Seminar on the topic of speech development. Workshop on the development of speech "Development of speech activity of preschoolers in the organization of the pedagogical process"

Olga A. Pritulyakova, senior educator
BDOU Omsk "Kindergarten of general developmental type No. 293"
SEMINAR-PRACTICAL
The development of coherent speech of preschoolers by the method of visual modeling
PURPOSE: increasing the level of practical training of educators, improving the practical skills of working with children to develop coherent speech
PARTICIPANTS: educators, educational psychologist
THE DATE OF THE _____________________
Children of preschool age, and even more so, those with speech disorders, as a rule, differ in an insufficiently formed skill of building a coherent statement.
Based on the results of diagnosing the level of formation of this skill in children, the following disadvantages can be noted:
short coherent statements;
are inconsistent, even if the child conveys the content of a familiar text;
consist of separate fragments that are not logically connected with each other;
the level of information content of the statement is very low.
In addition, most children actively share their impressions of their experiences, but are reluctant to start composing stories on a given topic. Basically, this happens not because the child's knowledge on this issue is insufficient, but because he cannot form them into coherent speech utterances.
One of the ways to plan a coherent statement can be the RECEPTION OF VISUAL SIMULATION.
Using the technique of visual modeling makes it possible to:
independent analysis of a situation or object;
development of decentration (the ability to change the starting point);
development of plans and ideas for a future product.
In the process of teaching coherent descriptive speech, modeling serves as a means of planning an utterance.
The technique of visual modeling can be used in work on all types of coherent monologue statements:
retelling;
drawing up stories based on a picture and a series of pictures;
descriptive story;
creative story.
MODEL ELEMENTS
In the course of using the technique of visual modeling, children get acquainted with a graphical way of presenting information - a model. Symbols of a various nature can act as conditional substitutes (model elements):
geometric figures;
symbolic images of objects (symbols, silhouettes, contours, pictograms);
plans and symbols used in them;
contrast frame- reception of fragmentary storytelling and many others.
At the initial stage of the work, geometric shapes are used as substitute symbols, resembling the object being replaced by their shape and color. For example, a green triangle is a herringbone, a gray circle is a mouse, etc. At subsequent stages, children choose substitutes, without taking into account the external signs of the object. In this case, they are guided by the qualitative characteristics of the object (evil, kind, cowardly, etc.). As a model of a coherent statement, a strip of multi-colored circles can be presented - the manual "Logic-baby".
Elements of the story plan, compiled from a landscape painting, can serve as silhouette images of its objects, both clearly present in the picture, and those that can be distinguished only by indirect signs.
The following are used as substitute symbols when modeling creative stories:
subject pictures;
silhouette images;
geometric figures.
The visual model of the statement acts as a plan that ensures the coherence and consistency of the child's stories.
The experience of working with children with speech impairments made it possible to single out some effective techniques for visual modeling of a coherent statement, the use of which increases children's interest in this type of activity and makes it possible to achieve significant results in correcting the speech of preschoolers.
TRANSLATION
The simplest type of coherent statement is retelling.
Retelling involves the ability to highlight the main parts of the text heard, connect them with each other, and then, in accordance with this scheme, compose a story. A visual model acts as a story outline.
Work on the development of the skill of retelling involves the formation of the following skills:
mastering the principle of substitution, that is, the ability to designate characters and the main attributes of a work of art by substitutes;
the formation of the ability to convey events using proxies (subject modeling);
transmission of the sequence of episodes in accordance with the arrangement of substitutes,
and starts with telling friends short stories, such as "Turnip", "Kolobok", etc. In order to teach a child to consistently present the plot of a fairy tale, visual models of a fairy tale are used. At first, children learn to make models that accompany the reading of a fairy tale by a speech therapist. For example, a speech therapist tells children a fairy tale "Turnip", and children gradually exhibit symbols-substitutes for the heroes of the fairy tale. At this stage, it is necessary to ensure that the manipulation of the elements of the model corresponds to the fragment of the tale that is being played at the moment.

The elements of the model can be pictures depicting characters of a fairy tale, then they are replaced by substitute symbols (silhouette images or geometric shapes). Gradually, children move from simple manipulation of the elements of the model to the compilation of a spatial dynamic model, which directly serves as a plan for retelling.
STORY BY STORY PICTURE
Significant difficulties arise in children when composing stories based on a plot picture. A story based on a plot picture requires the child to be able to identify the main characters or objects in the picture, to trace their interconnection and interaction, to note the features of the compositional background of the picture, as well as the ability to think out the reasons for the occurrence of a given situation, that is, to compose the beginning of the story, and its consequences - that is, the end story.
In practice, "stories" independently composed by children are basically a simple enumeration of the characters or objects in the picture.
The work to overcome these shortcomings and the formation of the skill of storytelling in a picture consists of 3 stages:
highlighting fragments of the picture that are significant for the development of the plot;
determining the relationship between them;
combining fragments into a single plot.
At this stage of the work, the following are used: the manual "Logic-baby", "Limpopo", "Bring the picture to life". Sun's temperature rose somehow. It went to the doctor, and on the way it touched everything with its hot rays. The Sun touched a snow cloud, and it turned into a white fluffy cloud. The Sun touched the icicles on the roof, and droplets dripped from them, the drops rang out loudly. A ray hit a snowdrift, and a thawed spot appeared on this place. The sun touched the branch of the tree, and the first leaves appeared from the swollen buds. And when the sunbeam touched the bird, she sang a merry song. The sun looked around, and instead of winter came SPRING on the ground.

The elements of the model are, respectively, pictures - fragments, silhouette images of significant objects of the picture and schematic images of fragments of the picture.
Schematic images are also elements of visual models, which are the outline of stories for a series of paintings.
When children master the skill of building a coherent statement, creative elements are included in the model of retellings and stories - the child is asked to come up with the beginning or end of the story, unusual heroes are included in the fairy tale or plot of the picture, the characters are assigned unusual qualities, etc., and then compose a story with taking into account these changes.
STORY-DESCRIPTION of a landscape painting
A special type of coherent statement is the description of a landscape painting. This kind of storytelling is especially difficult for children. If, when retelling and composing a story based on a plot picture, the main elements of a visual model are characters - living objects, then in landscape paintings they are absent or carry a secondary semantic load.
In this case, objects of nature act as elements of the story model. Since they are usually static in nature, special attention is paid to describing the qualities of these objects. Work on such pictures is built in several stages:
highlighting significant objects of the picture;
examining them and describing them in detail appearance and properties of each object;
determination of the relationship between the individual objects of the painting;
combining mini-stories into a single plot.
As a preparatory exercise in the formation of the skill of composing a story from a landscape painting, we can recommend working with the manual "Bring the painting to life". This work is, as it were, a transitional stage from composing a story based on a plot painting to telling from a landscape painting. Children are offered a painting with a limited number of landscape objects (swamp, bumps, clouds, reeds; or a house, vegetable garden, tree, etc.) and small images of living objects - "revivals" that could appear in this composition. Children describe landscape objects, and the colorfulness and dynamism of their stories is achieved by the inclusion of descriptions and actions of living objects.
For example, a simple description of a swamp will look something like this: The swamp is quiet, the water is like black mirror, only bumps peep out of the water. There are reeds around the swamp, they sway in the wind. It is raining.
And here is a story with the introduction of living characters: The swamp is quiet, the water is like a black mirror, and a yellow fluffy duck glides over it, she teaches her ducklings to swim. The dragonfly gazed into the mirror-like water like a small airplane froze in the air. The reeds shake their heads, they greet the green frog. He jumped out onto a hummock and rejoices in the warm summer rain.

The work on other pictures proceeds in a similar way. "Animated objects" can be easily superimposed and removed, can be included in different landscape compositions, different living objects can be present in the same landscape, which allows, using a minimum amount of visual material, to achieve the variability of children's stories in one landscape composition.
FRAGMENTAL STORY BY LANDSCAPE PICTURE
To increase the efficiency of work on the development of the skill of composing stories from a picture, we can recommend the method of fragmentary storytelling, when children first compose stories about individual characters (fragments) of the picture, and then combine them into a single statement. The picture proposed for composing the story is divided into 4 parts, which are closed with cardboard rectangles different color... The child, gradually opening each of the 4 parts of the picture, tells about each fragment, combining them into one plot. Work on each of the fragments is similar to the work on drawing up a description of the whole picture. The variability of the children's stories is achieved by their choice of the color of the rectangle, which they open first.
[Download the file to see the picture]
LOGOPEDIC TALE.
One of the methods of teaching children a coherent retelling is working with speech therapy fairy tales. A speech therapy tale is a text with a fabulous content, containing as many identical sounds as possible (tales by V. Volina, A. Tsyferov, etc.). This type of fairy tales includes such fairy tales, in the text of which there is often a sound automated in coherent speech or oppositional sounds, the pronunciation of which requires differentiation in the independent speech of children.
The use of such tales in work makes it possible to solve, along with the tasks of mastering the skill of sequential and coherent retelling, the tasks of automating the set sounds in coherent speech.
Working with a speech therapy fairy tale is as follows:
a speech therapist reads a fairy tale to a child;
the child lays out a model of a fairy tale (picture or consisting of substitute symbols, choosing them arbitrarily);
then the child answers questions about the content of the tale;
a speech therapist models fragments of a fairy tale, the child retells the text corresponding to this fragment;
the child retells the fairy tale according to the model.
The wasp that loved to bite.
In our garden on a currant bush vespiary.
There is a wasp, she loves to bite. The little girl Sonya will come out into the garden. The wasp bites her right away. Sonya runs into the house and cries. The dog Spike will run out into the garden. The wasp will bite him in the nose too. Everyone is in pain, but the wasp is happy. Then Sonya's mom came up with it. She poured sweet currant juice into a bowl. A wasp flew in, tasted the juice and thought:
So tasty! And I bite some unpalatable objects all the time. I won't bite anymore. I'd better always drink this sweet juice.
Since then, mom has been pouring sweet juice for the wasp every day. And the wasp doesn't bite anyone else.
EXAMPLE QUESTIONS:
Where was the hornet's nest?
Who lived in the nest?
Why was everyone afraid of the wasp?
What can you call a wasp?
What did mom come up with to stop the wasp from biting?
What would you do?
What other name can you think of for a fairy tale?
COMPARATIVE DESCRIPTIONS OF OBJECTS
In developing the skill of composing descriptive stories, the preliminary compilation of the description model is of great help. In the process of teaching coherent descriptive speech, modeling can serve as a means and program for analyzing and fixing the regular properties and relationships of an object or phenomenon.
The basis of a descriptive story is made up of specific ideas that are accumulated in the process of researching the object of description. The elements of the descriptive story model are substitute symbols for the qualitative characteristics of the object:
belonging to a generic concept;
magnitude;
color;
the form;
constituent parts;
surface quality;
the material from which the object is made (for inanimate objects);
how is it used (what is the benefit)?
what do you like (dislike)?
Using this model, it is possible to compose a description of a separate item belonging to a certain group.
Mastering the technique of comparative description occurs when children learn to freely operate with a model for describing individual objects or phenomena. Two or three children or subgroups of children make up a model for describing two or more objects according to the plan. In this case, the description symbols are laid out by each subgroup in its own hoop. Then, at the intersection of the hoops (Euler's circles), the same features of objects are distinguished. Children compare objects, first determining their similarities, and then the differences.
[Download the file to see the picture]
COMPARATIVE DESCRIPTION OF THE FOX AND THE HARE
The fox and the hare are wild animals. The hare is small, and the fox is larger. The hare has gray fur in summer, and the fox has red fur. The hare is a herbivore, and the fox is a predator.
CREATIVE STORY
Often, a visual model serves as a means of overcoming a child's fear of constructing creative, coherent stories.
This type of statement presupposes the child's ability to create a special idea and develop it into a full story with various details and events. The child is offered a model of the story, and he must already endow the elements of the model with semantic qualities and make up a coherent statement based on them.
This skill is the opposite of the skill of writing retellings. Transitional exercises from modeling retelling to composing creative stories can be as follows:
guessing the episode by demonstrating the action;
storytelling by demonstration of action to adults;
The sequence of work on the formation of the skill of drawing up a coherent creative statement is as follows:
the child is asked to come up with a situation that could happen with specific characters in a certain place, the model of the story (fairy tale) is set by the speech therapist;
the speech therapist suggests specific characters of the story, and the child invents the spatial design of the model independently;
specific characters are replaced by their silhouette images, which allows the child to show creativity in the characterological design of the heroes of the story;
the child is invited to compose a story or a fairy tale according to a model, the elements of which are indefinite substitutes for the characters in the story - geometric figures, the speech therapist sets the topic of the story: for example, "A Spring Tale";
and, finally, the child independently chooses the theme and characters of his story.
CREATIVE TALE ON SILHOUETTE IMAGES.
One of the techniques for developing the skill of creative storytelling is teaching children how to compose fairy tales from silhouette images. As elements of the model, the child is shown silhouettes of animals, plants, people or natural phenomena(snow, rain, etc.) A speech therapist sets the beginning of a fairy tale and proposes to continue it, relying on silhouette images. In the dark forest, in its very depths, there is a sunny clearing. A flower grows in the center of the clearing (then the children choose the silhouettes of other characters and finish the tale). The peculiarity of these elements is that silhouette images, in contrast to picture material, set a certain generalized image without revealing its semantic content. Determining the character, mood, even the appearance of the hero is the prerogative of the child himself. Children endow the silhouettes of objects with certain semantic qualities. At subsequent stages, the child himself comes up with a storyline for a fairy tale on a given theme, choosing silhouettes for the model in accordance with his idea.
[Download the file to see the picture]
As they master the skill of modeling, children use a generalized one, containing only key points, instead of a detailed subject model. The model is collapsed, its transition to a deputy.
The elements of the surrogate model are schematic sketches made by children while listening to the story. The number of elements of the model is first determined by the speech therapist, and then, as the child learns the skill, the transition from a detailed retelling to a short one is carried out.
The proxy model also serves as a blueprint for creative storytelling. In this case, the child performs the opposite actions performed during the retelling:
retelling - listening to the text - drawing up a model - retelling the text according to the model;
creative storytelling - drawing up a model story - storytelling based on a model.
The presented methods of work make it possible to increase the efficiency of speech correction of preschoolers suffering from its underdevelopment, but can also be used in work with children who do not have developmental disabilities as a means of increasing interest in this type of activity and optimizing the process of developing the coherent speech skill of preschool children.
Gradually mastering all types of coherent utterance through modeling, children learn to plan their speech.

Stages of the formation of children's speech Stage 1 Preparatory (from birth to 1 year). There is a preparation for mastering speech. Stage 2 Preschool (from 1 year to 3 years). With the appearance of the first words, the stage of formation of active speech begins. Stage 3 Preschool (from 3 to 7 years old). The formation of phonemic perception, an increase in vocabulary, the development of the grammatical structure of speech, monologue speech. Stage 4 School (from 7 to 17 years old). Children master sound analysis, learn grammatical rules for constructing statements, and written speech is formed.

The teacher's speech Relevance (the use of units corresponding to the situation and conditions Wealth (the ability to use all linguistic units) Purity (the absence of elements alien to the literary language) Expressiveness (intonation, tempo, strength, voice pitch, etc.) Consistency (expression in semantic connections of speech components) Correctness (conformity language norms) Accuracy (correspondence of semantic content and information)

He is fluent in oral speech; he can use speech to express his thoughts, feelings and desires; to build a speech utterance in a communication situation;

Mastering speech as a means of communication and culture enrichment of an active vocabulary development of coherent, grammatically correct dialogical and monologic speech development of speech creativity formation of sound analytical-synthetic activity as a prerequisite for teaching literacy development of sound and intonational culture, phonemic hearing acquaintance with book culture, children's literature, understanding hearing texts of various genres of children's literature

1. Development of the vocabulary: mastering the meanings of words and their appropriate use in accordance with the context of the utterance, with the situation in which words are communicated By the end of 1 year of life up to words By the end of 2 years of life up to 1500 words By the end of 3 years of life up to 1900 words K end of 4 years of life until the end of 5 years of life up to words 6 - 7 years

2. Education of sound culture of speech: development of perception of sounds of native speech and pronunciation 3. Formation of grammatical structure: Morphology (change of words by gender, number, case) Syntax (mastering different types phrases and sentences) Word formation

a methodological guide for preschool teachers in working with children on the development of coherent speech: seminar - workshop "Formation of coherent speech of preschoolers" with the use of developing technology

PURPOSE: generalization of material on the use of various

methods and techniques in the work of teachers on

the formation of coherent speech among preschoolers.

PLAN.

I.Discussion part.

Express poll:

1. What do you understand by the term "coherent speech".

2. Name the types of coherent speech.

3. What are the features of coherent speech of children with disabilities

in speech development.

4. Types of training sessions for storytelling.

II .Theoretical part .

1.Organization and methodological training for the development of a liaison

speech from an early age.

preschoolers on the formation of coherent speech.

III .Practical.

1.Playroom for educators:

a) composing stories based on a series of plot pictures;

b) compose a descriptive story about the subject;

c) make up questions about the picture;

d) creative composition of the end of the story.

2.Assignment for speech therapists

Chain storytelling.

IV . Questioning.

V .Exhibition of games and manuals for the development of coherent speech in

in preschoolers.

Organization and methodological

education

Coherent speech is a semantic, detailed statement that provides communication and mutual understanding of people.

There are two types of coherent speech: dialogical (or dialogue) and monologic (monologue).

Dialogue is a conversation between several people, at least two. The purpose of the conversation is usually to ask about something and to provoke a response, to induce to some kind of action.

A monologue is a coherent speech of one person. The purpose of a monologue is to report some facts.

Dialogue in style is mostly spoken.

Colloquial speech, writes L.V. Shcherba, “consists of mutual reactions of two individuals communicating with each other, reactions normally spontaneous, determined by the situation or the statement of the interlocutor. Dialogue is essentially a chain of replicas. " The monologue is usually a book-style speech.

Children learn dialogue speech quite easily, since they hear it every day in everyday life.

A monologue informs about the facts of reality, and the facts of reality are always in a temporary or causal relationship (relationship) with each other.

While the child is small, he does not own a dialogical or monologue speech.

In the first year of life, the child grows rapidly. Changes in his body can be noticed literally every week. Along with physical growth, the child's brain also develops, preparing to perform the function of an “organ of adaptation to environment". Preparation goes through the following stages: from birth to 2.5 - 3 months, from 2.5 - 3 to 5 - 6 months, from 5 - 6 to 9 - 10 months, from 9 - 10 months to 1 year.

At the same time, the child's speech should also develop. At each of the listed stages of the first year of life, the baby must receive, adopt from adults pre-speech skills in the field of phonetics, vocabulary, grammar, which are components of coherent human speech, having mastered which later, he becomes aware of the world around him, will enter human society as its full-fledged member.

To develop pre-speech skills in a child, adults (educator, mother, father, nanny, etc.) must:

1) talk to the child when they feed, bathe, swaddle, put him to bed;

2) do it on purpose (1 - 2 minutes a day);

3) speak during the games, reinforcing the already received by the child

pre-speech skills.

Teaching a child to speak in the first year of life is carried out mainly by the imitation method, carried out by the method of relying on real objects. The content of education in this age period is the development of pre-speech skills in children.

Up to a year, a child communicates with adults only emotionally (his intellect is still being formed). The teacher is obliged to form a positive emotional attitude of the child to the close people around him, to support the need to communicate with others, to encourage him to listen attentively to what he is being told, to actively address the adult, using gestures, sounds, and later learned words.

The child learns to isolate the sounds of speech, words, their grammatical forms from the coherent speech of adults addressed to him.

In the second year of life, adults encourage children to switch from facial expressions and gestures to the use of available speech means (words and sound combinations), develop the skill to listen to speech, answer the simplest questions, carry out simple assignments consisting of one action, understand words you can not, you can and react to them correctly. During this period, the child must learn to understand and follow the instructions of an adult, consisting of two or three actions (for example: "come to the shelf", "take a bear", "bring me"); to understand and follow the instructions of the teacher about behavior in the group (“you can”, “you can’t”, “you need to”), about relationships with other children (“do not interfere”, “help”, “move over”, “give the toy”).

It goes without saying that adults always address a child with a coherent speech. Perceiving this speech, the child himself isolates from it individual sounds, words and grammatical forms, but individual components of speech (sounds, words, grammatical forms) are not yet speech, it is not possible to understand their meaning.

To make it easier for children to learn to speak, adults should help them. The child, as a rule, remembers well the words that he hears often. That is why you need to talk to children constantly, but speak clearly, laconically, so that the baby understands that this word serves to denote a certain object. You need to speak slowly, expressively, repeating the same words at the right moment: You need to pronounce the words so that the child both hears the word and sees how it is pronounced, i.e. saw the movement of the lips of an adult.

Children receive a special effect during this period emotionally.

The development of the child's speech is also facilitated by the display of pictures, which depict familiar objects. Consideration of pictures should always be accompanied by questions: “ What is it?", « What is he doing?". That is, the child cannot master speech on his own. Only with the constant attention of parents and preschool institutions to the organization of the child's speech activity can positive results be achieved in the development of his speech.

As the child grows, his vocabulary is enriched, he is able to master dialogical and monologue speech.

Teaching speech in kindergarten takes two forms:

1) in free speech communication,

2) in special classes.

Dialogue arises mainly in free speech communication and is the basis for the natural development of pronunciation, grammatical skills, enrichment of children's vocabulary, and the basis for acquiring coherent speech skills. Dialogue is also taught in special classes. Returning home, he continues the dialogue with his family.

Teaching children dialogical, or colloquial, speech usually occurs in the form of a conversation (conversation), i.e. exchange of remarks between an adult and a child or between the children themselves.

V preschool the conversation is carried out specifically for the development of the speech of children.

But since speech necessarily reflects, encodes the phenomena of reality, a conversation in a preschool institution, as in a school, gives knowledge. The content of the conversations is determined by the "Kindergarten Education Program". Conversations are conducted:

1) about the child himself ("

2) about the family (first: " you a little later:

3) about the work of adults in kindergarten (cook, janitor, nanny, etc.);

4) about household and labor items (furniture, dishes, clothes, etc.);

5) about nature in different times years (inanimate and alive - plants, animals, wild and domestic);

6) about public life (about famous people etc.).

A teacher's conversation with children that arises in free speech communication will be called an unprepared conversation in order to distinguish conversation from it as a special activity for which children are prepared in advance, and, therefore, is a prepared conversation.

An unprepared conversation, for example, while washing, at breakfast, when packing for a walk, on a walk, while playing or working, etc., unprepared in the proper sense of the word is only for children (they do not know what will be with them say what will attract their attention); the educator must necessarily be prepared for any kind of communication with children.

Special classes on the development of dialogical coherent speech are carried out by the method of conversation (conversation) and the method of imitation:

1) methods of prepared conversation (conversation),

2) the techniques of theatricalization (imitation and retelling).

The prepared conversation has the following tasks: first, direct - to teach children to talk, i.e. listen to the interlocutor without interrupting his speech, restrain yourself, waiting for a decent time to insert a remark, try to speak clearly for the interlocutor; secondly, an accompanying task - to practice pronunciation and grammatical skills; clarify the meaning of words known to children.

A prepared conversation is called because before the lesson (a few days before the lesson), the teacher puts the children in situations where their attention is drawn to those phenomena from the outside world that will be the topic of the upcoming conversation.

The best preparation technique is to conduct a free, unprepared conversation on the same or similar topic beforehand. The teacher during the conversation can:

1) suggest some poorly learned by children syntactic constructions complex sentences or sentences with homogeneous members;

2) suggest the intonation of the semantic fragments of the sentence, which the children have not yet mastered (for example, the intonation of the warning - colons and enumerated intonation), etc.

The conversation should be organized so that all children take part in it. If a child only listens to the teacher's conversation with other children, and does not give replies, then such a child does not practice "talking", and his participation in the conversation is only an appearance. Therefore, the conversation should be carried out with a limited number of children - 4 - 8 people.

Methods of theatricalization, works of art - fairy tales, stories, poems - these are various methods of retelling by children in the faces of those works that the teacher read to them. For retelling in persons, it is better to use works that include spoken dialogical speech. Retelling gives them the opportunity to improve the spoken language of children, in particular the intonation of communication, listing; the speech of children is also made more rich emotionally - it sounds either joyful, sometimes sad, or plaintive, depending on the situations in which the characters find themselves.

In practice, they use the following theatricalization techniques:

1) staging - a game;

2) theatrical performance (performance);

3) puppet theater.

In staging - a game, in a theatrical performance, in a puppet theater, children can take part both as performers and as spectators.

A puppet theater is a different kind of story-driven "director's" play. Various forms of puppet theater are used for classes:

1) toy theater;

2) theater of parsley, "finger theater";

3) shadow theater;

4) tabletop, flat theater;

5) flannelegraph.

Children begin to learn monologue speech systematically from about the fifth year of life. But preparation for this is already underway in the second year in the process of reading and learning nursery rhymes with children. From the age of four, children have access to such types of monologue as description and narration, and in the seventh year of life - and short (one or two sentences) reasoning. The difficulty of a monologue lies in the fact that it requires from a child who has focused on some significant event or work of art, the ability to simultaneously notice not only objects, phenomena, but connections between them. This causes the memory to work, namely, the memory work is the means of its development. Adults help the child overcome these difficulties by carefully looking for topics for monologues and listening to him.

The methods of teaching a monologue are retelling and composition. Children retell monologue texts, talk about real and imaginary events and objects, and compose.

To master the methods of teaching monologue speech means for the educator:

1) learn to listen to children.

2) learn to help them, retell, tell, compose.

Work on a monologue in middle, senior and preparatory groups, differs primarily in the complexity of the content and the size of the text (both are determined by the "Kindergarten Education Program").

In all age groups, the main method of teaching a monologue is to rely on a verbal sample. Additional techniques - reliance on real objects, reliance on pictures.

Retelling texts can be:

1) messages of an everyday nature that the teacher passes on to children in the process of free everyday communication with them and which children retell to each other or to adult members of their family;

2) works of fiction, which children retell in special classes for teaching monologue speech.

Helping children retell artistic

works is carried out by verbal techniques, mainly all kinds of questions.

There are the following types of questions that help retell a monologue text:

1) a question guiding a joint retelling (a question to the last word of a phrase),

2) a leading question,

3) leading question,

4) a direct question,

5) chain of direct questions (plan),

6) search questions,

7) questions - instructions.

Retelling, of course, should be preceded by the reading of this text by the children.

In classes with children of the second year of life, the teacher uses questions that guide the joint retelling (a question to the last word of a phrase uttered by the teacher himself). The teacher often has to answer his own question and make sure that the child repeats this answer. It depends on the child's speech development how many times a work of art must be read to him so that he can finish the ends of phrases.

Helping to retell children of the third year of life, the teacher uses prompting questions.

When retelling works of a narrative and descriptive type, children of the fourth year of life receive help from a teacher with verbal techniques (questions).

For children of the fifth year of life, the teacher helps to retell with direct questions, but at the same time offers a series (chain) of questions that develop the topic, i.e. makes a simple outline of the story. At first, the plan may consist of only 2 - 3 questions. In the future, as children learn the need to present events in time sequence (narrative texts), learn to retell descriptive texts, the outline of the presentation should become more complicated.

Children of the fifth year of life begin to gradually accustom themselves to search questions, i.e. questions that help reason. Typically, these questions include question words:

The teacher should teach children to tell about events from their own lives; describe things, plants, animals or toys that replace them; to talk about what is depicted in the pictures, static and moving (series of pictures for one plot, filmstrips, transparencies), films.

Depending on this, the stories of children can be classified as follows:

1) story of events:

a) what just happened,

b) that happened much earlier;

2) a story about objects (things, plants, animals):

a) observed at the moment,

b) from memory;

3) picture story:

a) static,

b) mobile - a series that develops a plot;

4) a story based on a movie.

Children are prepared for a story in the same way as for a conversation: children must imagine the subject of the story in all its fullness of life, accessible to sensations. Consequently, the exercise in storytelling should be preceded by lexical, grammatical (phonetic, if necessary) exercises, as well as interview exercises.

The special task of the story (as well as the task of retelling) is the development of the monologue speech of children.

The teacher teaches storytelling with the help of chains of questions, i.e. a plan that guides the child's narrative, description, or reasoning logic.

The outline of the story can be simple, i.e. a linear chain of questions, or complex, i.e. unfolded additional chains of questions (prompting or only leading).

Children learn to tell from a picture in the process of looking at the corresponding pictures: static or moving.

Static paintings- this is didactic material for descriptions: a story about objects or actions depicted on them is conducted in the same time plane.

Movable paintings- didactic material for narratives: a story about objects or actions depicted on them is a reproduction of situations successively replacing each other.

One of the types of monologue speech, as already mentioned, is oral compositions of children according to the imagination. Toddlers - dreamers are happy to come up with a beginning or end for pictures, i.e. speculate about what could have preceded the events depicted in the picture, or what might have followed the depicted events; make up contaminations on themes of familiar fairy tales or stories with a change in the hero (story from the first person), with a change in the season, etc.; they themselves compose fairy tales and stories.

Therefore, a children's essay can be classified as follows:

1) a creative composition based on a picture,

2) contamination on themes of works of art,

3) free composition:

a) fairy tales, b) stories.

Contamination on the theme of works of art. It is known that children with great pleasure imagine themselves in situations in which their favorite heroes find themselves, ascribe their actions to themselves, telling, “correct” the authors, creatively rethinking adventures, in their own way changing the behavior of the hero in certain situations.

The method of teaching composition - contamination is simple: the child is asked to retell a certain episode of a fairy tale or story on his own behalf, as if it all happened to him.

Free essay or initiative speech, which serves as an indicator of the child's speech development, is that the child is given complete freedom to compose a fairy tale or "what may be." This is not taught on purpose, but the ability for free (independent) composition is prepared by the entire system of the development of a child's speech in kindergarten and at home.

Failure of children younger ages to free composition cannot be considered a deviation from the norm, this is quite natural and is explained by the insufficient development of their speech and thinking for writing. The preparatory work for composing children is retelling exercises.

Thus, the organization different types activity stimulates active speech, since such an activity is interesting and meaningful for children, and its success is largely achieved with the help of speech actions. Purposeful work to enhance the speech activity of children provides not only intensive verbal communication, but also mutual acceptance of children with each other, an increase in self-esteem, and the manifestation of their own activity by each child.

Assignment: retell the text.

For mushrooms. J. Taits.

Grandmother and Nadia gathered mushrooms.

Grandpa gave them a basket each and said:

Well - ka, who will gain more!

So they walked - walked, collected - collected, went home. Grandma has a full basket, and Nadia has a half.

Nadia said:

Grandma, let's trade baskets!

So they came home. Grandpa looked and said:

Ay yes Nadia! Look - kA, she got more than grandma!

Then Nadya blushed and said in the quietest voice:

This is not my basket at all ... this is not my grandmother's at all.

L. Tolstoy's bone.

My mother bought plums and wanted to give them to the children after dinner. They were still on the plate. Vanya never ate plums and smelled them all the time. And he liked them very much. I really wanted to eat. He kept walking past the sinks. When no one was in the upper room, he could not resist, grabbed one plum and ate it. Before dinner, the mother counted the plums and saw that one was missing. She told her father.

At lunch, the father says:

And what, children, has anyone eaten one plum?

Everybody said:

Vanya blushed like a cancer and said too:

No, I didn't eat.

Then the father said:

What any of you ate is not good, but that is not the problem.

The trouble is that there are seeds in the plums, and if someone does not know how to eat them, they will swallow the bone. It will die in a day. I'm afraid of that. Vanya turned pale and said:

No, I threw the bone out the window.

And everyone laughed, and Vanya began to cry.

Grandmother knitted Misha new red mittens.

Misha ran into the yard to ride down the hill. There were many children near the mountain, they made noise and laughed.

Misha climbed the hill, put the sled down, sat down and pushed off.

The sled rolled quickly. "From the road!" he shouted to the little girl running across the icy path, and waved his hand. Something red flashed in the air and fell into the snow, and the sled rushed Misha into the far corner of the yard.

- Was there a shoemaker?

- Was!

- Sewing boots?

- Sheel.

- For whom are the boots?

- For the neighbor's cat.

- Hello, kitty!

- How much is a zucchini?

- Zucchini? Piglet!

- Give me two zucchini.

- Give me two piglets.

- You tell, tell us the table,

Where did you come from?

- I came from the forest

- I was a creaky tree,

- Sparrow, what are you waiting for?

Don't you bite bread crumbs?

- I noticed crumbs a long time ago,

Yes, I'm afraid of an angry cat

- Why are you a black cat?

- I climbed into the chimney at night.

- Why are you white now?

- I ate sour cream from a pot.

- Why did you become gray?

- The dog was throwing me in the dust.

- So what color are you?

“I don’t know that myself.

Gray wolf in a dense forest,

Met a red fox.

- Lizaveta, hello!

- How are you, toothy?

- Where have you been?

- On the market.

- What did you buy?

- Pork.

- How much did they take?

The tail was bitten off in a fight ...

- Who chewed it off?

- Dogs.

Do not spare a patch, -

The cow says

You will buy milk!

Delicious, steamy.

The piglets are right there:

- We have a whole circle!

Piglets pop their

Little pigs.

- We went with you?

- Come on.

- Did you find the fungus?

- Found.

- Did I give it to you?

- Gave.

- Did you take it?

- I took it.

- So where is he?

- Who?

- Fungus.

- Which?

- We went with you?

- Come on ...

QUESTIONNAIRE.

Dear Colleagues! We ask you to take part in the survey on the topic: “ Formation of coherent speech in preschoolers».

Please tick the answer that matches your point of view.

1. Are you interested in this topic?

a) consider it important _____________________________________

b) consider it secondary _____________________________

c) not interested in _______________________________________

2. What do you think, will the lack of formation of coherent speech affect the child's life in the future?

a) yes _________________________________________________

b) no ________________________________________________

c) I don't know ___________________________________________

3. What, in your opinion, is the degree of family participation in the work on the formation of coherent speech in children:

a) enough lessons with a teacher and a speech therapist _________

b) parents sometimes have to deal with children __________

__________________________________________________

c) parents should take an active part in

the formation of coherent speech in children __________________

__________________________________________________

_________________________________________________

4. What kind of help would you like to receive in the formation of a coherent speech from your pupils? _____________________

______________________________________________________

THANK YOU FOR PARTICIPATING IN

APPLICATIONS!

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MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN OF THE COMBINED TYPE №14 OF THE MUNICIPAL EDUCATION TEMRYUK DISTRICT

SEMINAR - PRACTICE FOR TEACHERS OF PRESCHOOLERS AND THE DISTRICT OF MUNICIPAL EDUCATION ON THE TOPIC: "FORMATION OF A CONNECTED SPEECH OF PRESCHOOLERS"

(the technology of developing education is used)

Senior educator MBDOU DS KV № 14 N.N. Landina

Date of the event: 03.24.2011.

PURPOSE: generalization of material on the use of various

Methods and techniques in the work of teachers on

The formation of coherent speech in preschoolers.

PLAN.

I. Discussion part.

Express poll:

1. What do you understand by the term "coherent speech".

2. Name the types of coherent speech.

3. What are the features of coherent speech of children with disabilities

In speech development.

4. Types of training sessions for storytelling.

II.theoretical part.

1.Organization and methodological training for the development of a liaison

Speech from an early age.

Preschoolers on the formation of coherent speech.

III.Practical.

1.Playroom for educators:

A) composing stories based on a series of plot pictures;

B) compose a descriptive story about the subject;

C) make up questions about the picture;

D) creative composition of the end of the story.

2.Assignment for speech therapists

Chain storytelling.

IV. Questioning.

V. Exhibition of games and manuals for the development of coherent speech in

in preschoolers.

Organization and methodological

education

the development of coherent speech, starting from an early age.

Coherent speech is a semantic, detailed statement that provides communication and mutual understanding of people.

There are two types of coherent speech: dialogical (or dialogue) and monologic (monologue).

Dialogue is a conversation between several people, at least two. The purpose of the conversation is usually to ask about something and to provoke a response, to induce to some kind of action.

A monologue is a coherent speech of one person. The purpose of a monologue is to report some facts.

Dialogue in style is mostly spoken.

Children learn dialogue speech quite easily, since they hear it every day in everyday life.

A monologue informs about the facts of reality, and the facts of reality are always in a temporary or causal relationship (relationship) with each other.

While the child is small, he does not own a dialogical or monologue speech.

In the first year of life, the child grows rapidly. Changes in his body can be noticed literally every week. Along with physical growth, the child's brain also develops, preparing to perform the function of an "organ of adaptation to the environment." Preparation goes through the following stages: from birth to 2.5 - 3 months, from 2.5 - 3 to 5 - 6 months, from 5 - 6 to 9 - 10 months, from 9 - 10 months to 1 year.

To develop pre-speech skills in a child, adults (educator, mother, father, nanny, etc.) must:

1) talk to the child when they feed, bathe, swaddle, put him to bed;

2) do it on purpose (1 - 2 minutes a day);

3) speak during the games, reinforcing the already received by the child

Pre-speech skills.

The child learns to isolate the sounds of speech, words, their grammatical forms from the coherent speech of adults addressed to him.

In the second year of life, adults encourage children to switch from facial expressions and gestures to the use of available speech means (words and sound combinations), develop the skill to listen to speech, answer the simplest questions, carry out simple assignments consisting of one action, understand words you can not, you can and react to them correctly. During this period, the child must learn to understand and follow the instructions of an adult, consisting of two or three actions (for example: "come to the shelf", "take a bear", "bring me"); to understand and follow the instructions of the teacher about behavior in the group (“you can”, “you can’t”, “you need to”), about relationships with other children (“do not interfere”, “help”, “move over”, “give the toy”).

To make it easier for children to learn to speak, adults should help them. The child, as a rule, remembers well the words that he hears often. That is why you need to talk to children constantly, but speak clearly, laconically, so that the baby understands that this word serves to denote a certain object. You need to speak slowly, expressively, repeating the same words at the right moment:put on a shirt, take a spatula, step away from the window.You need to pronounce the words so that the child both hears the word and sees how it is pronounced, i.e. saw the movement of the lips of an adult.

Children receive a special effect during this period emotionally.

The development of the child's speech is also facilitated by the display of pictures, which depict familiar objects. Consideration of pictures should always be accompanied by questions: “ What is it? ”,“ What is it doing? ”. That is, the child cannot master speech on his own. Only with the constant attention of parents and preschool institutions to the organization of the child's speech activity can positive results be achieved in the development of his speech.

As the child grows, his vocabulary is enriched, he is able to master dialogical and monologue speech.

Teaching speech in kindergarten takes two forms:

1) in free speech communication,

2) in special classes.

In a preschool institution, the conversation is carried out specifically for the development of the speech of children.

1) about the child himself ("Where is Viti's nose? Show your nose. " - "That's where our nose is");

2) about the family (first: "Who do you love? - "Daddy!"; Show how you do you love dad? " - "That's how strong";a little later:"Who is your dad? “My dad works in a car. I will be like a dad ”;

3) about the work of adults in kindergarten (cook, janitor, nanny, etc.);

4) about household and labor items (furniture, dishes, clothes, etc.);

5) about nature at different times of the year (inanimate and living - plants, animals, wild and domestic);

6) about public life (about famous people, etc.).

Special classes on the development of dialogical coherent speech are carried out by the method of conversation (conversation) and the method of imitation:

1) methods of prepared conversation (conversation),

2) the techniques of theatricalization (imitation and retelling).

The best preparation technique is to conduct a free, unprepared conversation on the same or similar topic beforehand. The teacher during the conversation can:

1) suggest some syntactic constructions of complex sentences or sentences with homogeneous members that are poorly mastered by children;

2) suggest the intonation of the semantic fragments of the sentence, which the children have not yet mastered (for example, the intonation of the warning - colons and enumerated intonation), etc.

In practice, they use the following theatricalization techniques:

1) staging - a game;

2) theatrical performance (performance);

3) puppet theater.

In staging - a game, in a theatrical performance, in a puppet theater, children can take part both as performers and as spectators.

A puppet theater is a different kind of story-driven "director's" play. Various forms of puppet theater are used for classes:

1) toy theater;

2) theater of parsley, "finger theater";

3) shadow theater;

4) tabletop, flat theater;

5) flannelegraph.

The methods of teaching a monologue are retelling and composition. Children retell monologue texts, talk about real and imaginary events and objects, and compose.

To master the methods of teaching monologue speech means for the educator:

1) learn to listen to children.

2) learn to help them, retell, tell, compose.

Work on a monologue in the middle, senior and preparatory groups is distinguished, first of all, by the complexity of the content and the size of the text (both are determined by the "Kindergarten Education Program").

In all age groups, the main method of teaching a monologue is to rely on a verbal sample. Additional techniques - reliance on real objects, reliance on pictures.

Retelling texts can be:

2) works of fiction, which children retell in special classes for teaching monologue speech.

Helping children retell artistic

works is carried out by verbal techniques, mainly all kinds of questions.

There are the following types of questions that help retell a monologue text:

1) a question guiding a joint retelling (a question to the last word of a phrase),

2) a leading question,

3) leading question,

4) a direct question,

5) chain of direct questions (plan),

6) search questions,

7) questions - instructions.

Retelling, of course, should be preceded by the reading of this text by the children.

Helping to retell children of the third year of life, the teacher uses prompting questions.

When retelling works of a narrative and descriptive type, children of the fourth year of life receive help from a teacher with verbal techniques (questions).

Children of the fifth year of life begin to gradually accustom themselves to search questions, i.e. questions that help reason. Typically, these questions include question words:why? What for? For what? as? How? Contrary to what?

Depending on this, the stories of children can be classified as follows:

1) story of events:

A) that have just happened,

B) those that happened much earlier;

2) a story about objects (things, plants, animals):

A) observed at the moment,

B) from memory;

3) picture story:

A) static,

B) mobile - a series that develops a plot;

4) a story based on a movie.

The special task of the story (as well as the task of retelling) is the development of the monologue speech of children.

The teacher teaches storytelling with the help of chains of questions, i.e. a plan that guides the child's narrative, description, or reasoning logic.

The outline of the story can be simple, i.e. a linear chain of questions, or complex, i.e. unfolded additional chains of questions (prompting or only leading).

Children learn to tell from a picture in the process of looking at the corresponding pictures: static or moving.

Static paintings- this is didactic material for descriptions: a story about objects or actions depicted on them is conducted in the same time plane.

Movable paintings- didactic material for narratives: a story about objects or actions depicted on them is a reproduction of situations successively replacing each other.

Therefore, a children's essay can be classified as follows:

1) a creative composition based on a picture,

2) contamination on themes of works of art,

3) free composition:

A) fairy tales, b) stories.

The method of teaching composition - contamination is simple: the child is asked to retell a certain episode of a fairy tale or story on his own behalf, as if it all happened to him.

The inability of young children to compose freely cannot be considered a deviation from the norm, this is quite natural and is explained by the insufficient development of their speech and thinking for writing. The preparatory work for composing children is retelling exercises.

Thus, the organization of various types of activity stimulates active speech, since such an activity is interesting and significant for children, and its success is largely achieved with the help of speech actions. Purposeful work to enhance the speech activity of children provides not only intensive verbal communication, but also mutual acceptance of children with each other, an increase in self-esteem, and the manifestation of their own activity by each child.

Assignment: retell the text.

For mushrooms. J. Taits.

Grandmother and Nadia gathered mushrooms.

Grandpa gave them a basket each and said:

Well - ka, who will gain more!

So they walked - walked, collected - collected, went home. Grandma has a full basket, and Nadia has a half.

Nadia said:

Grandma, let's trade baskets!

Let's!

So they came home. Grandpa looked and said:

Ay yes Nadia! Look - kA, she got more than grandma!

Then Nadya blushed and said in the quietest voice:

This is not my basket at all ... this is not my grandmother's at all.

Assignment: chain storytelling for speech therapists.

L. Tolstoy's bone.

At lunch, the father says:

And what, children, has anyone eaten one plum?

Everybody said:

No.

Vanya blushed like a cancer and said too:

No, I didn't eat.

Then the father said:

What any of you ate is not good, but that is not the problem.

The trouble is that there are seeds in the plums, and if someone does not know how to eat them, they will swallow the bone. It will die in a day. I'm afraid of that. Vanya turned pale and said:

No, I threw the bone out the window.

And everyone laughed, and Vanya began to cry.

Assignment: creative compilation of the end of the story.

How Misha lost his mitten. L. Penievskaya

Grandmother knitted Misha new red mittens.

Misha ran into the yard to ride down the hill. There were many children near the mountain, they made noise and laughed.

Misha climbed the hill, put the sled down, sat down and pushed off.

Exercises for the development of dialogical speech.

Was there a shoemaker?

Was!

Sewing boots?

Sheel.

Who are the boots for?

For the neighbor's cat.

Hello kitty!

How are you? Why did you leave us?

Walk, interfere, step on the tail.

How much does a squash cost?

Zucchini? Piglet!

Give two zucchini.

Give two piglets.

Take two snouts, give two zucchini.

Let's take two snouts, take two marrows.

Tell me, tell us the table

Where did you come from?

I came from the forest

What were you in the dense forest?

I was a creaky tree,

The wind played with leaves, I swung the birds on the branches.

Sparrow, what are you waiting for?

Don't you bite bread crumbs?

I noticed crumbs a long time ago

Yes, I'm afraid of an angry cat

Why are you a black cat?

I climbed into the chimney at night.

Why are you white now?

I ate sour cream from the pot.

Why did you turn gray?

The dog was throwing me in the dust.

So what color are you?

I don’t know it myself.

Gray wolf in a dense forest,

Met a red fox.

Lizaveta, hello!

How are you, toothy?

Nothing is going on, the head is still intact.

Where have you been?

On the market.

What did you buy?

Pork.

How much did they take?

A tuft of wool, ripped off the right side,

The tail was bitten off in a fight ...

Who chewed it off?

Dogs.

Do not spare a patch, -

The cow says

You will buy milk!

Delicious, steamy.

The piglets are right there:

We have a whole mug!

Piglets pop their

Little pigs.

We went with you?

Walked along.

Found a fungus?

Found.

Did I give it to you?

Gave.

Did you take it?

I took it.

So where is he?

Who?

Fungus.

Which?

We went with you?

QUESTIONNAIRE.

Dear Colleagues! We ask you to take part in the survey

Topic: "The development of speech in preschool children."

“Teach your child some

unknown to him five

words - it will be long and

torment in vain, but tie

twenty such words with pictures

and he will learn on the fly. "

K.D. Ushinsky

Target: to increase the level of pedagogical competence of teachers, using different shapes work on the development of speech and culture of speech communication of children

Tasks:

improve the theoretical training of teachers in the field of speech development of preschool children;
to acquaint with practical approaches to the development of children's speech in the educational process

Workshop outline:

Theoretical part:

1.Speech "Development of speech and culture of speech communication in preschool children in different types activities "

Deputy Head for Core Activities Galina Alekseevna Voronaya

Practical part:

1. Blitz survey.

2. Didactic games for the development of speech.

3. Drawing up the structure of classes for the development of speech.

4. Outline of lessons "Story of a picture".

Pedagogical workshop

(participants are divided into two teams, selected by the jury)

Leading:- Let's start the event with a warm-up - a blitz survey. Questions on the topic "Development of speech and culture of speech communication."

1. Name the types of storytelling classes. (Telling about a picture, telling about toys, stories of children from experience, creative stories.)

2. Name the verbal techniques that are used in the classroom on the development of speech and culture of speech communication in preschool children. (Speech pattern, repetition, explanation, direction, verbal exercise, question, assessment of children's speech.)

3. In which group is the preparation for storytelling carried out: skills for asking questions, speaking about the toys depicted in the picture, read? (First youngest group.)

4. In which group of preschool children are led to the compilation of short stories on the picture, the description of toys in 2-3 sentences? (Second junior group.)

5. In which group is the ability to retell the content of a fairy tale or a short story, both familiar and read for the first time in the lesson, is formed? (Middle group.)

6. In which group do they begin to form the ability to compose stories based on the content of the picture, from personal experience? (Middle group.)

7. In which group do preschool children independently compose descriptive stories about a toy, a subject picture, a series of plot pictures (Observing the composition of the story, indicating the place and time of the action, characterizing the characters)? (Senior group.)

8. In which group do preschool children independently compose creative stories of realistic and fantastic content? (Senior group.)

9. For which group in the curriculum of preschool education is the educational area “Development of small children and culture of small children” introduced for the first time? (Middle group.)

10. For which group in the curriculum of preschool education is the educational area "Teaching to read and write" introduced for the first time? (Senior group.)

11. List the content educational area"Development of speech and culture of speech communication" for the second junior group(from the preschool curriculum)? (Dictionary, grammatical structure of speech, sound culture of speech, coherent speech.)

Lead: - We bring to your attention didactic games for the development of speech for both teams.

1. Didactic game "Tongue twisters".

Assignment: One representative from the team must pronounce the tongue twister slowly, quickly and very quickly without mistakes, clearly pronouncing all the words.

For the first command: I hid the quail and quail in the copse from the guys.

For the second command: The grouse was sitting in Terenty's cage, and the grouse with goslings in the forest on a branch.

2. Didactic game "Adjectives associations".

Assignment: the teams are offered words for which they need to choose the most appropriate adjectives in meaning.

3. Didactic game "Decipher the proverbs".

Assignment: Teams need to decipher the proverbs.

1 command:

A) Silent mouth - golden mouth.

Answer: The word is silver, and silence is gold.

B) He who asks will not get lost.

Answer: The language will bring you to Kiev.

C) The scalded rooster runs away from the rain.

Answer: Burnt in milk, blowing on the water.

2 command:

A) The silent mouth is a golden mouth.

Answer: The word is silver, and silence is gold.

B) He who asks will not get lost.

Answer: Language will bring to Kiev.

V) The scalded rooster runs away from the rain.

Answer: Burnt in milk, blowing on the water.

Lead: - To successfully complete the next task, team representatives will have to recall the structure of classes on the development of speech and the culture of speech communication.

Exercise:

1 command: structure a toy story lesson.

2 command: structure a lesson on retelling a literary work.

Answer:

The structure of the lesson on telling about a toy, object

Introductory part (artistic word, didactic game).
Examination of the object, conversation, answers to questions.
Questions for children.
An example of a teacher's story based on a graphical diagram or collective drawing up and memorization of a descriptive story plan.
Drawing up a story-description based on a graphic diagram (plan) by children (if necessary with the help of an adult).
Bottom line. Assessment by the teacher; did the children succeed on their own or with the help of a teacher, what is the difficulty? what is the success?

The structure of the lesson on retelling a literary work

Introductory part (preparing children for the perception of the text, mainly its ideas - the revitalization of a similar personal experience of children).
Initial reading of the work (title, author, genre), without warning about the subsequent retelling.
Conversation, questions about the content, drawing up a retelling plan.
Repeated reading.
Retellings of children.
The final part (dramatization).
Analysis of children's retellings (the first retelling is analyzed in detail, the rest in less detail, in senior group the children themselves are involved in the analysis).

Leading:- Now let's complicate the task. Teams need to structure a storytelling lesson and then demonstrate the lesson by choosing one of the proposed paintings.

Exercise:

1 command: structure the storytelling session for the middle group.

2 command: structure a storytelling lesson for the older group.

Answer:

Structure of a storytelling lesson in a middle group:

1) Examination of the painting ( preliminary work with pupils).

2) Conversation, clarifying the main content of the picture and its details.

3) The teacher's story, summarizing the material of the statements.

4) Children's stories based on the model with the help of a teacher (explanations regarding the sequence of descriptions, vocabulary, connection of sentences).

Structure of a storytelling lesson in a senior group:

1. Preliminary conversation, preparing for the perception of the picture.

2. Examination of the painting (preliminary work).

3. Conversation on the picture (including questions that activate the imagination).

4. Target setting for drawing up a story according to plan.

5. Drawing up and discussing the story plan with the children.

6. Children's stories (collective story).

7. Evaluation of children's stories (completeness of stories, sequence of events presented, use of different intonations, speech rate, figurative expressions, etc.)

8. Good speech pattern of the child or caregiver.

9. The result of the lesson with a brief formulation by the children of the topic, the purpose of the story, etc.

The jury sums up the results, announces the results of the workshop.

Literature:

1. Curriculum of preschool education / Ministry of Education Resp. Belarus. - 3rd ed. - Minsk: NIO: Aversev, 2016 .-- 416 p.

2. We read to children: a reader: a guide for teachers of preschool institutions. education: in 3 volumes / comp. : A. I. Sachenko, L. A. Smal. - Minsk: Ecoperspectiva, 2015. - T. 2: From 3 to 5 years. - 415 p.

Nadezhda Babicheva

SEMINAR-PRACTICE ON THE DEVELOPMENT OF SPEECH OF PRESCHOOLERS.

Target:

creation of an information space for the exchange of pedagogical experience and improvement of professional competence, the skill of preschool educational institutions teachers in the development of children's speech.

Tasks:

-Update the scientific and methodological level of competence of teachers on the development of speech and speech communication based on modern requirements;

Expand the experience of teachers in creating conditions in preschool educational institutions for the speech development of preschoolers in a holistic educational space;

To deepen ideas about the content of speech development on the basis of the modern paradigm of developing personality-oriented education;

Encourage preschool teachers to think and practice to master the technologies of design and modeling of the pedagogical process for the implementation of complex tasks of speech development of preschoolers, ensuring the assimilation of generalized ideas about the construction of the pedagogical process of teaching children their native language;

Overcome the passivity of teachers through the use of new effective teaching methods.

Lesson number 1

Form: problem lecture.

Topic: “Features of speech education in preschool pedagogy. Directions of speech work with children ".

Time spending: November - 2nd week.

Target: Creation of a certain psychological mood for the disposition of the participants to the perception of information, activation of the cognitive activity of teachers through problem motivation.

Course of the lesson:

I. Psychological exercise Montessori - technology adapted for adults: "Candle" (teachers, standing in a circle, passing a candle in a circle to each other, compliment the person next to him).

II Main part: theses of the problem lecture:

The relevance of the development of the speech of pupils precisely in

the preschool period, the intrinsic value of this age;

The main task of vocabulary work, the quality of the teacher's speech in

vocabulary work;

Ways of forming the grammatical structure of speech (development

tables in this direction);

Development of the sound side of the child's speech

(parsing the circuit for this section);

Forms of development of coherent speech of children: dialogical and monologic

Drawing up a table with teachers: conditions affecting the development of a child's speech;

Discussion of the tasks of the development of the speech of children in the preschool period;

Complexity of solving the problem of speech development of preschoolers;

Drawing up the scheme "Language - speech".

III. Self-testing of teachers to create conditions for the formation of speech communication skills of pupils:

Development of teachers' ability to exchange thoughts, feelings,

IV Reflection.

V. Homework for teachers:

Prepare a speech presentation didactic manual, material made independently or adapted didactic games used in the speech activity of children in their group.

Lesson number 2

Form: workshop.

Topic: "An invitation to creativity."

(on the conduct of speech, word-formation, word-interpretation games and exercises, the development of word-creation of children).

Time spending: January. For a week

Target:

Actualization of teachers' knowledge of methods of conducting didactic games and exercises for the development of children's speech; exchange of teachers' experience on a creative approach to the use of didactic games and exercises in working with children.

Course of the lesson:

I Introductory - traditional.

On the goals and objectives of the lesson. Analysis of questionnaires.

Exercise "Candle" - passing a lighted candle from hand to hand to each other in a circle, teachers say a phrase about the role of the word, Russian speech, the development of children's speech.

Psycho-speech game "Associations":

1- group in a circle with options;

2- individually associative chain of one person;

Relaxation-reflexive exercise "Waves on the water".

"Water removes any information from a person - it cleanses the soul."

The options are: group - "Lesson of Silence" (until the stirring water in the basin (dish) calms down, the person is silent and observes the process of calming the surface of the water)

individual - each person chooses the degree of impact on the surface of the water and, while the water calms down, the person expresses his thoughts about the problem

II The main part is practical.

1. Each teacher will present a prepared didactic game / exercise for the development of speech and demonstrates the manual, the presentation time is set by the time of the surface of the water.

Teachers hand over their sheets - presentations of their games / exercises for a speech album of pedagogical creativity.

2. Commentary on the creation of words by children and adults.

Analysis of examples of word-creation and verbal mischief of the remarkable poets M. Marshak, B. Zakhoder, G. Sanchir, I. Tokmatova, K. I. Chukovsky, M. Yasny and others.

The benefits of reading funny rhymes with verbal and sound confusion:

The emotional state of the child when perceiving funny poems, the psychological analysis of the emotions of children at the same time;

Educational effect of laughter, humor and speech: word-creation of children, games with children and design of speech albums of the group with recording of the word-creation of children.

About the competition of Laughing Makers (Making suggestions by teachers).

III.Reflection.

Prepare a presentation for a book on the development of speech from a different person (optional).

Analyze and make a selection of funny poems by poets, weave them into the script for "April Fool's Day" in the group.

Invite parents to join the Ridicule competition by publishing an ad:

"Attention! Attention!

A competition is announced for the best funny poem, the most unusual names for common objects.

Guys and adults!

Write down your ideas and selections in a family-group album and draw pictures-illustrations for them. "

Lesson number 3

Form: consultation - comment.

Topic: "Conversations and Conversations with Children as a Psychotherapeutic Tool"

(about methods].

Time spending: March, 4th week.

Goals:

Updating the knowledge of teachers of psychotherapeutic tools used in working with children, methods of therapeutic pedagogy for educating the personality of a child.

Analysis of the forms of speech development associated with word therapy.

Course of the lesson:

I The introductory part is traditional.

1. Speech training: didactic exercise "Candle":

Passing the candle in a circle from each other, from hand to hand, teachers say a few lines from their favorite poem, passing on their

sincere attitude to samples of poetic creativity, revealing

your aspirations in life.

2. Exercise: First Impression.

Each teacher chooses a manual for the development of children's speech. It is necessary to present the selected book, but in the role that was proposed to the teacher in advance.

Role-playing game:

Options for presentation-“You are a TV presenter. You are a salesperson. You are the buyer, you are the teacher, you are the educator, you are the speech therapist, you are the journalist, you are the housewife, you are the head of the preschool educational institution, you are the psychologist, you are the mother of many children, you are the author of the book, you are the young mother, you are a student of a pedagogical college, etc. "

II. Main part, (abstracts)

Consultation - comment.

1. The circle is a place of harmonization. An excursion into the history of gathering people in a circle for various communication.

2. What is psychotherapy?

Psychotherapy, like curative pedagogy, is as much a method of treatment as it is to educate a person.

Special abilities, qualities that are required of teachers to conduct psychotherapy.

Means and methods used by the teacher when carrying out psychotherapeutic actions.

Rules, advice, principles of curative pedagogy / therapy.

- "The pure word itself is the healer of the soul." The language of feelings in the garden.

Conclusion: the goal of talking therapy is to form self-esteem in the child, high self-esteem - the high goal of every teacher.

Creation of various situations of communication in a group. Group rituals and traditions.

Topics of "therapy conversations in a group circle" (reminders are distributed to each participant).

If children feel the "luxury of human communication" already in preschool age, then an impulse for the development of the main talent of communication will be given.

III. Reflection.

IV. Homework for teachers:

Describe the rituals and traditions of your group as speech therapy for the child's soul. (To arrange on album sheets with speech texts and photo illustrations): daily, weekly, monthly.

Lesson number 4

Behavior form: Mini-ring.

Time: May, 4th week.

Topic: "Modern and classical methods of preparing children for school in teaching literacy."

Target:

Show educators effective methods and methods of acquaintance of children and methods of acquaintance of children with sounds, letters, words so that the world of letters becomes closer to the child, so that this process is a pleasure for the child;

Introduce the features effective techniques learning

reading, literacy of preschool children.

Course of the lesson:

I Introductory part - the traditional circle.

Exercise: The Revelation Package.

In a circle, the teachers pass a "package of revelation", each takes a sheet with a question-statement from an envelope and expresses his opinion on the age characteristics of children and on the preparation of literacy for preschoolers.

Part II - main - commentary.

-Presentation of the Movable alphabet and rough letters M. Montessori. How children work with them.

-Glen Domain method: "shroud reading)(recommendations for working with children in a nursery group with a video showing).

-Cecile Lupan and his original technique learning(demonstration of sample letters for presentation to the child).

-Method N. A. Zaitsev(demonstration of the video of the seminar on the methodology).

-Presentation: "Handwritten Lettering Visualization and Letter Elements"- games and exercises for children.

Part III - practical - showing the techniques of teaching literacy to preschoolers using the technology of visual modeling ("Traveling around the Sound-Book City").

IV Reflection.

Teachers compose a mini - text about the development of children's speech. Expressions of opinions by teachers participating in the seminar about interesting information received in the lesson.

Exchange of experience on the application of new ideas of the speech development workshop

in working with children.

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