Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication.
Theoretical ideas about the essence of children's play, developed in domestic psychology, basically boil down to the following:
The game takes its place among other reproductive activities, being the leading one in preschool age. It is in the process of play as a leading activity that the main mental new formations of a given age arise;
The game is a special activity, social in origin, content and structure;
The development of play does not occur spontaneously, but depends on the conditions of the child’s upbringing, i.e. social phenomena.
The community in a child’s life is the group of children in which he lives and develops. His main activity is playing.
A child gains significant experience through play. From his play experience, the child draws ideas that he associates with the word. Play and work are the strongest incentives for the manifestation of children's initiative in the field of language; they should be primarily used in the interests of children's speech development.
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Development of speech in play activities Saraikina Tatyana Semyonovna GBOU school No. 641 named after S. Yesenin
“Learning and play are not enemies, whose goals and interests are completely opposite, but are friends, comrades, whom nature itself has indicated to follow the same road and mutually support each other.” P.F.Kapterev
Good speech - important condition development of the child's personality. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the world around him, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is. Timely and complete formation of speech in preschool childhood is the main condition for normal development and its further successful learning at school. In preschool age play activity is the leader. Play is not just entertainment, it is the creative, inspired work of a child, his life. In the process of playing, the child gets to know himself, his place in this world, accumulates knowledge, masters language, and communicates.
Interrelation of educational areas through a system of developing speech games Cognition Communication Physical Culture Artistic and aesthetic development Socialization Fiction
Types of gaming activities Gaming activities are divided into such types as: didactic games, outdoor games, theatrical games, role-playing games.
Didactic game– an excellent training and development tool used in mastering any program material. Specially selected games and exercises make it possible to have a beneficial effect on all components of speech. In the game, the child gets the opportunity to enrich and consolidate his vocabulary, form grammatical categories, develop coherent speech, expand knowledge about the world around us, develop verbal creativity, and develop communication skills.
Types of didactic games Board and printed games are used as visual aids aimed at developing visual memory and attention: “Where did I see this?”, “What grows in the garden, forest, vegetable garden?” etc. Games with objects or toys are aimed at developing tactile sensations, the ability to manipulate various items and toys, the development of creative thinking and imagination: “Find and name”, “Who can collect it first”, etc. Word games contribute to the development of auditory memory, attention, communication abilities, as well as the development of coherent speech: “Name three objects”, “Name in one word”, etc.
Outdoor games in speech activity This type of games is used to encourage imitative speech activity in children, expanding the scope of speech understanding and vocabulary.
Theatrical games in speech activity Its varieties: table theater; flannelograph; shadow play; visiting Skazka; puppet theater Theatrical games promote the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation). Theatrical activity is not just a game, but also an excellent means for the intensive development of children’s speech, enrichment of vocabulary, as well as the development of thinking, imagination, attention and memory, which is psychological basis correct speech.
Role-playing game in speech activity It has a positive effect on speech development. During the game, the child talks aloud to the toy, speaks for himself and for it, imitates the voices of animals and birds, etc. Dialogue speech develops.
Thus, the use of all types of games provides great opportunities for the development of speech in preschool children: Speech motivation increases, communication skills are successfully developed; o provides psychological comfort; children remember a large amount of speech material; and higher mental functions (memory, attention, thinking) are activated
Recently, the extreme passion for teaching children to read and write has led to the fact that adults began to pay little attention to the development of children’s own speech. As a result, the speech of older preschoolers is characterized by a poor vocabulary, poor diction, and weak expressiveness. Development problem speech creativity in the education system of the younger generation is currently increasingly attracting the attention of philosophers, psychologists, and teachers. Society is constantly in need of creative individuals who are able to act actively, think outside the box, and find original solutions to any life problems.
In preschool pedagogy and developmental psychology children's creativity V different types activities were given close attention(L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, B.M. Teplov, A.V. Zaporozhets, N.N. Poddyakov; E.A. Flerina, N.P. Sakulina, N. A. Vetlugina). Researchers N.S. Karpinskaya, L.A. Penevskaya, R.I. Zhukovskaya, O.S. Ushakova, L.Ya. Pankratova, A.E. Shibitskaya directed their efforts to study the nature of children’s creative manifestations in the literary sphere, as well as to search for ways to develop a child’s creative abilities, including determining the optimal conditions for children’s speech activity, providing an individual approach to their creative growth.
Children's speech is amazing, funny and inventive. We often hear from children many interesting children's sayings, words and funny phrases they have invented, sometimes not even always understanding the meaning of such sayings. This phenomenon is called word creation. Word creation is one of the most important features of a child’s speech development.
We think the most current solution tasks for the development of speech creativity in the system of work on the development of speech of older preschoolers, based on the following provisions: classes of the speech, cognitive cycle carry an unusually high emotional-positive charge, affecting the sphere of perception and feelings of each child; literary material is a bright, visually imaginative standard of the speech culture of the people; literary images and storylines allow the preschooler to master social and moral norms and rules and form the child’s communicative culture; in the course of working on literary material, the child’s speech is intensively enriched with means of expressive speech; a speech development environment allows a preschooler to master and creatively use norms and rules native language, develops the ability to flexibly apply them in various situations.
Hypothesis of this project is based on the assumption that the level of development of verbal creativity of older children preschool age increases if: - the teacher is an interested leader in the process of developing verbal creativity; - special training will be organized not only in special classes for the development of verbal creativity, but also in other regime moments; - literary works will be selected appropriate to the age of children for teaching and developing verbal creativity. The goal is to develop a system of work for the development of speech creativity in children of senior preschool age.
Objectives: 1. To study the concept of coherent monologue speech and its significance for the development of preschool children. 2. Identify the features of perception literary works and the development of verbal creativity in older preschoolers, as well as the possibility of children creating their own compositions based on the contamination of familiar fairy tales. 3. Develop content and teaching methods aimed at developing verbal creativity.
Resource support for the project To complete the work, the following resources are required: a specially organized speech environment in the group, including all the necessary components of the educational and methodological complex; the methodological level of the teacher, corresponding to a sufficient degree of readiness to carry out work in this direction; long-term lesson planning; inclusion in the system of organizational and pedagogical activities of preschool educational institutions of demonstration of speech creativity of older preschoolers for children of younger groups and parents; a set of diagnostic materials (a system of criteria and assessments, recommendations for diagnostics, diagnostic sheets (protocols).
Having analyzed the work of teachers, psychologists and children's writers, we have selected, improved and supplemented various methods of working with older preschoolers in teaching how to write fairy tales. Let's consider their structure, features of use and role in the educational process.
Familiar characters in new circumstances. One of the options for this method would be to change the situation in the desired tales. We tell the children a fairy tale and agree to change something in it. At first we change very little and thereby encourage the child to invent. For example, “Cinderella was running away from the prince and lost not a shoe, but something else. What did Cinderella lose? And how did the prince find her? Through reasoning, trial and error, we move together towards possible answers: it could be a ring, a brooch, a belt from a dress. Gradually, children themselves learn to change situations in fairy tales.
Collage from fairy tales. If the stories are familiar, you can do without illustrations. We invite children to think through the plot of a new fairy tale, in which Baba Yaga met Kolobok in the forest, and together they went to visit the Fox in the bast hut. There can be many options and interweavings of situations from different fairy tales, it is only important not to forget about the main, original characters and you will get a “collage of fairy tales.” Let's give another possible example of a “collage of fairy tales.” An evil wizard turned Pinocchio, Little Red Riding Hood and Kolobok into mice. They grieved and grieved and decided to seek salvation. We met old man Hottabych, but he forgot the spell. Then the kids, together with the teacher, figure out how to help. fairy-tale heroes. And if you offer an unusual picture (for example, an image of the tails of different animals), children will be able to come up with an unexpected option for developing the action.
Tales from proverbs. A proverb that is short in scope, apt and capacious in content can perfectly serve as the basis for a fairy tale. Proverb: If you chase two hares, you won’t catch either. The beginning of the tale: One day a hunter boy saw two bunnies at once. They were so small... Proverb: You can’t even catch a fish from a pond without difficulty. The beginning of the fairy tale: Once upon a time there was a lazy bear and a hardworking fish... Proverb: Not everything is Maslenitsa for the cat. The beginning of the tale: In one house there lived a lazy, lazy cat. It got to the point that the mice fell in love with him. And then the owners asked the cat to leave... Come up with your own options.
Tales from phraseological units. Persistent words and phrases from fairy tales and everyday situations themselves quite often serve as successful Starting point to create fairy tales. On the one hand, the successful and appropriate use of phraseological units helps children to better understand their figurative meaning, and on the other hand, it stimulates verbal creativity. We introduce children, starting from the age of 56, to phrases that are often found in stories and fairy tales, then we help them understand their real meaning, and only then we begin to compose together. Phraseologism: Dunce Beginning of a fairy tale: Once upon a time there was a Goon. He didn’t love everyone and everyone didn’t love him... Phraseologism: Crocodile tears Beginning of a fairy tale: Every morning a capricious boy poured crocodile tears. Everyone is terribly tired of this... Phraseologism: Tidbit Beginning of a fairy tale: Two comrades are walking and suddenly they see tasty– a chocolate egg with a toy inside...
Tales from "grammatical arithmetic". “Grammar Arithmetic” is a riddle presented in the form of two terms. The first term is the first part of the word, the second is an encrypted explanation of the second part of the word. Sum is a common explanation of the meaning of the word that needs to be guessed. For example: Ba + freshwater animal with ticks = temporary dwelling. (Barak.) But “barak” is not a fairy-tale word at all. Let's come up with something else: from the word “Larissa” we will subtract part of the word “isa” and add part of the word “finger” “chik”. You will get a “casket”. And now the beginning of the fairy tale begins: “One girl was given a small casket for her birthday. For a long time she did not dare to open it...” Compose fairy tales using the following variants of grammatical arithmetic: C + hidden values = ? (stock); C + thin branch - ? (octopus).
Tales from Strange Stories. We bring to your attention the themes of strange stories that already contain the plot of a fairy tale, and its development depends on the co-creation of adults and children. It’s up to you to decide which of them are best used in the form of free continuations and arrangements: “How a Cup and a Spoon Quarreled”, “Journey to the Land of Cleanliness”, “The Tale of a Capricious Button”, “The Tale of the Left Shoe”, “About King Disorder and the Queen” Lenivice”, “Why you should be afraid of the dark”. Here are some examples of strange tale beginnings. One day the girl woke up, but her mother was not there. She began to cry so bitterly that the tears flooded her dress, her bed and poured out through the door onto the landing... Once upon a time there were glass toys: dad, mom, son and daughter. They knew how to laugh, run, jump, roll, ring, and stand on their heads. And they were always afraid of crashing. Once upon a time... Once upon a time there lived a family. One night Magnet climbed in with them. He stole... Dad comes, sees what is missing, takes a magnifying glass and goes out onto the balcony... Write a fairy tale with the children.
Tales from the trash. Not toys or even objects, but simply garbage, waste that no one needs, sometimes serves as an excellent find for creating fairy-tale scenes. In this regard, one cannot fail to note the usefulness of using waste; it turns out that you can “give” it a second life. This means that everything needs to be treated economically and inventively. Of course, at first the adults themselves show and tell tales from the garbage.
Tales of “living” drops and blots. It is interesting to write fairy tales based on blotting. The main task here is to teach children how to make blots (black and multi-colored). Even a three-year-old child can, looking at them, see images, objects or their individual details. What does your or my blot look like? Who or what does she remind you of? These questions are very useful to ask, as they develop the child’s thinking and imagination. After this, without forcing the baby, but by showing him, we recommend moving on to the next stage of tracing or finishing the blots. The result can be a whole plot. And it’s even easier to get “live” drops: drop some paint or ink on paper and quickly tilt it in different directions and an image will immediately appear. Ask your child to describe him and make up a story with this character.
Tales of monsters. First we come up with something unusual Living being monster, then we encourage the kids to imagine it and answer next questions. How does it move? (Crawls, jumps, slides...) Imagine that you yourself are this monster. How will you comb your hair and wash your face? What sounds does it make? What does it look like? Who does it look like? Draw it. Where does it live? (In a hole, in trees, in water...) What does it eat? (Ice cream, meat, tree bark...) How will you meet it if it comes to visit you? Thus, we gradually lead children to the ability and desire to create in a fairy-tale world, so familiar and so unknown.
Tales of fantasy countries. Adults come up with fantastic countries themselves, and then children give them names (“Tili-tili-tryandiya”, “Never-Byvandia”, etc.) and talk about these countries approximately according to this plan. Who lives in this country? What do they drive? What do they eat? With whom and how will we get to a fantasy land? What will we do there, with whom will we be friends, play, fight? What will we bring from this country? The game “Byvandia Neverland” accompanies writing stories about fantasy countries. It will teach children to distinguish between real and fairy-tale phenomena, help in drawing fictional and real objects, etc. The teacher discusses in advance with the children which country they will go to, Byvandia or Neverland, and, depending on the chosen topic, decide what items will be needed in such a fabulous journey?
"Twisting" fairy tales. Twisting a fairy tale develops a sense of humor in children; they begin to understand the irony and slyness that comes from loved ones. In addition, this approach to famous fairy tales puts the child in an active position, forces him to concentrate, and correct the programmed mistakes of adults. You just need to intelligently twist the fairy tale, changing what is essential in the characters and actions. For example: “Kolobok is rolling and rolling, and a tiger is meeting him.” “No, not a tiger, but a hare,” corrects the child.” It is important, when misinterpreting, to become an actor if possible, to be surprised at your own forgetfulness with the help of tone, facial expressions, gestures, and also to admire the child’s resourcefulness and memory.
Fairy tales in a new way. This method helps you take a fresh look at familiar stories. Don’t children get used to the fact that Kolobok is kind, the fox is cunning, the wolf is evil, Cinderella and Tiny Khavroshechka are hardworking and modest? Familiar, favorite images, heard and seen many times, form stereotypes from childhood. And how useful and necessary it is to break them. The basis is a well-known fairy tale, but kids are invited to endow the main characters with opposite qualities. Suppose seven kids, angry and capricious, run into the forest, and a good wolf helps the goat find them. The stepdaughter becomes lazy, and the stepmother becomes caring and hardworking. The fox is reborn into an obedient and modest one, and the bunny into a cunning and evil one... Any options for remaking the fairy tale will do.
Binom of fantasy. Children sequentially look through pictures or toys, then choose two objects that are difficult to combine in a fairy tale. Writing a story about them is called a “fantasy bin”. So, you can show children two pictures depicting a cat and a bag, and ask them to come up with a fairy tale. Of course, it is easier to imagine the relationship between a cat and a dog, a cat and a mouse. But it is necessary to specifically create an environment of increased complexity. Only by thinking, inventing, and being in a state of active mental activity, can children develop. We offer you the following pairs of objects and phenomena to connect them using the “fantasy binomial” method. Let us give an example of one such fairy tale. "The elephant in the closet." A porcelain elephant lived in the house. He was bored and lonely, he had no friends. One day he went for a walk and suddenly saw that there was a closet at the end of the street and he was bored. The elephant asked: “Why are you standing here, don’t you have a home?” “I have no home, no friends - I’m completely alone!” answered the closet. The elephant suggested: “Let's be friends!” The closet agreed. They started talking and became friends. Since then, the closet has lived with the elephant at home, they protect each other.
Tales about favorite toys. Favorite toys are a pretty good reason to write fairy tales about them. Many preschoolers think that the residents of the city of Games are the most cheerful people in the world. But sometimes toys can get very boring. Listen to what the doll Katya once said. I was given to a girl for her birthday. At first she was happy and played with me all day. And then she put it in a big, big box. There were other dolls missing there: small and large, old and new. They said that their owner has a lot of toys and they buy her new ones every time. And then suddenly the doll Katya began to cry. Maybe the girl will never play with me? I'll probably die of boredom. What to do now? Try, guys, to help the distressed doll Katya.
Tales about the seasons, smells, sounds. You probably already agreed with us that there can be many reasons for composing fairy tales. An inexhaustible source of fairy tales is the nature around us: its sounds, smells, seasons. We recommend making up stories about each smell or sound, as well as about their possible and impossible combinations. For example, spring smells: the air smells of freshness, snowdrop smells like earth, the first greenery smells delicious, apple tree flowers smell sweet, lilac; spring sounds: streams are murmuring, a warm spring wind is rustling, raindrops are heard, birds are singing, etc. And then move on to fairy tales with a more generalized meaning. For example, “A Tale of Spring” may begin like this: “Once upon a time there was a spring girl, her name was Vesnyanka, she was bright, radiant and always cheerful. Her voice gurgled like a spring stream. But one day...” Or: “In one kingdom-state, spring smells and autumn sounds got mixed up...”. Similarly, the smells and sounds of other seasons (autumn, summer, winter) are selected and stories are written about them.
Tales from the middle. To develop creative imagination and logical thinking, we advise teaching children to think out not only the end, but also the middle of a fairy tale or story (where the plot mainly develops). And to help, it is necessary to offer children an intricate beginning and a clear, bright ending. For example, come up with a title and the middle of a fairy tale: “One day, dad and I were rushing from kindergarten. Suddenly we saw... Now this is my very best friend" But the endings need to be carefully selected. They should be interesting, imaginative, for example, like this: “And again, in the rain and snowstorm, my briefcase walks with me.” Or: “So that my little cow is fed, so that Burenushka gives me some cream.” Or: “Maybe those few sips of milk saved her life.”
The particle “not” and new fairy tales. The “not” particle is simply a magician; it helps create new versions of fairy tales and awakens children’s imagination. However, it must be taken into account that this method has a firm rule: the particle “not” is placed (used) only before nouns, adjectives and verbs, often before the names of fairy tale characters. For example: “Grandma, you would bake something that wasn’t a bun... It’s not a bun that rolls and rolls, but a bunny towards you...” Or: “Once upon a time there were not three little pigs...” Or: “They didn’t give the girl a little red riding hood for her birthday...”. As a result of the frequent use of the particle “not,” we get a fairy tale-task with all sorts of answer-options.
Fairy tales for “magic drawings”. There is no need to explain that a “magic drawing” will help a child in composing fairy tales. But the selection of such drawings requires special requirements. They must be truly “magical”, i.e. depict magical objects: running boots, Aladdin's lamp, magic wand, etc. For example, let’s draw a self-assembled tablecloth, show the image to the children and ask: “Who will especially need it and when?” Children's answers vary great variety, and adults often lead to something like this: “Once upon a time, people were traveling on a ship. During strong storm There was a shipwreck, as a result of which everyone ended up on a desert island. Among the passengers was a good fairy with with a magic wand, she waved it, and a self-assembled tablecloth flew to the island...”
All verbs or nouns have escaped from the fairy tale. Thanks to the funds mass media Today children know quite a lot of fairy tales. Sometimes it even becomes boring to listen to them. To support preschoolers' interest in fairy tales, introduce elements of humor, focus their attention on a familiar work, we suggest telling fairy tales with missing verbs or nouns. However, this method is not recommended to be used very often, but to make it interesting for the children, you can use the following motivation: “In one fairy tale that is very familiar to you, you are tired of some words being in books. They decided to travel. And they left this note: “Can you guess this fairy tale without us?” Let’s, guys, try to determine which fairy tales the words escaped from.” For example, if you remove all words from the fairy tale “Mitten” except verbs, you get: walked... ran... runs... climbed... live... gallops... asks...; and if you leave only nouns, you get: grandfather... in the forest... dog... grandfather...
From dots to fairy tales. It is no coincidence that the French mathematician Pani noted that we work too much with preschoolers on specific material: counting balls, bunnies, making up stories based on realistic pictures. Thus we delay development abstract thinking and creative imagination of children. Pani strongly advised me to just work with stitches. In the process of learning to write fairy tales, this can be used as follows. We offer children a lot of dots, then we connect them so that we get drawings of funny animals that can be told about in one fairy tale. The dot is the same cipher, sign. In this case, we want to make the compilation and use of ciphers the starting point of the essay. In preschool age (from about 56 years old, if the child already reads quite well), you can use flag reading.
Tales about yourself. This method is very useful. Firstly, because children love to listen to what happened or could happen to them or their close mothers and grandmothers, they love to invent stories about themselves or their brothers and sisters. Secondly, this creative activity helps to perceive the essay as an addition to real life, and not as a replacement for reality. As a result, having finished the fairy tale, the child does not experience disappointment when entering life itself. To interest him even more, let him call his hero, that is, himself, only by his initials. What child doesn’t dream of growing up quickly, becoming an adult and doing whatever his heart desires? You can offer to fantasize on this topic, come up with a fairy tale in which the responsibilities, actions, thoughts of adults and children would change places. For example. I got up very early, cooked breakfast, went to wake up mom and dad, but they didn’t get up. I blew the whistle and watered them from the kettle. Then she pulled them off the bed. They made such a roar that the neighbors started knocking on the radiator. I was late for kindergarten, but dad couldn’t get dressed, and mom couldn’t find lipstick. Finally we went outside. Dad didn’t want to walk and began to beg to be held, screaming and stamping his feet. I had to put him in a stroller. And mom ran after the stroller. Finally, I took them to work, and in the evening I had to take them back. In the evening I was bathing my mother, she squeaked and slipped out of my hands because she was soapy. Then I put them to bed and fell off my feet from fatigue.
Fairy tales in drawing. To make the child’s impressions of the fairy tale he read more complete and vivid, it is necessary to examine with him the illustrations in the book, pay attention to the combination of colors and the expressiveness of the images. Next, invite him to draw the passage he likes. It is especially effective to use illustrations and drawings when composing a story not from the beginning, but from the end or middle. They will help the child not to get confused in the plot, and maybe even dream up and connect familiar episodes in a new way.
Musical tales. Fairy tales-tests. Ecological tales. Name and tales. Horoscope and fairy tales. Fortune telling on coffee grounds. In the footsteps of fairy tales. Fairy tales with a new ending. Modeling fairy tales. Analogies of famous fairy tales. Tales from mysterious advertisements. Brief stories. Tales from transformations. Tales of travel. Resolving contradictions in fairy tales. Fairy tale series. Colored fairy tales. Experiments in fairy tales. Fairy tales based on mixed images. Tales of fantasy countries. Random tales. Tales from fantastic phenomena. Fairy tales from MMA (morphological analysis method). From fairy tales - puzzles.
The process of learning to write fairy tales undoubtedly has big influence on the development of children's speech. But the opposite effect is also obvious: the better a child is prepared in terms of speech, the easier he copes with all tasks, the more developed his imagination and creative abilities, which he then embodies in fairy tales. A fairy tale teaches life, awakens sympathy for everything good, the desire to follow the example of positive heroes; it is valuable for moral education, a fairy tale is of enormous importance for the emotional development of a child, since he experiences all the events together with the hero; useful for mental improvement, as it promotes the development of logic and imagination. In a fairy tale, a child realizes his desires, his dream, and then really strives to make it come true.
Create, invent, try! Children's fairy tales have always been a very special genre of folk tales and served not only as a means of amusement for children who write them, but also as one of the most important means of developing children's thinking and mastering the experience of previous generations.
I carry out educational activities according to the program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. I build the educational space in accordance with the requirements of the Federal State Educational Standard, according to educational fields: physical development, social and communicative development, speech development, cognitive development and artistic and aesthetic development.
Topic: “Development of speech creativity through artistic expression” Development of speech creativity Moral aspect of speech behavior Culture of listening Means of expression oral speech(tempo, intonation, voice strength, etc.) Development of coherent speech Speech etiquette in different communication situations Verbal and non-verbal means of communication (facial expressions, gestures, body movements)
Relevance of the problem speech development When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is through communication with other people that a person realizes himself as an individual. It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all basic mental processes. The problem of speech development is one of the most pressing.
Objectives: To introduce the norms of Russian literary language, with folklore. Develop a system of work to develop communication skills in children, develop speech creativity, establish cooperation and trusting relationships between children. Develop verbal and non-verbal communication skills. Distinguish literary genres. Show interest in independent writing. Develop long-term planning for priority direction"Development of speech creativity" in various types activities. Develop a system of activities aimed at interacting with parents in developing children’s communication abilities
The main areas of activity are carrying out a system of work on the development of speech creativity; development of the speech apparatus and finger motor skills in children; formation in children of the need for verbal communication for adaptation in society; searching and implementing effective ways to interact with the families of students to successfully achieve the goal. generalizing the experience gained and presenting it to the teaching community at the level of MBDOU
Principles The principle of accessibility of the material being studied (selection of knowledge that is most relevant for the child, in accordance with his age) The principle of continuity and continuity of the pedagogical process The principle of a differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities, interests The principle of freedom of expression; unrestricted expression of one’s relationships and feelings. The principle of developmental learning.
METHODS OF SPEECH DEVELOPMENT Verbal Practical Reading and storytelling of works of art Learning by heart Retelling Storytelling without relying on visual material Generalizing conversation Didactic games Dramatization games Dramatizations Didactic exercises Visual round dance games Method of direct observation and its varieties: observation in nature, excursions Indirect observation (visual visualization): looking at toys and paintings, telling stories based on toys and paintings Learning by heart Retelling Storytelling without relying on visual evidence material General conversation Didactic games Dramatization games Dramatizations Didactic exercises Round dance games
Algorithm for the development of speech creativity Work on enriching and activating the vocabulary. Switch to common speech. Bring originality of thinking and common sayings at the same time. Help with guiding questions of a search nature. Cultivating sensitivity in children - the ability to see the necessary properties in ordinary and unusual objects and phenomena. Gradually bring children to the desire to create and compose. At the first stage, we compose together based on the picture. Then according to talking drawings. Moving away from clarity, we change the end of a fairy tale familiar to children. We activate the creative imagination method (And then what?) and jointly solve a problematic question about a fairy tale. A gradual transition to modeling fairy tales and the ability to distract from specific items and images
Results of working with children Children's memory efficiency and creative activity increased. Children show initiative and activity in communication; solve everyday and gaming problems through communication with adults and peers. Take initiative in conversation, answer questions, ask counter questions, use simple shapes explanatory speech. Use means of emotional and verbal expressiveness. They independently retell familiar fairy tales and, with a little help from an adult, compose descriptive stories and riddles, with the help of parents they publish books. They show word creativity, interest in language, musical and theatrical activities.
DESIGN ACTIVITY AIMED AT THE DEVELOPMENT OF SPEECH CREATIVITY “Formation of communication skills in preschool children in joint partner (adult-child) activities”, “Where the Motherland Begins”, “My Family”, “Zimushka-Winter”, “Maslenitsa”. “My family and the world of her hobbies”, “I want to be healthy”, “ Healthy eating- the basis of prosperity." Interaction with teachers Speech at a seminar-workshop on the development of children’s communication abilities Consultations for educators on the topic “Development of word creation”, “Homemade books” Message to the pedagogical council on the topic “Introducing children to culture” native land through word creation." Conducting an open integrated lesson for teachers “Children visiting bears” Planning joint activities for celebrations and entertainment Program professional activity for the next inter-certification period Develop and present to participants educational relations guidelines on the formation of communication abilities in accordance with the Federal State Educational Standard for Education. Direction: development of speech creativity through theatrical activities.
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“Development of speech of preschoolers in games and exercises”
Teacher Krutiy Inna Vitalievna UVK "Black Sea Education Center"
Good speech is an important condition for the development of a child’s personality. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the world around him, the more active his mental development is. But a child’s speech is not an innate function. It develops gradually, along with his growth and development. Speech must be formed and developed in conjunction with general development child. It is much more successful to do this using games. Since at preschool age play activity is leading.
The game method of teaching helps to create an interested, relaxed environment; increases speech motivation; encourages children to communicate with each other; the thinking process proceeds faster, new skills are acquired more firmly. A didactic game is an excellent learning and development tool used in mastering any program material. Specially selected games and exercises make it possible to have a beneficial effect on all components of speech. In the game, the child gets the opportunity to enrich and consolidate vocabulary, form grammatical categories, develop coherent speech, expand knowledge about the world around him, develop verbal creativity, and develop communication skills.
Main tasks of speech development
Development sound culture speeches; Formation of grammatical structure of speech; Enrichment of vocabulary; Development of coherent speech. A child’s speech is formed in stages and at each age stage solve their own problems of the child’s speech development.
Games and exercises for speech development of younger preschoolers
The leading line of speech development for children 3-4 years old is the education of a sound culture of speech, teaching correct sound pronunciation, and the formation of the grammatical structure of speech.
GAMES AND EXERCISES FOR SPEECH DEVELOPMENT OF CHILDREN IN THE FIFTH YEAR OF LIFE
The leading line of development for children of this age is the enrichment of vocabulary. Work continues to educate the sound culture of speech (formation of correct sound pronunciation, development phonemic awareness, vocal apparatus, speech breathing, the ability to use a moderate rate of speech and intonation means of expressiveness). Children get acquainted with new terms “sound”, “word”.
Games and exercises for speech development for children of senior preschool age (6-7 years old)
The main task of working with children of senior preschool age is the development of coherent speech and the acquisition of the phonetic side of speech. Work is underway to further improve speech hearing, consolidate the skills of clear, correct, expressive speech. Children differentiate what a sound, a word, a sentence is.
Using mnemonics for the development of coherent speech in preschoolers
Mnemonics is a system of methods and techniques that ensure effective memorization, storage and reproduction of information. The use of mnemonics reduces training time and simultaneously solves the following: speech tasks: enrichment of vocabulary, composing stories, retelling stories. literature, guessing and making riddles, memorizing poetry.
Sequence of work:
1. Mnemonic squares 2. Mnemonic tracks 3. Mnemonic tables
Theatrical activities as a means of developing speech in preschool children
Theatrical games promote the assimilation of elements of verbal communication (facial expressions, gestures, posture, intonation, voice modulation). Theatrical activities are not just a game, but also an excellent means for the intensive development of children’s speech, enrichment of vocabulary, as well as the development of thinking, imagination, attention and memory, which is the psychological basis of correct speech.
Musical activities and speech development
Musical education in kindergarten has great importance for children's speech development. The fundamental principle of conducting music classes is the relationship between speech, music and movement. Clear pronunciation of rhythmic text and poetry to music develops an ear for music, imagination, and sense of words. Every word, syllable, sound is pronounced meaningfully, with a sincere attitude.
Artistic creativity and speech development
Artistic creativity is a unique means for the development of fine motor skills and speech in their unity and interconnection. Children learn to analyze forms, observe, compare, and highlight similarities and differences between objects.
The influence of origami on the development of speech in preschool children
Origami (“ori” - bend, “gami” - paper) japanese art paper folding is very popular due to its entertaining and educational capabilities. In the process of folding origami figures, children become familiar with basic geometric concepts, and at the same time the vocabulary is enriched with special terms. Origami promotes concentration and has great value in the development of children’s constructive thinking and their creative imagination. Origami stimulates the development of speech, memory and activates thought processes.
Main types of didactic games
Printed board games Games with objects (toys, natural material etc.) Word games
Description of the presentation by individual slides:
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MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN No. 87 COMBINED TYPE SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN FROM WORK EXPERIENCE COMPLETED BY TEACHER OF THE HIGHEST QUALIFICATION CATEGORY KOKAEVA E.S.
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A PERSON'S SPEECH IS AN INDICATOR OF HIS DEVELOPMENT. TO BECOME HIGHLY EDUCATED, A PERSON MUST MASTER ALL THE RICHES OF THEIR NATIVE LANGUAGE. DEVELOPMENT OF COGNITIVE - SPEECH ACTIVITY IS ONE OF THE IMPORTANT SECTIONS OF PRESCHOOL PEDAGOGY AND IS DIRECTED AT THE MENTAL DEVELOPMENT OF THE CHILD. THE BETTER THE COGNITIVE AND SPEECH ACTIVITY OF CHILDREN IS ORGANIZED, THE HIGHER THE GUARANTEES OF SCHOOL TRAINING SUCCESS. “SPEECH IS AN AMAZINGLY POWERFUL MEANS, BUT YOU NEED TO HAVE A LOT OF MIND TO USE IT” G. HEGEL
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RELEVANCE OF THE PROBLEM OF SPEECH DEVELOPMENT Almost everyone can speak, but only a few of us can speak correctly. When talking with others, we use speech as a means of conveying our thoughts. Speech for us is one of the main needs and functions of a person. It is speech that distinguishes humans from other representatives of the animal world. It is through communication with other people that a person realizes himself as an individual. It is impossible to judge the beginning of the personality development of a preschool child without assessing his speech development. In the mental development of a child, speech is of exceptional importance. The development of speech is associated with the formation of both the personality as a whole and all basic mental processes. The problem of speech development is one of the most pressing.
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GOAL: TO PROMOTE THE ACTIVATION OF CHILDREN'S SPEECH IN VARIOUS TYPES OF ACTIVITIES. TASKS: TO CREATE A DEVELOPING SPEECH ENVIRONMENT IN THE GROUP; DEVELOP THE PRONUNCIATION AND CONNECTIVE SIDE OF SPEECH; ACTIVATE CHILDREN'S DICTIONARY; FORM THE GRAMMATICAL STRUCTURE OF SPEECH; DEVELOP FINE MOTOR SKILLS
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DEVELOPMENT OF CONNECTED SPEECH THROUGH TRAINING TO COMPLETE STORIES FROM A PICTURE AND A SERIES OF STORY PICTURES. GOAL: Formation of skills in composing stories based on paintings and plot pictures; Enrichment of vocabulary and formation of the grammatical structure of children's speech in the process of working with paintings and plot pictures. Series of paintings and subject pictures: Winter Winter fun Moms and babies Wild animals Pets Farm animals Tell your children about bread Automobile transport Birds Space Sports equipment Heroes of fairy tales Fruits Visual - didactic guide to artistic creativity
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DEVELOPMENT OF CHILDREN'S SPEECH AND THINKING THROUGH MNEMOTECHNIQUES “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” K. D. Ushinsky MNEMOTECHNIQUES is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.
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MAIN TASKS OF MNEMOTECHNIQUES: 1. Development of all types of memory: - visual; - auditory; - associative; - verbal-logical; - processing of various memorization techniques. 2. Development logical thinking(ability to analyze, systematize). 3. Development of imaginative thinking. 4. Solving various general educational, didactic problems, familiarizing with various information. 5. Development of ingenuity, training of attention. 6. Development of the ability to establish causality - investigative connections in events and stories. MNEMOTABLES – diagrams serve didactic material when working on the development of coherent speech in children, to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.
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DRIPS ARE RINGING IN THE YARD, A CREEK RUNS ACROSS THE FIELDS, AND PUDDLES ARE ON THE ROADS. THE ANTS WILL SOON BE OUT AFTER THE WINTER COLD. A BEAR IS WALKING THROUGH THE FOREST DEAD LIGHT. THE BIRDS BEGAN TO SING SONGS, AND THE SNOWDROP BLOOMED.
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USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES Application computer equipment allows you to make each lesson unconventional, bright, rich, leads to the need to use various ways submissions educational material, provide a variety of techniques and methods in teaching.
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SUBJECT-DEVELOPING ENVIRONMENT IN THE GROUP “A CHILD WILL NOT SPEAK IN EMPTY WALLS”... E. I. TIKHEEVA Creating conditions for the full development of children’s speech involves: creating a developmental subject-spatial environment.
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Speech development is more successful in a favorable speech environment. SPEECH ENVIRONMENT is the family, kindergarten, adults and peers with whom the child constantly communicates. The subject-development environment is of great importance for the development of young children who do not yet read, especially in their independent activities. SUBJECT-DEVELOPMENTAL ENVIRONMENT is a system of material objects of a child’s activity, functionally modeling the content of his spiritual and physical appearance. An enriched environment presupposes the unity of social and natural remedies providing a variety of activities for the child. The equipment of the educational process is formed in direct dependence on the content of education, age, experience and level of development of children and their activities. The developmental environment acts as a stimulator, driving force in the holistic process of developing a child’s personality, it enriches personal development and promotes the early manifestation of versatile abilities.
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SPEECH DEVELOPMENT THROUGH FICTION Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children and has a huge impact on the development and enrichment of a child’s speech.
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SPEECH DEVELOPMENT BY MEANS OF DIDACTIC GAME A DIDACTIC GAME DEVELOPES CHILDREN'S SPEECH: REPLENISHES AND ACTIVATES THE DICTIONARY, FORMS CORRECT SOUND PRONUNCIATION, DEVELOPS CONNECTED SPEECH, AND THE ABILITY TO CORRECTLY EXPRESS YOUR THOUGHTS. IN THE GROUP THERE ARE GAMES SUCH AS: WORDS OPPOSITE WHAT WILL HAPPEN SAY IT CORRECTLY STORIES BASED ON DRAWINGS WHAT, WHAT, WHAT? Speech Therapy PROFESSIONAL LOTTO WHO LIVES IN THE HOUSE? COLLECT A RUN COLLECTION COLLECT A PROVERB PLAY LOTTO MY FIRST SENTENCES BIG – SMALL WHO DOES WHAT SHORT WORDS SEASONS SERIES OF GAMES ON ARTISTIC CREATIVITY SERIES OF GAMES ON PATRIOTIC EDUCATION
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ROLE-PLAYING HAS A POSITIVE INFLUENCE ON SPEECH DEVELOPMENT. DURING THE PLAY, THE CHILD TALKS OUT LOUD TO THE TOY, SPEAKS FOR HIMSELF AND FOR IT, IMITATES THE HUMM OF THE PLANE, THE VOICES OF ANIMAL, ETC. DIALOGICAL SPEECH DEVELOPES. THE GROUP HAS THE SUCH GAMES AS: FAMILY SCHOOL CAFE CIRCUS STORE CHAUFTERS SAILORS BORDER GUARDS HAIRDRESSER BUILDERS LIBRARY THEATER MAIL ATELIER
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Through play you can encourage children to communicate with each other. Thematic role-playing game promotes: - consolidation of skills in using initiative speech, - improvement of spoken language, - enrichment of the vocabulary, - formation of the grammatical structure of the language, etc.
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THEATRALIZED ACTIVITIES MAKE CHILDREN'S LIFE INTERESTING AND SUBSTANTIVE, FILLED WITH BRIGHT IMPRESSIONS, THE JOY OF CREATIVITY, INTRODUCES CHILDREN TO THE WORLD AROUND IN ALL ITS DIVERSITY THROUGH IMAGES, COLORS, SOUNDS, AND CLEARLY POSED QUESTIONS ENCOURAGE THEM TO THINK, ANALYZE, MAKE CONCLUSIONS AND GENERALIZES, DEVELOPING SPEECH CHILDREN, THERE IS AN OPPORTUNITY FOR SELF-realization. CHILDREN'S SPEECH BECOMES IMAGINATIVE AND EXPRESSIVE. IN THE PROCESS OF WORKING ON THE EXPRESSIVENESS OF CHARACTERS' REPLY AND OWN STATEMENTS, THE CHILD'S DICTIONARY IS IMPOSSIBLY ACTIVATED, AND THE SOUND CULTURE OF SPEECH AND ITS INTONATION STRUCTURE IMPROVE. THE ROLE PERFORMED, ESPECIALLY ENTERING INTO A DIALOGUE WITH ANOTHER CHARACTER, PUT THE CHILD INTO THE NEED TO EXPRESS CLEARLY, CLEARLY AND UNDERSTANDINGLY. CHILDREN'S DIALOGICAL SPEECH AND ITS GRAMMATIC STRUCTURE IMPROVE. FICTION AND GESTURES BECOME ARTISTIC, CHILDREN APPEAR SELF-CONFIDENCE, THE ABILITY TO KEEP ATTENTION IN ACCORDANCE WITH THE PLOT OF THE PERFORMANCE; LOGICAL THINKING IS DEVELOPING. BY THE AGE OF FIVE, CHILDREN EASILY PLAY RUSSIAN FOLK TALES, STORIES OF WRITERS, POEMS, AND TRY TO COMPLETE POEMS. THE GROUP HAS THE SUCH TYPES OF THEATER AS: BI-BA-BO DOLLS FINGER THEATER FLAT THEATER MITTEEN DOLLS CHILDREN'S COSTUMES OF FAIRY TALE CHARACTERS ARE ALSO USED.
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“A CHILD’S MIND IS AT HIS FINGERTIPS.” V.A. SUKHOMLINSKY One of the indicators of a child’s good physical and neuropsychic development is the development of his arm, hand, manual skills, or, as is commonly called, fine finger motor skills. The hand has the largest “representation” in the cerebral cortex, therefore the development of the hand plays an important role in the formation of the brain and the development of speech. Finger games develop the child's brain, stimulate the development of speech, creativity, and imagination of the baby. Simple movements help to remove tension not only from the hands themselves, but also to relax the muscles of the whole body. They can improve the pronunciation of many sounds. The better the fingers and the entire hand work, the better baby speaks. the main objective finger games- switching attention, improving coordination and fine motor skills, which directly affects mental development child. In addition, by repeating poetic lines and simultaneously moving their fingers, children develop correct sound pronunciation, the ability to speak quickly and clearly, improve memory, and the ability to coordinate movements and speech.
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FINGER GYMNASTICS: -Promotes mastery of fine motor skills; - Helps develop the child’s speech; -Improves the performance of the cerebral cortex; -Develops the child’s mental processes: thinking, attention, memory, imagination; -Relieves anxiety.
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DEVELOPMENT OF CHILDREN'S SPEECH THROUGH FINE MOTOR SKILLS OF THE HAND FINE MOTOR SKILLS IS A SET OF COORDINATED ACTIONS OF THE HUMAN MUSCULAR, BONEY AND NERVOUS SYSTEMS, OFTEN IN COMBINATION WITH THE VISUAL SYSTEM IN PERFORMING SMALL, PRECISION MOVEMENTS OF THE HAND MI AND FINGERS AND TOES. THE TERM SUCH AS “AGILITY” IS OFTEN USED FOR THE CONCEPT OF “FINE MOTOR SKILLS.” SCIENTISTS HAVE COME TO THE CONCLUSION THAT APPROXIMATELY A THIRD OF THE ENTIRE SURFACE OF THE MOTOR PROJECTION OF THE BRAIN IS OCCUPIATED BY THE PROJECTION OF THE HAND, WHICH IS LOCATED NEAR THE SPEECH AREA. FROM THIS THE FOLLOWING CONCLUSION FOLLOWS: THE DEVELOPMENT OF A CHILD'S SPEECH AND THE DEVELOPMENT OF FINE MOTOR SKILLS ARE TWO INTERCONNECTED INSEPARABLE PROCESSES. THERE ARE SEVERAL EFFECTIVE WAYS TO DEVELOP FINE MOTOR SKILLS: GAMES WITH SMALL OBJECTS (MOSAICS, PUZZLES, BEADS, CONSTRUCTION TOYS, ETC.); FINGER GAMES; MOLDING; MASSAGE OF FINGERS AND HANDS; PYRAMIDS; TOYS – LACES; DRY POOL CUBES.
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“THE SOURCES OF CHILDREN'S ABILITIES AND GIFTS ARE AT THEIR FINGERTIPS. FROM THE FINGERS, FIGURATIVELY SPEAKING, THE THINEST STREEKS COME OUT, WHICH FEED THE SOURCE OF CREATIVE THOUGHT" V. A. SUKHOMLINSKY
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