To increase memory capacity, facilitate memorization and assimilation of information, a technique called “mnemonics” is used, which translated from ancient Greek means “the art of memorization.”
Mnemonics allows you to gain total control over the assimilation of material, using only natural memory.
The history of mnemonics began as an inseparable part of oratory and rhetoric. This technique was used to memorize long monologues delivered by speakers.
Nowadays, mnemonics are very actively used by speech therapists during classes with children.
The technique of uniting images into a common associative series is one of the fundamental ones in mnemonics. By finding associations, random and unrelated information is combined into a whole associative image created through images formed in the head. To reproduce any part of the material, it is enough just to build a certain image in your head and provoke a chain reaction for recalling the remaining images, united in an associative set. Some speech therapists use mnemonics cards for work in classes, or cheat sheets for the development of auditory, visual, speech and motor memory.
A powerful method is the association technique in audio automation. Sometimes it is very difficult to motivate a child to repeatedly pronounce the same words. From the very beginning, you should practice paired pronunciation of words by showing the child two images with an automated sound and asking him to remember them. To complete the task, the child must form an associative image in his head; for this he must compose sentences with these words. The child must independently find the association in his head. An interesting detail: the most ridiculous associations are remembered much better, as they cause laughter and positive emotions.
When the child sees all pairs of images, you need to show one picture from each pair so that he remembers the one that is not currently shown. The number of photographs shown depends on the child’s developmental level. At the first stage of using the mnemonic technique, it is worth using up to four pairs of images, subsequently increasing to fifteen.
After this, you can begin to teach your child to memorize a whole chain of words.
Speech development is becoming an increasingly pressing problem in our society. It is the most important condition for a child’s success in school. Speech development is becoming an increasingly pressing problem in our society. It is the most important condition for a child’s success in school. Only with well-developed coherent speech can a student give detailed answers to complex questions in the school curriculum, consistently and completely, cogently and logically express his own opinions, reproduce the content of texts from textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a fairly high level of development of coherent speech. Only with well-developed coherent speech can a student give detailed answers to complex questions in the school curriculum, consistently and completely, cogently and logically express his own opinions, reproduce the content of texts from textbooks, works of fiction and oral folk art, and finally, an indispensable condition for writing program presentations and essays is a fairly high level of development of coherent speech.
In speech therapy work with children in a type VIII correctional school, the formation of coherent speech acquires special importance due to the structure of the defect and becomes the main final goal of the entire correctional process. In speech therapy work with children in a type VIII correctional school, the formation of coherent speech acquires special importance due to the structure of the defect and becomes the main final goal of the entire correctional process. Children with disabilities experience serious difficulties in independently planning a plot, in creating a coherent context, in independently operating with lexical and grammatical categories, and in grammatically formatting speech material. Children with disabilities experience serious difficulties in independently planning a plot, in creating a coherent context, in independently operating with lexical and grammatical categories, and in grammatically formatting speech material. Therefore, along with the development of thinking, memory, which is expressed through coherent speech, should also be developed. Therefore, along with the development of thinking, memory, which is expressed through coherent speech, should also be developed.
The task of this stage is to teach children to be coherent and consistent, logically harmonious and complete, accurate in the use of vocabulary and content, correct in grammatical format, independently and freely present the material, and construct statements. The task of this stage is to teach children to be coherent and consistent, logically harmonious and complete, accurate in the use of vocabulary and content, correct in grammatical format, independently and freely present the material, and construct statements.
When teaching how to compose coherent text using reference pictures and mnemonic tables, the following techniques are used: When teaching how to compose coherent text using reference pictures and mnemonic tables, the following techniques are used: 1.Looking at pictures and illustrations; 2. Arranging a series of plot pictures to the text in a logical sequence; 3. Inventing additional and missing (“missing”) pictures for individual text fragments; 4. Isolating phrases for each picture from the text; 5. Isolation and pronunciation, selective reading, memorization of individual fragments, expressive means (epithets, metaphors, comparisons, repetitions, openings, direct speech of heroes and characters); 6. Lexical and grammatical exercises on the text: isolating features and actions of objects from the text; selection of new characteristic features and actions in accordance with the content of the text; replacing words with synonyms; word formation of related words, nouns with a diminutive meaning; relative and possessive adjectives; dissemination and transformation of proposals; 7. Discussion of the proposals compiled and selection of the most successful ones. Composing a coherent text.
Mnemonics is translated from Greek as “the art of memorization.” Memorization and recall techniques increase memory capacity by forming additional associations. Mnemonics is translated from Greek as “the art of memorization.” Memorization and recall techniques increase memory capacity by forming additional associations. Using mnemonic tables, i.e. schemes in which certain information is embedded aims to: consolidate various methods of memorization, expand vocabulary, develop figurative perception, oral speech, and the ability to speak coherently and tell stories in students. Using mnemonic tables, i.e. schemes in which certain information is embedded aims to: consolidate various methods of memorization, expand vocabulary, develop figurative perception, oral speech, and the ability to speak coherently and tell stories in students. When working with mnemonic tables, symbols and pictures are introduced: When working with mnemonic tables, symbols and pictures are introduced: The bright warm sun began to shine. The bright warm sun began to shine. The spring drops have begun. Cheerful streams ran. Cheerful streams ran. Children love launching boats.
Mnemonic table SPRING Spring Warm spring has come. The bright sun is shining. Cheerful streams gurgle. The first snowdrops bloomed. Green grass appeared. Sticky buds swelled on the trees. Migratory birds have returned from the south. In the spring, children love to launch paper boats.
Creative story “SPRING” Spring Warm spring has come. The radiant sun is shining brightly. Cheerful streams gurgle. Blue snowdrops bloomed. Green grass appeared. Sticky buds swelled on the trees. Willow hung fluffy earrings. Birds sing loudly and build nests. The kids love to walk outside and launch boats in puddles. In the spring, Mother's Day is celebrated. I love my mother very much. Therefore, on this day I give her a bouquet of mimosa and my drawings.
1. object (who is this?, what is this?) - apple 2. sign of the object (which?, which?, which?) - red, round, sweet 3. action of the object (what does it do?, what will it do?) - grows, pours, falls 4. composing a sentence – A ripe apple hangs on a branch. Apple An apple grows on an apple tree. It is red and round. In autumn the apples ripen. Apple jam is made from them. I love eating juicy apples. Compiling a short story based on an object picture
A lot of work is done when drawing up a plan for the text (Story by K.D. Ushinsky “Morning Rays”). A lot of work is done when drawing up a plan for the text (Story by K.D. Ushinsky “Morning Rays”). An effective form is a retelling according to a plan with visual support or a mnemonic table. An effective form is a retelling according to a plan with visual support or a mnemonic table. The technique of developing students’ skills in planning their speech utterances, as well as visually modeling the stories they are composing, has proven itself well in the practice of teaching children in Type VIII correctional schools. The technique of developing students’ skills in planning their speech utterances, as well as visually modeling the stories they are composing, has proven itself well in the practice of teaching children in Type VIII correctional schools.
Techniques for using visual modeling of compiled stories based on reference pictures and mnemonic tables in correctional speech therapy classes give positive results. Techniques for using visual modeling of compiled stories based on reference pictures and mnemonic tables in correctional speech therapy classes give positive results. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the idea of the complex and active nature of memory processes, which in humans rely on a number of jointly working apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide opportunities for the correction of deviations in speech and mental development caused by insufficiency of brain activity. The advantage of the proposed methods is that they have a strong theoretical basis. Based on the idea of the complex and active nature of memory processes, which in humans rely on a number of jointly working apparatuses of the cerebral cortex, each of which makes its own specific contribution to the organization of these processes, they open up wide opportunities for the correction of deviations in speech and mental development caused by insufficiency of brain activity. Optimal learning methods often surpass the role of “natural features” in their importance. Optimal learning methods often surpass the role of “natural features” in their importance.
from work experience
Vereshchagina E.V. speech therapist teacher
first qualification category
MDOU "Kindergarten No. 18"
combined type" Buzuluka
Orenburg region
In our kindergarten, speech therapists use innovative technologies in correctional work with children. One of the techniques of the latest technology is mnemonics.
Mnemonics– This is a set of rules and techniques that facilitate the process of memorizing information.
Mnemonics helps in the development of:
connected speech;
associative thinking;
visual and auditory memory;
visual and auditory attention;
imagination;
accelerating the process of automation and differentiation of delivered sounds.
We are starting to use mnemonic techniques in classes with young children. In order to develop certain skills and abilities in children, we introduce mnemonic tables of nursery rhymes into the learning process.
Learning to dress using a mnemonic table
The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is created; thus, the entire text is sketched schematically. Looking at these diagrams - drawings, the child easily reproduces textual information.
Kolobok ((l), (l,)) 
Two hands ((r),(r,)) 
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The preschool educational institution has correctional and speech therapy groups. Children with speech pathology have the following problems: poor vocabulary, inability to coordinate words in a sentence, and problems with sound pronunciation. Most children have impaired attention and imperfect logical thinking. It is necessary to teach children to express their thoughts coherently, consistently, grammatically correctly, to talk about various events from the surrounding life, to automate and differentiate the sounds given. It is especially important to develop visual-figurative thinking.
Ushinsky K.D. wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn them on the fly.” Since visual material is better absorbed by preschoolers, the use of mnemonic tables in classes on the development of coherent speech allows children to more effectively perceive and process visual information. The use of mnemonic diagrams helps the child enrich a coherent statement.
To teach children how to compose descriptive stories, kindergarten speech therapists use the computer program “Learning to Speak Correctly” using mnemonic diagrams. The use of program material facilitates the perception of visual images, which are a tool for memorizing and reproducing text. The use of a computer program concentrates attention, captivates children, and turns the lesson into a game.
In individual speech therapy classes on automation and differentiation of sounds, when working with children, it is noted that for the exact repetition of a poetic text and tongue twisters, a schematic representation of individual parts is sufficient. As practice shows, the use of a mnemonic system allows you to speed up the process of automation and differentiation of delivered sounds, making it easier to memorize and subsequently reproduce a complete image in rhymed form.
Based on the results of speech therapy monitoring of our kindergarten groups, children showed positive dynamics in mastering correct sound pronunciation and accelerating the timing of sound automation. The volume of visual and verbal memory has noticeably increased, the distribution and stability of attention has improved, and mental activity has intensified.
Report "Mnemonics as an innovative technology used in correctional and pedagogical work for children with severe speech impairments"
- Gaeva Oksana Nikolaevna (teacher speech therapist)
- Zorina Natalya Alekseevna (educator)
- Churbakova Olga Sergeevna (music director)
MBDOU “Kindergarten “Malyshok” g.o. Reftinsky Sverdlovsk region
Teacher speech therapist:
In the modern world, processes of modernization of education are actively taking place. Modern preschool pedagogy cannot remain aloof from ongoing processes.
In connection with changes in the preschool education system, which affected both the organizational and content side of education, the adoption of the Federal State Educational Standard requires teachers to think more deeply about methods and techniques for organizing educational activities. The goal is to achieve a higher quality of education for pupils, to create conditions for the creative self-development of the child, for his full self-realization as a part of society. In order to fully solve the assigned tasks, while simultaneously increasing their professionalism and improving their teaching skills, teachers have a wide choice of various innovative methods and technologies. Modern pedagogical technologies in preschool education are aimed at implementing state standards for preschool education.
It is no secret that the number of children diagnosed with general speech underdevelopment is increasing every year. Most children with speech disorders are characterized by rapid fatigue and loss of interest in activities. The lexical and grammatical aspect of speech in such children is impaired and differs significantly from the speech of normally developing peers. Experience working with this category of children shows that even after completing a course of speech correction and development, children with good diagnostic indicators still have difficulties associated with the speed of updating existing knowledge and their own speech expression; they need more time to think and formulate an answer. These problems subsequently lead to failure in school. Therefore, you have to look for new methods and technologies to optimize your work with children. A fundamentally important aspect when using pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. An adult in communicating with children adheres to the following: “Not next to him, not above him, but together!” . Its goal is to promote the development of the child as an individual.
One of these technologies that helps develop the speech abilities of preschoolers is mnemonics.
The teacher will share his pedagogical experience of working with children with STD using mnemonics.
Why do you think some children who have difficulty memorizing poems and rules remember the plots of movies and cartoons so easily and quickly? Have you noticed that after explaining the lesson material, some children remember what was discussed, while others forgot? And they listened, in general, carefully! And how to find something like a hook that can hook knowledge and keep it in the child’s memory?
One of these means is visibility. A visual model of an utterance acts as a plan that ensures the coherence and sequence of the child’s stories. The great teachers S. L. Rubinshtein, A. M. Leushina, L. V. Elkonin and others spoke about the need for clarity. Taking the opinion of the great teachers as a basis and seeing the effectiveness of visual material in my practice, I began to use it in my work with children with SLD on teaching children coherent speech mnemonics technology.
Working methods:
- Individual.
- Group.
- Visual.
Forms of work:
- Games.
- Conversations, work with visual material.
- Practical exercises to develop the necessary skills.
- Reading and memorizing fiction.
- Examination of reproductions of paintings.
In the process of work, the integration of all educational areas is ensured:
- Cognitive development: artistic creativity games, composition modeling games.
- Speech development: poems and stories about nature.
- Social and communicative development: solving problem situations, nurturing friendly relationships. Developing the ability to maintain a conversation, generalize, draw conclusions, express your point of view.
- Artistic and aesthetic development: listening to musical works.
- Physical development: physical education minutes. nurturing a desire to participate in joint work activities, caring for materials and tools
What is mnemonics?
Mnemonics is a system of methods and techniques that ensure effective memorization, successful acquisition by children 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.
What does mnemonics give?
- Memorizing poetry turns into a game that children really like.
- Fine motor skills of the hands develop.
- Like any work, mnemonics is built from simple to complex.
I started working with the simplest mnemonic squares, successively moved on to mnemonic tracks, and later to mnemonic tables. (mnemonic squares are images that represent one word, phrase, its characteristics or a simple sentence; mnemonic squares are already a square of four pictures, from which you can compose a short story in 2-3 sentences. And finally, the most complex structure is mnemonic tables
There are two types of mnemonic tables
- educational - contain educational material.
- developing - contain information that allows you to develop certain skills and abilities.
Working with mnemonic tables takes place in several stages.
- stage: Examination of the table and analysis of what is depicted on it.
- stage: Information is recoded, i.e., converted from abstract symbols to images.
- stage: After recoding, a fairy tale or story is retold on a given topic (the memorization method is being processed). In younger groups, with the help of a teacher, in older groups, children should be able to independently
- stage: A graphic sketch of the mnemonic table is made.
- stage: Each table can be reproduced by the child when shown to him.
What can be shown in the table.
In the table, it is possible to schematically depict fairy tale characters, natural phenomena, and some actions, that is, you can depict everything that you consider necessary to display in the table. But depict it in such a way that what is drawn is understandable to children.
It is difficult for children of primary preschool age to immediately grasp educational information through a table, so it is more convenient to work with them through a mnemonic track.
The mnemonic track carries cognitive information, but in small quantities, which is very important in the early stages of a child’s education. Mnemonic tracks can be built on topics: about birds, about toys, about insects, about clothes, about vegetables and fruits, about seasons, etc.
Using mnemonic tracks, you can use algorithms for the processes of washing and dressing. Looking at these diagrams, the child reproduces the information received and easily remembers it. You can work with a mnemonic track using overlay techniques and applications (often used in working with children of primary preschool age), excluding at first the method of partial or complete graphic sketching. You can draw a mnemonic track yourself or use the computer graphics editor Paint for this.
The use of mnemonics opens up enormous opportunities for educators for creativity both in educational activities and in the joint activities of an adult and a child. Enables children to learn complex material easily and quickly.
Classes using mnemonics are always interesting not only for children, but also for the teacher.
For mnemonic purposes, as well as for assessing the level of knowledge, reflection, and self-control, it is very convenient to use syncwines.
Didactic syncwine allows you to create conditions for the child to freely choose activities, make decisions, express feelings and thoughts, thanks to it it is possible to support the individuality and initiative of each child, and this, in turn, creates a social situation for the development of the child, which is important in connection with the introduction to action of the Federal State Educational Standard for preschool education.
This method can be easily integrated with all educational areas. The simplicity of constructing a syncwine allows you to quickly get results. In didactic syncwine, the most important thing is the semantic content and part of speech that is used in each line.
Cinquain - translated from French as "five lines" , a five-line stanza of a poem. For pedagogical and educational purposes, it can be used as an effective method for developing figurative speech, intellectual and analytical abilities.
There are rules for compiling a didactic syncwine:
The first line should contain the topic itself (title) didactic syncwine, usually this is the phenomenon or subject in question. Most often, only one word is written in the first line, but sometimes a small phrase is written. In terms of part of speech, it is a pronoun or a noun, and answers the questions: who? What?
In the second line there are already two words, sometimes phrases, that describe the properties and characteristics of this object or phenomenon. In terms of speech, these are usually participles and adjectives that answer the questions: which one? which? which? which?
The third line already contains three words (sometimes also phrases) which describe the actions usual for this phenomenon or object. In terms of speech, these are verbs and gerunds that answer the question: what does it do? what are they doing?)
In the fourth line, the child directly expresses his opinion about the topic raised. Sometimes it can just be a well-known aphorism, phrase or something similar, sometimes even a short verse. The most traditional option is when this phrase consists of four words.
The fifth line again contains only one word or phrase. This is like a summary of the entire poem, reflecting the essence of the subject or phenomenon discussed in the didactic syncwine, and the author’s opinion about it. Usually it is also a noun or pronoun as a part of speech and answers the question: who? What?
Strict adherence to the rules for compiling syncwine is not necessary. For example, to improve the text, you can use three or five words in the fourth line, and two words in the fifth line. It is possible to use other parts of speech. Its shape resembles a Christmas tree.
When working with this technique, you can solve many important problems at once:
- The use of syncwine in the correction of OHP contributes to the successful correction of the entire speech system as a whole: the impressive speech of children develops, the lexical side of speech is enriched and activated, word formation skills are consolidated, the ability to use sentences of different composition in speech, and the ability to describe objects are formed and improved.
- Thanks to this technology, conditions are created for the development of an individual who can think critically, cut off the unnecessary and determine the main thing, generalize, classify and systematize. Relevance of technology "didactic syncwine" is as follows: Sinkwine is used in classes on speech development with children of senior preschool age with speech disorders, as well as with children with normal speech development. Compilation of a syncwine can be carried out as part of the passage of a certain lexical topic. Sinkwine helps to analyze information, briefly express ideas, feelings and perceptions in a few words
- Introduction to concepts: , , ;
- Children learn: to match adjectives to nouns, to match verbs to nouns;
- Children are introduced to the concept: proposal.
- Make up sentences based on a subject, plot picture, using sentence diagrams;
- Children express their personal attitude to the topic in one phrase.
4. Preliminary work on creating a speech base for composing syncwine with older preschoolers who have OHP is based on that part of the T.B. program. Filicheva and G.V. Chirkina “Preparation for school of children with general speech underdevelopment in a special kindergarten” , which concerns the development of lexical and grammatical means of language and coherent speech. In order to express his thoughts most correctly, completely and accurately, a child must have a sufficient vocabulary.
- At the first stage of work, when teaching how to compose a syncwine, the vocabulary of preschoolers is clarified, expanded and improved. Children become familiar with concepts "a word denoting an object" And “a word denoting the action of an object” , thereby preparing a platform for subsequent work on the proposal. Giving concept “a word denoting a feature of an object” , material is accumulated for the dissemination of the proposal by definition. Children master concepts "living and nonliving" subject, learn to correctly ask questions to words denoting objects, actions and signs of the subject. Your works (syncwines) children draw up both in the form of graphic drawings, which help preschoolers more specifically sense the boundaries of words and their separate spelling, and in the form of oral compositions based on a diagram. Considering that the leading activity for preschoolers is play, it is easier to organize the process of learning new words through play.
And compiling a didactic syncwine is a fun and interesting game. It is appropriate to start at the initial stage of teaching children how to compose a syncwine using didactic games and exercises. The group has created files of didactic games: “Pick up the characteristics of the object” , “Find out an object by description” , "Who's doing what?" , “What are they doing?” , "Name a part of the whole" and etc.
Sinkwine can be composed both in individual and group classes, and in classes with one group or in two subgroups at the same time.
- At the second stage, work continues to enrich and activate the vocabulary; composing a sentence of several words, showing the attitude to the topic, expressing the personal attitude of the author of the syncwine to the described subject or object, subject matter (plot) picture. At this stage, it is very important to teach children to express their personal attitude to a topic in one phrase; as well as use knowledge of proverbs and sayings on a given topic.
When compiling a syncwine, you can use such work options as: compiling a short story based on a ready-made syncwine (using words and phrases included in the latter); compiling a syncwine based on the story you listened to; correction and improvement of finished syncwine; analysis of incomplete syncwine to determine the missing part (for example, a syncwine is given without indicating the topic (first line)- it must be determined based on existing lines).
Great importance at this stage is given to working with parents.
This technology itself is not an innovation, but syncwine as an independent intellectual ability within the framework of speech activity is a modern approach in education.
Thus, the use of didactic syncwine allows you to harmoniously combine elements of all three main educational systems: informational, activity-based and personality-oriented.
So, mnemonics helps to achieve good results in speech activity, and syncwine develops the ability to think logically and form speech statements on a given topic. When organizing a personal approach to children, the interaction of all specialists is especially important (speech therapist teacher, educator, music director, etc.) and when organizing it, it is necessary to create the following pedagogical conditions:
- See every child as a unique personality
- design situations of success for each child in the educational process
Study the causes of children's ignorance and eliminate them.
The interaction of specialists is necessary because the elimination of speech defects requires an integrated approach, since speech disorders are associated with a number of reasons, both biological and psychological.
Now a music worker will present his teaching experience to you using the example of working with mnemonic tables.
Working as a music director in a kindergarten, in my classes in speech therapy groups, as well as in groups of primary preschool age, I encounter a big problem - it is difficult for children to remember and correctly pronounce the lyrics of songs, poems, skits, etc. Children do not like to memorize songs like poems by repeating them several times. They get tired quickly. Also, relearning the incorrect pronunciation of word endings is very painful for them.
How to shape a child’s speech, help the child feel the rhythm of speech, the melody of words, and experience the content of the speech he hears? I found the answers in the mnemonic technique.
In GCD I use mnemonic tables as didactic material. For younger preschoolers, mnemonic tables are in color, and for older preschoolers, they are often in black and white.
The child reproduces the entire lyrics of the song from memory, using a graphic image.
At the initial stage, I offer a ready-made plan - a diagram, and as the child learns, he is also actively involved in the process of creating his own diagram.
As a result of using mnemonic tables:
- Learning song lyrics turns into a game that children really enjoy.
- This is one of the effective ways to develop speech in preschoolers.
- Not only vocabulary expands, but also knowledge about the world around us.
- There is a desire to retell it - the child understands that it is not at all difficult.
- It must be remembered that the level of speech development is determined by the child’s vocabulary. And just a few steps taken in this direction will help you develop your preschooler’s speech.
Educators, speech therapist, music director and other specialists available at the preschool educational institution work closely with each other. They strive to have a unified approach to raising each child and a unified style of work in general.
Result:
New technology opens up new opportunities and allows you to create conditions for the child to freely choose activities, make decisions, express feelings and thoughts, thanks to it it is possible to support the individuality and initiative of each child, and this, in turn, creates a social situation for the development of the child, which is important in connection with the introduction of the Federal State Educational Standard for preschool education.
Bibliography:
- Barsukova E.L. Automation of sounds using mnemonic tracks. // Speech therapist, 2009, No. 5.
- Baryaeva L.B., Loginova E.L., Lopatina L.V. I speak! M., 2007. Bolshova T.V. Learning from a fairy tale // St. Petersburg,
- Wenger L.A. Development of the ability for visual spatial modeling // Preschool education, 1982, No. 3.
- Magazines "Preschool Education" No. 12, 2000; No. 3, 10, 12 for 2001; No. 4, 12 for 2002; No. 9 for 1996.
- Polyanskaya T.B. Using the mnemonics method in teaching storytelling to preschool children. St. Petersburg, 2009.
- Stukalina V.P. A system of work for teaching children with ODD coherent monologue speech through plot modeling. M., "First of September", 2009.
Relevance: It’s no secret that today there are many problems in children’s speech. A speech therapy examination of children in the senior group of our kindergarten also revealed a number of difficulties in the development of coherent speech: Insufficient vocabulary. Monosyllabic speech consisting only of simple sentences. Inability to construct a common sentence grammatically correctly. Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words. All of the above led me to the idea of using mnemonics in my work on teaching children coherent speech.
Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information. The purpose of mnemonics is the development of memory, thinking, imagination, attention, i.e. those mental processes that are closely related to speech and its full development. Objectives: development of basic mental processes - memory, attention, imaginative thinking and speech; development of visual-spatial functions; development of fine motor skills of the hands with partial or complete graphic reproduction; development of coherent speech
Preparatory work: Studying the topics of the senior group’s annual plan. Drawing up a work plan for the year using mnemonics. Selection and correlation of pictures and information with a given topic. Main work: Preparation of mnemonic tables and notes. Interaction between a speech therapist and a teacher while working with mnemonics in the educational educational institution. Teachers' use of mnemonic tables without the participation of a speech therapist. Final work: Summing up the work, planning for the next year.
Different authors include mnemonics in preschool pedagogy: mnemonic tables and collages, sensory-graphic diagrams, subject-schematic models, block-squares, as well as schemes for composing stories. A mnemonic table is a diagram that contains certain information
Stages of working on mnemonic tables Stage 1: Examination of the table and analysis of what is depicted on it. Starting work with the simplest mnemonic squares, we successively move on to mnemonic tracks, and later to mnemonic tables. At the initial stage, the adult offers a ready-made table, and as they learn, the children begin to actively participate in the process of creating a diagram. First, together with the children, only some details of the mnemonic diagram are completed, then most of the mnemonic diagram, and then the entire mnemonic table is created together with the children (after familiarizing the children with the information or works that should be encoded).
Stage 2: The information is recoded, i.e. transformation from abstract symbols to images. Stage 3: After recoding, a fairy tale or story is retold on a given topic. In older groups, children must do this on their own; only at the beginning of the school year is the help of an adult allowed. As children master this technique, it is necessary to gradually remove some of the information from the mnemonic table, leaving the most key points, so that in the future the retelling will be carried out by the children from memory. Stage 4: A graphic sketch of the mnemonic table is made by the children (after minimal mastery of the first three stages of work). Stage 5: Coming up with your own scheme and composing your own story, fairy tale or riddle based on it.
Results of our work: The use of mnemonics in working with children of the older group led us to the following results: The time frame for children to master such abstract concepts as sound, vowel, consonant, soft, hard was reduced; Vocabulary has become more active; The concept of the logic of story construction (beginning, middle and end) was established; The number of grammatical errors when constructing a common sentence has decreased; Children eagerly composed and retold literary works on the proposed topic; Development of coherent speech; In addition to the goals set, the children overcame timidity and shyness.
