home Cosmetics New technologies in the speech development of preschool children. Modern educational technologies for the development of coherent speech in preschoolers

New technologies in the speech development of preschool children. Modern educational technologies for the development of coherent speech in preschoolers

MBOU "Secondary School No. 1" Preschool department Kindergarten care

and wellness "Nest"

USAGE

INNOVATIVE TECHNOLOGIES

IN SPEECH DEVELOPMENT

PRESCHOOL CHILDREN

Prepared by Orlova N.A.

Verkhniy Ufaley,

In the context of the implementation of the Federal State Educational Standard for Preschool Education, a fundamentally new need is to solve speech problems in the context of children's activities (games, children's research, work, experimentation), without translating them into educational ones in form and methods of influence. This requires new technologies for the communicative and speech development of preschool children.

Communication technology is a specially organized process of oral or written communication aimed at achieving the communicative intention of the participants. A person who masters communication technology clearly holds 3 positions: I know how to do this; I can do this; I can teach this to someone else.

Communication technology (like any other technology) includes a goal (communicative intention), means of achieving it (methods, techniques, algorithms); scale of use (scope, restrictions on application); variability of use (good technology always has a zone of uncertainty in which the individual speech skill of the communicator is manifested) and result (impact, motivation, persuasion, joint decision-making).

When choosing a technology, it is necessary to focus on the following requirements:

orientation of technology not towards training, but towards development communication skills children, education of a culture of communication and speech;

technology should be health-saving in nature;

the basis of the technology is person-oriented interaction with the child;

implementation of the principle of interrelation between cognitive and speech development of children;

organization of active speech practice for each child in different types of activities, taking into account his age and individual characteristics.

Speech development technologies:

project activities

portfolio technology

research activities, collecting

gaming technologies

information and communication technologies

problem-based learning technology

alternative technologies

Project method

It is recommended to conduct mono-projects with preschoolers, the content of which is limited to one educational area, and integrated projects, in which problems from different educational areas of the program are solved.

The topics of mono-projects on the speech development of preschool children can be the following:

“Let’s play with words and learn a lot of new things”, “One is a word, two is a word” (to form children’s interest in word creation and the poetic word);

“Use of mnemonic techniques for the development of monologue speech” (learn to express your thoughts coherently, consistently, grammatically and phonetically correctly, talk about events from the surrounding life);

“Journey to Chitalia” (shape children’s interest and need for reading fiction);

“Development of dialogical speech in children of senior preschool age through studying the basics of journalism” (familiarization with creative professions: poet, musician, journalist, writer, artist, etc., improving dialogical speech skills);

“How is a book born?” (development of children's speech creativity);

“Is it difficult to be polite?” (mastering the rules of etiquette, the ability to use them in everyday communication);

“Good and bad debate” (mastering the etiquette of persuasion and debate).

IN younger group it is possible to use short-term mini-projects, which are a series of educational situations: “Katya’s doll’s walk” (selection of outerwear and dressing the doll in accordance with the season, selection of toys for playing on a walk, familiarization with safety rules when going for a walk); “Let’s help kids (animals) find their mothers” (recognizing, naming and matching adult animals with their babies, getting to know each other external features pets and some rules for handling them), etc.

Projects in the middle group require the mandatory use of elementary experimentation and the completion of project tasks in pairs or small subgroups.

Sample Topics projects for children middle group: “Why do people need transport?”, “Rock, scissors, paper”, “How does a person know the time?”, “Why did man invent dishes?”, “Why juice, water, milk different color? and etc.

Projects for children of senior preschool age are characterized by cognitive and socio-moral themes: “If you go on a journey with a friend...”, “Kind words on your birthday”, “The secret of the third planet”, “How to open a book hypermarket?”, “ Nature's Complaint Book."

The theme of children's projects can correspond to holidays and significant events taking place in the country, city, kindergarten or group.

For example, when preparing for the celebration of Teacher’s Day, children of the preparatory group for school interview workers kindergarten, learn their features professional activity, note some personality traits and, taking this into account, prepare congratulations and gifts.

The result of project activity can be a collective product obtained as a result of the cooperation of children of the entire group: an album of drawings, stories, a collage “Our kindergarten”, etc.

Portfolio technology

The portfolio allows you to take into account the results achieved by the student in a variety of activities. This method recording individual achievements allows you to reflect positive emotions, creative success, impressions, awards, funny sayings.

The main sections of a preschooler’s portfolio can be the following: “I’m growing” (anthropometric data of different age periods, contours of the palm, foot); “My family” (drawings, stories written down from the child’s words, photographs); “Read it” (list of the child’s favorite books, drawings based on works of art); “My fantasies” (child-made stories, fairy tales, fables, riddles, examples of word creation, drawings and creative works); “I’ll tell you poems” - a section in which the names of the poems the child has learned are written down; “Faces of talent” (the child’s special talents and inclinations in one or two areas); “Skillful hands” (crafts, applications, origami, photographs of volumetric works); “Award for a hero” (diplomas, certificates, certificates for children in various competitions, olympiads, festivals); “Inspiration of winter (spring, summer, autumn)” (the section contains children’s works (drawings, fairy tales, poems, photographs from matinees, recordings of children’s poems, etc.); “Soon to school” (photos of the school, drawings on a school theme, letters that he memorized, recommendations for parents, criteria for readiness for school).

The sections are filled out gradually, in accordance with the child’s capabilities and achievements, and most fully reflect the characteristics of the growth and development of a preschooler.

One of the conditions for the speech development of preschool children is the organization of meaningful, activating communication between an adult and a child. The reason for such communication can be the technology of children's research activities.

Research technology, collecting

Cognitive activity is realized by children in observations, sensory examination, experiments, experimentation, heuristic discussion, educational games, etc. A child can reason, argue, refute, prove his point of view in active cognitive activity. For this purpose, the teacher can use a variety of everyday and problem situations containing cognitive tasks, borrow them from fiction and scientific literature, from phenomena and processes of the surrounding natural world.

Experimental and research activities allow you to enrich, activate and update your child’s vocabulary. Conceptual vocabulary formed in the process practical actions, very deep and persistent, since it is associated with the formation of the child’s own life experience, it more actively enters into coherent speech. Having dropped a piece of ice into the water, the child will remember this phenomenon for a long time; having identified its cause, he will know that ice floats because it is lighter than water. If you place a large number of pieces of ice in water, you can observe how they collide, rub against each other, crack and crumble, which resembles the phenomenon of ice drift. The simulated situation will allow the child to vividly and thoroughly describe the arrival of spring in the future. The formation and consolidation of grammatical categories of speech occurs: agreement of nouns with adjectives, pronouns, numerals; formation of case forms, complex syntactic structures, use of prepositions.

During experimental classes, coherent speech develops. After all, when posing a problem, it must be formulated; when explaining your actions, be able to choose the appropriate words and clearly convey your own thoughts. During such classes, monologue speech is formed, the ability to build and verbalize own actions, the actions of a friend, one’s own judgments and conclusions. Dialogue speech also develops (joint observation of objects and phenomena, discussion of joint actions and logical conclusions, disputes and exchange of opinions). There is a strong surge in speech activity and initiative. At this moment, children who speak little are transformed and strive to come to the forefront of communication.

Research activities include not only observations and experiments in nature, but also work with a timeline (for example, topics: “History of the development of mail”, “The appearance of the pen”, “The life of a hat”), “travel” on the map (“Where are “warm lands”?”, “Journey to grandma in the village”), as well as collecting (collection of buttons, stamps, etc.) - collecting objects united by theme.

Collecting is a system of work that includes consideration of experimental and search activities, conducting didactic and story games using collection items. Children will learn about the past of the objects presented in the collection, their origin and changes; look at the exhibits of the collection. Each exhibit comes with a “story.” These stories, along with the exhibits, are written by children. Essentially, these are creative stories, poems, riddles, and fairy tales. Handwritten books are compiled from them, which are used in the future to increase motivation for reading. They are speech samples for children of each subsequent group.

Gaming technologies

 Mnemonics

This technology includes various techniques that facilitate memorization and increase memory capacity by forming additional associations.

Features of the technology: the use of symbols rather than images of objects for indirect memorization. This makes it much easier for children to find and remember words. The symbols are as close as possible to the speech material, for example, a Christmas tree is used to designate wild animals, and a house is used to designate domestic animals.

It is necessary to start working with the simplest mnemonic squares, sequentially move on to mnemonic tracks, and later to mnemonic tables, because children retain individual images in their memory: a Christmas tree is green, a berry is red. Later - complicate it or replace it with another screensaver - depict the character in graphic form.

Mnemonic tables - diagrams serve as didactic material in the work on the development of coherent speech in children. They are used: to enrich vocabulary, when learning to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

 Modeling

Models are especially effective when learning poems. The bottom line is this: the key word or phrase in each line of poetry is “encoded” with a picture that has a suitable meaning. Thus, the entire poem is sketched automatically. After this, the child reproduces the entire poem from memory, relying on a graphic image. At the initial stage, a ready-made plan diagram is proposed, and as the child learns, he is actively involved in the process of creating his own diagram.

In the process of speech development of older preschoolers, special subject-based schematic models are used. When forming children's ideas about words and sentences, children are introduced to the graphic diagram of a sentence. The teacher says that without knowing the letters, you can write a sentence. Individual lines in a sentence are words. Children can be asked to construct a sentence: “It has come Cold winter. Blowing cold wind».

Graphic diagrams help children more specifically sense the boundaries of words and their separate spellings. In this work you can use various pictures and objects.

For verbal analysis of sentences in preparatory groups, educators use the “living words” model. There are as many words in a sentence as the teacher calls the children. Children stand in order according to the sequence of words in the sentence.

 LEGO technology

The use of LEGO technologies, focused on the development of fine motor skills, are indispensable in speech development preschoolers.

In the process of educational development of speech and fiction, grammatical structures are practiced. For example, agreement of numerals with nouns - “How many windows are there in the house”, “How many berries are there on the bush”; word formation - adding prefixes to verbs: “Come up with new words from the word “Fly” and demonstrate the action using a tree and a bird” and other didactic exercises.

When composing retellings, children are greatly helped by model illustrations for a literary work created by the children themselves. Retelling not from a plot picture, but from a three-dimensional image of the scenery from a construction set, helps the child better understand the plot, which makes the retelling more detailed and logical.

Innovative educational education plays a huge role in the development of speech skills. LEGO constructor Education “Build your own story.” With the help of this constructor, children come up with their own unique stories and retell literary works, compose stories describing real situations from the surrounding reality, etc. Using LEGO, working on a story, retelling, and dialogue becomes more effective.

 Articulation and speech exercises

 Games to develop speech breathing

 Moving and round dancing games with text

 Games to develop phonemic awareness

 Communication games

 Finger games

 Didactic games: playing with objects (toys, real objects, natural material, objects - decorative and applied arts, etc.); desktop-printed (paired pictures, dominoes, cubes, lotto); word games (without visual material).

 Theatrical game

 Logorhythmics

Information and communication technologies

Computer gaming systems (CGC) are one of the modern forms work in which the relationship between an adult and a child is built through technical types of communication, allowing not only to communicate in equal conditions, but also to systematize knowledge, consolidate skills, and freely use them in independent life.

Along with the use of educational computer games, teachers create computer presentations that they use in their classes in accordance with the requirements of the program being implemented, and with children of primary and secondary preschool age, frontal and subgroup classes are conducted using multimedia equipment (projector, screen), which increases the interest of children to the material being studied.

Problem-based learning technology

This is the organization of educational activities, which involves the creation of problem situations under the guidance of the teacher and the active independent activity of pupils, as a result of which speech development occurs. The teacher does not act as a tough leader, but as an organizer of joint educational activities, who accompanies and helps the child become an active communicator, which is relevant at the present time and corresponds to the Federal State Educational Standard for Education.

It is useful for teachers to have a card index of problem situations and questions, which will allow them to ask a problem situation in the OD process.

Examples of problematic questions in section “Acquaintance with fiction and speech development.”

What will happen if a new hero appears in a fairy tale?

Do you think Baba Yaga is good or evil?

If you were in the place of the hero of the story, what would you think?

Why do they say: “A fairy tale is a lie, but there is a hint in it”?

What are figurative words used for?

Is it possible to “draw” a portrait with words?

What would you do if you were in the place of the hero of the work?

"Preparing for literacy":

What does a word consist of if we pronounce it?

What does a word consist of if we write it?

Can a word consist of only vowel sounds?

Can a word consist only of consonants?

The teacher reads the letter: “Hello guys. My name is Umka. I live in the eternal kingdom of ice and snow, in the north. I recently learned that summer has arrived for you. I’ve never seen summer, but I really want to find out what it is.” How can we help Umka learn about the season - summer?

"Coherent speech"

Topic: “Hedgehog soup”

Tasks:

– Training in composing the ending of a story based on a given beginning, illustrating the continuation of an unfinished narrative;

– Development of skills for independent coherent retelling of text with preliminary display of its content in drawings and illustrations;

- Development creative imagination;

– Teaching the actions of planning a detailed statement based on drawing up a visual

picture plan;

– Activation and enrichment of vocabulary.

Tasks Using illustrations for a fairy tale as a picture plan, retell the fairy tale;

Come up with your own fairy tale by analogy with this one, directing the child’s imagination with the help of questions, helping him illustrate his composition.

Technologies for teaching figurative speech:

 Technology for teaching children how to make comparisons.

Comparison model:

– the teacher names an object; - denotes its sign;

– determines the value of this attribute;

– compares given value with the attribute value in another object.

In junior preschool age a model for making comparisons based on color, shape, taste, sound, temperature, etc. is being developed.

In the fifth year of life, more independence is given when making comparisons, and initiative in choosing the characteristic to be compared is encouraged.

In the sixth year of life, children learn to independently make comparisons based on the criteria specified by the teacher.

The technology of teaching children to make comparisons develops in preschoolers observation, curiosity, the ability to compare the characteristics of objects, enriches speech, and promotes motivation for the development of speech and mental activity.

 Technology for teaching children to compose metaphors.

Metaphor is the transfer of the properties of one object (phenomenon) to another based on a feature common to both compared objects. It is not necessary to tell children the term “metaphor”. Most likely, for children these will be the mysterious phrases of the Queen of Beautiful Speech.

Reception of a simple algorithm for composing a metaphor.

1. Take object 1 (rainbow). A metaphor will be drawn up about him.

2. It exhibits a specific property (multi-colored).

3. Select object 2 with the same property (flower meadow).

4. The location of object 1 is determined (the sky after rain).

5. For a metaphorical phrase, you need to take object 2 and indicate the location of object 1 (Flower meadow - the sky after the rain).

6. Make up a sentence with these words (the flower heavenly meadow shone brightly after the rain).

 Teaching children to compose creative stories according to the picture .

The proposed technology is designed to teach children how to compose two types of stories based on a picture.

1 - “text of a realistic nature”

2 - “text of a fantastic nature”

Both types of stories can be attributed to creative speech activity different levels.

The fundamental point in the proposed technology is that teaching children to compose stories based on a picture is based on thinking algorithms. The child’s learning is carried out in the process of his joint activity with the teacher through a system of game exercises.

Syncwine technology

Cinquain is a five-line poem without rhyme. Rules for compiling syncwine:

right line - one word, usually a noun, reflecting the main idea;

second line – two words, adjectives describing the main idea;

third line - three words, verbs describing actions within the topic;

the fourth line is a phrase of several words showing the attitude to the topic;

fifth line – words related to the first, reflecting the essence of the topic.

Thanks to syncwine technology, the studied material acquires an emotional coloring, which contributes to its deeper assimilation; knowledge about parts of speech and sentences is developed; children learn to observe intonation; vocabulary is significantly activated; the skill of using synonyms and antonyms in speech is improved; mental activity is activated and developed; improves the ability to express one's own

attitude towards something, preparation for brief retelling; children learn to identify grammatical basis proposals.

TRIZ technology

TRIZ Toolkit.

Brainstorming or collective problem solving: a group of children is presented with a problem, everyone expresses their opinion on how it can be solved, all options are accepted. When conducting a brainstorming session, there may be a “critic” who expresses doubts that activate thought processes.

Method of focal objects (intersection of properties in one object): any two objects are selected and their properties are described. These properties are subsequently used to characterize the created object. We analyze the subject from the point of view of “good and bad”. Let's sketch the object.

Morphological analysis. Creation of new objects with unusual properties (random selection of properties). We are building a “house”. Components: 1) color. 2) material. 3) form. 4) floors 5) location. (I live in a blue wooden house, round in shape, on the 120th floor, in the middle of a puddle).

System operator: characterize any object. A table of nine windows is compiled: past, present, future horizontally and subsystem, system and supersystem vertically. An object is selected. Fold out:

Properties, functions, classification,

Functions of parts,

What place does it occupy in the system, connection with other objects,

What the item looked like before

What parts does it consist of?

Where could they meet him?

What could it consist of in the future?

What parts will it consist of?

Where can he be met?

Technique “Empathy” (sympathy, empathy): “Depict the unfortunate animal, what it is experiencing.”

Floor-by-floor design (drawing up a descriptive story about objects and phenomena of the surrounding world). The canvas is in the form of a house with a dormer window and nine pocket windows. 1) Who are you? 2) Where do you live? 3) What parts do you consist of? 4) What size? 5) What color? 6) What shape? 7) What does it feel like? 8) What do you eat? 9) What benefits do you bring?

The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

MUNICIPAL PRE-SCHOOL EDUCATIONAL BUDGETARY INSTITUTION – CHILD DEVELOPMENT CENTER “KINDERGARTEN No. 12 “FIDGE” Tyndy city, Amur region

Getman T.I. teacher first qualification category Tynda, April 2015

The problem of speech development in preschool children is especially relevant today, because the percentage of preschoolers with various speech disorders remains consistently high. Children experience difficulties in sound pronunciation, in mastering lexical and grammatical forms, have a poor vocabulary and are unable to construct coherent statements.

According to the Federal State Educational Standard for Preschool Education (FSES DO): “speech development includes mastery of speech as a means of communication and culture; enrichment active dictionary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write" .

The requirements of the Federal State Educational Standard are the main guidelines for us. Full implementation of the goal is the formation by the end of preschool age of universal communication between the child and the people who surround him. An older preschooler should have no difficulty talking to people of different ages, social status, semi-representatives of society.

The effectiveness of pedagogical influence depends on the child’s activity in terms of speech activity. How more active child the more he is involved in activities that interest him. Traditional forms (sample of a teacher’s story, line-by-line memorization of a poem, step-by-step examination and description) do not allow the child to sufficiently reveal his creative potential.

Today, the first priority is given to the task of child development, which will make the process of equipping preschoolers with knowledge, skills and abilities more effective. A development mindset can be considered a modern strategy for teaching the native language to preschool children.

It becomes obvious that it is necessary to change the way we work to develop the speech of preschoolers.

Of course, the choice of educational technology is determined by the age of the children, the goals and objectives that the teacher sets for himself and the children. Pedagogical innovations change and improve the learning process. Innovative technologies are aimed at creating creativity, development of a non-standard vision of the world, new thinking.

In my teaching practice, I use pedagogical technologies aimed at developing mental abilities and creating a creative product in speech activity.

Mnemonics - "the art of memorization" is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and, of course, the development of speech.

Drops are ringing in the yard,
streams run through the fields,
there are puddles on the roads. Coming soon
ants after the winter cold.

A bear makes his way through
dead wood. The birds became
sing songs, and the snowdrop blooms.

The use of mnemonics in teaching preschoolers allows you to solve problems such as:

Development of coherent speech;
Converting abstract symbols into images (information recoding);
Development of fine motor skills of the hands;
Development of core mental processes- memory, attention, imaginative thinking; Mastering the techniques of working with mnemonic tables helps and reduces training time.

Visual modeling method

Sun, rain. (Weather in spring.)
Birch. (The appearance of the first buds.)
Thrift. (Primroses on thawed patches.)
Pack. (Migratory birds.)

Jerzy. (Awakening animals from hibernation.)
Butterfly. (Insects appear.)

I invite the children to look carefully at the diagram: what happened first? What then? Where will you start your story? (each child has support diagrams on the sole; individual work is carried out: check if everything is clear).

Children take turns telling short story, displaying his sign on an easel.

“Spring is coming. The sun is shining brighter, we started crying icicles from the roofs. The snow is melting, and snowdrops appear in the first thawed patches. Migratory birds return in flocks from warm countries. They build nests and hatch chicks. Animals are awakened from hibernation. The first insects appear."

When teaching coherent speech, modeling can be used to work on all types of coherent utterances:

retelling
compilation of stories based on a painting and a series of paintings
descriptive story
creative story.

Thanks to working with models, children learn to analyze, generalize, and identify essential features. In children, thought processes and mental processes are activated: memory, attention, thinking, logic develops, and coherent speech develops.

Gaming technologies

In play and through playful communication, a growing person develops and develops a worldview, a need to influence the world, and adequately perceive what is happening.

IN educational process with preschoolers I use:

didactic games and exercises
"Bring the item to life" (you are asked to select an object in the picture for discussion). Children determine his character, talk about his possible actions and thoughts. For example, a landscape is considered; children choose and characterize the object - spruce: calm, sleeping, breathing quietly. Drawing up speech sketches on behalf of a humanized object.

The tasks of a child’s speech development in kindergarten are solved as part of all educational activities with children. When introducing children in the process of mathematical development to relationships "more" - "less" between numbers, with more-less relationships, they create complexity. I introduce this game technique: “What do the numbers and numbers say?” (4 -5-6) , (7- 8) and etc.: (I display magnetic numbers on the easel, the guys conduct a dialogue by reviving the numbers, numbers: example, number 5 - I am more than 4, but less than -6 and so on). This technique activates cognitive and speech activity.

Game exercise “Compare and name” . Goal: development of thinking, imagination, activation of speech activity, enrichment of vocabulary.

The sun is yellow like... (dandelion, chicken, lemon).
The sun is round like... (ball, orange, bun).
The sun is gentle, like... (grandmother, mother, breeze, warm sea).
The sun is cheerful, like... (song, clown).

The sun is warm like... (stove, mittens, sweater)
The sun is bright like... (light bulb, lantern, star)
The sun is hot like... (fire, bonfire).

K. D. Ushinsky: “Exercises prepare the child most of all for learning grammar. Exercises are preferable with children of senior preschool and primary school age" .

Game exercise "Find relatives" . The goal is to highlight the properties of objects, find comparisons, expand vocabulary (author's development).

Thus, children learn mental operations (analysis, synthesis, comparison, generalization, etc.), with the help of which meaningful knowledge is acquired, systematized and used, which is effective both for the development of speech and for mental development generally.

Traditionally, in preschool childhood, working with riddles is based on guessing them. When developing a child’s mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones. In the process of composing riddles, everything develops mental operations child, he receives joy from speech creativity.

For this purpose I use exercises such as "The description is a mystery" . Assignment: make a sentence about an icicle, knowing its signs and properties. Example: She is tearful, but not the Laughing Princess. It is long, but not a carrot, etc.

discussions with children “What I wished for is similar to (bow.)“can be associated with a flower, a butterfly, a helicopter rotor, or the number 8” ;
warm-ups - divergent tasks:, "What do...?" , "What does it look like?" , "Good bad" (is the snow melting quickly?).
Game exercise: “For what reason did the two events happen?” Goal: to teach children to find a common cause, teach them to reason, and develop coherent speech. Integration of educational areas: cognitive and speech development.

All passers-by got wet. – Finally, the first shoots came out of the ground.
All the ice cream was sold out. – The boy’s back was burned.
Many children got sick. - The windows are covered with frost.

Speech game "Too" . Goal: to teach children to reason and draw conclusions.

If you eat one piece of candy, it’s delicious and pleasant. What if there is a lot?
One tablet helps relieve pain, but what if you eat a lot of tablets?

Tasks:

How to brew tea?
How to prepare cookie dough?
Tell me how your mother cooks soup at home (borsch)?

By organizing such tasks with children, I solve the following tasks: teach children to plan the stages of their actions, justify their choices, develop and intensify speech activity.

Mastering one's native language is closely related to the development of a child's consciousness, knowledge of the world around him, and the development of all aspects of his personality.

The purpose of such tasks and game exercises is to develop creative personality, capable of understanding the unity and contradiction of the surrounding world, solving their small problems through communicative activities.

Play is one of the best ways to develop children's speech and thinking. It gives the child pleasure and joy, and these feelings are the strongest means of stimulating the active perception of speech and generating independent speech activity. They are so captivating and bring so much benefit!

When using such tasks “Draw arrows with a pencil from what happened before to what will happen later.” ; “Draw what happens next” integration with visual activities: completing the task, the child pronounces the algorithm presented in the figure, thus, the tasks of educational areas are solved in an integrated manner: cognitive and speech development.
board-printed games

Among pupils with problems in speech development, there is a high percentage of those who have problems with the development of gross and fine motor skills, memory, attention, and thinking.

To do this, I use health-saving technologies:

- articulatory warm-up: at the beginning of each lesson, I definitely organize a warm-up in order to get the children ready to work and train their articulatory organs, which is necessary for the correct pronunciation of sounds. I select warm-ups in accordance with the topic of the educational activity itself. Here, for example, on the topic "Spring" this is the warm-up:

Spruce-spruce-spruce - the ringing drops are ringing,
Whose-whose-whose - fast streams run,
Pew-pew-pew - I'm making my own nest,
Wei-wei-wei - you are welcome, nightingale.

To do this, I have a selection of such warm-ups.

Finger gymnastics (mosquito song - s-z-z; water song - s-s-s; snake hiss - sh-sh-sh). In this case, finger gymnastics is carried out in conjunction with articulation (while pronouncing sounds, children perform finger exercises: the thumbs alternately meet with other fingers).

Systematic exercises to train finger movements stimulate the child’s speech development. S.A. Sukhomlinsky wrote that the origins of children’s abilities and talents are at their fingertips. From them, figuratively speaking, come the finest streams that feed the sources of creative thought. The more skill in a child's hand, the smarter the child.

Physical education minutes (if fatigue occurs, decreased performance, or loss of interest and attention, we include physical education minutes in the structure of the lesson). This form of physical activity is a necessary condition for maintaining high performance and maintaining the health of students. Each teacher has a selection of dynamic pauses and warm-ups in his arsenal. I also try to use them in accordance with the theme and type of GCD, thus, the selected dynamic pauses relieve children’s fatigue in the process of cognitive activity, and at the same time they do not lose interest in further work, and the logical chain is not interrupted. For example, a dynamic pause to GCD on the topic "Spring is the morning of the year" .

“The drops fell loudly (light jumps)
All the icicles were crying (shakes head)
It's hot for us icicles (wave hands at face)
Water flows from us (tilt down)
We'll melt forever (straightened up).

One of the health saving technologies is breathing exercises.

In my practice I use a variety of gaming techniques breathing exercises. So in class "Spring Awakening of Nature" We looked at children's creative work done during a drawing lesson and included breathing exercises.

Breathing exercises: - Let's breathe in the aroma of snowdrops. (Take a deep breath through your nose; as you exhale, say “Oh, how wonderful the flower smells” ) . Children say the phrase while exhaling 2-3 times.

In modern pedagogy there are still many technologies that can be used to develop the speech of preschool children. But there are certain rules their uses:

Visual material offered to children should be accessible and understandable.
Care should be taken to ensure that the material used (visual or demonstration) affected as many senses as possible.
Obligatory reinforcement of the demonstration with speech. Speech explanation, combined with clarity, deepens comprehension and understanding of the subject of explanation.
In the process of GCD, comprehensively solve the problems of speech development: the formation of sound culture, lexical and grammatical structure of speech, enrichment and activation of the dictionary.

It is impossible to solve the problems of speech development of a preschooler only in the process of direct educational activities. This work is carried out within the framework of all educational activities during the day.

Here I use TRIZ technology when working with children

The PURPOSE of use is to instill in a child the joy of creative discovery.

THE MAIN CRITERION in working with children is clarity and simplicity in the presentation of material and in the formulation of a seemingly complex situation.

In educational activities of special moments I organize such a game "Guess the substance" (with models of aggregate states of substances).

Rule of the game: (organized when children are familiar with diagrams-models of aggregate states of substances). During the game, children's activities are integrated: cognitive-speech, play, and motor activities.

Competitive games such as “WHAT IS MADE OF WHAT?”

Rules of the game: the one who wins correctly and quickly - in 1 minute (I set the hourglass) name the materials from which objects are made and say what they are all called in one word (example: a ball is rubber, a car is metal, a cube is wooden, a pyramid is plastic - these are toys)

Material: cards with images of all kinds of objects.

Option 1: (show items made of fabric, metal, glass, wood, plastic, rubber, etc.)

Option 2 (complication): (The child describes the object and names the material from which it is made, and then names what other materials such an object can be made from).

Thus, as a result of educational activities using the above educational technologies, children’s feelings of constraint are relieved, shyness is overcome, and the logic of thinking, speech and general initiative gradually develops.

MADO "Kindergarten "Crane"

"Modern educational technologies for the development of speech of preschoolers in the conditions of the Federal State Educational Standard for Education."

Teacher Sycheva Yu.S.

S.Pokrovo-Prigorodnoye

2017

When choosing a technology, it is necessary to focus on the following requirements:

1) the orientation of technology not towards learning, but towards the development of children’s communication skills, nurturing a culture of communication and speech;

3) the technology must be health-saving in nature;

4) the basis of the technology is person-oriented interaction with the child;

5) implementation of the principle of the relationship between cognitive and speech development of children;

6)organization of active speech practice for each child in different types of activities, taking into account his age and individual characteristics.

Speech development technologies:

1) project activities;

2)research activities;

3) gaming technologies;

4) information and communication technologies;

5) problem-based learning technology.

Project method

The topics of mono-projects on the speech development of preschool children can be the following:

“Let’s play with words and learn a lot of new things”, “One is a word, two is a word” (to form children’s interest in word creation and the poetic word);

"Use whenѐ mov mnemonics for the development of monologue speech" (learn to express your thoughts coherently, consistently, grammatically and phonetically correctly, talk about events from the surrounding life);

“Development of dialogical speech in children of senior preschool age through studying the fundamentals of journalism” (introduction to creative professions: poet, musician, journalist, writer)

“How is a book born?” (development of children's speech creativity);

“Is it difficult to be polite?” (mastering the rules of etiquette, the ability to use them in everyday communication);

“Good and bad debate” (mastering the etiquette of persuasion and debate).

In the younger group, it is possible to use short-term mini-projects, which are a series of educational situations: “Katya’s doll’s walk” (selection of outerwear and dressing the doll in accordance with the season, selection of toys for playing on a walk, familiarization with safety rules when going for a walk) ; “Let’s help kids (animals) find their mothers” (recognizing, naming and matching adult animals with their babies, getting to know the external characteristics of pets and some rules for handling them), etc.

Projects in the middle group require the mandatory use of elementary experimentation and the completion of project tasks in pairs or small subgroups.

Sample project topics for middle group children: “Why do people need transport?”, “Rock, paper, scissors”, “How does a person know the time?”, “Why did a person invent dishes?”, “Why are juice, water, milk different colors?” and etc.

Projects for children of senior preschool age are characterized by a cognitive and socio-moral theme: “If you went on a journey with a friend...”, “Kind words on your birthday”, “How to open a book hypermarket?”, “The Complaint Book of Nature”.

The theme of children's projects can correspond to holidays and significant events taking place in the country, city, kindergarten or group.

For example, when preparing for the celebration of Teacher's Day, children of the preparatory group interview kindergarten workers, find out the features of their professional activities, note some personal traits and, taking this into account, prepare congratulations and gifts.

Technology of research activities.

Experimental and research activities allow you to enrich, activate and update your child’s vocabulary. The conceptual vocabulary formed in the process of practical actions is very deep and persistent, since it is associated with the formation of the child’s own life experience, and is more actively included in coherent speech. Having dropped a piece of ice into the water, the child will remember this phenomenon for a long time; having identified its cause, he will know that ice floats because it is lighter than water. If you place a large number of pieces of ice in water, you can observe how they collide, rub against each other, crack and crumble, which resembles the phenomenon of ice drift. The simulated situation will allow the child to vividly and thoroughly describe the arrival of spring in the future. The formation and consolidation of grammatical categories of speech occurs: agreement of nouns with adjectives, pronouns, numerals; formation of case forms, complex syntactic structures, use of prepositions.

During experimental classes, coherent speech develops. After all, when posing a problem, it must be formulated; when explaining your actions, be able to choose the appropriate words and clearly convey your own thoughts. During such classes, monologue speech is formed, the ability to construct and verbalize one’s own actions, the actions of a friend, one’s own judgments and conclusions. Dialogue speech also develops (joint observation of objects and phenomena, discussion of joint actions and logical conclusions, disputes and exchange of opinions). There is a strong surge in speech activity and initiative. At this moment, children who speak little are transformed and strive to come to the forefront of communication.

Gaming technologies

ϖ Mnemonics

This technology includes various techniques that facilitate memorization and increase memory capacity by forming additional associations.

ϖ Simulation

Graphic diagrams help children more specifically sense the boundaries of words and their separate spellings. In this work you can use various pictures and objects.

ϖ Articulation and speech exercises

ϖ Games to develop speech breathing

ϖ Moving and round dancing games with text

ϖ Games to develop phonemic awareness

ϖ Communication games

ϖ Finger games

ϖ Didactic games:games with objects (toys, real objects, natural materials, objects of arts and crafts, etc.); desktop-printed (paired pictures, dominoes, cubes, lotto); word games (without visual material).

ϖ Theatrical game

ϖ Logorhythmics

Information and communication technologies

Computer gaming systems (CGC) are one of the modern forms of work in which the relationship between an adult and a child is built through technical types of communication, allowing not only to communicate in equal conditions, but also to systematize knowledge, consolidate skills, and use them freely in independent life.

Problem-based learning technology

This is the organization of educational activities, which involves the creation of problem situations under the guidance of the teacher and the active independent activity of pupils, as a result of which speech development occurs. The teacher speaksѐ a strong leader, but an organizer of joint educational activities who accompanies and helps childrenѐ nku to become an active communicator, which is relevant at the present time and corresponds to the Federal State Educational Standard for Education.

It is useful for teachers to have a card index of problem situations and questions, which will allow them to ask a problem situation in the OD process.

Examples of problematic questions insection “Acquaintance with fiction and speech development.”

What will happen if a new hero appears in a fairy tale?

Do you think Baba Yaga is good or evil?

If you were in the place of the hero of the story, what would you think?

Why do they say: “A fairy tale is a lie, but there is a hint in it”?

What are figurative words used for?

Is it possible to “draw” a portrait with words?

What would you do if you were in the place of the hero of the work?

"Preparing for literacy":

What does a word consist of if we pronounce it?

What does a word consist of if we write it?

Can a word consist of only vowel sounds?

Can a word consist only of consonants?

"Coherent speech"

Topic: “Hedgehog soup”

Tasks:

– Training in composing the ending of a story based on a given beginning, illustrating the continuation of an unfinished narrative;

– Development of skills for independent coherent retelling of text with preliminary display of its content in drawings and illustrations;

– Development of creative imagination;

– Training in development planning actionsѐ a torn utterance based on the compilation of a visual

picture plan;

– Activation and enrichment of vocabulary.

Tasks Using illustrations for a fairy tale as a picture plan, retell the fairy tale;

Come up with your own fairy tale by analogy with this one, directing the child’s imaginationѐ nka with the help of questions, helping him illustrate his It's an essay.

Technologies for teaching figurative speech:

Technology for teaching children how to make comparisons.

Comparison model:

– the teacher names an object; - denotes its sign;

– determines the value of this attribute;

– compares this value with the value of the attribute in another object.

In early preschool age, a model of making comparisons based on color, shape, taste, sound, temperature, etc. is developed.

In the fifth year of life, more independence is given when making comparisons, and initiative in choosing the characteristic to be compared is encouraged.

In the sixth year of life, children learn to independently make comparisons based on the criteria specified by the teacher.

Technology for teaching children to compose metaphors.

Reception of a simple algorithm for composing a metaphor.

1. Take object 1 (rainbow). A metaphor will be drawn up about him.

2. It exhibits a specific property (multi-colored).

3. Select object 2 with the same property (flower meadow).

4. The location of object 1 is determined (the sky after rain).

5. For a metaphorical phrase, you need to take object 2 and indicate the location of object 1 (Flower meadow - the sky after the rain).

6. Make up a sentence with these words (the flower heavenly meadow shone brightly after the rain).

ϖ Teaching children to write creative stories based on paintings.

The proposed technology is designed to teach children how to compose two types of stories based on a picture.

1 - “text of a realistic nature”

2 - “text of a fantastic nature”

Both types of stories can be attributed to creative speech activities of different levels.

The technological approach, that is, new pedagogical technologies guarantee the achievements of preschoolers and subsequently guarantee their successful learning at school.

Municipal budget preschool institution

" Sun"

Speech on the topic:

“Technologies for speech development of preschool children”

Compiled by:

Senior teacher Leshukova A.N.

One of the main indicators of the level of development of a child’s mental abilities is the richness of his speech, so it is important for adults to support and ensure the development of the mental and speech abilities of preschoolers.

Currently, in accordance with the Federal State Standards for the structure of the general education program of preschool education educational field“Speech development” involves:

mastery of speech as a means of communication and culture;
enrichment of the active vocabulary;
development of coherent, grammatically correct dialogical and monologue speech;
development of speech creativity;
development of sound and intonation culture of speech, phonemic hearing;
acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature;
formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

When working with children, it is necessary to pay great attention to speech development, therefore, from previously developed methods on this problem, the following technologies can be used in practice:

Teaching children to create figurative characteristics by making comparisons, riddles, and metaphors.

Games and creative tasks to develop expressive speech.

Teaching children to write creative stories based on paintings.

Teaching children expressive speech is one of the problems of preschool education. The expressiveness of speech is understood not only as the emotional coloring of the sound, achieved by interjections, strength, and timbre of the voice, but also the imagery of the word.

The work of teaching children figurative speech should begin with teaching children to make comparisons. Then the children’s ability to compose various riddles is practiced. At the final stage, children aged 6-7 years are quite capable of composing metaphors.

Technology for teaching children how to make comparisons.

Teaching preschool children how to make comparisons should begin at the age of three. Exercises are carried out not only during speech development classes, but also in free time.

Comparison model:

The teacher names an object;

Indicates its sign;

Defines the value of this attribute;

Compares the given value with the value of the attribute in another object.

In early preschool age, a model of making comparisons based on color, shape, taste, sound, temperature, etc. is developed.

In the fifth year of life, training becomes more complex, more independence is given when making comparisons, and initiative in choosing the characteristic to be compared is encouraged.

In the sixth year of life, children learn to independently make comparisons based on the criteria specified by the teacher.

Technology for teaching children how to write riddles.

Traditionally, in preschool childhood, working with riddles is based on guessing them. Moreover, the methodology does not give specific recommendations on how and in what way to teach children to guess hidden objects.

Observations of children show that guessing occurs in the most intelligent preschoolers, as if by itself or by enumerating options. At the same time, most of the children in the group are passive observers. The teacher acts as an expert. The correct answer of a gifted child to a specific riddle is very quickly remembered by other children. If the teacher asks the same riddle after some time, then most of the children in the group simply remember the answer.

When developing a child’s mental abilities, it is more important to teach him to compose his own riddles than to simply guess familiar ones.

The teacher shows a model for composing a riddle and suggests composing a riddle about an object.

Thus, in the process of composing riddles, all the child’s mental operations develop, and he receives the joy of verbal creativity. In addition, this is the most convenient way to work with parents on the development of the child’s speech, because in a relaxed home environment, without special attributes and preparation, without interrupting household chores, parents can play with their child in composing riddles, which contributes to the development of attention , ability to find hidden meaning words, the desire to fantasize.

Technology for teaching children to compose metaphors.

As is known, a metaphor is the transfer of the properties of one object (phenomenon) to another based on a feature common to both compared objects.

Mental operations that make it possible to create a metaphor are fully acquired by mentally gifted children as early as 4-5 years old. The main goal of the teacher is to create conditions for children to master the algorithm for composing metaphors. If a child has mastered the model of composing a metaphor, then he can independently create a metaphorical phrase.

It is not necessary to tell children the term “metaphor”. Most likely, for children these will be the mysterious phrases of the Queen of Beautiful Speech.

The technique of creating metaphors (as an artistic means of expressive speech) causes particular difficulty in the ability to find the transfer of properties of one object (phenomenon) to another based on a feature common to the compared objects. Such complex mental activity allows children to develop the ability to create artistic images, which they use in speech as expressive means language. This makes it possible to identify children who are undoubtedly capable of creativity and contribute to the development of their talent.

Games and creative tasks for the development of expressiveness of speech, they are aimed at developing children’s skills to identify the characteristics of objects, teach children to identify an object from a description, highlight the characteristic specific meanings of an object, select different meanings one sign, identify the signs of an object, make riddles based on models.

The development of speech in a playful form of activity gives great results: there is a desire of absolutely all children to participate in this process, which activates mental activity, enriches children’s vocabulary, develops the ability to observe, highlight the main thing, specify information, compare objects, signs and phenomena, systematize accumulated knowledge .

Teaching children to write creative stories based on paintings .

In terms of speech, children are characterized by the desire to compose stories in a certain topic. This desire should be supported in every possible way and their communication skills should be developed. Paintings can be a great help for the teacher in this work.

The proposed technology is designed to teach children how to compose two types of stories based on a picture.

1st type: “text of a realistic nature”

Type 2: “text of a fantastic nature”

Both types of stories can be attributed to creative speech activities of different levels.

Technology for the development of speech and thinking through mnemonics.

Mnemonics is a system of methods and techniques that ensure children’s successful acquisition of knowledge about the characteristics of natural objects, the world around them, effective memorization of the structure of a story, preservation and reproduction of information, and of course the development of speech.

Mnemonic tables - diagrams serve as didactic material when working on the development of coherent speech in children, to enrich vocabulary, when teaching how to compose stories, when retelling fiction, when guessing and making riddles, when memorizing poetry.

Mnemonics technologies make it possible to solve problems in the development of all types of memory (visual, auditory, associative, verbal-logical, processing of various memorization techniques); development of imaginative thinking;

development logical thinking(ability to analyze, systematize); development of various general educational didactic tasks, familiarization with various information; development of ingenuity, training of attention; development of the ability to establish cause-and-effect relationships in events and stories.

Information and communication technologies allow you to make each lesson unconventional, bright, rich, lead to the need to use various ways presentation of educational material, provide a variety of teaching techniques and methods.

Priority technologies for speech development of a preschooler are also
1. TRIZ. (Theory of Inventive Problem Solving)
2. Logorhythmics. ( Speech exercises with movements)
3. Writing.
4. Fairytale therapy. (Writing fairy tales for children)
5. Experimentation.
6. Finger gymnastics.
7. Articulation gymnastics.
Let's look at some word games using non-traditional techniques.
“Yes, no,” we think about the subject, ask a question, and answer only “yes” or “no.” Scheme for the game: a circle divided into two parts - living, non-living, depending on the age of the children, there are more divisions\
"Name it general signs»\strawberries and raspberries, birds and people, rain and showers, etc.\
“How are they similar?”\ grass and frog, pepper and mustard, chalk and pencil, etc.\
“What is the difference?”\ autumn and spring, a book and a notebook, a car and a bicycle, etc.\
“How are they similar and how are they different?”\ kit-cat; mole cat; cat-tok, etc.\
“Name the object by its action.”\ pen-writer, bee-buzzer, curtain-darkening, etc.\
“Anti-action”\pencil-eraser, mud-water, rain-umbrella, hunger-food, etc.\
“Who will be who?”\ boy-man, acorn-oak, seed-sunflower, etc.\
“Who was who”\ horse-foal, table-tree, etc.\
“Name all the parts”\ bike → frame, handlebars, chain, pedal, trunk, bell, etc.\
“Who works where?”\ cook-kitchen, singer-stage, etc.\
“What was, what has become”\ clay-pot, fabric-dress, etc.\
“It was like this before, but now?”\ sickle-harvester, torch-electricity, cart-car, etc.\
“What can he do?”\ scissors - cut, sweater - warm, etc.\
“Let’s switch”\elephant→douses→water, cat→licks→tongue→fur, etc.\

Writing fairy tales.
“Salad from fairy tales”\ mixing different fairy tales
“What happens if?” The teacher sets the plot
“Changing the character of characters”\ old fairy tale on new way
“Using models”\pictures- geometric figures
“Introduction of new attributes into the fairy tale”\magical objects, household appliances, etc.\
“Introduction of new heroes”\ both fairy-tale and modern
“Thematic fairy tales”\flower, berry, etc.\

Writing poems.\ Based on Japanese poetry
1. Title of the poem.

The first line repeats the title of the poem.

3.The second line is the question, which one, which one?
4. The third line is the action, what feelings it evokes.
5. The fourth line repeats the title of the poem.

Writing riddles.
"Land of Mysteries"

City of simple riddles color, shape, size, substance
-city 5 senses: touch, smell, hearing, sight, taste
-city of similarities and dissimilarities\comparison
-city of mysterious parts, development of imagination: streets of unfinished paintings, dismantled
objects, silent riddles and debaters
- the city of contradictions can be cold and hot - thermos\
- a city of mysterious affairs.

Experimentation.
"Modeling with little people"
- gas formation, liquid, ice.
-more complex models: borscht in a plate, aquarium, etc.
-highest level: depiction of relationships between objects \attracted, repelled, inactive\
"Dissolves, does not dissolve."
"Floats, sinks."
"Flowability of sand."
Looking at a picture and writing a story based on it should take place in the game
“Who sees the picture?”\see, find comparisons, metaphors, beautiful words, colorful descriptions
“Live Pictures”\ children depict objects drawn in the picture\
“Day and Night”\painting in different light
« Classic paintings: “Cat with kittens”\the story of a little kitten, how he will grow up, we will find him friends, etc.\

A system of exercises for the formation of sound culture of speech.
"Airplane"\ t-r-r-r\
"Saw"\s-s-s-s\
“Cat”\ f-f, f-f\ phrasal, energetic.

Articulation.
“Yawning Panther”, “Surprised Hippopotamus”, etc.\exercises to warm up the neck muscles\
“Snorting Horse”, “Piglet”, etc.\lip exercises\
“The longest tongue”, “Needle”, “Spatula”, etc.\exercises for the tongue, relaxation
articulatory apparatus

Diction and intonation expressiveness.
Onomatopoeia with different strengths and the pitch of the voice, cheerful and sad, affectionate, gentle song, song in a whisper, loud, hero’s song.
Tongue twisters, tongue twisters, counting rhymes at a tempo, any speech material.
Development of auditory perception whispered speech
“Who called?”, “Bring a toy”, “Call”, “What’s rustling?”, “What’s that sound?”, “Repeat after me”, “Damaged phone.”

Phonetic-phonemic hearing. Speech experimentation.
Finger games with words, games with words and onomatopoeia, outdoor games with text, round dance games and round dance games based on nursery rhymes for children younger age"Bubble", "Loaf", etc.\

Mini-dramatization, staging.

Finger gymnastics.
“Rubbing” or “Stretching”, “Spiders” or “Crabs”\warm-up of each finger “Birds”, “Butterflies”, “Motors”, “Fishes”\big and small, “House”, etc.

Theory of Inventive Problem Solving.
TRIZ Toolkit.
Brainstorming or collective problem solving.
A group of children is presented with a problem, everyone expresses their opinion on how it can be solved, all options are accepted \there are no wrong judgments\. When conducting a brainstorming session, there may be a “critic” who expresses doubts that activate thought processes.

Focal object method \intersection of properties in one object
Any two objects are selected and their properties are described. These properties are subsequently used to characterize the created object. We analyze the subject from the point of view of “good and bad”. Let's sketch the object.
Describe the properties of the banana: curved, yellow, tasty and round, wooden.

Morphological analysis.
Creation of new objects with unusual properties, random selection of properties. We are building a “house”. Components: 1) color. 2) material. 3) form. 4) floors. 5) location.
(I live in a blue wooden house, round in shape, on the 120th floor, in the middle of a puddle).

System operator. \It is possible to characterize any object.
A table of nine windows is compiled: past, present, future horizontally and subsystem, system and supersystem vertically. An object is selected.
Fold out:
-properties, functions, classification.
-functions of parts.
- what place it occupies in the system, connection with other objects.
- what the item looked like before.
-What parts does it consist of?
-Where they could meet him.
-what it may consist of in the future.
-What parts will it consist of?
-Where you can meet him.

Synthetics \combination of the incombinable\
- technique “Empathy” \sympathy, empathy. “Depict the unhappy animal what it is experiencing.”
gold fish. \Helps to understand the essence of magic, fairy tales, fables.
Floor-by-floor design/composition of a descriptive story about objects and phenomena of the surrounding world.
The canvas is in the form of a house with a dormer window and nine pocket windows.
1) Who are you? 2) Where do you live? 3) What parts do you consist of? 4) What size? 5) What color? 6) What shape? 7) What does it feel like? 8) What do you eat? 9) What benefits do you bring?
Snowball.
Three scales are laid out in a circle, on which the letters of the Russian alphabet are located.
We come up with a name by connecting letters with strings \ name from 3 to 5 letters. Next, we come up with a friend for him→planted a tree→grew→picked fruits→made jam→invited a friend to a tea party, etc.\ the story is saturated with objects and actions,
growing “snowball”\.

The leading role in organizing work on the development of communication and speech is played by the following technologies:

technology of project activities;

technology for the development of children's speech creativity;

technology for group interaction of children;

technology of search and research activities;

technology for creating a children's portfolio;

collecting technology;

information and communication technologies.

When choosing a technology, it is necessary to focus on the following requirements:

technology orientation towards the development of children’s communication skills, nurturing a culture of communication and speech;

technology must be health-saving;

the basis of the technology is person-oriented interaction with the child;

implementation of the principle of the relationship between cognitive and speech development of children;

organization of active speech practice for each child in different types of activities, taking into account his age and individual characteristics.

Sinkwine - new technology in the development of speech in preschool children.

Cinquain is a five-line poem without rhyme.

Sequence of work:

Selection of words-objects. Differentiation between “living” and “non-living” objects. Statement of relevant questions (graphic representation).

A selection of action words that this object produces. Posing relevant questions (graphic representation).

Differentiation of the concepts “words - objects” and “words - actions”.

Selection of words - attributes to the object. Posing relevant questions (graphic representation).

Differentiation of the concepts “words - objects”, “words - actions” and “words - signs”.

Work on the structure and grammatical design of sentences. (“words are objects” + “words are actions”, (“words are objects” + “words are actions” + “words are signs.”)

Pros of syncwine

The material studied in class acquires an emotional overtones, which contributes to its deeper assimilation;

Knowledge of parts of speech and sentences is developed;

Children learn to observe intonation;

Vocabulary is significantly activated;

The skill of using synonyms and antonyms in speech is improved;

Mental activity is activated and developed;

The ability to express one’s own attitude to something is improved, preparation for a brief retelling is carried out;

Children learn to determine the grammatical basis of sentences...

The above technologies have a significant impact on the speech development of preschool children.

Modern educational technologies can help in the formation of an intellectually courageous, independent, original-thinking, creative individual who can make non-standard decisions.

List of used literature

Development of speech and creativity in preschool children: Games, exercises, lesson notes. Ed. Ushakova O.S.-M: Sphere shopping center, 2005.
Sidorchuk, T.A., Khomenko, N.N. Technologies for the development of coherent speech in preschool children. Toolkit for teachers of preschool institutions, 2004.
Ushakova, O.S. Theory and practice of preschooler speech development: Developing speech.-M: TC Sfera, 2008.
Akulova O.V., Somkova O.N., Solntseva O.V. and others. Theories and technologies of speech development for preschool children. - M., 2009
Ushakova O.S. Speech development program for preschool children in kindergarten. - M., 1994
O.S. Ushakova, N.V. Gavrish “Introducing literature to preschoolers. + Lesson notes” - M., 2002
Sidorchuk T.A., Khomenko N.N. Technologies for the development of coherent speech in preschool children. 2004, /tmo/260025.pdf
Development of speech and creativity in preschool children: games, exercises, lesson notes / ed. O.S. Ushakova. - M., 2007

How children construct their statements can determine the level of their speech development. Professor Tekucheva A.V., speech development should be understood as any unit of speech whose constituent linguistic components (significant and function words, phrases). This represents a single whole organized according to the laws of logic and the grammatical structure of a given language.

The main function of speech development is communicative. The development of both forms of speech - monologue and dialogue - plays a leading role in the process of child speech development and occupies a central place in common system work on speech development in kindergarten. Teaching speech development can be considered both a goal and a means of practical language acquisition. Development different sides speech is a necessary condition for the development of coherent speech and at the same time, the development of coherent speech contributes to the child’s independent use of individual words and syntactic structures.

In children without speech pathology, speech development occurs gradually. At the same time, the development of thinking is associated with the development of activity and communication. In preschool age, speech is separated from direct practical experience. The main feature is the emergence of the planning function of speech. It takes the form of a monologue, contextual. Children master different types coherent statements (description, narration, partly reasoning) with or without support from visual material. The syntactic structure of stories gradually becomes more complex, and the number of complex and complex sentences increases. Thus, by the time they enter school, coherent speech in children with normal speech development is quite well developed.

Modern computer technologies allow us to combine and systematize existing material on speech development. And we avoid wasting time searching for manuals on the cabinet shelves, copying illustrations, storing large quantity speech material. This material can be stored on disks, flash cards and in the computer itself.

We can use the unique ability of the computer to demonstrate illustrative and speech material on interactive whiteboard when teaching children to retell a story using a series of plot pictures, reference signals, a plot picture, and a story read by a speech therapist.

Using a computer, we can not only show and see, but also hear the necessary speech material. In this case, we can use the computer as a CD player.

The possibilities of computer technology are very great. It is not always possible to find interesting speech material on CDs. A speech therapist teacher can record speech material on a disk himself and use the computer as a tape recorder and player.

There are computer programs, which are invaluable when learning to compose a story from a series of pictures. With their help, pictures can be moved across the screen field and arranged in a plot-logical sequence. If the pictures are placed correctly or incorrectly, the computer beeps.

When teaching creative storytelling, you can use DVDs. When playing a disc, we can demonstrate the beginning, middle or end of a fairy tale, thereby encouraging children to be creative: inventing previous or subsequent events.

The computer makes it possible to use ready-made educational programs in work. It is very difficult to find them on sale, it is almost impossible, or the material contained in these programs is not professional enough. I really want to believe that in the future, speech therapists will have decent working material on the development of coherent speech using the capabilities of modern computer technologies. Here they should be helped by numerous methodological centers, institutes, academies and other institutions of pedagogical science.

Creating conditions for the use of modern technologies in communication and speech activities

In the context of the activity-communicative approach, technology is an open dynamic system that is capable, on the one hand, of being transformed under the influence of “external” social factors, and on the other hand, of actively transforming the social reality surrounding it.

Currently, the role of new technologies is great. We cannot move forward if there are no new technologies in preschool educational institutions. Such technologies give children new knowledge, new opportunities for self-expression, and broaden their horizons. Modern fundamental documents, including the national educational initiative "Our new school", require increasing the competence of not only the teacher, but also the child. Pedagogical technologies play a significant role in this. If applied information Technology in a preschool educational institution, this allows us to overcome the intellectual passivity of children in direct educational activities. It also makes it possible to increase the effectiveness of the educational activities of preschool teachers. All this is an enriching and transformative factor in the development of the subject environment. Research technology is aimed at developing scientific concepts, research skills and abilities in children, and familiarizing them with the basics of conducting experimental work.

We can consider technology that contributes to the formation of a child’s communicative and speech activity.

A child’s speech development is one of the main factors in the development of personality in preschool childhood, determining the level of social and cognitive achievements of a preschooler - needs and interests, knowledge, abilities and skills, as well as other mental qualities. The effectiveness of the process of developing a child’s communication and speech skills largely depends on the organization of comprehensive work in this area in preschool institution using modern technologies. Which help solve the problem of forming human communicative and speech activity. And this takes everything higher value V modern life. Speech performs the most important social functions: that is, it helps to establish connections with other people, determines and regulates the norms of behavior in society, which is a decisive condition for the development of personality. Various situations communication require different communicative and dialogic skills. Which are important to form, starting with early age. If we take this into account, the priority area of activity for the teaching staff of the kindergarten has become the formation of communicative and speech activity of preschoolers. In my work at the preschool educational institution I use modern technologies, and I work in the following areas (means):

* teaching children retelling using mnemonics;
* development of coherent speech during creative storytelling (writing fairy tales, composing stories, we use a black and white version of Propp's maps);
* development of coherent monologue speech using visual aids (toys, pictures, objects, diagrams);
* fairytale therapy.

At the same time, I shape the communicative and speech activity of preschoolers.

The tasks of teachers are to develop cultural skills verbal communication, develop speech and expand vocabulary. Children’s word creation and imagination are also developing during the integration process different types activities.

To solve the problems we have identified, we have created special conditions taking into account the Federal State Educational Standard:

* emergence of new practical ideas, combining these ideas in the pedagogical practice of specific educators;
* practice reflection pedagogical activity(parents, teachers, and children - I teach everyone to analyze what they did);
* dissemination of experience, innovation, correction, elimination negative factors- all this helps to analyze, see shortcomings, create your own technology, highlight the structure, concretize the knowledge on creating new technologies;
* formulating the essence and name of the new technology and its description;
* creation of a subject-development environment. The territory of the kindergarten is a continuation of the speech development environment in the preschool educational institution, where teachers, together with children, using decorative elements, show creativity and imagination. Classes in the theater studio and music classes contribute to the development of children’s eloquence, the ability to use intonation - to build an intonation pattern of a statement, conveying not only its meaning, but also its emotional “charge”;
* since the development of fine motor skills is directly related to the child’s speech development, Special attention Kindergarten teachers pay attention to organizing classes in beadwork, graphics, fine arts;
* formation of a speech environment (speech games, Propp cards, mnemonic tracks);
* cooperation with parents. The work would not be possible without close interaction with the parents of the students. The groups have corners that contain information on speech development. Parents are offered brochures, cheat sheets, and information sheets with the necessary educational information;
* conducting direct educational activities in different shapes(direct educational activity-travel, direct educational activity-project, direct educational activity-fairytale therapy);
* scientific and methodological support, which consists of participation in the section of the scientific society "Insight". All this involves organizing activities based on the task method, systematic analysis, identifying difficulties, highlighting self-analysis, which includes self-diagnosis, awareness of difficulties, and self-control. This also includes tracking new products. The main thing is to analyze, establish connections, conduct diagnostics, and document the results.

In my work I use techniques such as mnemonics, fairy tale therapy, design technology, TRIZ “Salad from Fairy Tales” technology, and communication technology. Mnemonics promotes the development of memory and imagination, the emotionally sensitive sphere of the child. Fairytale therapy is a direction of psychotherapeutic influence on a person with the aim of correcting behavioral reactions, working through fears and phobias. Fairytale therapy can be used for very young children, almost from birth.

It promotes the development of all aspects of speech and the development of moral qualities. Also to activate mental processes (attention, memory, thinking, imagination). Tatiana Zinkevich -

Evstigneeva in her book “Fundamentals of Fairytale Therapy” notes that the main principle of work is to grow an inner creator who knows how to take control of the inner destroyer. A fairy-tale situation that is given to a child must meet certain requirements:

* The situation should not have a correct ready-made answer (the principle of “openness”);
* The situation must contain a problem that is relevant to the child, “encrypted” in the imagery of the fairy tale;
* Situations and questions must be constructed and formulated in such a way as to encourage the child to independently build and trace cause-and-effect relationships.

Preschool children experience practical speech acquisition. The main tasks of speech development in preschool age are:

· expand your vocabulary and develop grammatical structure speeches;
· decrease in the egocentrism of children's speech;
· develop speech functions;
· speech should be a tool of communication, thinking, as a means of restructuring mental processes, planning and regulating behavior;
· develop phonemic hearing and awareness of the verbal composition of speech.

In preschool age, in significant connection with speech, imagination actively develops as the ability to see the whole before the parts.

V.V. Davydov argued that imagination constitutes " psychological basis creativity, making the subject capable of creating new things in various fields of activity."

The Federal State Educational Standard for preschool education defines five main

directions of child development:

· social and communicative development;
· cognitive development;
· speech development;
· artistic - aesthetic;
· physical development.

IN cognitive development the development of children's interests, curiosity and cognitive motivation is expected; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects in the surrounding world, about small homeland and the Fatherland, ideas about the sociocultural values of our people, about domestic traditions and holidays, about planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Speech development includes mastery of speech as a means of communication and culture. Enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

It is necessary to pay attention to teachers when planning work on the cognitive and speech development of children.

In preschool age, thanks to the child’s cognitive activity, the emergence of a primary image of the world occurs. During the development of a child, an image of the world is formed.

But teachers must remember that the process of cognition in children differs from the process of cognition in adults. Adults can explore the world with their minds, and children with their emotions.

For adults, information is primary, and attitude is secondary. But with children it’s the other way around: attitude is primary, information is secondary.

Cognitive development is closely related to the speech development of a preschooler. It is impossible to develop a child’s speech without including it in any activity! Speech development in children occurs very rapidly.

With an error-free organized pedagogical process using methods, as a rule, such as games, taking into account the characteristics of children's perception, as well as with a properly organized subject-development environment, children can already assimilate the proposed material at preschool age without stress overloads. And the better prepared a child comes to school - this does not mean the amount of accumulated knowledge, but the readiness for mental activity, the more successful the start of school childhood will be for him.

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New technologies in the speech development of preschool children. Modern educational technologies for the development of coherent speech in preschoolers