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The purpose of the method of speech development for preschool children. The goal and objectives of children's speech development. Individual style of activity

For a long time, when characterizing the goal of speech development, such a requirement for a child’s speech as its correctness was especially emphasized. Methods of speech development and teaching the native language in kindergarten. This understanding is explained by the then generally accepted approach in linguistics to the culture of speech as its correctness.

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The purpose and objectives of children's speech development

The main goal of work on speech development and teaching children their native language is the formation of oral speech and verbal communication skills with others based on mastering the literary language of their people.

For a long time, when characterizing the goal of speech development, such a requirement for a child’s speech as its correctness was especially emphasized. The task was “to teach children to speak their native language clearly and correctly, i.e. freely use the correct Russian language in communicating with each other and adults in various activities typical of preschool age.” (Solovyova O.I. Methods of speech development and teaching the native language in kindergarten. M., 1960. P. 1920.)

This understanding is explained by the then generally accepted approach in linguistics to the culture of speech as its correctness. At the end of the 60s. In the concept of “speech culture,” two sides began to be distinguished: correctness and communicative expediency. But correct speech can be poor, with a limited vocabulary, with monotonous syntactic structures. The second is characterized as the optimal use of language in specific communication conditions. Signs of good speech are lexical richness, accuracy, and expressiveness.

Experimental studies and work experience indicate that by older preschool age children can master not only correct, but also good speech.

Consequently, in modern methods, the goal of speech development in preschool children is the formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and capabilities.

The general task of speech development consists of a number of private, special tasks. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness. Research into problems of speech development in recent years, conducted under the leadership of F. A. Sokhin, has made it possible to theoretically substantiate and formulate three aspects of the characteristics of speech development problems: structural (formation of different structural levels of the language system - phonetic, lexical, grammatical); functional, or communicative (formation of language skills in its communicative function, development of coherent speech, two forms of verbal communication - dialogue and monologue); cognitive, cognitive (formation of the ability to basic awareness of the phenomena of language and speech).

Let us visualize the identification of the tasks of children’s speech development.

Table

Let us briefly look at the characteristics of each task.

1. Vocabulary development.

Mastering vocabulary is the basis of children's speech development, since the word is the most important unit of language. The dictionary reflects the content of speech. Words denote objects and phenomena, their signs, qualities, properties and actions with them. Children learn the words necessary for their life and communication with others.

The main thing in the development of a child's vocabulary is to master the meanings of words and their appropriate use in accordance with the context of the statement, with the situation in which communication takes place.

Vocabulary work in kindergarten is carried out on the basis of familiarization with the surrounding life.

2. Nurturing sound culture. It involves: the development of speech hearing, on the basis of which the perception and discrimination of phonological means of language occurs; teaching correct sound pronunciation; education of orthoepic correctness of speech; mastering the means of sound expressiveness of speech (tone of speech, timbre of voice, tempo, stress, voice strength, intonation); developing clear diction.

3. The formation of the grammatical structure of speech involves the formation of the morphological side of speech (changing words by gender, number, cases), methods of word formation and syntax (mastering different types of phrases and sentences). Without mastering grammar, verbal communication is impossible.

4. The development of coherent speech includes the development of dialogic and monologue speech.

a) Development of dialogic (conversational) speech. Dialogue speech is the main form of communication among preschool children. It is important to teach a child to conduct a dialogue, develop the ability to listen and understand speech addressed to him, enter into a conversation and support it, answer questions and ask himself, explain, use a variety of language means, and behave taking into account the communication situation.

b) The development of coherent monologue speech involves the formation of the skills to listen and understand coherent texts, retell, and construct independent statements of different types. These skills are formed on the basis of basic knowledge about the structure of the text and the types of connections within it.

5. The formation of an elementary awareness of the phenomena of language and speech ensures the preparation of children for learning to read and write.

“In the pre-school group, speech for the first time becomes a subject of study for children. The teacher develops in them an attitude towards oral speech as a linguistic reality; he leads them to the sound analysis of words.” Children are also taught to perform syllabic analysis of words and analysis of the verbal composition of sentences.

In accordance with the traditions of Russian methodology, another task is included in the range of tasks for speech development - familiarization with fiction, which is not speech in the proper sense of the word. Rather, it can be considered as a means of accomplishing all the tasks of developing a child’s speech and mastering language in its aesthetic function. The literary word has a huge impact on the education of the individual and is a source and means of enriching children’s speech. In the process of introducing children to fiction, the vocabulary is enriched, figurative speech, poetic ear, creative speech activity, aesthetic and moral concepts are developed. Therefore, the most important task of a kindergarten is to cultivate in children an interest and love for the artistic word.

The teacher’s knowledge of the content of the tasks is of great methodological importance, since the correct organization of work on speech development and teaching the native language depends on it.

2. Methodological principles of speech development

In relation to preschoolers, based on an analysis of research on the problems of speech development of children and the experience of kindergartens, we will highlight the following methodological principles of speech development and teaching their native language.

The principle of the relationship between sensory, mental and speech development of children. It is based on the understanding of speech as a verbal and mental activity, the formation and development of which is closely related to knowledge of the surrounding world. Speech is based on sensory representations, which form the basis of thinking, and develops in unity with thinking. Therefore, work on speech development cannot be separated from work aimed at developing sensory and mental processes. It is necessary to enrich the consciousness of children with ideas and concepts about the world around them; it is necessary to develop their speech on the basis of the development of the content side of thinking.

The principle of a communicative activity approach to speech development. This principle is based on the understanding of speech as an activity involving the use of language for communication. It follows from the goal of developing the speech of children in kindergarten the development of speech as a means of communication and cognition and indicates the practical orientation of the process of teaching their native language.

Its implementation involves the development of speech in children as a means of communication both in the process of communication (communication) and in various types of activities.

The principle of development of linguistic flair (“sense of language”). Linguistic flair is an unconscious mastery of the laws of language. In the process of repeated perception of speech and the use of similar forms in his own statements, the child forms analogies at a subconscious level, and then he learns patterns. Children begin to use forms of language more and more freely in relation to new material, to combine elements of language in accordance with its laws, although they are not aware of them (See Zhuikov S.F. Psychology of mastering grammar in the primary grades. M., 1968. C .284.)

Here the ability to remember how words and phrases are traditionally used is manifested. And not only remember, but also use them in constantly changing situations of verbal communication.

The principle of interconnection of work on various aspects of speech, the development of speech as a holistic formation. The implementation of this principle consists in constructing work in such a way that all levels of the language are mastered in their close interrelation. Mastering vocabulary, forming a grammatical structure, developing speech perception and pronunciation skills, dialogic and monologue speech are separate, isolated for didactic purposes, but interconnected parts of one whole - the process of mastering the language system.

The principle of enriching the motivation of speech activity. The quality of speech and, ultimately, the measure of learning success depend on the motive, as the most important component in the structure of speech activity. Therefore, enriching the motives of children’s speech activity in the learning process is of great importance. In everyday communication, motives are determined by the child’s natural needs for impressions, active activity, recognition and support. During classes, the naturalness of communication often disappears, the natural communicativeness of speech is removed: the teacher invites the child to answer a question, retell a fairy tale, or repeat something. At the same time, it is not always taken into account whether he has a need to do this. Psychologists note that positive speech motivation increases the effectiveness of classes. Important tasks are the teacher’s creation of positive motivation for every action of the child in the learning process, as well as the organization of situations that create the need for communication. In this case, it is necessary to take into account the age characteristics of children, use a variety of techniques that are interesting for the child, stimulating their speech activity and promoting the development of creative speech skills.

The principle of ensuring active speech practice. This principle finds its expression in the fact that language is acquired in the process of its use and speech practice. Speech activity is one of the main conditions for the timely speech development of a child. Repeated use of linguistic means in changing conditions allows you to develop strong and flexible speech skills and master generalizations. Speech activity is not only speaking, but also listening and perceiving speech. Therefore, it is important to accustom children to actively perceive and understand the teacher’s speech. During classes, various factors should be used to ensure the speech activity of all children: an emotionally positive background; subject-subject communication; individually targeted techniques: extensive use of visual material, gaming techniques; change of activities; tasks related to personal experience, etc.

Following this principle obliges us to create conditions for extensive speech practice for all children in the classroom and in various types of activities.

4. Speech development tools

In the methodology, it is customary to highlight the following means of children’s speech development:

· communication between adults and children;

· cultural language environment, teacher’s speech;

· teaching native speech and language in the classroom;

· fiction;

· various types of art (fine, music, theater).

Let's briefly consider the role of each tool.

The most important means of speech development is communication. Communication is the interaction of two (or more) people aimed at coordinating and combining their efforts in order to establish relationships and achieve a common result (M. I. Lisina). Communication is a complex and multifaceted phenomenon of human life, which simultaneously acts as: a process of interaction between people; information process (exchange of information, activities, results, experience); a means and condition for the transfer and assimilation of social experience; the attitude of people towards each other; the process of mutual influence of people on each other; empathy and mutual understanding of people (B.F. Parygin, V.N. Panferov, B.F. Bodalev, A.A. Leontyev, etc.).

Speech, being a means of communication, appears at a certain stage in the development of communication. The formation of speech activity is a complex process of interaction between a child and people around him, carried out using material and linguistic means. Speech does not arise from the very nature of the child, but is formed in the process of his existence in the social environment. Its emergence and development are caused by the needs of communication, the needs of the child’s life. Contradictions that arise in communication lead to the emergence and development of the child’s linguistic ability, to his mastery of ever new means of communication and forms of speech. This happens thanks to the cooperation of the child with the adult, which is built taking into account the age characteristics and capabilities of the baby.

Analysis of children's behavior shows that the presence of an adult stimulates the use of speech; they begin to speak only in a communication situation and only at the request of an adult. Therefore, the technique recommends talking to children as much and as often as possible.

In preschool childhood, several forms of communication between children and adults consistently appear and change: situational-personal (direct-emotional), situational-business (subject-based), extra-situational-cognitive and extra-situational-personal (M. I. Lisina).

Speech communication in preschool age is carried out in different types of activities: in play, work, household, educational activities and acts as one of the sides of each type. Therefore, it is very important to be able to use any activity to develop speech. First of all, speech development occurs in the context of leading activity. In relation to young children, the leading activity is objective activity. Consequently, the focus of teachers should be on organizing communication with children during activities with objects.

In preschool age, play is of great importance in the speech development of children. Its character determines speech functions, content and means of communication. All types of play activities are used for speech development.

The teacher’s participation in children’s games, discussion of the concept and course of the game, drawing their attention to the word, a sample of concise and precise speech, conversations about past and future games have a positive effect on children’s speech.

Outdoor games influence the enrichment of vocabulary and the development of sound culture. Dramatization games contribute to the development of speech activity, taste and interest in artistic expression, expressiveness of speech, artistic speech activity.

Didactic and printed board games are used to solve all speech development problems. They consolidate and clarify vocabulary, the skills of quickly choosing the most suitable word, changing and forming words, practice composing coherent statements, and develop explanatory speech.

Communication in everyday life helps children learn the everyday vocabulary necessary for their life, develops dialogical speech, and fosters a culture of speech behavior.

Communication in the process of labor (everyday, in nature, manual) helps to enrich the content of children's ideas and speech, replenishes the dictionary with the names of tools and objects of labor, labor actions, qualities, and results of labor.

Communication with peers has a great influence on children’s speech, especially from the age of 45. When communicating with peers, children more actively use speech skills. The greater variety of communicative tasks that arise in children’s business contacts creates the need for more diverse speech means. In joint activities, children talk about their plan of action, offer and ask for help, involve each other in interaction, and then coordinate it.

Thus, communication is the leading means of speech development. Its content and forms determine the content and level of children's speech.

However, an analysis of practice shows that not all educators know how to organize and use communication in the interests of children’s speech development. An authoritarian style of communication is widespread, in which instructions and orders from the teacher predominate. Such communication is formal in nature and devoid of personal meaning.

The means of speech development in a broad sense is the cultural language environment. Imitating the speech of adults is one of the mechanisms for mastering the native language. It should be borne in mind that by imitating those around them, children adopt not only all the subtleties of pronunciation, word usage, and phrase construction, but also those imperfections and errors that occur in their speech. Therefore, high demands are placed on the teacher’s speech: content and at the same time accuracy, logic; appropriate for the age of the children; lexical, phonetic, grammatical, orthoepic correctness; imagery; expressiveness, emotional richness, richness of intonation, leisurelyness, sufficient volume; knowledge and compliance with the rules of speech etiquette; correspondence between the teacher’s words and his deeds.

In the process of verbal communication with children, the teacher also uses non-verbal means (gestures, facial expressions, pantomimic movements). They perform important functions: they help to emotionally explain and remember the meaning of words.

One of the main means of speech development is training. This is a purposeful, systematic and planned process in which, under the guidance of a teacher, children master a certain range of speech skills and abilities.

The most important form of organizing speech and language teaching in the methodology is considered to be special classes in which certain tasks of children’s speech development are set and purposefully solved.

The need for this form of training is determined by a number of circumstances.

Without special training sessions, it is impossible to ensure the speech development of children at the proper level. In-class training allows you to complete the tasks of all sections of the program. There is not a single section of the program where there is no need to organize the entire group.

Classes help to overcome spontaneity, solve problems of speech development systematically, in a certain system and sequence.

Classes help realize the possibilities of speech development in preschool childhood, the most favorable period for language acquisition.

Team training increases the overall level of their development.

The peculiarity of many classes in the native language is the internal activity of children: one child tells, the others listen, outwardly they are passive, internally active (they follow the sequence of the story, empathize with the hero, are ready to complement, ask, etc.). Such activity is difficult for preschool children, since it requires voluntary attention and inhibition of the desire to speak out.

Types of classes in the native language.

Classes in the native language can be classified as follows: depending on the leading task, the main program content of the lesson:

· classes on the formation of a dictionary (inspection of the premises, familiarization with the properties and qualities of objects);

· classes on the formation of the grammatical structure of speech (didactic game “Guess what’s missing” formation of plural nouns of the gender case);

· classes on developing the sound culture of speech (teaching correct sound pronunciation);

· classes on teaching coherent speech (conversations, all types of storytelling),

· classes on developing the ability to analyze speech (preparation for learning to read and write),

· classes on familiarization with fiction.

Depending on the use of visual material:

· classes in which objects of real life are used, observations of phenomena of reality (examination of objects, observations of animals and plants, excursions);

· classes using visual aids: with toys (looking at, talking about toys), pictures (conversations, storytelling, didactic games);

· activities of a verbal nature, without relying on clarity (general conversations, artistic reading and storytelling, retelling, word games).

Close to this is the classification according to didactic purposes (based on the type of school lessons), proposed by A. M. Borodich:

· classes on communicating new material;

· classes to consolidate knowledge, skills and abilities;

· classes on generalization and systematization of knowledge;

· final, or accounting and verification, classes;

· combined classes (mixed, combined).

Complex classes have become widespread. An integrated approach to solving speech problems, an organic combination of different tasks for the development of speech and thinking in one lesson are an important factor in increasing the effectiveness of learning. Complex classes take into account the peculiarities of children’s mastery of language as a unified system of heterogeneous linguistic units. Only the interconnection and interaction of different tasks lead to correct speech education, to the child’s awareness of certain aspects of language.

Combining tasks in a complex lesson can be carried out in different ways: coherent speech, vocabulary work, sound culture of speech; coherent speech, vocabulary work, grammatical structure of speech; coherent speech, sound culture of speech, grammatically correct speech.

Complex solution of speech problems leads to significant changes in the speech development of children. The methodology used in such classes ensures a high and average level of speech development for the majority of students, regardless of their individual abilities.

Positive assessment in practicereceived integrative classes,built on the principle of combining several types of children's activities and different means of speech development. As a rule, they use different types of art, the child’s independent speech activity, and integrate them according to a thematic principle. For example: 1) reading a story about birds, 2) group drawing of birds and 3) telling children stories based on the drawings.

Based on the number of participants, we can distinguish frontal classes, with the whole group (subgroup) and individual ones.

The structure of the lesson should be clear. It usually has three parts: introductory, main and final. In the introductory part, connections are established with past experience, the purpose of the lesson is communicated, and appropriate motives for upcoming activities are created, taking into account age. In the main part, the main objectives of the lesson are solved, various teaching techniques are used, and conditions are created for active speech activity of children. The final part should be short and emotional. Its goal is to consolidate and generalize the knowledge gained in the lesson. Artistic expression, listening to music, singing songs, round dancing and outdoor games, etc. are used here.

Fiction is the most important source and means of developing all aspects of children's speech and a unique means of education. It helps to feel the beauty of the native language and develops figurative speech. The development of speech in the process of familiarization with fiction occupies a large place in the general system of working with children. On the other hand, the impact of fiction on a child is determined not only by the content and form of the work, but also by the level of his speech development.

Fine arts, music, theater are also used for the benefit of children's speech development. The emotional impact of works of art stimulates language acquisition and creates a desire to share impressions. Methodological studies show the possibilities of the influence of music and fine arts on the development of speech. The importance of verbal interpretation of works and verbal explanations to children for the development of imagery and expressiveness of children's speech is emphasized.

Thus, various means are used to develop speech. The effectiveness of influencing children's speech depends on the correct choice of means of speech development and their relationship. In this case, a decisive role is played by taking into account the level of development of children’s speech skills and abilities, as well as the nature of the language material, its content and the degree of proximity to children’s experience.

5. Methods and techniques for speech development

The method of speech development is defined as a way of activity of the teacher and children, ensuring the formation of speech skills and abilities.

Methods and techniques can be characterized from different points of view (depending on the means used, the nature of the cognitive and speech activity of children, the section of speech work).

Generally accepted in the methodology (as in preschool didactics in general) is the classification of methods according to the means used: visualization, speech or practical action. There are three groups of methods: visual, verbal and practical. This division is very arbitrary, since there is no sharp boundary between them. Visual methods are accompanied by words, and verbal methods use visual techniques. Practical methods are also associated with both words and visual material. The classification of some methods and techniques as visual, others as verbal or practical depends on the predominance of visibility, words or actions as the source and basis of the statement.

Visual methodsare used more often in kindergarten. Both direct and indirect methods are used. The direct method includes the observation method and its varieties: excursions, inspections of the premises, examination of natural objects.

Indirect methods are based on the use of visual clarity. This is looking at toys, paintings, photographs, describing paintings and toys, telling stories about toys and paintings. They are used to consolidate knowledge, vocabulary, develop the generalizing function of words, and teach coherent speech. Indirect methods can also be used to get acquainted with objects and phenomena that cannot be encountered directly.

Verbal methodsin kindergarten they are used less often: this is reading and telling works of fiction, memorizing, retelling, generalizing conversation, telling without relying on visual material. All verbal methods use visual techniques: showing objects, toys, paintings, looking at illustrations, since the age characteristics of young children and the nature of the word itself require visualization.

Practical methodsaimed at using speech skills and abilities and improving them. Practical methods include various didactic games, dramatization games, dramatizations, didactic exercises, plastic sketches, and round dance games. They are used to solve all speech problems.

Depending on the nature of children’s speech activity, reproductive and productive methods can be roughly distinguished.

Reproductive methodsare based on the reproduction of speech material and ready-made samples. In kindergarten, they are used mainly in vocabulary work, in the work of educating the sound culture of speech, and less in the formation of grammatical skills and coherent speech. Reproductive methods can conditionally include methods of observation and its varieties, looking at pictures, reading fiction, retelling, memorizing, games-dramatization of the content of literary works, many didactic games, i.e. all those methods in which children master words and the laws of their combination, phraseological phrases, some grammatical phenomena, for example, the management of many words, master by imitation of sound pronunciation, retell close to the text, copy the teacher’s story.

Productive methodsinvolve children constructing their own coherent utterances, when the child does not simply reproduce the language units known to him, but selects and combines them in a new way each time, adapting to the communication situation. This is the creative nature of speech activity. From this it is obvious that productive methods are used in teaching coherent speech. These include generalizing conversation, storytelling, retelling with text restructuring, didactic games for the development of coherent speech, modeling method, creative tasks.

Depending on the task of speech development, methods of vocabulary work, methods of educating the sound culture of speech, etc. are distinguished.

Methodological techniques for developing speech are traditionally divided into three main groups: verbal, visual and playful.

Widely usedverbal techniques.These include speech pattern, repeated speaking, explanation, instructions, assessment of children's speech, question.

Speech sample correct, pre-thought-out speech activity of the teacher, intended for children to imitate and guide them. The sample must be accessible in content and form. It is pronounced clearly, loudly and slowly. Since the model is given for imitation, it is presented before the children begin their speech activity. But sometimes, especially in older groups, a model can be used after children’s speech, but it will not serve for imitation, but for comparison and correction.

Repeated enunciation deliberate, repeated repetition of the same speech element (sound, word, phrase) with the aim of memorizing it. In practice, different repetition options are used: behind the teacher, behind other children, joint repetition of the teacher and children, choral repetition. It is important that repetition is not forced, mechanical, but is offered to children in the context of activities that are interesting to them.

Explanation revealing the essence of certain phenomena or methods of action. Widely used to reveal the meanings of words, to explain the rules and actions in didactic games, as well as in the process of observing and examining objects.

Instructions explaining to children the method of action to achieve a certain result. There are instructional, organizational and disciplinary instructions.

Assessment of children's speech a motivated judgment about a child's speech utterance, characterizing the quality of speech activity. The assessment should not only be of a stating nature, but also educational. The assessment is given so that all children can focus on it in their statements. Assessment has a great emotional impact on children.

Question verbal address that requires an answer. Questions are divided into main and auxiliary. The main ones can be ascertaining (reproductive) “who? What? Which? which? Where? How? Where?" and search, requiring the establishment of connections and relationships between phenomena “why? For what? how are they similar? Auxiliary questions can be leading and suggestive.

Visual techniques showing illustrative material, showing the position of the organs of articulation when teaching correct sound pronunciation.

Game techniques can be verbal and visual. They arouse the child’s interest in activities, enrich the motives of speech, create a positive emotional background of the learning process and thereby increase children’s speech activity and the effectiveness of classes. Gaming techniques meet the age characteristics of children and therefore occupy an important place in native language classes in kindergarten.

In preschool pedagogy, there are other classifications of teaching methods. Thus, depending on their role in the learning process, direct and indirect methods are distinguished. All of the above verbal techniques can be called direct, and a reminder, remark, remark, hint, advice indirect.

In the real pedagogical process, techniques are used comprehensively. So, in a generalizing conversation, various types of questions, showing objects, toys, paintings, playing techniques, artistic expression, evaluation, and instructions can be used. The teacher uses different techniques depending on the task, the content of the lesson, the level of preparedness of the children, their age and individual characteristics.

Questions

1. How did the methodology change the understanding of the goals and objectives of children’s speech development?

2. On what basis are the tasks of children’s speech development identified?

3. What are the features of the tasks of familiarization with fiction and preparation for literacy training? How are they related to the tasks of children’s speech development?

4. What tasks of speech development are leading in different age groups?

5. What are the teaching principles? How are they related to general didactic principles? How do teaching principles determine the content, means and methods of speech development? Give examples.

6. Define the speech development program.

7. What is the scientific basis of the speech development program for preschoolers?

8. Why is communication the main means of children’s speech development?

9. Under what conditions does communication become a means of developing children’s speech?

10. What role does a child’s communication with peers and children of other ages play in the development of speech compared to communication with adults?

11. Why is speech training necessary in special classes in a preschool?

12. What are the uniqueness and features of speech development classes in different age groups?

13. How is the relationship between various means of speech development manifested in the holistic pedagogical process?

14. Why is it necessary to characterize methods of speech development from the point of view of the nature of children’s speech activity? Why are productive methods needed?

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1. Opening speech by the head. on the topic of the teachers' council.

2. Warm up.

3. Express survey “Speech development”.

4. Analytical report on the results of the thematic control “Development of coherent speech in children” (Art. Reproduction).

5. Crossword “Speech development”.

6. Auction of methodological finds.

7. Exchange of experience. Questionnaire for assessing the professionalism of a teacher in the section “Speech development”

8. Business game “Brainstorming”.

9. Discussion of the draft decision of the teachers' council.

Questionnaire for assessing the professionalism of a teacher in the section “Speech development”

Full name of the teacher___

1. What speech development program do you use in your work?

2. Do you make notes for classes yourself or use ready-made ones published in teaching aids? ___

3. What is the main goal of speech development in children in preschool age?

4. What are the main directions of development work

for children in a preschool educational institution? ___

5. Formulate the tasks of forming the grammatical structure of speech in your age group. ___

6. What are the tasks of educating the sound culture of speech in children of your age group? ___ ___

7. Name the main tasks and features of vocabulary development in children of your age group___ ___

8. What does the work on developing communications in a preschool educational institution include? ___ ___

9. Is familiarization with fiction included in the range of tasks for speech development in preschool educational institutions or is this a separate area of work? ___

10. Formulate the basic means of speech development in children in kindergarten ___

11. Which of the following means of speech development do you consider the most significant? Number them in descending order of importance (one number can be assigned to two or more means of speech development):

communication between adults and children;

teaching native speech and language in the classroom;

fiction; various types of art (visual, musical, theater)

12. What methods and techniques for speech development do you use?

classes and free activities of children? ___

13. What is unique about speech development classes? What dictates their need? In your opinion, will it be enough for the development of speech in preschool children?

age to limit ourselves to educational games and free communication with adults?

14. What are the main areas of work on speech development?

do you take into account when compiling lesson notes? ___

15. Are the parents of your pupils familiar with the problems of their children’s speech development?

16. How do you organize interaction with children’s families in the direction of speech development? ___

EXPRESS SURVEY “SPEECH DEVELOPMENT”

Dear colleague! We ask you to answer the proposed questions.

Please circle the answer option you have chosen. IN

of the proposed options, one may be correct,

some or all answers.

Full name, date

What types of sentences are used in dialogue?

1. Narrative

2. Incentive

3. Interrogatives

4. Exclamation marks

Name the types of statements

1. Description

2. Narration

3. Reasoning

4. Exclamation

What is the name of the text that lists signs, properties, qualities, actions?

1. Description

2. Narration

3. Reasoning

What is the name of the text in which the plot unfolds?

in time?

1. Description

2. Reasoning

3. Narration

What is the name of a text that includes cause-and-effect structures, questions, and evaluation?

1. Description

2. Narration

3. Reasoning

Name the main types of narrative texts

1. Stories from experience

2. Fairy tales

3. Storytelling based on a picture or a series of plot paintings

www.maam.ru

Tasks for speech development in general developmental preschool educational institutions - Page 4

Tasks for speech development in general developmental preschool educational institutions

In modern methods the goal of speech development in preschool children - formation of not only correct, but also good oral speech, of course, taking into account their age characteristics and capabilities.

General task of speech development consists of from a number of private, special tasks. The basis for their identification is the analysis of forms of speech communication, the structure of language and its units, as well as the level of speech awareness.

Research on the problems of speech development in recent years, conducted under the leadership of F. A. Sokhin, made it possible to theoretically substantiate and formulate three aspects of the characteristics of speech development tasks:

- structural(formation of different structural levels of the language system - phonetic, lexical, grammatical);

- functional or communicative(formation of language skills in its communicative function, development of coherent speech, two forms of verbal communication - dialogue and monologue);

- cognitive, cognitive(formation of the ability to basic awareness of the phenomena of language and speech).

Let's visualize identifying the tasks of children's speech development.

Speech development tasks:

1.Dictionary development. Enrich the child’s words: consolidation, clarification, activation of the vocabulary through familiarization with the environment (observation, excursion, examination of objects, paintings, didactic games, activities, riddles).

2. Formation of the grammatical side of speech. To avoid grammatical errors, learn to speak correctly. For example: I'm going for a walk (and not Petya is going for a walk), if it's about myself.

3. Education of sound culture of speech. In each word, correctly pronounce sounds accurately, clearly, development of intonation means of speech expressiveness (pauses, stress, tempo)

4. Formation of conversational(dialogical speech). The ability to build a dialogue with a peer, an adult, an older child, a toddler.

5. Teaching storytelling- This is the development of monologue speech.

6. Introduction to fiction. Listen to the text, understand, distinguish between good and bad characters, reason: How would I? Who is he - a hero? What is he like? Do I want to be the same?

7. Preparing Children for Literacy. Sound analysis of a word: the number of sounds and the ordinal place of each syllable in a word.

Vocabulary work tasks:

Enrichment of the dictionary with thematic groups of words;

Consolidating ideas about general concepts (vegetables, fruits, transport);

Development of ideas about the semantic side of a word: work on a correct understanding of the meaning of a polysemantic word; disclosure of semantic relationships (familiarization with synonyms and antonyms of different parts of speech - nouns, adjectives, verbs); formation of skills in word selection and accuracy of word use.

Tasks of educating the sound side of speech can be formulated as follows:

Work on the sound and intonation characteristics of speech;

Formation of ideas about linear sound units: sound - syllable - word - sentence - text;

Distinguishing sounds according to their qualitative characteristics: vowels and consonants (voiced and voiceless, hard and soft);

Training in sound analysis of a word (singling out sounds at the beginning, middle and end of a word), isolating hissing and whistling sounds at the beginning of a word, finding the same sound in different words;

Development of the ability to analyze words of various syllabic structures: naming words with one, two and three sounds, determining the number of syllables;

Finding words that sound similar and different.

Tasks of forming the grammatical structure of speech:

Formation of the ability to coordinate nouns and adjectives in gender, number, case;

Teaching the correct formation, declension and use of words in the singular and plural;

Development of the ability to form names for young animals (cat-kitten, dog-puppy, chicken-chick);

Learning the ability to correlate the name of a verb-movement with the action of an object, person, animal;

Compiling sentences of different types - simple and complex.

Tasks for the development of coherent speech:

Formation of elementary ideas about the structure of the text (beginning, middle, end);

Learning to connect sentences using different communication methods;

Developing the ability to reveal the topic and main idea of a statement, to title a story;

Learning to construct statements of different types - descriptions, narratives, reasoning; bringing to awareness of the content and structural features of a descriptive, including literary, text; compiling narrative texts (fairy tales, stories, histories) in compliance with the logic of presentation and using means of artistic expression; learning to compose arguments with the selection to prove compelling arguments and precise definitions;

The use of different types of corresponding models (schemes) for statements, reflecting the sequence of presentation of the text.

Central, leading task is development of coherent speech.

This is explained by a number of circumstances:

Firstly, in coherent speech the main function of language and speech is realized - communicative (communication). Communication with others is carried out precisely with the help of coherent speech.

Secondly, in coherent speech the relationship between mental and speech development is most clearly evident.

Thirdly, coherent speech reflects all other tasks of speech development: the formation of vocabulary, grammatical structure, and phonetic aspects. It shows all the child’s achievements in mastering his native language.

Most speech development tasks are set in all age groups, however their content has its own specifics, which is determined age characteristics of children.

So , in younger groups The main task is the accumulation of vocabulary and the formation of the pronunciation aspect of speech.

Beginning from middle group, the leading tasks are the development of coherent speech and the education of all aspects of the sound culture of speech.

In older groups The main thing is to teach children to construct coherent statements of different types, to work on the semantic side of speech.

In senior and preparatory school groups A new section of work is being introduced - preparation for literacy and literacy training.

Source otveti-examen.ru

Methodological development

“Development of coherent speech in children of middle preschool age through learning to compose stories based on a picture and a series of plot pictures"

Goal: “Development of coherent speech in children of middle preschool age.”

Tasks:

- create a series of notes on teaching how to compose stories based on a picture and a series of plot pictures;

Select the most effective methods, techniques, and means that will help create interest and motivation for speech activity in preschoolers;

To develop the ability and skills to compose stories based on paintings and plot paintings;

Enrich and form the grammatical structure of children's speech in the process of working with paintings and plot pictures.

Relevance:

The problem of developing coherent speech in children is well known to a wide range of pedagogical workers: educators, specialists, psychologists.

It has long been established that by preschool age significant differences in the level of speech of children appear. My experience as a teacher shows this.

The main task of developing a child’s coherent speech at this age is to improve monologue speech. This task is solved through various types of speech activity: retelling literary works, composing descriptive stories about objects, objects and natural phenomena, creating different types of creative stories, mastering forms of speech-reasoning (explanatory speech, speech-evidence, speech-planning), as well as writing stories based on a picture, and a series of plot pictures.

All of the above types of speech activity are relevant when working on the development of coherent speech in children.

When conducting direct educational activities (N.O.D.), the following rules were observed:

The use of methods and techniques in N.O.D. for compiling stories based on pictures and a series of plot pictures that create interest in children from the very first minutes of the lesson and ensure its preservation until the end of the lesson;

Inclusion in N. O. D. telling the rules of the game, tasks, “training” exercises to enrich and develop vocabulary, the formation of grammatically correct speech;

Before performing N.O.D., be sure to instruct the children so that in their stories they use the words and expressions that they used during the training exercises;

Encourage children who fulfill this requirement;

Familiarizing children with a clear story plan, if necessary;

To compose stories based on a series of plot pictures, offer children bright, fairly large pictures of clear content without unnecessary details;

Instead of physical education minutes, use educational games, but give them an active character;

Offer children different answer options;

Technology of using classes for composing stories based on a picture and a series of plot pictures for the development of coherent speech in children of middle preschool age.

It is proposed to conduct classes on these types of storytelling once a month, alternating them with each other: five classes on composing stories based on a picture and four classes on composing stories based on a series of plot pictures. Other types of classes for teaching coherent speech (retelling literary works, composing creative stories, composing descriptive stories about objects, objects and natural phenomena) are carried out in accordance with long-term planning.

The skills and abilities in writing stories acquired in the process of specially organized training are consolidated in the joint activities of the teacher with the children, in individual work, as well as in the course of cooperation with the parents of the pupils.

To develop coherent speech, the following series of plot pictures were used:

- "my family"

Material nsportal.ru

for children 5 – 6 years old.

Multi-colored boats.

I came to the river. How many colorful boats are on the river today: yellow, red, orange! They all arrived here by air. A boat will arrive, go down on the water and immediately set sail. Many more will arrive today, and tomorrow, and the day after tomorrow.

And then the boats will no longer arrive and the river will freeze. Tell us what kind of boats these are and what time of year they appear?

For whom did Vitalik leave the rowan tree?

Vitalik and his mother were walking in the forest. Vitalik saw a rowan bush strewn with berries and called his mother. Together they picked a basket of berries. “Mom, why did you leave the berries on the branches?

If you collect everything, will the basket be full?

“You don’t need to pick all the berries and mushrooms in the forest, you need to leave a little,” my mother said and explained why. What did the mother tell her son?

What is the bear looking for?

Look at the clubfoot! He can barely toss and turn. He gorged himself on fish and berries, and now he’s wandering through the forest, scaring animals and looking for something, looking for something...

What is the bear looking for?

What kind of animal?

You won't understand this animal. He either sleeps or runs. He wakes up, stretches, cracks some nuts, eats dried berries, and then curls up into a ball again.

Dark, warm. And it makes no difference to him - day or night. What kind of animal is this?

Something white rolled out into the clearing: long ears, slanted eyes, looking to the sides. Jump-jump and out of sight under a bush. Look how I shuddered! Don't be afraid - it was the frost that cracked the branch. No, he runs away... and even confuses his tracks!

Who it?

Why do fawns run away?

When the snow began to melt, the doe gave birth to small fawns. It turns out that at first they are very weak, powerless and trembling all the time. It is especially alarming to see how their legs are trembling, it seems that they are about to break, and the kids will fall into the snow.

When the fawns were small, they allowed themselves to be stroked on the forehead. And now, as soon as you approach them, they run away. Why do fawns run away?

Preview:

For children 6 - 7 years old.

What month is it?

The northern summer quickly passed. The sky frowned, and suddenly, instead of the expected rain, large snowflakes began to swirl. The gray forest has calmed down. The last leaves tremble from gusts of strong wind.

Only the stubborn alder does not give in, it does not want to turn yellow. What month is it?

What did the bear say?

Everyone prepares for winter in their own way. A fidgety squirrel is jumping. He collects nuts, places them in hollows, in wood crevices, and if he finds a fungus on the ground, he picks it and hangs it on a tree to dry - it will come in handy in winter.

The squirrel works all day and all day long looks at its neighbor, the bear, who by autumn has become lazy and clumsy. “Why are you so lazy, bear? - asks the squirrel. – Why don’t you prepare for winter and stock up on food? There will be nothing to eat in winter.”

The bear laughed and said something quietly to the squirrel, so quietly that she didn’t hear it. What did the bear say to the squirrel?

Where do birds spend the night?

Many people think that the nest serves as a home for the bird. But when someone says that a small or large bird took refuge from the weather in its nest, know that this is not true. After hatching the chicks, the female leaves the nest and never returns to it.

Birds have no home. Where do the birds spend the night?

Who is this man?

A man was walking through the taiga. I came across a stream. He sat down next to him, carefully examined the water, and tasted it.

I was very interested: why is the water such a red color?

You and I will walk through – well, stream and stream, what’s special about it? And the stream will tell this person a lot. If the water in it is gray, it means that there is fertile land, black soil. If the water is yellow, then there is clay below.

But if it’s red or rusty, then there may be iron deposits underground. Who is this man?

Use these games and exercises not all at once, but one or two games a day. So that the child does not get tired of them. If you play together, he will learn the material faster.

Do not forget to mark with a red pencil those tasks in which the child had difficulties, and briefly describe what they are. Thank you for your cooperation. Sincerely, Ekaterina Vladimirovna.

On this topic:

Material from the site nsportal.ru

GBDOU kindergarten No. 40, Pushkinsky district, St. Petersburg

Development of speech in children of primary preschool age in play activities

Prepared by teacher: Trankova Lyudmila Evgenievna

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech. The problems of speech development in children through play activities are solved more productively, since at preschool age this type of activity is the leading one.

Very often we, adults, rush to do something for the child, to answer any question. But is this always justified?

A set of ready-made knowledge does not create a need in the process of cognition, the desire to overcome difficulties, to independently search for solutions and achieve goals. The child can find the answer to many questions himself, and it doesn’t matter that only through trial and error.

Any game solves a specific problem aimed at understanding, accumulating, expanding children’s knowledge, as well as speech skills.

The work on the development of children's speech is based on an integrated approach aimed at solving interrelated problems covering different aspects of speech development (lexical, grammatical, development of coherent speech). The main principle is the interrelation of different speech tasks, which appear in different combinations at each time stage. Therefore, it is necessary to arouse interest in the process of cognition and help children independently seek answers to the questions posed.

The main thing is not to be afraid to be kind and affectionate with children.

A firm focus on GAME as a means, method, and form of organizing the developmental activities of little people will help the teacher make his work joyful.

I want to show how work on speech development is carried out

children of primary preschool age

gaming activities using the example of one of my days:

In the morning we bring the toy doll Masha into the group, which will greet the children and stay with them throughout the day. When meeting children, we offer to say hello, tell them about their mood, show the guest toys, etc. During communication with the puppet, we monitor the children’s speech and unobtrusively correct it, since the teacher’s speech serves as a model for the child.

Greeting ritual: “Good morning!”

Source nsportal.ru

Work program for the development of speech in preschool children (“Early Development School”) - Work program - page 1

2011

Explanatory note

The role of the native language in the education of preschool children is very great. Through speech, a child learns the rules of behavior, communication, agreements between people on interaction, perceives the beauty of the world around him and can talk about what he saw, conveying sensations and feelings.

Already from preschool age, the child shows great interest in linguistic reality, “experiments” with words, creates new words, focusing on both the semantic and grammatical aspects of the language. This is a necessary condition for his linguistic development, which is based on the gradual awareness of the linguistic phenomena of speech.

Such development leads to mastery of all the riches of the native language. With spontaneous speech development, children receive a rather low speech skill, so special training in an early development school is necessary.

In our time of information technology, the development of children's speech is an urgent problem. Children know how to use technology, but do not know how to show their speech creativity. Preschoolers visit libraries little, read books, look at illustrations and tell stories.

They cannot describe their personal experience of impressions and sensations in 2-3 phrases. This is why it is so necessary, first of all, to have live communication with the child and well-structured teaching of native speech.

This work program is designed for 25 hours (1 hour per week). The course is aimed at the comprehensive development of the child, his coherent speech, phonemic hearing, creative thinking, coordination and fine motor skills, muscles of the locomotor system, etc. The course allows you to prepare children for learning to read, write and develops basic skills of speech culture.

How well a child is prepared for school determines the success of his adaptation, his entry into school life, his educational success, and his mental well-being. It has been proven that children who are not ready for systematic learning have a more difficult and longer period of adaptation and adaptation to educational (rather than play) activities. These children have poorly developed coherent speech and mental abilities - they do not know how to ask questions, compare objects, phenomena, highlight the main thing, they have not formed the habit of basic self-control.

The main goal The school preparation program is aimed at the comprehensive development of the child: the formation of learning motivation, the development of thinking, imagination, creativity, an increase in memory capacity, the development of attention, speech and the ability to argue one’s statements, identifying the individual characteristics of future first-graders and the formation of readiness for schooling.

Special tasks are used in classes

to identify signs of similarity and difference between two or more objects;

selecting identical objects from a group of objects;

highlighting an extra item;

combining various items into groups;

identifying logical inconsistencies in a picture or story.

Tasks:

Formation of different structural levels of the language system - phonetic, lexical, grammatical;

Formation of language skills in its communicative function: development of connected speech, development of verbal communication;

Formation of the ability to basic awareness of linguistic and speech phenomena;

Development of fine motor skills of the hands using rhythmic and finger exercises. Tracing, shading, playing with pencils, etc.;

Formation of the personality of a preschool child: studying the needs and individual characteristics, child behavior, interpersonal relationships with peers and adults;

Development of imagination and creativity.

Adaptation to school conditions, preparation for literacy training , R vocabulary development.

Classes are structured in an entertaining, playful way using speech games, which allows children to successfully master the sound analysis of words and watch with interest their use in speech. The educational material is presented in comparison, comparison and encourages children to constantly reason, analyze, draw their own conclusions, learn to justify them, and choose the right solution among various answer options. Thus, the main value is formed and developed - the child’s creative thinking, on the basis of which a system of knowledge about language will gradually develop and the need for language proficiency and speech improvement will be formed.

When studying the problem of the development of coherent speech, the child’s ability to structurally correctly construct a text and use the necessary means of communication is considered as the most important indicator of the coherence of statements. The path to the formation of this skill leads from a dialogue between an adult and a child, in which the adult takes on a leading role, directing the children’s train of thought and suggesting ways of expression, to the detailed monologue speech of the child himself.

The process of transition from dialogue to monologue has its own clear logic. An adult teaches a child to first construct simple statements, then connect them together. At the same time, the child’s speech acquires an arbitrary character, and an element of planning is included in it.

This makes it possible to move on to learning how to plan and compose a retelling. The development of generalization and awareness of linguistic phenomena acted as one of the conditions for the successful acquisition of elements of vocabulary, grammar, coherent statements, and the formation in children of initial linguistic ideas and understandings of what a word, a sentence is, and how they are constructed. Awareness of the sound composition of a word and the verbal composition of a sentence brings the child to the threshold of mastering literacy and, most importantly, lays the foundations for a new attitude towards language and conscious operation of it.

Key aspects of task compatibility

Vocabulary work is aimed not only at quantitatively enriching the vocabulary, but also at deepening the understanding of the meaning of words. Children begin to master ways of expressing the necessary content in words and the ability to use learned words in a coherent statement. Solving lexical problems, of course, is impossible without special work to familiarize children with an ever-expanding range of objects and phenomena, to deepen their knowledge about them.

The formation of the grammatical structure of speech is also in close connection with the development of coherent speech and lexical work. When analyzing a literary work, while looking at paintings, or inventing independent stories, children learn to recognize the semantic shades of a word, and the tasks that are offered to them are aimed at learning to agree on nouns and adjectives in gender, number, and case. Such exercises help the child begin to understand grammatical forms and use them correctly when composing stories.

The tasks of developing coherent speech are closely related to the tasks of educating the sound culture of speech. Elements of the sound culture of speech, such as sound pronunciation, tempo of speech, voice strength, intonation expressiveness, each in their own way influence the coherence of the presentation of a particular content. Speaking about the coherence of a statement, it should be emphasized that its formation presupposes the child’s assimilation of various types of connections (between words, sentences, between parts of a statement).

In classes, what comes to the fore is not the order of one or another type of storytelling (retelling, composing stories based on a picture, about a toy, various types of creative stories), but the compatibility of the task of developing coherent speech with other tasks. Thus, some classes with objects and story pictures are used both for children to perform lexical, grammatical and phonetic exercises, and to develop the ability to answer the teacher’s questions, highlight the characteristics of the described objects and compose independent stories

Much attention is paid to assessing children's statements. First, the teacher gives the assessment (thanks for the story, it was very interesting). At the age of 5-7, children can evaluate their own stories - this is as part of learning to construct a coherent statement.

At each lesson, educational tasks are also solved: development of a culture of verbal communication; the formation of moral qualities of the individual (empathy, sympathy), while the content of literary works and paintings has a great positive impact.

When teaching preschoolers to retell literary works, their attention is specifically drawn to the theme (content) of the work, thanks to which they penetrate into the moral aspects of the work, and they develop ethical ideas and moral feelings. And when using methodological techniques for the development of coherent monologue speech, they contribute to the formation of moral behavior.

When telling a story together (one picture at a time or a series of plot pictures), children agree among themselves on the sequence of the story: who starts, who continues, who completes the story. Here, on the one hand, for themselves and for other children there is a “living model” of the structure of the story, on the other hand, the formation of relationships necessary for performing joint activities occurs. Storytelling in groups teaches preschoolers to negotiate with each other, help each other if necessary, give in, etc.

Collective storytelling can take different forms:

1. When choosing storytellers as a teacher.

2. A group of children.

3. One of the children.

It is important for the teacher to take into account the conditions of upbringing and the level of development of children, remember educational tasks and solve them in conjunction with other (speech, mental, aesthetic) tasks.

Children should develop not only speech skills, but also communication and speech skills. It is necessary to create conditions for the emergence of a motive for speech, as well as for the planning and implementation of speech acts in the process of teaching speech and language.

Care should be taken to motivate children’s speech, encouraging them to engage in speech activity. The presence of speech motivation means that the child has an internal urge to express his thoughts, and this influences the transition of patterns into the child’s own active speech.

This happens in a relaxed, natural environment of communication. Thus, the teacher must take care to bring the nature of communication with children in the classroom closer to natural conditions.

Another side of the communicative-activity approach to speech is that it is always part of some other - entirely theoretical, intellectual or practical activity. In each of them it can be used differently.

For speech development, this means that it occurs not only in communicative, but also in other types of child activity. Consequently, it is necessary to determine with the help of what techniques, using what linguistic means, in relation to what types of children’s activities can solve the problem of improving the child’s mental, speech and practical activity.

The structure of a lesson on speech development is determined by the principle of interconnection between various sections of speech work:

1. Enrichment and activation of the vocabulary.

2. Work on the semantic side of the word.

3. Formation of the grammatical structure of speech.

4. Nurturing the sound culture of speech.

5. Development of elementary awareness of linguistic phenomena.

6. Development of coherent monologue speech.

It is the interconnection of different speech tasks in the classroom that creates the prerequisites for the most effective acquisition of speech skills. Therefore, an integrated approach is advisable, where different speech tasks are combined, often on the same content.

Principles of working with preschool children on speech development:

1. Scientificity.

2. Taking into account the psychological and age characteristics of children.

3. Accounting for children’s preschool activities (play, everyday life, activities).

4. Systematic relationship between educational material and the child’s interest in his native speech.

5. Accessibility, specificity.

Material from the site gigabaza.ru

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Speech development in accordance with the Federal State Educational Standard for preschool education

Speech development in accordance with Federal State Educational Standards

preschool education

The system formed in Russia over many decades preschool education is currently undergoing major changes. The Federal State educational standard of preschool education(GEF DO) . These changes were necessary due to the understanding of the importance of preschool education for further successful development and education of each child, ensuring quality education of preschool children.

The changes affected not only educational activities, but also the professional competence of teachers, as well as financing the implementation of the basic educational program of preschool education.

Educational activities are carried out in various types of activities and cover certain areas child development which are called educational areas. Federal State Educational Standard defines 5 educational areas:

1) social - communicative development- aimed at mastering the norms and values accepted in society, development communication and interaction of the child with adults and peers, the formation of independence;

2) educational development - involves the development of children's interests, curiosity and cognitive motivation, formation of cognitive actions, development of imagination and creative activity;

3) speech development- includes mastering speech as a means of communication and culture, enriching the active vocabulary, communication development, grammatically correct dialogical and monologue speech;

4) artistic - aesthetic development - involves development prerequisites for the value-semantic perception and understanding of works of art, the natural world, the formation of an aesthetic attitude to the surrounding world;

5) physical development- includes the acquisition of experience in motor activity, the formation of healthy values lifestyle.

Speech development still remains the most relevant in preschool age.

primary goal speech development is the development free communication with adults and children, mastering constructive ways and means of interaction with others.

According to Federal State Educational Standard for Pre-Speech Development includes components:

1) mastering speech as a means of communication and culture (this means that it is necessary to form children’s oral speech at such a level that they do not experience difficulties in establishing contacts with peers and adults, so that their speech is understandable to others);

2) enrichment of the active vocabulary (occurs at the expense of the main vocabulary fund preschooler and depends on the vocabulary of the teacher and parents; to expand the vocabulary of children, favorable conditions are created with comprehensive thematic planning of work);

3) communication development, grammatically correct dialogical and monologue speech (our coherent speech consists of two parts - dialogue and monologue. The building material for it is a dictionary and mastering the grammatical structure of speech, i.e. the ability to change words, combine them into sentences);

4) development of speech creativity(the work is not easy, it assumes that children independently compose the simplest short stories, take part in composing poetic phrases, come up with new moves in the plot of a fairy tale, etc. All this becomes possible if we create conditions for this);

5) acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature (the main problem is that the book has ceased to be a value in many families, children do not gain the experience of reading at home - listening, the book should become a companion for children);

6) the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write (preparation for learning to read and write is the formation of skills in sound analysis and synthesis. From the child’s ability to analysis and synthesis speech formation of correct pronunciation also depends on sounds);

7) development sound and intonation culture, phonemic hearing (the child learns the stress system, pronunciation of sounds, the ability to speak expressively, read poetry; the child learns to name words with a certain sound, determines the place of the sound in a word).

Preschool child development age is most successfully carried out in conditions of enriched development environment, which ensures the unity of social and natural means, diverse activities and enrichment children's speech experience.

Developmental environment is a natural setting, rationally organized, rich diverse sensory stimuli and play materials.

In such an environment, it is possible to simultaneously involve all children in the group in active cognitive and creative activities.

Speech development environment, as part of the general one, is aimed at an effective educational impact, at the formation of an active cognitive attitude towards the surrounding world and towards the phenomena of the native language and speech. Therefore the creation speech development environment is the most important direction for improving the quality of work on speech development of preschoolers.

Speech development The environment is not only the objective environment; the role of the adult in organizing the influence of one’s own speech on the development of different aspects of speech is also important. preschooler.

Speech environment created in a certain group is a factor either restraining or activating the process child's speech development, therefore creating development environment, it is important to consider the level speech development, interests, abilities of children of this group. As main components speech development environments are isolated following:

Teacher's speech;

Leadership Methods and Techniques development of different aspects of speech in preschoolers;

Special equipment for each age group.

One of the most important components is the teacher’s competent speech, since it is the teacher who lays the foundations for the culture of children’s speech, forms the foundations speech activity of children, introduces them to the culture of oral expression. The speech of a preschool educational institution teacher has a teaching and educational orientation. The main thing is the quality of its language content, which ensures high work results. The teacher’s speech should answer the following requirements:

1) CORRECTNESS – i.e. compliance with language standards. While listening to the teacher, children should not be distracted from the content or meaning of the speech due to incorrect pronunciation or a non-standardly constructed phrase.

2) ACCURACY - i.e. precise speech is speech that adequately reflects reality and unambiguously indicates in words what should be said.

3) LOGICALITY - i.e. the presence in the statement of 3 meaning-forming components: beginning, main part and end of the utterance. Also important is the teacher’s ability to correctly, competently, and logically connect all sentences and parts of a statement with each other.

4) PURITY - i.e. the absence in speech of elements alien to the literary language. The teacher’s language is also polluted by his unjustified use of borrowed words, dialectal, slang and slang expressions.

5) EXPRESSIVENESS is a feature of speech that captures attention and interest, creating an atmosphere of emotional empathy.

6) WEALTH - it is judged by the number of words and their semantic richness. This is lexical and semantic richness. But there is also a syntactic concept wealth: this is the speaker's use proposals: simple and complex, complete and incomplete, complex, complex, non-union, etc. The richness of speech is directly related to the level of general culture, erudition, and erudition.

7) APPROPRIATENESS – i.e. the use of units in speech, relevant situations and conditions of communication. Relevance requires teacher flexibility speech behavior: can he determine the correctness and expediency of words, forms and phrases, their semantic shades, provide in advance the work on their assimilation.

Leadership Methods and Techniques speech development of children, special equipment - their selection directly depends on the characteristics speech development children of each age group.

Peculiarities speech development first junior group

1. Competent speech of the teacher;

development speech as a means of communication (orders, hint, sample, conjugate speech, etc.);

(stories, reading);

4. independent examination of pictures, toys, books (on development of initiative speech)

Peculiarities speech development second junior group

1. Competent speech of the teacher;

2. methods and techniques aimed at development speech as a means of communication (instructions, tips, sample appeal, sample interaction through speech in different types of activities);

3. methods and techniques aimed at developing the ability to listen and hear (conversations, stories, reading);

4. organization "Corner of interesting things"(stimulating independent viewing of books, pictures, toys, objects for development of initiative speech, enriching and clarifying children’s ideas about the environment).

Peculiarities speech development of the middle group

1. Competent speech of the teacher;

2. methods and techniques aimed at development speech as a means of communication (satisfying the need to receive and discuss information; developing communication skills with peers; familiarity with formulas speech etiquette);

3. methods and techniques aimed at developing the ability to listen and hear (listening to children; clarifying answers; hints; stories from the teacher - emphasis on stimulating cognitive interest);

"Corner of interesting things" development of explanatory speech). organization of activities in "Corner of interesting things"(sets of pictures, photographs, postcards, magnifying glasses, magnets, etc. for development of explanatory speech).

Peculiarities speech development senior and preparatory

to school groups

1. Competent speech of the teacher;

2. methods and techniques aimed at development speech as a means of communication (familiarity with formulas speech etiquette, targeted formation of all groups of dialogical skills; skills to competently defend one’s point of view);

3. methods and techniques aimed at developing independent storytelling skills (encouraging children’s stories; transforming statements into coherent stories; recording and repeating stories; clarifications, generalizations);

4. organization of activities in "Corner of interesting things"(replenishment of the corner - emphasis on expanding children’s ideas about diversity of the surrounding world; organization of perception followed by discussion);

With such features speech development in every age group:

1. Favorable conditions are created for the formation speech children’s skills and abilities not only in specially organized training, but also in independent activities;

2. Provides a high level speech activity of children;

3. Child mastery occurs speech skills and abilities in a natural environment of live conversation.

Speech development in accordance with the Federal State Educational Standard for Educational Education includes the development speeches and fiction.

The main areas of work on speech development are:

1. Dictionary development: mastering the meanings of words and their appropriate use in compliance with the context of the statement, with the situation in which communication occurs.

2. Nurturing sound culture speeches: development perception of sounds of native speech and pronunciation.

3. Formation of grammatical structure.

4. Development of coherent speech(Dialogue (spoken) speech Monologue speech (story).

5. Formation of elementary awareness of the phenomena of language and speeches: distinguishing sound and word, finding the place of sound in a word. Fostering love and interest in the artistic word.

Construction educational process should be based on age-appropriate forms of working with children. The choice of forms of work is carried out by the teacher independently and depends on the number of students, equipment and specifics preschool, cultural and regional characteristics, from the experience and creative approach of the teacher. The leading form of work on development children's speech is educational situation.

Educational situations are used:

– in a directly organized educational activities - in the process of organizing various types of children's activities, given Federal State Educational Standard. They are aimed at developing in children knowledge, skills to reason, draw conclusions, development skills in various types of activities (game, communicative, cognitive-research, perception of artistic literature and folklore, constructive, fine art, musical, motor);

- during regime moments and are aimed at consolidating existing knowledge and skills, their application in new conditions, the child’s manifestation of activity, independence and creativity.

Let's look at examples educational situations, used for .

O. M. Eltsova notes that for development game communication uses a game learning situation (IOS). All qualities and knowledge are formed not by the ITS itself, but by one or another specific content that is specially introduced by the teacher.

1. Situations - illustrations. Suitable for younger preschool age. Simple scenes from the lives of children are played out. Using various gaming materials and teaching aids, the teacher demonstrates to children samples socially acceptable behavior and also activates their effective communication skills.

2. Situations - exercises. Used from the middle group. The child actively acts in them. Children train in performing individual game actions and linking them into a plot, learn to regulate relationships with peers within the framework of game interaction.

3. Situations - problems. Used from older ages. Participation in situations-problems contributes to children’s assimilation of the main directions of social relations, their "working out" and modeling the strategy of one’s behavior in the human world. By actively participating, the child finds an outlet for his feelings and experiences, learns to recognize and accept them.

4. Situations - assessments. Used in the preparatory group. They involve analysis and justification of the decision made, its assessment by the children themselves. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the decision and evaluate it.

A. G. Arushanova offers as a form speech development children - scenarios of activating communication - learning to play (dialogical) communication. This form includes conversations with children, didactic, active, folk games; staging, dramatization, examination of objects, etc.

A number of authors (L. S. Kiseleva, T. A. Danilina, T. S. Lagoda, M. B. Zuikova) consider project activities as an option for an integrated teaching method preschoolers, as a way of organizing the pedagogical process, based on the interaction between teacher and student, step-by-step practical activities to achieve the goal. Implementation educational field« Speech development» possible through the project method. Using project activities, children automatically master new concepts and ideas in various areas of life. The essence "project method" V education is a member of such an organization educational process, in which children acquire knowledge and skills, experience in creative activity, and an emotional and value-based attitude to reality in the process of planning and performing gradually more complex practical tasks. The main task is to help the child believe in himself, since children most fully and clearly perceive what was interesting, what they themselves found and proved.

Design technology and use of the project method in preschool educational institutions with integration in various educational areas is a unique means of ensuring cooperation, co-creation of children and adults, a way of implementing a person-oriented approach to education.

Integrated learning gives children the opportunity to think, create, imagine, compose, learn, develop communication skills, enrich vocabulary and form grammatical structures of speech.

This form speech development of preschoolers how the game encourages children to make contacts and is a motive for communicative activities. Bizikova O. A offers games with ready-made texts: movable "King", "Kite", "Snake", "Liski" and etc. ; didactic "I was born a gardener", "Paints", "Smeshinki" etc. (master diversity initiative and response remarks, join in the implementation of the basic rules of dialogue); didactic games that involve dialogic interaction, but do not contain ready-made replicas: "Who will confuse whom", "Errand", “Alike - not alike”, "Help yourself to a pie", games with the phone "Calling the Doctor", "Calling Mom at Work", "Bureau of Good Offices".

Another example of a form speech development of preschool children is suggested by the authors: Kuzevanova O.V., Koblova T.A.: literary and musical festivals, folklore fairs, dramatization games, different types of theaters, social events, speech newspapers, homemade books, problem situations, gatherings, interactive speech stands, events calendar, etc.

Pozdeeva S.I. notes that “when organizing any educational situation, any activity in preschool educational institution teacher important:

Firstly, think through the organization of different ways of adult-child and children’s activities,

Secondly, see the resources of different stages of the lesson for development communicative competence of children."

So way, various forms of work are resourceful in terms of speech development of preschoolers, formation of children's communicative competence, If: - children jointly solve an educational and gaming task that is interesting and significant for them, acting as assistants in relation to someone, - enrich, clarify and activate their vocabulary by performing speech and practical tasks - the teacher is not a rigid leader, but an organizer of a joint educational activities who does not advertise his communicative superiority, but accompanies and helps the child become an active communicator.

The main directions of work on the development of children's speech in preschool educational institutions

Kashina Elena Vladimirovna

teacher

Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech - phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The earlier learning of the native language begins, the more freely the child will use it in the future; this is the foundation for the subsequent systematic study of the native language.

The system of speech work should be based on an integrated approach aimed at solving problems covering different aspects of speech development - phonetic, lexical, grammatical, and on their basis - the development of coherent speech.

One of the leading tasks that preschool educational institutions solve is the development of children's speech.

Speech, as the leading means of communication, accompanies all types of child activity. From the quality of speech, the ability to use it in a game, during joint activities between a teacher and a child, when planning and discussing a drawing, in observing a walk, when discussing a performance, etc. depends on the success of a child’s activities, his acceptance by peers, his authority and status in the children’s community.

According to the Federal State Educational Standards of Preschool Education, the content of the educational field “Speech Development” is aimed at achieving the goals of developing oral speech and verbal communication skills with others based on proficiency in the literary language of one’s people through solving the following tasks:

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.

The process of forming children's speech should be built taking into account not only general didactic, but also methodological principles of teaching. Methodological principles are understood as general starting points, guided by which the teacher chooses teaching tools. These are principles of learning derived from the patterns of children’s acquisition of language and speech. They reflect the specifics of teaching native speech, complement the system of general didactic principles and interact with such of them as accessibility, clarity, systematicity, consistency, awareness and activity, individualization of learning, etc. Methodological principles also act in conjunction with each other.

In relation to preschoolers, based on an analysis of research on the problems of speech development of children and the experience of kindergartens, we will highlight the following:methodological principles of speech development and teaching the native language.

The principle of a communicative activity approach to speech development. This principle is based on the understanding of speech as an activity involving the use of language for communication. It follows from the goal of developing the speech of children in kindergarten - the development of speech as a means of communication and cognition - and indicates the practical orientation of the process of teaching their native language.

This principle is one of the main ones, since it determines the strategy of all work on speech development. Its implementation involves the development of speech in children as a means of communication both in the process of communication (communication) and in various types of activities.

The principle of forming elementary awareness of language phenomena. This principle is based on the fact that the basis of speech acquisition is not only imitation, imitation of adults, but also an unconscious generalization of language phenomena. A kind of internal system of rules of speech behavior is formed, which allows the child not only to repeat, but also to create new statements. Since the task of learning is the formation of communication skills, and any communication presupposes the ability to create new statements, then the basis of language learning should be the formation of linguistic generalizations and creative speech ability.

Leontyev identifies three methods of awareness, which are often mixed: free speech, isolation, and actual awareness. In preschool age, voluntary speech is first formed, and then its components are isolated. Awareness is an indicator of the degree of development of speech skills.

The main directions of work on the development of children’s speech in preschool educational institutions:

Development of vocabulary (mastering the meanings of words and their appropriate use in accordance with the context of the statement, the situation in which communication occurs);

Nurturing sound culture (development of perception of the sounds of native speech and pronunciation), love and interest in the artistic word;

Development of coherent speech (dialogical (conversational) speech, monologue (storytelling);

Formation of elementary awareness of the phenomena of language and speech (difference between sound and word, finding the place of sound in a word);

Formation of grammatical structure (morphology, syntax, word formation).

In the practice of preschool teachers’ work on speech development, the following methods are used:

Visual:

Direct observation and its varieties (observation in nature, excursions);

Indirect observation (visual visualization: looking at toys and paintings, talking about toys and paintings).

Verbal:

Reading and storytelling of works of fiction;

Learning by heart;

Retelling;

General conversation;

Storytelling without relying on visual material.

Practical:

Didactic games;

Dramatization games;

Dramatizations;

Didactic exercises;

Plastic studies;

Round dance games.

Various means are used to develop speech:

communication between adults and children;

cultural language environment, teacher’s speech;

teaching native speech and language in the classroom;

fiction;

various types of art (fine, music, theater).

Let's briefly consider the role of each tool.

The most important means of speech development is communication.

In Russian psychology, communication is considered as a side of some other activity and as an independent communicative activity. The works of domestic psychologists convincingly show the role of communication with adults in the general mental development and development of the child’s verbal function.

Parents should remember that the development of speech begins and ends in preschool age. It is during this age period that children must master oral speech. And this can only be done in a practical way! Tin this waymastery of the native language, the development of speech, is one of the important acquisitions of a child in preschool childhood - this is the period of active acquisition by the child of spoken language, the formation and development of all aspects of speech: phonemic, lexical, grammatical. Being a means of communication, a tool of thinking, consolidating acquired knowledge about the phenomena of reality, speech serves as the most important factor in the development of human society.