there is data indicating the possibility of using toys and play material, since in stories about games and play actions the coherence and context of children's statements increases (G.M. Lyamina). A number of studies have proven that at the beginning of teaching storytelling, ready-made game situations should be given, which are played out by an adult (M.M. Konina, L.A. Penevskaya, E.A. Flerina).

Considering the presence of different points of view on the study and development of children’s coherent speech, cross-sectional experiments should test the features of children’s coherent utterances depending on the communication situation.

Chapter 2. The use of diagnostic tools in the development of preschool children

2.1. Features of psychodiagnostics of preschool children

It should be emphasized that the study of the developmental characteristics of preschool children differs significantly from the study of adults and older children, both in the methods used and in the way the work is carried out. The main principle adhered to by the developers of diagnostic methods is the principle of natural behavior of the child, which provides for minimal intervention by the experimenter in the usual everyday forms of behavior of children. Often, to implement this principle, various methods are used to encourage a child to play, during which different age-related characteristics of children’s development are manifested.

Various varieties are very popular development scales children, providing for conducting analytical standardized observations of the child and subsequent comparison of the data obtained with age-related development norms. The use of these developmental scales requires specialized experience and should be performed by mental health professionals. But since the psychologist has much less opportunity to observe the child in a natural setting than the educator, it is advisable to organize cooperation between the psychologist and the educator - by cross-comparing the psychologist’s own assessments and observations with the assessments and observations of the educator

Since preschoolers are already mastering speech and reacting to the personality of the experimenter, it becomes possible to communicate with the child and, in the course of it, conduct developmental diagnostics. However, a preschooler’s speech is still in its infancy, and sometimes this limits the possibilities of using verbal tests, so researchers give preference to nonverbal methods.

The most important for diagnosing the development of young children is considered to be their motor and cognitive spheres, speech and social behavior (A. Anastasi, 1982, J. Shvantsara, 1978, etc.).

When conducting and evaluating the results of diagnostics of the development of a preschooler, one should take into account the characteristics of personal development at this age. Lack of motivation and interest in tasks can reduce all the efforts of the experimenter to nothing, since the child will not accept them. This feature of preschoolers was pointed out, for example, by A.V. Zaporozhets, who wrote: ... even when a child accepts a cognitive task and tries to solve it, those practical or playful moments that encourage him to act in a certain way transform the task and give it a unique character direction of the child's thinking. This point must be taken into account in order to correctly assess the capabilities of children's intelligence. And further: ...differences in solving similar intellectual problems of younger and older preschoolers are determined not only by the level of development of intellectual operations, but also by the originality of motivation. If younger children are motivated to solve a practical problem by the desire to get a picture, a toy, etc., then among older children the motives of competition, the desire to show intelligence to the experimenter, etc., become decisive.

These features should be taken into account both when conducting tests and when interpreting the results obtained.

The time it will take to complete the test should also be taken into account. For preschoolers, a period of time for testing within an hour is recommended, taking into account the establishment of contact with the child (J. Shvantsara, 1978).

When conducting examinations of preschool children establishing contact between the subject and the experimenter turns into a special task, the successful solution of which will determine the reliability of the data obtained. As a rule, to establish such contact, an experienced psychologist conducts an examination in a familiar environment for the child in the presence of the mother or some close relative, teacher, etc. It is necessary to create conditions under which the child will not experience negative emotions from communicating with a stranger (fear). , uncertainty, etc.), for which you can start working with the child with a game and only gradually, imperceptibly for the child, include the tasks required by the test.

Of particular importance is the constant monitoring of the child’s behavior during the examination - his functional and emotional state, manifestations of interest or indifference to the proposed activities, etc. These observations can provide valuable material for judging the level of development of the child, the formation of his cognitive and motivational spheres . Much in the child’s behavior can be explained by the explanations of the mother and teacher, so it is important to organize the cooperation of all three parties in the process of interpreting the results of the child’s examination.

All diagnostic methods developed for preschoolers should be presented individually or to small groups of children attending kindergarten and having experience in group work. As a rule, tests for preschoolers are presented orally or in the form of practical tests. Sometimes a pencil and paper can be used to complete tasks (provided they are simple to operate).

Actually, much fewer test methods have been developed for preschoolers than for older children and adults. Let's consider the most famous and authoritative of them.

J. Švancar suggests dividing the available methods into two groups: the first includes methods aimed at diagnosing general behavior, and the second includes individual aspects that determine it, for example, the development of intelligence, motor skills, etc.

The first group includes the method of A. Gesell. A. Gesell and his colleagues developed development tables that received his name. They cover four main areas of behavior: motor, speech, personal-social and adaptive. In general, Gesell tables provide a standardized procedure for monitoring and assessing the developmental progress of children aged 4 weeks to 6 years. Children's play activities are observed, their reactions to toys and other objects, facial expressions, etc. are recorded. These data are supplemented by information received from the child's mother. As criteria for evaluating the data obtained, Gesell provides a detailed verbal description of the typical behavior of children of different ages and special drawings, which facilitates the analysis of survey results

When studying preschoolers, a variety of aspects of development can be diagnosed - from motor to personality. For this purpose, the second group of techniques is used (according to the classification of J. Švantsara).

More recent in creation is the Adaptive Behavior Scale (ABC), developed by the American Association for the Study of Intellectual Disability. It can be used to study emotional or other mental disorders. Like the Vineland social maturity scale, it is based on observations of the behavior of the subjects, and its forms can be filled out not only by a psychologist, but also by a teacher, parents, doctors - everyone with whom the child comes into contact.

To study some abilities of children from 2.5 to 8.5 years old, the McCarthy scale was developed. It consists of 18 tests grouped into six overlapping scales: verbal, perceptual, quantitative, general cognitive ability, memory and motor.

To assess the level of mental development of preschoolers, the Stanford-Binet scale, Wechsler test and Ranen test are most often used (they are written about in sufficient detail in 3.4 and 3.5). Piaget's methods can also be used for the same purposes. They represent scales of order because development is assumed to pass through a series of successive stages that can be described qualitatively. Piaget's scales are intended primarily for studying the cognitive, rather than the personal, sphere of the child and have not yet been brought to the level of tests in terms of formal parameters. Piaget's followers are working to create a diagnostic complex based on his theory and intended for diagnosing the developmental psychology of children of different ages.

J. Piaget proposes a method for clinical research into the formation of a child’s cognitive sphere, introducing the concept of a sensorimotor scheme, that is, a class of motor tasks that contribute to achieving a goal when performing actions with objects.

To diagnose motor development, the motor test of N. I. Ozeretsky (N. I. Ozeretsky, 1928), developed in 1923, is often used. It is intended for persons aged 4 to 16 years. The tasks are arranged by age level. The technique was intended to study motor movements of various types. Simple materials such as paper, thread, needles, reels, balls, etc. are used as stimulus material.

Evaluating the scales discussed above, one cannot help but note the lack of a strict theoretical justification for the use of each of them for diagnosing the characteristics of the mental and personal development of preschool children. The exception is Piaget's methods, which are based on the concept of development he created. Unlike foreign ones, domestic researchers strive to build a diagnostic system based on provisions developed in developmental and educational psychology about the characteristics, stages and driving forces of mental and personal development (works of L.I. Bozhovich, L.S. Vygotsky, A.V. Zaporozhets, D.B. Elkonin, etc.). For example, the most developed from this point of view is a set of methods for diagnosing the mental development of preschool children, created under the leadership of L.A. Wenger.

Special diagnostic techniques were developed to study the characteristics of figurative and logical thinking.

So, for example, the child was asked to trace in the drawing the path to the house, which was depicted with. using tangled lines. Analysis of the child’s actions made it possible to determine the level of formed imaginative thinking.

To diagnose logical thinking, a table with geometric figures arranged in a certain sequence was proposed. Some squares were empty, and they needed to be filled in, revealing the patterns of the logical series.

A number of authors are making attempts, based on a generalization of existing diagnostic methods and their own developments, to create a system of diagnostic examination of preschool children, which would not only allow identifying different levels of development, but would also provide long-term observations of the development of children.

Along with the methods described above and intended for studying various aspects of the development of preschool children, quite a lot of them have been developed for diagnosing the readiness of children to study at school.

As a result of the examination of preschoolers, children are identified who need correctional and developmental work, which allows them to form the necessary level of readiness for school. During the examination, children with advanced development are also identified, for whom the psychologist should formulate recommendations for an individual approach.

2.2. Diagnosis of the level of development of coherent speech in children of senior preschool age

Systematic control over how children acquire speech material is important to establish continuity between kindergarten and school. By the time they enter school, children should have approximately the same level of speech development.

Knowledge of the criteria and methods for identifying the state of children’s speech development will help heads of preschool institutions monitor the activities of educators and determine the quality of their work.

An individual comprehensive examination helps to most accurately determine the level of development of a child’s speech, but it requires a lot of time. To reduce the testing time, you can, in addition to a sample survey, combine a number of tasks, simultaneously identifying the state of formation of different sections of speech. Thus, when establishing a child’s knowledge of fiction and inviting him to tell a fairy tale (or read a poem), the examiner simultaneously records sound pronunciation, diction, and ability to use the vocal apparatus; When a child compiles stories based on a picture (identifying the development of coherent speech), the examiner notes which sentences are used (identifying the development of the syntactic aspect of speech), which lexical means (identifying vocabulary), and so on.

Some methodological techniques and tasks can be used to test the mastery of material simultaneously by a whole group or subgroup of children, for example, knowledge of the genre.

When identifying the state of speech development of children, a special place should be given to special observations that are carried out in the process of educational work in everyday life: a teacher or inspector not only observes for a certain time, but also records the speech of children, noting both its shortcomings and positive ones. shifts, as well as difficulties that children experience when mastering program material.

Speech examinations can also be carried out during control and testing classes, when the teacher or examiner sets the task of finding out how children have mastered this or that speech material.

If there are serious deviations in the speech development of children, conversations are held with parents, during which possible reasons for the child’s lagging are identified.

The most important condition for the development of speech culture in preschool children is work on the word, which is considered in conjunction with solving other speech problems. Fluency in a word, understanding its meaning, and accuracy of word usage are necessary conditions for mastering the grammatical structure of a language, the sound side of speech, as well as developing the ability to independently construct a coherent statement.

Research in recent years has proven the need to highlight a special section in the methodology of speech work, which includes, firstly, familiarizing children with the polysemy of words, with synonymous and antonymic relationships between them; secondly, the formation of the ability to accurately use the lexical means of the native language. Discovering the semantic richness of polysemantic words contributes to the expansion of the vocabulary, not by increasing it quantitatively, but by understanding other meanings of already known words.

A feature of the work on enriching and activating the vocabulary, which occupies a significant place in speech work, is its connection with all types of activities of preschoolers. Exploring the world around them, they learn the exact names of objects and phenomena, their qualities and relationships, deepen and clarify knowledge and ideas. Thus, by developing in children the skills, abilities and knowledge necessary to perform physical exercises, visual arts, design, etc., the teacher expands their vocabulary, teaches them to understand and use words that denote the objects, actions, and movements used in this activity. Exploring the world around him, the child learns verbal designations of objects and phenomena of reality, their properties, connections and relationships.

The practice of verbal communication confronts children with words of different meanings, with synonyms and antonyms. In preschool children, orientation towards semantic content is very developed. First of all, the speaker is guided by semantics when choosing one word or another when constructing a statement; It is semantics that the listener seeks to comprehend. Therefore, the search for a word is based on its meaning, and the correctness of the statement depends on how accurately the selected word conveys the meaning.

To identify older preschoolers’ understanding of the meaning (meaning) of a word, they are offered various tasks. First, their characteristics are given (what a particular question reveals, in what context it is presented), then the features of performing each task and options for their assessment are revealed.

In the process of diagnosing one of the aspects of speech, the results obtained are analyzed:

Pronunciation side of speech.

The following is noted: the poem was read loudly enough;

Speed ​​(tempo) of speech: moderate;

Intonation expressiveness: the poem is read expressively.

In the process of reading the poem and talking with the child, it was established:

Clarity (diction) of the child’s speech: clear ability to comply with literary norms of pronunciation (spelling): no deviations;

Sound pronunciation – the child pronounces sounds quite well.

Deviations in the speech development of older preschoolers manifest themselves at various levels:

Phonetic;

Phonemic;

Lexico-grammatical (predominant violation of morphemic and morphological analysis, i.e. difficulties in distinguishing parts of a word and parts of speech, violation of inflection and form changes, violation of a coherent statement, planning, predicting speech).

Communication disorders.

To determine the strategy for correctional speech work, the teacher first of all observes children in the process of their natural communication, speech accompaniment of productive activities, activities, and games. Observation makes it possible to form a preliminary idea about the capabilities of each child in the field of coherent utterance, about initiative and the ability to enter into a conversation and maintain a dialogue, about the composition of phrases, the correctness of composing simple and complex sentences, about the correctly executed syllable structure, about vocabulary, about grammatical design phrases, about the phonetic filling of words, about the features of expressive means and tempo-rhythmic coloring.

It is important that the data obtained as a result of observations are compared with information about the child’s speech development outside kindergarten. For this purpose, the teacher can invite the child’s family and friends to answer a number of questions.

What is the child's relationship with other family members? Who does he prefer? Does he experience a lack of attention to him, a negative attitude, or overprotection? Does the child have a negative attitude towards any family member? Who is raising the child?

Does he communicate easily with other children and adults? Are you selective in your communication? What do his parents think his relationships are like with other children? Is he a leader?

Does he use verbal means when communicating - exclamations, intonation, individual sounds, chains of sounds and syllables, words, phrases? Are there any lines of dialogue?

What books and at what age should children be read? How long can he listen to the reading? What interests him more - illustrations, content, or both? Do you have any favorite films or records?

Does your child like to draw, sculpt, or play with construction sets at home? Is this activity accompanied by verbal means? Does it play on its own? Does he turn to adults for help in difficult situations?

What are its emotional manifestations: adequate, restrained, indifferent, stormy? How does a child react to a new toy? Are emotional manifestations accompanied by verbal means?

What is the child’s character – friendly, obedient, affectionate; hot-tempered, capricious, aggressive? How does he behave at home?

Does he have the opportunity and need for psychological release? How does this manifest itself: does it scream, retreat into seclusion, become quiet, “communicate” with toys, trying to reproduce the situations that have excited it, listens to music, draws, designs?

Does the child have animals, birds, plants? How does he feel about them? How does he communicate and play with them?

How does the family spend their leisure time, weekends, vacations?

The parents' answers complement the teacher's understanding of the child and the characteristics of his speech development.

Observing the behavior of a child, an adult gets an idea of ​​how he talks; what vocabulary does he use; whether elements of autonomous, childish speech characteristic of an early age remain in his vocabulary.

A teacher, observing children in natural conditions, during classes, on a walk, while performing routine tasks, has the opportunity to create a fairly objective picture of the characteristics of the child’s speech activity and, in difficult cases, recommend contacting a speech therapist. The teacher clarifies the main indicators of speech development individually.

In a group, during collective communication, the teacher, first of all, must note whether the child is proactive in verbal communication and can ask questions; Does his vocabulary include the interrogative words “which, which, what, where?” He should also pay special attention to the presence/absence of interrogative words “why, why”, showing a well-formed understanding of cause-and-effect and target relationships.

Indicative for speech development is the ability to correctly ask a question about the content of a conversation or fairy tale; a question addressed to someone selectively; a question whose answer changes the course of the conversation. It is important to pay attention to whether the degree of speech activity depends on who and where communicates with the child.

It must be remembered: during a conversation, a child without deviations in speech development is able to maintain communication with remarks, voice modulation, intonation, facial expressions, gestures and other non-verbal means.

It is also important to observe the child during role-playing games, because this allows one to identify a number of features. Children with speech development disorders cannot maintain interest in playing in a group for a long time, in the actions of other children, and experience difficulties in unfolding the plot, in analyzing the role behavior of the players in predicting the outcome, in coordinating their actions with the actions of other children. Difficulties are associated with speech and mental operations: it is difficult for children to isolate the particular from the whole - the plot of a fairy tale, an everyday plot (agree on who will play what role, what they will do, say); and vice versa, to combine particulars (the role and behavior of each player) into a single plan.

The possibilities of using substitute words and the variability of vocabulary can be studied during a game that confronts the child with the need to use various objects and substitute words.

It is also necessary to check whether the child can reproduce “living and non-living” sounds, imitate different voices, and whether he can change the pitch and strength of his voice. For this purpose, questions are usually asked: “How does the plane sound? What voice does the bear speak in? and so on.". In order to answer them correctly, the child is forced to imitate various sounds and choose emotional and expressive means (intonation, facial expressions, gestures).

It is important for the teacher to be sure that the child correctly perceives the spoken speech, that he is attentive to the spoken word and sound. Lack of auditory attention affects not only sound pronunciation, but also the understanding of the meaning of words, the perception and understanding of sentences in general, and the understanding of hidden meaning and subtext. In addition, this will affect the child’s mastery of written language. For this purpose, you can offer a number of didactic games: “Guess what it sounds like?”; “How and where does the bell sound?”; "Echo". You can offer the following tasks: “Show, repeat and complete”; “What is a puddle? What are skis? etc. To attract attention to a sounding word, it is good to use the game of “flip words”.

To work on speech development, it is extremely important for the teacher to determine whether the child knows what common categorical names, generalizing words, synonyms, antonyms, paronyms are, and whether he knows associative connections.

Lexical exercises and tasks perform the following functions:

Contribute to the development of attention to changes in the meaning and significance of words depending on grammatical categories, word-formation and formative features;

They strengthen the formation of connections between words, thereby forming a coherent statement.

Associative connections

Contribute to the development of speech-mental operations (the ability to select, select and accurately use words);

They assume the development of variability in the use of vocabulary and fluency in grammatical categories.

In the coherent utterance of children, not only lexical and grammatical features are manifested, but, above all, difficulties in planning and correctly structuring the utterance; it is possible to replace the text with paralinguistic means - facial expressions, gestures, expressive movements, accompanied by emotional exclamations - interjections.

When determining deviations in a child’s speech development, it is important to understand the attitude of the child himself to the difficulties he experiences. In case of tempo-rhythmic deviations, carefully monitor under what conditions the state of speech improves or deteriorates (in a familiar, unfamiliar, unfamiliar environment), whether the child reacts to a “new” interlocutor, with whom it is easier to communicate - with an adult or a peer. In communication, the teacher must not only analyze the state of the question-answer system, dialogue, rhythmic forms, possibilities for compiling a retelling, speech accompanying productive activities, but also determine what forms and types of speech activity are available to the child.

Timely identification of deviations in speech activity will make it possible to provide early corrective assistance by a speech therapist, carry out preventive and developmental work by a teacher, and correct the personal characteristics of children.

Chapter 3. Experimental work on the development of speech in preschool children

3.1. Determining the level of speech development of preschool children using psychodiagnostics

To determine the level of speech development of older preschoolers using psychodiagnostics, a confirmatory experiment was conducted. The study was conducted on the basis of the preschool educational institution “Firefly”. The experiment involved 10 children aged 5-6 years.

The purpose of the experimental work is to diagnose the speech development of children and study the communication skills of children.

Communicative and rhetorical skills are associated, firstly, with the ability to analyze and evaluate communication and, secondly, with the ability to communicate, when the ability to navigate a situation is assessed.

Indicators for assessing children's speech:

The ability to navigate in different communication situations, taking into account who is speaking, to whom the speaker is addressing, for what purpose, what - about what, how, etc.;

The ability to analyze and evaluate one’s own speech behavior and the speech behavior of another, what the speaker said, what he wanted to say, what he said unintentionally, etc.;

Mastering the culture of listening, listening carefully to the interlocutor, responding adequately to the speaker’s speech;

It is appropriate to use the rules of speech etiquette and conduct an etiquette dialogue;

Correlate verbal and nonverbal means of communication, mastery of nonverbal means (facial expressions, gestures, body movements).

To identify the level of speech development in older preschoolers, the “Speech Development according to the Rainbow program” diagnostic was used.

Diagnosis of children in the senior group for speech development was carried out in the following areas.

1. To diagnose the sound culture of speech, it was determined whether the child had speech defects. Which?

The following tasks were proposed:

a) The child was asked to name any words with a sound With.

“For example, I remembered now,” says the teacher, these are the words: pine... aspen... sowed... . It's your turn. Continue!"

b) A game was offered. You are given a sheet of paper with a grid to determine the position of a sound in a word and a counter. The rules of the game are explained: “Repeat the word after me.” river. Do you hear the sound R in this word? Is it heard at the beginning of a word or in the middle of it? Place the chip in the first window, as in the word river sound R stands at the beginning of a word. Listen to another word - rhinoceroses. Where is the sound heard? R? Place the chip in the second window. Let's say the word together fire. And I put a chip in the third window. Am I right or wrong? Now work on your own. I will say the word, you say it after me and put the chip in the right box: cancer... lilac... cheese.”

2. To examine speech understanding and the level of active vocabulary, the following was proposed.

a) The teacher says: “The little puppy’s ear hurts a lot. He whines. Needs your sympathy. What do you tell him? Start like this: “You are mine...”

b) The children were asked to look at the picture. The question was asked what happened to the chickens. It was suggested to come up with a title for the story.

The teacher asks to take a closer look at the hen who saw not yellow, but black and grimy chickens; describe her condition. She… .

3. Fiction.

a) The child is asked to read his favorite poem

b) They offer to name fairy tales that the child is ready to listen to more than once. If he cannot remember the name of the fairy tale, let him start telling it, you can suggest the name.

c) The child is asked to remember the writers whose books they read in kindergarten and at home; artists who made beautiful drawings for children's books.

Assessment of task completion:

9-12 points (high level) – answers all tasks correctly, without prompting from adults, answers quickly and willingly.

5-8 points (average level) – answers most questions correctly, but uses an adult’s hint, answers slowly but willingly.

1-4 points (low level) – answers most of the questions incorrectly, even with prompting from an adult, answers few and reluctantly.

The analysis of the data obtained was entered into the child’s individual card (see Appendix), where data about the child was indicated. Below is a summary table of test subjects' data for all three types of tasks (see Table 1).

Table 1.

As a result of summing up the data obtained, the results presented in Diagram 1 were revealed.

Diagram 1.

Thus, in the process of diagnosing the speech development of children of senior preschool age, it was found that only 2 out of 10 children had high, i.e. normal level of speech development, 5 children have an average (satisfactory) level, and 3 children have a low level.

Work to determine the characteristics of coherent speech in older preschoolers has shown that children of this age make many mistakes in word usage and the construction of not only complex, but also simple sentences; use uniform ways of connecting sentences in the text. Some preschoolers violate the sequence of presentation of thoughts; it is difficult for them to start or finish a statement. Often their stories contain elements of narrative and description. Most often, children turn to the help of an adult; they cannot always cope with the task on their own. This indicates the need for special training in order to master an active vocabulary, the formation of a sound culture of speech, the development of skills in transferring knowledge on fiction, and constructing a coherent monologue statement.

Parents often do not pay attention to the formation of speech in preschoolers. But at school, even small deviations in speech development can lead to specific errors in mastering writing. Parents themselves can resolve problems with speech skills, but sometimes they cannot do without the help of a speech therapist. Children who did not go to kindergarten must be tested for speech readiness. If the child attended a preschool institution, then children there are prepared for school according to a certain program. But often the teacher focuses on the average level of development of children, so it is still worth checking certain speech skills of the baby. It is no secret that the better a child’s speech is developed, the easier it is for him to master writing and reading.

1. First of all, you need to pay attention to whether the child can pronounce all sounds clearly. Otherwise, the child will write words exactly as he pronounces them, i.e. with grammatical errors.

2. The child must determine by ear how many letters there are in a word. For example, the word “cat” has three letters or three sounds. To test such skills, you need to ask your child to write the word that you pronounce. But replace all letters with sticks or circles. For example, the word “cat” is three sticks, the word “tree” is six sticks.

3. You need to pay attention so that the child understands which sound is a letter. Children often confuse letters that sound similar. For example, B and P or Z and S. Therefore, when writing words, children cannot choose the correct letter and make mistakes. You can test your ability to distinguish sounds by using images of two different objects that differ only in one letter.

4. Parents and educators need to pay attention to the child’s vocabulary. It must be at least 2000 words. You can determine whether a child knows so many words using several tasks:

Exercise 1. Ask your child to name a group of objects in one word. For example, cup, spoon, plate, pan -...? T-shirt, T-shirt, pants, dress -...?

Task 2. The child must name as many names as possible that belong to one group or another. For example, names of animals, flowers, trees.

Task 3. Test your knowledge of adjectives. For example, what kind of dress is it - beautiful, red; what a hat – warm, blue; what a sun – bright, warming.

Task 4. The child must know not only the names of objects, but also what is done with them. For example, a toy - buy, play; flowers are planted, watered, books are read, examined.

Task 5. The opposite of the fourth. There is an action - you need to figure out what object it happens with. They draw – a house, a car, a picture; ironing – clothes, a kitten; cook - dinner, soup.

Task 6. We select words - synonyms. For example, big - huge, gigantic; light – snow-white, sunny.

Task 7. We select anonymous people. For example, big - small, slow - fast, beautiful - terrible.

5. Even if a child pronounces all words clearly, has a large vocabulary and does not confuse sounds, this is not all. The child must correctly form phrases and words themselves. As a rule, there are no problems with this if adults themselves speak correctly. But sometimes even a schoolchild can hear such words as “I got there by meter”, “run faster”, “hot coffee”, etc.

6. Little schoolchildren should be able to express their thoughts. Mastering coherent speech is necessary for them, since it will be impossible to answer in class without certain skills. To help your baby master this last and difficult step, ask him to retell the story. This could be a story about today, about a trip to the circus, or ask them to retell a new fairy tale.

Diagnosing a child’s speech development is not a matter of one day. But if deficiencies in the speech development of a preschooler have nevertheless been identified, then it is necessary to help the child master this science.

Conclusion

Summarizing the results of this study, it should be noted that the relevance of the problem of children's speech health has increased significantly over many years. With the increase in neuropsychic and somatic diseases of preschool children, the formation of all mental functions in children is delayed and, as a result, more and more children are appearing with speech disorders, while at present the requirements for the speech development of children of senior preschool age have increased significantly. In normally developing preschoolers, by the beginning of school, speech is separated from direct practical experience, and it acquires new functions.

Prevention of speech disorders in children of senior preschool age in the educational work of preschool educational institutions, the formation of correct speech acquires special importance, since the readiness or unpreparedness of the child to start school depends on the level of speech development.

Diagnosis of the characteristics of coherent speech in older preschoolers showed the presence of the following typical errors for children of this age:

In word usage, construction of not only complex, but also simple sentences;

Using uniform ways of connecting sentences in the text;

Violation of the sequence of presentation of thoughts; it is difficult for them to start or finish a statement;

The predominant presence of narrative and description elements in stories;

Frequent recourse to adult help, inability to complete a task independently, etc.

All this indicates the need for special training in order to master an active vocabulary, form a sound culture of speech, and construct a coherent monologue utterance.

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Application

Analysis of the received data

Last name, first name of the child ____________________________

Exercise 1

Task 2.

Report on educational areas in accordance with the Federal State Educational Standard.

2. Educational area “Cognitive development of children”:
- to develop in children interest in independent knowledge of objects in the surrounding world, analytical perception to examine objects by properties and characteristics, the ability to reflect the results of knowledge in speech;
-classify objects;
-enrich ideas about people, their moral qualities, gender differences, the rules of relationships between adults and children, about yourself, your body, your skills;
-form ideas about your hometown, country, civic and patriotic feelings.
Most of the children completed the assigned tasks. They are active in different types of cognitive activity: on their own initiative they observe, experiment, reason, put forward problems, show guesswork and ingenuity in the process of solving them; mastered the ability to use numbers and figures within the first ten, mastered measuring length, width, height using measurements of different sizes, recording the result with numbers and numbers; demonstrate the ability to establish simple dependencies between objects.
There is still more work to be done with some children.
In April, an open viewing of the OD “Paths to Knowledge” (RPM) was held.

3. Educational area “Speech development of children”:
-develop monologue and dialogic speech, the ability to observe communication ethics in conditions of collective interaction;
-enrich ideas about the rules of speech etiquette;
- independently retell familiar fairy tales, with a little help from an adult;
-compose descriptive stories, show interest in language;
-hear words with a given first sound;
- maintain interest in literature, enrich children’s experience through works of more complex genres of folklore, literary prose, and poetry;
- to cultivate literary and artistic taste, to promote understanding of the mood of the work, the sonority and rhythm of poetic texts; beauty, imagery and expressiveness of the language of fairy tales and stories.
As a result of the work, many children have a rich vocabulary, use generalizing words and concepts, master the means of sound analysis of words, determine the main qualitative characteristics of sounds in a word, the place of a sound in a word; independently retell short stories and fairy tales, show selective attitudes towards works, and determine the genre of the work. But some children find it difficult to argue judgments and do not use evidence-based speech; make mistakes when analyzing words soundly and dividing words into syllables.
4. Educational area “Artistic and aesthetic development of children”:
- to argue for the manifestation of an aesthetic attitude towards the surrounding world;
-to develop an artistic and aesthetic perception of the beauty of the surrounding world in works of art and one’s own works, ideas about various genres of art, a desire to learn about art and master visual activity;
-teach children to analyze the means of musical expression, develop singing skills, stimulate children’s independent activities in improvising dances and games;
-develop cooperation skills in collective musical activities.
As a result of the diagnostics, we noted that, in general, children independently determine the concept of future work, can specify it, use mastered techniques, create images, express themselves in various types of musical performing activities, and have ideas about genres of music. But some children need help with scissors; experience difficulties in creating complex decorative compositions. In October, an open viewing of the literary and musical entertainment “Autumn Kaleidoscope” (RMO) was held.
5. Educational area “Physical development of children”:
-develop the ability to consciously perform all types of exercises, the ability to control and evaluate one’s actions and the movements of one’s comrades, physical qualities: coordination, flexibility, endurance, speed of reaction, strength; children’s independence in performing physical exercises and vital healthy lifestyle habits;
-form ideas about sports, sports games and exercises;
- to cultivate the desire to independently organize and conduct outdoor games.
We are very pleased to observe that basically all children are able to practically solve some problems of healthy lifestyle and safe behavior in physical activity, show good endurance, speed, strength, flexibility, coordination of movements, and are able to throw objects at a target. They are motivated to preserve and strengthen their health and the health of those around them, and have an understanding of some sports.
In November, sports entertainment was held together with parents:

During the school year, children, together with teachers and parents, took part in competitions: action: “White Flower”, city drawing competition: “Thank you, Mom!” (2nd place), regional competition: “Winter Bouquet” (2nd place), city drawing competition road safety: “Green Street”, exhibition of crafts “Autumn Fantasy”.
Throughout the entire school year, she closely interacted with the families of the students, as this is one of the most important conditions for the development of a child’s personality and his socialization in the conditions of public and home education.
All goals and objectives set for this year were fulfilled. To solve these problems, systematic, systematic work was carried out.
For the next academic year I plan to:
1. Direct all efforts to create a favorable emotional and psychological climate in the group.
2. Establish partnerships between teachers, children and parents.
3. Provide assistance to parents in mastering psychological and pedagogical knowledge about the development of a 6-7 year old child and the ability to apply it in communication.
4. Find and apply innovative methods and approaches in your priority area, continue to work to introduce a healthy lifestyle among children and parents.

Senior group "B"
Educator: Sosnina G.V.

During the first half of the year, children were taught their native language in various types of activities: in classes on speech development, in music classes, individual lessons, during routine processes, during didactic and outdoor games.

During the first half of the year, 25 classes were held in the organized educational activity “Communication”.

During the first half of the year, the following tasks were set in the education of pure speech in children of the senior group:
1. Development of free communication with adults and children.
2. Development of all components of children's oral speech.
3. Practical mastery of speech norms.

When solving these problems, I tried to expand children’s understanding of the diversity of the world around them. She offered postcards, calendars, albums, illustrated books, encyclopedias, and photographs of the sights of her native land for viewing. Encouraged children to try to share a variety of experiences. She suggested to the children forms of expressing politeness (ask for forgiveness, apologize, thank, give a compliment). She taught children to resolve controversial issues and resolve conflicts through speech.

The development of components of children's oral speech consisted of particular tasks:

Nurturing the sound culture of speech.
The correct and distinct pronunciation of sounds was reinforced. She taught children to distinguish by ear and clearly pronounce consonant sounds similar in articulation and sound: s-z, s-ts, sh-zh, ch-gu, s-sh, zh-3, l-r. She taught me to determine the place of a sound in a word (beginning, middle, end).
I practiced intonation expressiveness of speech.

Formation of a dictionary.
She trained the children in selecting nouns for adjectives, in selecting words with similar and opposite meanings.
Improving grammatical correctness of speech.

Helped children notice incorrect stress placement in words. Improved the ability to coordinate words in sentences. Introduced children to different ways of forming words.

Helped children correctly use plural nouns in the nominative and accusative cases; verbs in the imperative mood; adjectives and adverbs in comparative degree; indeclinable nouns. Learn to compose simple and complex sentences.

Development of coherent speech.
Developed the ability to maintain a conversation and conduct a dialogue. Encouraged attempts to express their point of view. She taught me to retell short tales and stories coherently, consistently and expressively. She taught (according to a plan and model) to talk about a subject, to compose a story based on pictures. She developed the ability to compose stories about events from personal experience and come up with her own endings to fairy tales.

To conduct the classes I used the methodological recommendations of O.S. Ushakova and “Complex classes” by M.A. Vasilyeva.
A variety of demonstration material was used in the classes.
When conducting classes, I used proverbs, sayings, and short poems.
The tasks were carried out in a game form.

There were many games played in and outside of class:
“Say which one”, “Find the exact word”, “Echo”, “Name it in one word”, “Find the sound”, “Who has whom?” and many others.

In class I did vocabulary work with explanations of unfamiliar words.

They systematically staged fairy tales, starting with simple ones, and then complicated them, and began to play out more complex ones. Through the dramatization of fairy tales, I tried to evoke in children the communicative need and desire to communicate with each other. Almost every children's party included dramatizations.

The use of a “written speech” situation has proven to be a very effective method for teaching children. The children tried to write interesting stories, because they knew that their parents would read them.

Attention was also paid to individual lessons. Individual lessons were provided to children who missed more than one lesson.
In order to see the results of the work for the first half of the year, I carried out diagnostics.

At the end of the first half of the year, out of 22 children tested:
The knowledge of 15 children was formed.
At the formative stage in 4 children.
3 children have poorly developed knowledge (poorly developed vocabulary, incorrect pronunciation of sounds, cannot speak coherently and expressively).

I also noted that the children’s speech has improved compared to the beginning of the year. Children actively engage in dialogue and know how to ask and answer questions. Able to select several adjectives for nouns; replace a word with another word with a similar meaning. Children consistently and expressively retell short tales and stories.
They are able to distinguish by ear and clearly pronounce similar-sounding consonant sounds. Most children learned to pronounce sounds clearly with the qualified help of a speech therapist. The children's visits to a speech therapist led to very good results. I believe that in kindergarten the presence of a speech therapist is necessary and the joint work of the teacher and speech therapist will be very effective.

In the second half of the year, in my work on developing dialogical speech, I want to use an unconventional method - the interviewing method. I believe that this method will help enrich children’s vocabulary and teach the child to be an active and independent interlocutor.

In the second half of the year I plan to hold an “Open Doors” day.

Title: Report “On the implementation of the speech development program in the senior group for the 1st half of the year”
Nomination: Kindergarten, Methodological developments, Programs in preschool educational institutions, Senior group

Position: teacher
Place of work: MDOBU DS No. 39 MO Korenovsky district
Location: Korenovsk city, Korenovsky district, Krasnodar region