ALLA LUKASHOVA
Project for the development of coherent speech in middle-aged children
Pedagogical project.
Development of coherent monologue speech by means descriptive story children of middle preschool age.
Completed by the teacher of the MDOU combined type kindergarten No. 4
Lukashova Alla Vyacheslavovna
Vyksa, 2009
Target:development of coherent speech in middle preschool children based on the use of writing descriptive stories.
Tasks:
Analyze scientific literature;
Diagnose speech level development when composing descriptive stories;
Analysis of work on this problem;
-design promising direction, improvement and restructuring of work in this direction.
Problem:under what pedagogical conditions coherent speech develops in children of middle preschool age.
Participants project:children middle preschool age.
Expected results:
Build descriptive skills speech of middle preschool children.
Relevance project:
To the beginning of preschool age in children there is a transition from a dialogical speeches to various forms of monologue. This is a very long and labor-intensive process that requires special speech education.
Dialogical speech is involuntary; it is poorly organized. Familiar lines and familiar combinations of words play a huge role here.
Monologue speech is an organized and extended type of speech. This kind speech is more arbitrary The speaker must think about the content of the utterance and choose the appropriate linguistic form (description, narration, reasoning).
The problem development of coherent speech Many domestic teachers, psychologists, linguists (L. S. Vygodsky, S. L. Rubinshtein, D. B. El-konin, A. V. Zaporozhets, A. A. Leontyev, L. V. Shcherba, A. A. . Peshkovsky,
A. N. Gvozdev, V. V. Vinogradsky, K. D. Ushinsky, E. I. Tikheyeva, E. A. Florina, F. A. Sokhin, L. A. Penkovskaya, A. M. Leushina, O. I. Solovyova, M. M. Konina, etc.). However, this problem is still very acute and has not been fully studied.
For teaching monologue speech of preschool children The following types are commonly used classes:
Storytelling from a picture;
Retelling of literary works;
Writing descriptive stories about toys;
Writing Narrative Stories (creative storytelling);
Compiling stories from personal experience;
Narration based on a series of plot paintings.
Our kindergarten operates according to the “Program of Education and Training in Kindergarten”, ed. M. A. Vasilyeva (updated version, in accordance with the requirements of the program being implemented, in middle preschool age laying the foundations for development the ability to independently describe toys and write a story about them.
Research in recent years (O. S. Ushakova, A. A. Zrozhevskaya) in the formation coherent speech based on the toy material, we proceeded from the fact that children It is necessary to teach not types of storytelling, but the ability to construct a monologue-description, based on the categorical features of the text.
This work does not cover classes in sound culture education. speeches,development of figurative speech, there may not be enough attention paid to the formation of grammatical structure speeches, since my main task was to try to create a system of work aimed at training children 4-5 years of monologue coherent speech.
The development of speech is closely related to the development all mental processes and the success of the child’s education at school. Ownership is especially important connected speech. Through the “Sequential Pictures” test manifests itself:
General story structure (having a beginning, middle, end);
Grammar focus;
Use of grammar funds;
Sound side speeches(tempo, smoothness, intonation).
Implementation stages:
Stage 1 design:
Research stage (theoretical).
Target:increasing competence in topic:”Development of coherent monologue speech by means descriptive story children of middle preschool age".
Studying scientific literature (Alekseeva M. M., Yashina V. I. “Development methodology speeches and teaching the native language of preschoolers”, Borodich A. M. (1984, Ushakova O. S., Strunina E. M. “Methodology speech development of preschool children”, Bondarenko A. K. “Didactic games in kindergarten”, Ushakova O. S.” Speech development in preschoolers”, Tseitlin S. N. “Language and the child. Children's linguistics speeches”, etc..).
Systematization of material (notes, memos, recommendations).
Creation of subject- development environment.
2. Project activities:
Creative-productive stage (practical).
Target:search for effective forms of working with children.
Selection of material;
Analysis of methods and techniques (classes, didactic games and exercises, environments, problem situations, quizzes, exhibitions, etc.);
Planning, material distribution;
Working with parents.
3. Intermediate result:
Information and diagnostic stage (analytical).
Target: identifying indicators of achievement in working with children.
Ped observation maps. process;
Comparative pedagogical analysis of speech level development.
4. Deadline.
During 2008-2010.
Strategy and tactics project actions:
1. Research stage:
1.1. Psycholinguistic aspects development of monologue speech.
Psychologists note the relationship between speech skills of varying degrees of complexity and identify several stages:
Situational speech;
Contextual speech;
Awareness of one's own speeches;
Isolating components speeches;
Dialogue speech;
Monologue speech.
Monologue speech arises in the depths of dialogical speech. speeches, so it’s important to start building an understanding speech from an early age. Development of active speech occurs in the process of conversation, looking at toys and pictures, and the period of preschool childhood is considered the foundation for further development of all aspects of speech, including her connectivity.
In preschool childhood, the child masters primarily dialogical speech, since it is in dialogue develops the ability to listen to the interlocutor, ask a question, and answer depending on the surrounding context. It is also important develop the ability to use the norms and rules of speech etiquette, which is necessary to cultivate a culture of verbal communication. Most importantly, all the skills and abilities that developed in the process of dialogic speeches, are necessary for the child and for development of monologue speech.
Possession liaison monologue speech is one of the tasks of speech development of preschool children. Her successful development depends on many conditions:
Speech Wednesday;
Social environment;
Family well-being;
Individual personality characteristics;
Cognitive activity of the child, etc.
Especially clearly tight connection speech and intellectual child development acts in the formation coherent speech,T. e. meaningful speech, logical, consistent, organized. To coherently to tell about something, you need to clearly imagine the object of the story (subject, event, be able to analyze, select the main properties and qualities, establish different relationships (causal, temporary) between objects and phenomena. In addition, you must be able to construct simple and complex sentences, and select the most suitable words to express a given thought.
Possession liaison monologue speech is the highest achievement of speech education for preschool children. It includes the development of the sound side of the language, vocabulary, and grammatical structure. speeches and takes place in close connection with the development of all aspects of speech-lexical, grammatical, phonetic.
1.2. Description as a type of monologue speeches.
Description is a special text that begins with a general definition and naming of an object or object; then it goes listing of characteristics,properties, qualities, actions; the description ends with a final phrase that evaluates the subject or expresses an attitude towards it.
This type of statement, such as a description, in average The group receives special attention. exactly in this age laying the foundations for development ability to independently describe toys. This is facilitated by a properly organized process of examining toys and thoughtful formulation of questions and special exercises. Therefore, the teacher asks questions in a certain order, teaches children think, in what sequence the toy will be described and leads to compliance with a clear structure when compiling descriptions:
1. Naming the item (what is this? who is this? what is it called). 2. Disclosure microtheme: signs, properties, qualities, characteristics of an object, its actions (what? what? which? what? what does it have? how is it different from other objects? what can it do? what can be done with it). 3. Attitude to the subject or its assessment (liked? what).
For teaching monologue speeches the following types are used toys:
Didactic (matryoshka dolls, turrets, pyramids, barrels);
Plot (shaped): dolls, cars, animals, dishes, furniture, transport;
Ready-made sets of toys combined into one content: herd, zoo, poultry yard;
Sets compiled by the teacher or children - boy, girl, sleigh, dog; girl, house, chicken, cat; hare and dog, etc.
Since each new toy causes joy, pleasure, and a desire to talk to the child, therefore, for classes you need to use new or updated toys (a doll in a new dress, apron, hat; a bear sitting in a car, etc.) This will cause the child to have new thoughts, an emotional attitude towards the toy, and a speech reaction.
The description of toys can be carried out in the form of a didactic game (“Toy Store (dishes, clothes)”, “Wonderful bag”, “Who is this?”, “The postman brought a parcel”, etc.). Didactic games for description are usually carried out after several lessons in which children have acquired some skills in describing a toy.
One type of description of a toy is children guessing and composing riddles. First, children learn to guess riddles and then write descriptive riddles.
So, activities with toys are creative in nature; thinking is developing, imagination, observation, they influence sensory education children. The toy creates an opportunity to consolidate and activate the dictionary, serves as a source of new words, evokes positive emotions, and the desire to speak out. Therefore she is one of description teaching aids.
2. Creative and productive stage.
2.1. Using TRIZ techniques in development of coherent speech.
The success of any training and education largely depends on what methods and techniques the teacher uses to convey to children certain content, encourage them to creative activity, arouse interest, promote development of independence,initiatives.
IN development of coherent speech in children I use TRIZ techniques and methods.
Currently, in modern pedagogy, the most pressing question today is the question of developmental education. That is why methods and techniques when working with children should be developmental character.
TRIZ theory was developed on the basis of the sciences of development, upbringing and training of a person and provides a system funds,methods and techniques development of thinking, imagination, fantasy, creative work skills.
Speech creativity is very difficult for children. The problem is next:
Preschoolers have little experience of monologue speeches;
Poor active dictionary;
Children do not know the compilation algorithm coherent statement.
Today TRIZ pedagogy allows you to solve problems speech development using a problem method. Its essence lies in the fact that the child does not receive knowledge in a ready-made form, but is drawn into a process of active search, a kind of “discovery” of phenomena and patterns that are new to him. Using elements of TRIZ pedagogy in gameplay helps teach children analyze everything that happens around, see phenomena and systems not only in structure, but also in time dynamics.
It is advisable to start work with games. In the first step I use following: “What does it look like?” “Finish the drawing.” The features of these games are that they children develops creative imagination, they learn to draw from an idea, write short stories using their drawings.
Thus, the game data develop speech, imagination, observation, teach reasoning, help children analyze phenomena, the actions of themselves and their comrades.
For speech development preschoolers widely use TRIZ methods.
Trial and error method.
This is a method of searching for something new (What if you do this? Or maybe it stimulates the child’s cognitive activity and is the first initiation into independent mental activity, the first step into creativity.
Method of focal objects. Its essence lies in the fact that the image being improved is kept in the field of attention, as if in “focus”, and the properties of others are “measured” to it, not at all related with the original object, subject. Combinations of properties sometimes turn out to be completely unexpected, but this is what arouses interest and allows you to come up with not only new toys and objects, but also expands your vocabulary and exercises in selecting adjectives for nouns.
Brainstorming method (MSh).
For the first time, a collective discussion of a problematic situation, i.e. e. brainstorming, was proposed by A. Osburn. MS can be used as the main method in organizing a lesson. In this case, I offer the children a problem situation, then I listen to the answers. children The most unexpected and original solutions are encouraged.
The MS method is good to use when working with a fairy tale. Children learn to compose descriptive stories from memory, signs, without naming fairy tales, and recognize characters. At the same time they have speech develops. Children listen with pleasure and better assimilate those works where they, together with the characters, actively participated in all the events.
Directory method.
This method solves the problem of creative writing. It was developed by Berlin University professor E. Kunze in 1932. Its essence lies in the construction liaison text of fairy-tale content through a sequence of questions. Depending on age of children The questions become more and more detailed, the characters are given more detailed characteristics, and new characters are introduced. This method is effective when working with a small group.
To successfully solve problems development of coherent speech I also use the creative system tasks:
Making up riddles.
Learn children focus on the signs and actions of objects. For example, round, rubber, jumping (ball);redhead, cunning, lives in the forest (fox) etc.
Fantasy techniques.
I use it widely in observations. That is, we learn to “revive” inanimate objects, phenomena, etc. For example, “revive” clouds (What news do they bring? What do they dream about? Why do they melt? What will they talk about).
Reception of empathy.
Children imagine themselves in place observed: “What if you turn into a bush?” (What would you think and dream about? Who would you be afraid of? Who would you make friends with)
The universal reference table helps the child in acquiring storytelling skills. By looking at the symbols and knowing what they mean, children can easily make up a story about any subject. (Table depending on age becomes more complex and includes the following symbols: family (where does it live? Grows);components of the described item (size, color, shape);what is necessary for life?;what is it made of?;harm-benefit.
I use pictogram diagrams when memorizing poems and nursery rhymes.
Thus, TRIZ activates children, liberates, teaches you to communicate, hear each other, gives confidence, helps you open up, gives you the opportunity to think and make decisions.
2.2. Methods and techniques for mastering coherent speech of preschoolers.
The choice of methods and techniques for each specific lesson is determined by its objectives. I think the most effective are the use of visual (observation, examination, display and description of objects, phenomena) and practical (dramatization games, tabletop dramatizations, didactic games, activity games) methods. Verbal methods in working with children middle preschool age I use less often,T. To. age characteristics of children require reliance on clarity, therefore, in all verbal methods I use either visual techniques (short-term display, examination of an object, toy, or demonstration of a visual object for the purpose of relaxation children(appearance of a clue-object, etc.).Among verbal methods I highlight mainly those that connected with artistic words. Although in some classes I use the teacher’s story method and the conversation method.
Each method represents a set of techniques used to solve didactic problems. When working with children, in order to achieve certain goals, in each specific lesson I widely use a variety of techniques. speech development:
Speech sample (I use it as a precursor to speech activity children,I accompany with such techniques as explanation and instructions;
Repetition (I practice repetition of material by the teacher, individual repetition by the child, or joint repetition);
Explanation, indication (I use it when clarifying the structure of descriptive stories);
Verbal exercise (preceding the compilation of descriptive stories);
Question (I use descriptions in the process of examination and in sequential presentation; I use reproductive, search, direct, prompting, leading).
In one lesson I usually use a set of techniques, among which I use and indirect techniques: reminder, advice, hint, correction, remark, remark.
Through the use of methods and techniques speech development the closest meeting between the teacher and the child takes place, whom the former encourages to a certain speech action.
2.3. Planning work with children.
Planning work with children development of coherent speech based on general didactic principles:
Educational nature of training.
Any activity on speech development based on trinity: education, development, training. Educational aspect speech development is very wide.
Availability of material.
All material offered to children must be accessible to them. age and contain feasible difficulty.
Systematic training.
It involves increasing the complexity of the material from simple to complex, from close to distant, from concrete to abstract, returning to previously studied problems from new positions.
Systematicity.
Any training must take place regularly, only then will the result be achieved. We train children in accordance with the curriculum, which involves average the group has 18 lessons per year.
Integrity.
Signifies the achievement of unity and relationships all components of the pedagogical process.
Long-term planning of training sessions
children of coherent speech in the middle group.
Month Topic Goal
September Looking at toys. To develop the ability to look at toys and teach children highlight signs, qualities and properties of the toy. , establish rules for handling toys.
October Visiting the doll Katya. To develop the ability to examine a toy, highlighting its features, qualities, and actions. Develop the ability to compose a descriptive story about a doll toy together with the teacher. Develop focus. Cultivate a caring attitude towards toys.
November Writing stories about toys (cat, dog, fox). To develop the ability to examine objects, highlighting their characteristics, qualities and actions. To develop the ability to write a descriptive story about toys together with the teacher. Reinforce the rules for handling toys. Develop focus.
December Writing stories
about toys (cars and trucks). Formation of the ability to examine objects, highlighting their signs, properties, qualities and actions. To develop the ability to compose a descriptive story about toys together with the teacher. Practice using prepositions and agreeing them with nouns. Develop memory,auditory attention,speech. Cultivate a caring attitude towards toys.
January Toy Store. To develop the ability to examine objects, highlighting their characteristics, qualities, and actions. Learn children choose a toy. Develop the ability to compose descriptive stories together with the teacher, using the proposed plan. Cultivate a desire to help each other in case of difficulties. Establish rules for handling toys.
February Compiling stories about toys based on subject pictures. To develop the ability to examine objects, highlighting their characteristics, qualities and purpose. Formation of the ability to compose a descriptive story about toys together with the teacher. Practice using nouns in the genitive case. Cultivate a desire to help each other in case of difficulties.
March Compiling a story based on the painting “Cat with Kittens”. To develop the ability to carefully examine the characters in a picture and answer questions about its content. Promote elements of creativity when trying to understand the content of the picture. To develop the ability to engage in storytelling together with the teacher. Develop memory, attention. Develop the ability to listen to each other.
April Compiling a story based on the painting “Fox with Cubs”. To develop the ability to carefully examine the characters in a picture and answer questions about its content. Pin to speeches names of animals and their cubs. Activate in speech words, denoting the actions of the animal. Cultivate a desire to help each other in case of difficulties.
May Writing a story about your favorite toy. Develop the ability to write descriptive stories about your favorite toy, highlighting features and qualities. actions. Keep learning children build your statement according to a specific plan. Develop memory, attention. Develop the ability to listen to each other. don't interrupt.
2.4. Interaction between preschool educational institutions and families on speech issues child development.
Preschool age-active speech stage development. In formation speeches The child’s environment, namely parents and teachers, plays an important role. The success of a preschooler in mastering the language largely depends on how they speak to him and how much attention they pay to verbal communication with the child.
One of the conditions for normal development child and his further successful education at school is the full formation speech in preschool age. Interaction between kindergarten and family on issues of full speech development a child is another necessary condition.
Our group was formed from part children transferred from the nursery group (60%) and newcomers (40%) .When in contact with children it was obvious that speech children fuzzy, difficult to understand, many children had only a small vocabulary (mom, dad, give, na, kuka, bibika, etc.), so I started working on speech development from condition examination children's speech four times affairs:-sound pronunciation;
Dictionary;
Grammatical structure speeches;
-coherent speech.
Survey results children informed her parents in an individual conversation. During the conversations, it became clear that for some parents developed speech is the ability to read and write, at least recite poems, so they try to teach this to their child as early as possible, without paying attention to many other aspects of formation speeches. I was faced with the problem of conveying to my parents that the formation speeches cannot be reduced to learning to read and write speeches. It was important to convince parents that their role in full speech development the child’s stress is very great and all the efforts of the teacher without their help will be insufficient.
Work with parents began with a questionnaire. Based on its results, I developed the necessary recommendations for speech child development and are located in “parent corners”, and exactly:
Playful breathing exercises aimed at development of speech breathing;
Finger games and exercises;
Games aimed at enriching vocabulary development grammatical structure speeches;
Didactic games on development of coherent utterance.
Theater and dramatization games as a way of versatile speech development. She recommended starting with the simplest thing - acting out a fairy tale with substitutes. The training was carried out in the process of game training, where parents acted as children, and the teacher is in the role of parents. For example, we acted out the fairy tale “Mitten” - we depicted all the animals as multi-colored circles of different sizes, and the mitten as the largest circle. The adult tells a fairy tale, and the child, working with circles, tells the plot.
The task becomes more complicated - with the help of substitute circles, the adult “makes up” any scene from a fairy tale, and the child must guess it. The next stage is to invite the child to show the scene and at the same time talk about it. After such training, it is easier for parents to organize a similar game with their children at home. Therefore, I advise parents to organize a “home” theater.
Techniques development speech breathing and fine motor skills.
One of the main tasks of forming speech is the development of speech breathing, for this I recommend that parents include play breathing exercises: “Hit the gate”, “Snowflakes”, “Falling leaves”, “Whose leaf will fly further?” etc. To improve speech breathing, I suggest parents and their children say small “pure sayings”, riddles, proverbs, short counting rhymes on one exhale.
Task on development We decide on the strength of voice and intonation during game trainings, using a speech sample and cards with images of exclamation marks, question marks and periods. I train parents at trainings, and they, in turn, train later children in pronouncing the same phrases with intonation of fear, joy, grief, request, surprise.
Since the formation children's speech is closely related to the development fine motor skills of the hands, I include parents in systematic work on training the fine movements of the children’s fingers, which I carry out systematically. To do this, at game trainings I teach parents various finger games and exercises for further use with their children at home. (“Building a house,” Jump rope,” “Bell,” “Bird,” “I am an artist,” etc.) In addition, I conduct open screenings for parents, where they observe the joint finger games and breathing exercises of the teacher and children.
When interacting with the family, I not only distribute tasks between parents and educators, but also carry out “reverse connection". I carry it out unobtrusively and tactfully. For example, how parents used information about the need development of fine motor skills of hands, I recognize it from the crafts from which the exhibition “Our Tongue Helpers” is being organized.
I also practice “homework” (together for children and parents) So, I recommend making the “New Word” game traditional in the family, the purpose of which is to expand the vocabulary. On a day off, parents “give” the child a new word, always explaining its meaning. Then, having drawn a picture together with an adult that explains this word and written it on the other side of the sheet, the children bring it to the group and introduce it to their friends. These “pictures-words” are placed in the “Box of Smart Words” and from time to time we play various games with them.
I also organize exhibitions “My Favorite Book.” Children bring their own book from home. At the same time, everyone should know its title, author,
Thus, together with parents, trying to find different forms of introducing them to speech child development,I am overcoming step by step the complex process of forming the correct image speeches, which begins in the preschool years and improves throughout life.
3. Information and diagnostic stage.
3.1. Work efficiency.
Survey coherent speech was carried out according to a method developed in the laboratory speech development and speech communication of the Institute of Preschool Education and Family Education of the Russian Academy of Education and related to the implementation of the program for speech development.
Identification of the ability to describe an object (toy, write a description) was carried out according to the following criteria:
1. Describe the doll. Tell us what it is like, what you can do with it, how you play with it.
3) names individual words, not linking them into a sentence.
2. Write a description ball: what is it, what is it for, what can you do with it?
1) The child describes the ball;
2)lists signs;
3) names individual words.
3. Describe the dog, what it is like, or come up with a story about it.
(story);
3) names 2 words.
The responses were assessed as follows. For each answer corresponding to No. 1, the child receives three points; if the answers correspond to No. 2, then the child receives two points; if the answers correspond to No. 3, one point. Thus, the levels of speech development:
9 or more points - high level;
6-8 points - average level;
3-5 points - lower level average;
less than 3 points - low level.
A group took part in the survey children in the amount of 24 people. The results of the examination were recorded in protocols (Annex 1.).
Having examined the survey results, it was revealed following:
With a high level of speech development - no children identified(0%) ;
Co average level of speech development - no children identified(0%) ;
One level below average of 17 children, which corresponds to 71%;
Low level at 7 children, accounting for 29%.
Based on the results of the survey, systematic work was begun on teaching descriptive children's speech through activities, didactic games, games with elements of TRIZ pedagogy, etc., using various methods and techniques. After which an interim examination was carried out (November, the results of which were recorded in protocols (Appendix 2).
Analyzing the data obtained, it was revealed following:
With a high level of speech development - no children identified;
Co average level detected 10 children, which corresponds to 42%;
One level below an average of 10 children, accounting for 42%;
Low level at 4 children,T. e. 16%.
Thus, when comparing the survey results obtained, one should conclusion:children gradually begin to master descriptive writing skills speeches,T. that is, they name the signs, list qualities and actions, talk about the teacher’s questions, express their attitude to the subject being described. Although some children they name only individual words, not linking them into a sentence They have difficulty identifying signs and qualities and answer the teacher’s questions in monosyllables. It should also be noted that 16% children are at a low level of speech development. This is due to frequent non-attendance at preschool educational institutions for various reasons. (private holidays, vacation, absences).
Survey results.
September November
Comparison chart.
3.2. Conclusion. Modeling as means of developing coherent speech older preschoolers.
After analyzing my work with children, I came to the conclusion that it is necessary to look for new teaching methods children to make a coherent statement, telling, retelling close to the text, without missing the main details of the objects. First of all, these are techniques that help the child understand the process of constructing a text and comprehend its content. Of all the existing techniques that help in mastering coherent speech“The most effective, in my opinion, is the modeling method, so I am defining for myself a topic for self-education -“ Development of coherent speech in children through the use of modeling techniques,” and set myself the following tasks:
Learn children retell the text sequentially, observing the structure;
-develop thinking and imagination, emotional responsiveness, memory when using schemes, substitutes;
Be able to create imaginary images and select substitutes to represent a character in a fairy tale, recognize fairy-tale situations according to the scheme;
-develop the ability to select substitutes by color, size, shape, character of a fairy tale character;
-develop understanding the text based on constructing a visual model;
Be able to use diagrams and substitutes when retelling not only the entire text, but also individual episodes.
I believe that children in the older group should master the following skills.
1. When retelling:
Consistently retell literary works without the help of a teacher;
Expressively convey the dialogues of the characters and the characteristics of the characters.
2. When telling a series of plot pictures, according toys:
Compose narrative stories: indicate the time and place of action, develop the plot,observe the composition and sequence of presentation;
Invent previous and subsequent events in stories based on one picture.
In order to properly structure my work, I consider it necessary to first conduct a pedagogical analysis children on speech development according to the following criteria.
1. The ability to retell and tell familiar works.
2. The ability to write descriptive stories on a visual basis.
3. The ability to write stories from personal experience.
4. Participation in games and performances based on literary works.
Based on the results of the survey, I think it is correct to outline long-term plans for speech development, enrich the subject- development environment, make
albums of poems, sayings and proverbs, riddles, nursery rhymes, as well as didactic games on various topics.
-On the description of toys: “What kind of object?”,”Tell me which one?”,”Who will recognize and name the most?”,”Find out by description?”,”Find out what kind of animal?”,”Recognize the toy. ” (I believe that these games will help teach children name the signs, qualities, actions; encourage the active participation of each child to express their opinion, compare; enrich vocabulary and an appropriate understanding of the subject; coherently, consistently describe its appearance.
To form ideas about the sequence of actions of characters by laying out the corresponding pictures: “Who can do what?” “Where, what can you do?” “Tell me what comes first, what comes next. ”,”Add a word”,”What would happen if…” (such games contribute connected learning, a consistent description of a plot picture, which is based on the initial imitation of a speech pattern.
To develop the concept that every statement has a beginning, middle, and end, that is, it is built according to a certain pattern. (I think the following are effective games: “Who knows, he continues further”, “Brew compote”, “Prepare venigret”, “Let’s start guarding.”
I consider it necessary to continue this direction in the preparatory group, while complicating the tasks development of coherent speech,T. e.:
Learn to construct different types of texts (description, narration, reasoning) respecting their structure and using different types of intratextual connections;
Write narrative stories based on toys, paintings, and themes from personal experience;
In creative stories, demonstrate individual abilities for creative speech activity;
Learn children analyze and evaluate stories in terms of their content, structure, connectivity.
Thus, I consider the use of schemes (models) significantly makes it easier for preschoolers to master coherent speech, since the presence of a visual plan makes statements clear, coherent and consistent.
Bibliography.
1. Alekseeva M. M., Yashina V. I. Methodology speech development and teaching the native language to preschoolers. -M. ,1997.
2. Antsiferova A. A., Vladimirova T. A., Gerbova V. V. and others. Education children in secondary kindergarten group. -2nd ed. ,corr. -M.: Education, 1982.
3. Bondarenko A.K. Didactic games in kindergarten. -M. ,1985
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5. Education and training in average kindergarten group. Program and methodological recommendations/comp. V. V. Gerbova. -M. ,2006.
6. Gerbova V.V. Speech development in kindergarten. -M. ,2005.
7. Magazine “Educator” No. 2/2009.
8. Magazine “Educator” No. 7/2009.
9. Classes on speech development in kindergarten/ed. O. S. Ushakova. -M. ,2001.
10. Karpova S. N., Stepanova M. A. Features coherent speech preschoolers when communicating with adults and peers. -1984№4.
11. Speech development in preschool children/ed.. F. A. Sokhina. -M. ,1984.
12. Speech development and speech communication / ed. O. S. Ushakova. -M. ,1995.
13. Directory of the senior teacher of a preschool institution. No. 11/2008.
14. Ushakova O. S. Speech development in preschoolers. -M. ,2001.
15. Ushakova O. S., Strunina E. M. Methodology speech development of preschool children. -M. ,2004.
16. Tseitlin S. N. Language and the child. Children's linguistics speeches. -M. ,2000.
APPLICATIONS.
Annex 1
Pedagogical analysis by development of coherent speech in middle preschool children at the beginning of the year(September).
Criteria Roma A. Dasha A. Nastya B. Dima B. Vera B. Irina B. Nikita G. Polina G. Dima G. Andrey D.
1. Describe the doll:
1) The child independently describes the toy;
2) Talks about the teacher’s questions;
3) Names individual words, not linking them into a sentence
2. Write a description ball:
1) The child describes the toy;
2)Lists symptoms;
3) Names individual words.
3. Describe the dog, or come up with a story about it.
1) The child makes a description (story);
2)Lists qualities and actions;
3) Says 2-3 words.
I. Olya M. Yura O. Polina P
Matvey P. Yura P. Vika R. Vanya R. Ksyusha S. Sasha S. Karina S. Mat-vey S. Vadim S. Natasha F.
Appendix 2.
Pedagogical analysis by development of coherent speech in children of middle preschool age(intermediate result, November).
Criteria
Roma A. Dasha A. Nastya B. Dima B. Vera B. Irina B. Nikita G. Polina G. Dima G. Andrey D.
1. Describe the doll:
1) The child independently describes the toy;
2) talks about the teacher’s questions;
3) names individual words without linking them into a sentence.
2. Write a description ball:
1) The child describes the ball;
2)lists signs;
3) names individual words.
3. Describe the dog or make up an idea about it story:
1) The child makes a description (story);
2)lists qualities and actions;
3) names 2-3 words.
Lisa I. Olya M. Yura O. Polina P. Matvey P. Yura P. Vika R. Vanya R. Ksyusha S. Sasha S. Karina S. Matvey S. Vadim S. Natasha F.
The development of children's speech is the main task in the work of preschool organizations. It is necessary to select such game exercises that will help develop the skills of correct speech. This project will help develop coherent speech of preschoolers, enrich their vocabulary, and promote familiarization with the beauty of the nature of their native land.
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MDOU "Kindergarten" No. 9 "Rainbow" Project on the development of coherent speech in children of senior group No. 1 “Friendly Family” for the 2017-2018 academic year "Seasons" Prepared by: Altunina Natalya Yurievna teacher 1 qualification category. G. Balabanovo Objective of the project: Development of coherent speech in children through cognitive and play activities. PROJECT OBJECTIVES: Select and introduce into work with children gaming and educational materials for the development of coherent speech. To form in children an emotional, positive attitude towards nature, the ability to see beauty at different times of the year through familiarity with musical works. To consolidate children's knowledge about seasonal changes in nature, to reflect in drawings the signs of nature at different times of the year, using various drawing methods, to introduce unconventional drawing techniques. Enrich the speech development environment with didactic and gaming material. To form an active parental position based on close interaction between the preschool institution and the family on the development of coherent speech in children. Develop attention, memory, thinking, aesthetic taste through working with artistic words. . To instill in children a love for nature and a caring attitude towards it. Practice-oriented project Implementation period: Project participants: Educators. Older children Parents. Expected result. Formed: Business interaction established |
Relevance of the project.
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 surrounding reality, the more meaningful and fulfilling his relationships with peers and adults, the more actively he develops mentally. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations.
The federal state educational standard for the content of the basic general education program of preschool education has determined new directions in organizing the speech development of children 3–7 years old. By the age of 7, a child’s speech development should be characterized by the ability to ask questions of an adult, in cases of difficulty, turn to him for help, adequately use verbal means of communication, and also master dialogical speech.
The Federal State Educational Standard of preschool education determines target guidelines - social and psychological characteristics of the child’s personality at the stage of completion of preschool education, among which speech occupies one of the central places as an independently formed function, namely: by the end of preschool education, the child understands oral speech well and can express his thoughts and desires.
Thus, according to the requirements of the Federal State Educational Standard, the speech development of children attending educational preschool institutions includes:
1. mastery of speech as a means of communication and culture;
2. enrichment of the active vocabulary, development of coherent, grammatically correct dialogical and monologue speech;
3. development of speech creativity;
4. development of sound and intonation culture of speech, phonemic hearing, familiarity with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
5. formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Speech is also included as an important component, as a means of communication, cognition, and creativity in the following target guidelines:
· actively interacts with peers and adults, participates in joint games; is able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, try to resolve conflicts;
· can fantasize out loud, play with sounds and words;
· shows curiosity, asks questions regarding near and distant objects and phenomena, is interested in cause-and-effect relationships (how? why? why?), tries to independently come up with explanations for natural phenomena and people’s actions;
· has basic knowledge about himself, about the objective, natural, social and cultural world in which he lives.
In fact, none of the targets of preschool education can be achieved without mastering speech culture. In coherent speech, the main function of language and speech is realized - communicative. Communication with others is carried out precisely with the help of coherent speech. In coherent speech, the relationship between mental and speech development is most clearly evident: the formation of vocabulary, grammatical structure, and phonemic aspects. Therefore, the development of coherent speech is one of the main tasks set by preschool education.
Practice shows that there are many problems in children’s speech:
Monosyllabic speech consisting only of simple sentences. Inability to construct a common sentence grammatically correctly.
Poverty of speech. Insufficient vocabulary.
Use of non-literary words and expressions.
Poor dialogical speech: the inability to formulate a question competently and clearly, or to construct a short or detailed answer.
Inability to construct a monologue: for example, a plot or descriptive story on a proposed topic, retelling the text in your own words.
Lack of logical justification for your statements and conclusions.
Lack of speech culture skills: inability to use intonation, regulate voice volume and speech rate, etc.
Poor diction.
The relevance of the project is due to the poorly formed coherent speech of the pupils; children find it difficult to talk about the content of the picture, describe the subject, or retell short stories. Teachers do not devote enough time to the development of coherent speech and do not use modern pedagogical technologies. Parents pay little attention to this problem.
Abstract of the project.
This project helps children develop coherent speech, enrich and activate their vocabulary. To form an emotional, positive attitude towards nature, the ability to see beauty at different times of the year. Foster an environmental culture.
Expected result.
Formed:
Coherent speech skills in older preschoolers, the ability to compare, analyze, generalize, and establish cause-and-effect relationships.
The formation of a child as a person.
A positive attitude towards nature, the ability to see beauty at different times of the year.
Results of working with parents:
The pedagogical competence of parents has been increased,
Business interaction has been established.
Project stages.
development of project goals and objectives;
selection of methodological material and literature;
Work with children;
Working with parents.
Analysis of project implementation results:
Joint final exhibitions of creative works;
Project presentation;
Placing information in the media.
Results. Conclusions.
Dialogue and monologue speech skills have been developed.
Children confidently speak out, defend their point of view, compare, analyze, generalize, and establish cause-and-effect relationships.
The stock of knowledge about the native land and universal human values has been replenished.
The environmental culture of both children and adults has increased.
The children's relationships with each other have improved.
Business interaction with parents has been established.
Trees were planted in the fall.
We made feeders and birdhouses for birds.
We took an active part in the competition of drawings and crafts.
They composed stories, riddles and fables and compiled them into books.
Prospects for the future.
Prepare children well for school.
Continue working with children to develop coherent speech.
Promote the formation of an environmental culture in children and adults.
Develop attention, memory, thinking.
Methodological equipment:
Bondarenko A.K., Matusik A.I. Raising children through play. - M.: Education, 2002.
Speech development in preschool children. / Ed. F.A. Sokhina. – M.: Education, 2000. – 223 p.
In union with nature. L.I.Grekhova
Walks in nature. V.A. Shishkina M.N. Dedunevich
Environmental education of preschool children. A. LopatkinaM. Skrabtsova
Getting to know nature through movement. M.A. Runova A.V. Butilova
Young ecologist. S.N. Nikolaev
How to introduce preschoolers to nature. P.T. Samorukova
Speech development. P.M. Khamidulina
A.I. Maksakov, G.A. Tumakova “Teach by playing” 2005.
Speech development. V.N. Volchkova N.V. Stepanova
Shvaiko G.S. Games and exercises for speech development / Ed. V.V. Herbovaya. - M.: Education, 2000.
Websites:
Games for developing and enriching active speech vocabulary
A) Complete the sentences
- In summer, the leaves on the trees are green, and in autumn...
- Bunny in the summer..., and in the winter...
- Mushrooms grow... and cucumbers grow on...
- The fish lives in..., and the bear lives in...
- Sugar is sweet, and lemon...
- It’s light during the day, but at night...
B) Complete the sentence
Children take turns finishing each of the sentences:
I want...
I can...
I will help...
I'll bring...
I'll sing...
B) Tell me which one
- The pencil is new, large, beautiful, ribbed, colored, thin, durable...
- Autumn leaf, yellow, large, small, fallen...
- Flower - fragrant, spring, forest, bright, small...
- The river is fast, transparent, deep, clean, wide...
- Mom is kind, gentle, sweet, affectionate, hardworking...
Games for recognizing parts of speech, finding out the relationship between them
A) Cheerful family
Name the animals and their babies correctly.
-
Mom is a fox, dad is a fox, the kids are foxes.
- Rooster, hen, chickens.
- Cat, cat, kittens.
- Goose, goose, goslings.
- Bear, she-bear, cubs.
B) Big - small
Choose an affectionate word.
- Mom - mommy,
- vase - vase,
- cat - cat,
- sun - sunshine,
- river - rivulet,
- birch - birch,
- leaf - leaf.
B) Catch the ball
The teacher names the noun and throws the ball to the child. The child forms an adjective from the proposed word and returns the ball to the teacher.
- spring - spring,
- sun - sunny,
- birch - birch,
- linden - linden,
- rain - rainy.
Speech games to develop the ability to express one’s own opinion
A) Agreement - disagreement
The teacher’s task is to develop in children the ability to assert or challenge a thesis and justify their opinion.
Educator. It will be rain today.
Children. No, it won’t, because the sky is clear.
Educator. All the birds fly away to warmer climes.
Children. No, some remain for the winter (sparrow, crow, jackdaw).
Educator. This is a fish.
Children. No, it's not a fish. This is a mouse. A fish can't run, but a mouse can. The mouse has ears. but the fish do not.
B) Fable story
The teacher’s task is to teach how to determine the topic of reflection with inserted constructions “I think”, “I know”, “it seems to me”, “in my opinion”; deny inappropriate phenomena using subordinating conjunctions “because.”
After listening to the tall tales, children identify the inconsistencies they noticed.
In summer the sun shines brightly, so the children went for a walk. They made a slide out of snow and started sledding. Then they made a snow woman out of sand. That's how much fun the kids had!
Autumn has come because the green leaves have begun to fall. The children went on an excursion to the lake. There they saw a lot of interesting things. There were two perches and a crayfish sitting on the shore of the lake. When the children came closer, the crayfish and perches fell straight into the water. Near the lake there were many birch trees, and on their branches there were mushrooms hidden among the green leaves. The children jumped up and picked a few mushrooms. That's how many interesting things they saw on the excursion!
Games to improve correct sound pronunciation and develop phonemic awareness
A) New word formation
Replace the vowel sound [у] in the word:
squirrel is a bun, river is a hand, give is blow.
Replace the vowel sound [o]:
himself - catfish, frame - Roma, cash desk - scythe, race - dew.
EDUCATIONAL PROJECT Development of coherent speech in children of senior preschool age through the inclusion of modern teaching methods and techniques in the educational process. Apet Oksana Cheslavovna Teacher of the highest qualification category State Educational Institution "Nursery - Garden 91 Grodno"
RELEVANCE OF THE PROJECT Coherent speech is the basis of communication. Coherent speech is understood as a meaningful and detailed statement that ensures communication and mutual understanding. Unfortunately, the problem of teaching children coherent speech has become increasingly urgent. Coherent speech is the basis of communication. Coherent speech is understood as a meaningful and detailed statement that ensures communication and mutual understanding. Unfortunately, the problem of teaching children coherent speech has become increasingly urgent.
Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have a poor vocabulary and are unable to construct coherent statements. Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have a poor vocabulary and are unable to construct coherent statements. Preschool age is an intensive period of speech formation. Modern teachers are faced with the problem of correct and high-quality teaching of speech to children. Defectologists emphasize the need for organization and the use of effective methods for the development of this area. Preschool age is an intensive period of speech formation. Modern teachers are faced with the problem of correct and high-quality teaching of speech to children. Defectologists emphasize the need for organization and the use of effective methods for the development of this area.
One of the key methods is the communicative method. By forming and improving coherent speech skills, the teacher lays the foundations for successful communicative acts. Developing in children the ability to construct detailed statements will allow them to correctly express their thoughts, making them understandable to others. As practice shows, to teach coherent speech to children of senior preschool age, it is advisable to use various types of modeling: subject-based, temporal-spatial and motor. The use of modeling methods is effective when working with children on all types of monologue statements: retelling, composing stories based on pictures, descriptive stories and creative stories. Thus, the use of modeling methods makes it possible to solve problems in the formation of coherent speech. An effective means of developing coherent speech in preschoolers is creative activity. It encourages children to compose stories through various lines, write down coherent stories, actions of fairy tale characters, etc. One of the key methods is the communicative method. By forming and improving coherent speech skills, the teacher lays the foundations for successful communicative acts. Developing in children the ability to construct detailed statements will allow them to correctly express their thoughts, making them understandable to others. As practice shows, to teach coherent speech to children of senior preschool age, it is advisable to use various types of modeling: subject-based, temporal-spatial and motor. The use of modeling methods is effective when working with children on all types of monologue statements: retelling, composing stories based on pictures, descriptive stories and creative stories. Thus, the use of modeling methods makes it possible to solve problems in the formation of coherent speech. An effective means of developing coherent speech in preschoolers is creative activity. It encourages children to compose stories through various lines, write down coherent stories, the actions of fairy tale characters, etc.
Modern and effective techniques include finger painting, palm painting, florotyping, blotography, the use of stencils, testoplasty, creating images from crumpled paper, fabrics, cotton wool, threads, cereals and other waste material. The use of non-traditional materials and techniques makes completing tasks fun, feasible and informative for preschoolers. Thus, turning the learning process into an entertaining and varied activity. Modern and effective techniques include finger painting, palm painting, florotyping, blotography, the use of stencils, testoplasty, creating images from crumpled paper, fabrics, cotton wool, threads, cereals and other waste material. The use of non-traditional materials and techniques makes completing tasks fun, feasible and informative for preschoolers. Thus, turning the learning process into an entertaining and varied activity.
Project goal: To promote the development of coherent speech in preschool children through the construction of an educational process based on the use of modeling methods based on non-traditional arts and crafts techniques. To promote the development of coherent speech in preschool children through the construction of the educational process based on the use of modeling methods based on non-traditional arts and crafts techniques.
Contents of the project. TIMELINES AND STAGES OF PROJECT IMPLEMENTATION CONTENTS APPROACHES, PRINCIPLES AND METHODS OF PROJECT IMPLEMENTATION 1. ORGANIZATIONAL STAGE (August-September 2010) -Select, study and create scientific and methodological support for the problem. -Develop a theoretical model for organizing new forms of education for children. -Analysis, study, systematization of methodological literature. -Testing teachers for their level of awareness of the problem.
Develop the structure of a subject-development environment by type of activity. -Organization of equipping the creative center with artistic activities. -Creation and replenishment of a collection of substitute models, graphic images, collages. - To interest parents in the process of teaching children coherent speech. -Creative presentation of the project. -Conducting a survey of parents on the problem.
Create material, technical, moral, psychological and aesthetic conditions for successful interaction between project participants. - Organizing and conducting trainings and consultations on the problem. 2. IMPLEMENTATION STAGE (October April 2011) -Introduce algorithms for teaching all types of coherent statements. -Summarize and systematize information on the use of types of modeling in the system of teaching coherent speech. -Didactic trainings. -Club of new meetings. -Creation of albums demonstrating the basic techniques of non-traditional types of art activities.
Organization of effective interaction between teachers and parents. -Consultations to create a library of children's books with creative stories. -Exhibitions of children's works. 3. SUMMARY STAGE (May 2011) -Identify the level of effectiveness of the implementation of the educational model. -Methods of pedagogical diagnostics. -Create a children's creative studio “The Art of Speaking.” -Share experience among teachers. -Master Class. -Release of a collection of creative stories “Colorful Speech”. -Joint competitions between parents and children.
An algorithm for teaching storytelling through modeling a fairy tale. Acquaintance with a literary work using subject modeling. Acquaintance with a literary work using subject modeling. Mastering the plot, thinking about a fairy tale, using motor temporal-spatial modeling methods. Mastering the plot, thinking about a fairy tale, using motor temporal-spatial modeling methods. Narrating a work based on graphic drawings and decorative panels. Narrating a work based on graphic drawings and decorative panels.
Algorithm for learning to compose descriptive stories. Formation of knowledge about the subject, its forms, purposes through serial, temporal-spatial and motor modeling methods. Formation of knowledge about the subject, its forms, purposes through serial, temporal-spatial and motor modeling methods. Creating an image of an object based on the use of non-traditional artistic techniques. Creating an image of an object based on the use of non-traditional artistic techniques. Writing a descriptive story. Writing a descriptive story. Reflection. Reflection.
An algorithm for composing a story based on a series of plot pictures. Providing a layout on a specific topic. Providing a layout on a specific topic. Children’s comprehension of the general content of depicted events and the selection of images through motor temporal-spatial modeling methods. Children’s comprehension of the general content of depicted events and the selection of images through motor temporal-spatial modeling methods. Creation of plot images using non-traditional artistic techniques. Creation of plot images using non-traditional artistic techniques. Formation of a holistic representation of events based on the created images. Formation of a holistic representation of events based on the created images. Reflection. Reflection.
An algorithm for teaching children creative storytelling. Drawing up a story plan using logical-syntactic and graphic diagrams. Drawing up a story plan using logical-syntactic and graphic diagrams. Presentation of the story through the subject modeling method. Presentation of the story through the subject modeling method. Creation of baby books, thematic pictures using non-traditional art techniques. Creation of baby books, thematic pictures using non-traditional art techniques. Reflection. Reflection.
Participants:- pupils of the senior group of compensatory orientation,
Group teachers,
Parents of pupils.
Type: child-parent.
Project type: cognitive and creative.
Duration: 1 year.
Integration of educational areas:
Speech development:
Introduction to fiction,
Speech development.
Artistic and aesthetic development:
Fine, constructive and modeling activities,
Musical activities,
Theatricalization.
Social and communicative development:
Socialization.
Target: development of children's coherent speech through theatricalization, disclosure of creative potential, introduction to fiction using the example of fairy tales.
To develop an interest in books through reading and telling fairy tales;
Contribute to the accumulation of aesthetic experience by reading and discussing literary works;
Foster a culture of speech, teach children to reason, develop the ability to apply their knowledge in conversation, and achieve coherent statements;
Enrich and expand children's vocabulary;
To develop imaginative thinking, imagination, and creative abilities in children;
Develop cooperation skills;
Foster feelings of friendship and collectivism;
Develop communication skills and the ability to communicate with adults in different situations;
Encourage children to verbally communicate with each other.
Parents:
Creating favorable conditions in the family for the development of the child, taking into account the experience of children acquired in kindergarten;
Development of joint creativity of parents and children;
Develop in parents the ability to see the child as an individual, respect his opinion, and discuss upcoming work with him;
To interest parents in the life of the group, to make them want to participate in it.
Relevance:
A fairy tale is an effective developmental and correctional tool for the development of coherent speech in children.
At the present stage of life in modern society, parents replace reading fairy tales with watching cartoons. Children do not know fairy tales, do not know how to tell them, and are not interested in books.
Thus, a large number of violations and shortcomings are noted in the speech development of children, which negatively affects the formation of the child’s personality and contributes to the development of negative character traits (shyness, indecisiveness, isolation).
Expected result:
Development of children's coherent speech through theatrical performance;
Development of cognitive activity, creativity, communication skills;
Formation of cooperation skills;
Promoting the creative development of children;
Development of emotional responsiveness;
Harmonization of relationships between adults and children.
Project activity product:
Production of books based on fairy tales, decorated using the collage method;
Exhibition of drawings “My favorite fairy-tale hero”;
Celebration “Tale after Tale” with the participation of children, parents and teachers of the group.
Main stages of the project:
Stage 1: Information
Conversation with children about the meaning of books for people; expanding knowledge about the book, reading fairy tales, making a book together in kindergarten, presenting the project to parents, talking about the collaging method.
Stage 2: Creative
Making books based on fairy tales by children together with their parents.
Design of books using collage method.
Stage 3: “Presentation”
1) Presentation of manufactured books by children. Awarding families with diplomas.
2) Holiday “Tale after Tale”. Participants: children, parents, teachers. Preparation of costumes, distribution and learning of roles, songs, dances.
1. Reading fairy tales and retelling them by children based on sequential pictures.
2. Examination and comparison of illustrations in children's books of various publications.
3. Games - dramatizations based on tales.
4. Coloring illustrations for the fairy tale “Little Red Riding Hood” by children (joint creative activity).
5. Collaging of fairy tale pages by a speech therapist teacher.
6. Speech therapy session with children on the topic “What do we know about books?”
7. Parent meeting on the topic “Favorite fairy tales.”
8. Setting a task for parents to produce a book together with other parents and children. Distribution of fairy tales between families.
9. Joint creativity of parents and children in the production of books based on fairy tales.
10. Presentation of manufactured books.
11. Preparation and holding of the “Tale after Tale” holiday.
Project stage:
The project has been implemented
Objective of the project:
Creating conditions for the active use of storytelling in speech activity; teach the child to consistently and completely, in a form understandable to listeners, reproduce his personal experience, talk about impressions and experiences, and direct his attention to the essence of the events being conveyed.
Project objectives:
For children:
1. Contribute to the formation of interest in communication.
2. Develop children’s speech activity, teach them to reason, and enrich their vocabulary.
3. Teach to reflect the content of one’s own experience in games, dramatizations, theatrical activities;
4. Develop in children emotional responsiveness, attention, curiosity, communication;
5. Cultivating a sensitive attitude towards loved ones, kindness, caring, attention to others.
For teachers:
1. Increase the teacher’s competence on this topic through the introduction of project activities.
2. Replenish the developmental subject-spatial environment for children’s independent activities.
For parents:
1. Give parents knowledge about the impact on the child’s speech of such techniques for the development of coherent speech as instructions, analysis and evaluation of children’s stories, joint storytelling between parent and child.
2. Enrich parental experience with techniques of interaction and cooperation with the child in the family.
3. Invite parents to actively participate in the project.
Results achieved:
For children:
1. The child’s spiritually rich personality has developed as an active participant in the project;
2. In the process of getting acquainted with the outside world, GCD for coherent speech, the dictionary became more active, grammatically correct speech developed, and clear pronunciation was practiced. Children are good at coming up with stories from their own experience, based on a plot picture, a series of pictures; retell texts, recite poems;
For parents:
1. The joint creativity of parents and children took place.
2. Parents became interested in working together with a teacher-speech therapist using techniques to improve the child’s speech.
3. Parents have developed the ability to see the child as an individual, respect his opinion, and discuss upcoming work with him.
4. Interest of parents in the life of the group, evoking a desire to participate in it.
Social significance of the project:
In recent years, there has been a sharp decline in the level of speech development of preschool children. One of the reasons for the decline in the level of speech development is the passivity and ignorance of parents in matters of children's speech development. The participation of parents in the speech development of the child plays a colossal role.
Activities carried out within the framework of the project:
GCD for various types of productive activities (design, modeling, drawing; appliqué) on lexical topics;
GCD for coherent speech using mnemonic squares, mnemonic tracks, mnemonic tables, diagrams of stories of a chain structure; collages; laptop;
telling poetry;
retelling of texts;
consultations for parents;
The final event is a comprehensive educational activity “How I spent my summer” with a photo exhibition;
Preparation of reporting documentation, photo report on the personal website of the teacher - speech therapist of the MDOU.