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Preparing to teach literacy to older children preschool age

Preparation for teaching literacy to older preschool children

Preparing children for literacy occupies a special place in the development of children's speech.

Success in reading and writing will largely depend on how the child is introduced to diploma and in the assimilation of the Russian language in general.

Researches of scientists allowed, will establish the most sensitive terms for the beginning literacy education for children. Preparation should begin at the senior kindergarten group, as a five-year-old child has a special flair for language. The child has a special sensitivity and susceptibility to the sound side of speech, so work with the word should go from the semantic meaning of the word to the sound.

The social order of parents, a special interest of modern children to reading led to a change in the content of classes on preparing children for literacy in kindergarten. Tasks appeared that were not previously set for children and teachers preschool institutions. The top tasks include teaching older preschoolers to read. Teachers use copybooks on a printed basis, which allows teach 5 year olds cursive writing.

At present, it is advisable to establish continuity between a specific preschool educational institution and a specific school in determining the content and scope of work on literacy education for preschoolers. The speech and language development of the child should proceed smoothly within the framework of age capabilities and individual characteristics of each child. Continuity will eliminate duplication of school programs in preparing children for education in a preschool educational institution.

Organizing work for preparation for literacy, the educator always needs to remember that the main thing is to take into account the characteristics of the child preschooler his interests and needs. It is impossible to break the habitual way of life, overload the schedule of classes, shorten the schedule of classes, reduce the time of games and other activities.

Training to school - the organization of a full-fledged, emotionally rich life of the child, satisfying his interests and needs throughout preschool childhood. The knowledge acquired by a child in the process of activity, cognition and communication is, first of all, a condition for personal development. The importance is not in their accumulation, but in the ability to solve important life tasks with their help.

Modern parents want to see their children well prepared for school(in their opinion, this is mastering the ability to read and write). And if Kindergarten does not solve this problem, then parents, as a rule, quickly find ways to satisfy their needs: the child begins attending classes or at "school of early development", or in preparatory class of a public school. (And this is on top of those classes that are held in kindergarten) and if we add to this a visit by a child of 6-7 years old to a music school, art studio or sports section, then one can easily imagine the overall picture of the educational load on a modern child - preschooler. Practice has confirmed that the tilt towards the intellectualization of education preschoolers will not give value-significant results in the integral development of the child's personality. The main task of an adult (teachers, parents)- to preserve the world of childhood, to help the child live his childhood in joy, to ensure the gradual social maturation.

What are the content requirements literacy education for children in modern educational programs.

In an updated version of the Russian programs« Education and training programs in kindergarten» (under the editorship of M. A. Vasilyeva) scope and content of the work preparation for literacy are preserved. By the end of the year, baby must: distinguish concepts "sound", "syllable", "word", "sentence"; name in sequence words in a sentence, sounds and syllables - in words; find words with a given sound in a sentence, determine the place of sound in a word.

The ability to name sounds in words in sequence requires the skill of sound analysis of the composition of a word.

In the updated version programs the name of the department is saved "Speech development", and the subsection or line of business is formulated as « Preparing for literacy» .

The traditional content of the work preparing children for literacy includes three directions:

1) Development of coherent speech;

2) Preparing to Learn to Read;

3) Preparation for learning to write.

These areas should become an obligatory structural component of the classes.

Starting to organize the process teaching older preschoolers, it is important for the teacher to consider two moment: education should not destroy the naturalness of life children and forced education is useless. In the process of organized educational activities the spirit of discovery must prevail (do not tell the children ready-made). The child must be created conditions for the use of search methods of orientation in tasks. More frequent contact should be made with children assignments: think, guess. At preparing and the organization of classes, the teacher should strive to expand the field of active creative mental activity children, include a situation of dispute, discussion, ask to justify your opinion or answer.

It must be remembered that each child has his own time and his own hour of comprehension.

Ten Tips for Parents

Advice 1. Work with your child regularly, choose areas of study, do not jump from one type of activity to another.

Tip 2. Do not exercise with a child if he is not feeling well or is actively refusing to study.

Tip 3. Start the lesson with favorite or easy-to-do tasks - this will give the child confidence in his abilities.

Tip 4. Calmly, without irritation, treat the difficulties and failures of the child.

Tip 5. Do not scold, do not shame the child for failures.

Tip 6. Patiently explain everything that is not clear.

Tip 7. Encourage, support the child in cases where he experiences difficulties or something does not work out for him.

Tip 8. Be sure to find something to praise your child for during each session.

Tip 9. Do not force your child to repeat those tasks that are difficult and do not work out. In such cases, you should return to similar, but simpler tasks.

Tip 10. Learn to see not only the weak, but also the strengths of the child's development. Arrange classes so that the child can use the strengths of his development.

Related publications:

"Preparing preschool children for schooling" Preparing a child for schooling and ensuring his successful adaptation to the conditions of school life is one of the important tasks not only.

The use of gaming technologies in preparation for teaching literacy to children of senior preschool age. The use of gaming technologies in preparation for teaching literacy to children of senior preschool age. Utina Svetlana Yurievna, teacher.

Card file of didactic games to prepare children of senior preschool age for literacy Senior group No. p. name goal Game progress 1. Didactic game "Name the toy" Development of ideas about the variety of words. Acquaintance.

Abstract of a lesson on teaching literacy to children of senior preschool age. Topic: The vowel a and the letter A. Summaries of lessons on teaching literacy. Lesson number 1 Topic: “The vowel sound A, the letter A, a. Determination of the place of sound in words. Division of words into

Abstract of a lesson on teaching literacy for children of senior preschool age "Journey through the fairy tale" Geese-swans " Abstract of a literacy lesson for older preschool children "Journey through the fairy tale" Geese Swans " Purpose: to repeat and consolidate.

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TOPIC: THEORETICAL FOUNDATIONS OF PREPARING CHILDREN FOR LITERATURE.

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• Used Books

The Essence of Preparing Children for Literacy

The issues of preparing kindergarten students for school are becoming increasingly important. They are especially relevant at the present time, when the content of primary education has changed. The school is interested in ensuring that children entering the first grade are well prepared for learning to read and write, i.e. would have developed phonemic (speech) hearing, good oral speech, correctly set initial skills in compiling and analyzing sentences, in dividing words into syllables, could hold a pencil and distinguish lines in a notebook. Children who have received such training will easily and freely master the process of reading and writing at school.

According to the observations of psychologists and teachers, preschool children begin to show interest in learning early. Even if children are not taught to read in kindergarten and in the family, some of them still master reading, recognize individual letters. Learning on their own, children often begin to read by letter, and not by syllables. The so-called letter-by-letter reading is highly undesirable. It makes it difficult to understand what is read, slows down the pace of reading, and leads to errors in writing.

At present, the "Kindergarten Education Program" provides for preparatory work for acquiring literacy, not related to memorizing the letters of the alphabet.

The idea of ​​teaching children to read and write in kindergarten has been around for a long time. Psychologists and educators have carried out extensive experimental work in this direction. Based on the research of such scientists as L.S. Vygotsky, L.I. Bozhovich, A.P. Usov, methodologists of preschool education E.I. Tiheeva and Yu.I. Fausek, it was concluded that it is quite possible to teach literacy in kindergarten. In 1956-1959. famous Soviet methodologist A.I. Voskresenskaya carried out a lot of experimental work, on the basis of which she developed guidelines for literacy classes in kindergarten.

However, until kindergartens are able to cover every preschool child with their network, until they have at their disposal highly qualified specialists who know the scientific methods of teaching children to read and write, it is hardly advisable to set this task.

Under existing conditions, literacy education is the direct responsibility of the school. But the kindergarten must take on some work to prepare children for school. In this regard, kindergarten teachers need to know what children are taught in school and how to prepare kindergarten students to successfully master the primary school curriculum.

The child begins to practically use his native language from early childhood, but he does not realize the ways in which his speech is carried out. With the beginning of learning to read and write, he begins to analyze his speech and learns that it consists of sentences, which in turn consist of separate words, words - from syllables, syllables - from sounds. Sounds in writing are indicated by letters. From a psychological point of view, the initial period of learning to read and write is the formation of a new attitude towards speech in the child. Speech itself, its external sound side, becomes the subject of knowledge. Therefore, during the period of literacy training, a large place is given to the development of phonemic hearing, the ability to distinguish individual words, sounds in a word in a speech stream.

The tasks of preparing children for literacy in kindergarten

The problem of teaching literacy in kindergartens in Russia is not new. Until 1944, it was planned to teach children from 7 to 8 years of age to read and write. From 1944, when the school switched to teaching from the age of seven, and until 1962, the question of teaching preschool children to read and write was not raised in the kindergarten curriculum.

At the same time, psychological and pedagogical research (L.S. Vygotsky, D.B. Elkonin, L.I. Bozhovich, E.I. Tikheeva, Yu.I. Fausek, R.R. Sonina and others), the experience of kindergartens , family education showed the need and possibility of earlier teaching children to read and write. In the second half of the 50s. under the direction of A.P. Usova and A.I. Voskresenskaya carried out a large amount of experimental work in order to study the features, content and methods of teaching reading and writing to children of six years old. On its basis, the section "Teaching Literacy" was included in the "Program of Education in Kindergarten" (1962), which provided for the teaching of reading and writing to children of the preparatory group for school in an incomplete alphabet. During the approbation of the program, its content, for a number of reasons (lack of qualified personnel, shortcomings of the developed methodology, weak material base), underwent significant changes: first, teaching writing was excluded, and then reading.

By the beginning of the 70s. the only thing left in the program was preparation for literacy. At the same time, all this time, research on the development of methods for preschoolers did not stop. A team of researchers from the Research Institute of Preschool Education of the Academy of Pedagogical Education (L.E. Zhurova, N.S. Barentseva, N.V. Durova, L.N. Nevskaya) created a methodology for teaching reading to children aged 5–6 years based on the system of D.B. Elkonin.

To learn to read and write, a child must understand that speech is born from words, he must learn the sound-syllabic structure of words in Russian speech and the designation of sounds by letters.

The teacher in the literacy classes pays great attention to the practical study of speech sounds by children and the ways of their letter designation. Children gradually memorize images of letters, connecting each of them with a certain sound, learn to combine them into words and correlate words and sentences in written speech with the corresponding words and phrases in oral speech. Literacy is taught in close connection with work on the development of speech, on the understanding by children of the meaning of the word and its sound-syllabic structure.

Speech development is understood as work on pronunciation, word, sentence and coherent speech. Literacy classes are thus linked to mother tongue classes. Specific perceptions and ideas of children are the basis for the formation of their correct concepts and skills to express their impressions and thoughts in speech.

Research has made it possible to establish the most optimal (sensitive) timing for the start of literacy training. It was found that preschoolers have a selective susceptibility to learning to read and write. A five-year-old child has a special sensitivity and susceptibility to the sound side of his native speech, therefore this particular age is the most favorable for starting learning to read. Children of six years old show a special interest in reading and successfully master it (N.S. Varentsova). But it is advisable to start the formation of orientation in sound reality earlier, in the fifth year, when the child shows the greatest interest in the sound form of the language, the phonetic accuracy of speech, sound games, and word creation (N.V. Durova).

The results of these studies are reflected in the "Typical program of education and training in kindergarten" (M., 1984).

Preparation for literacy is provided not only in older groups, it begins much earlier.

Yes, already in the second junior group the ability to listen to the sound of the word is formed, children are introduced (in practical terms) to the terms "word", "sound".

AT middle group children continue to be introduced to the terms "word", "sound" practically, without definitions, i.e. learn to understand and use these words when doing exercises, in speech games. They are introduced to the fact that words consist of sounds, they sound different and similar, that the sounds in a word are pronounced in a certain sequence. Draw their attention to the duration of the sound of words (short and long).

The child develops the ability to distinguish between hard and soft consonants by ear (without highlighting terms), to identify and pronounce the first sound in a word in isolation, to name words with a given sound. They are taught to highlight a sound in a word with a voice: to pronounce a given sound drawl (rrrak), louder, clearer than it is usually pronounced, to call it in isolation.

AT senior group teach: to analyze words of various sound structures; highlight verbal stress and determine its place in the structure of the word; qualitatively characterize the distinguished sounds (vowels, hard consonant, soft consonant, stressed vowel, unstressed vowel); use the correct terms.

In the group preparatory to school, the work on mastering the basics of literacy is being completed. This includes teaching children to read and write. By the end of the year, children should: learn to read at a speed of 30 - 40 words per minute, write words in a notebook line, observing the type of connection of letters and a clear letter of their main elements; master the posture of the writer.

Analysis of the program shows that the main attention is paid to familiarization with the sound structure of the word, the formation of actions of sound analysis and the subsequent teaching of the beginnings of literacy.

Technique for preparing the hand for writing

Writing is a complex coordination skill that requires the coordinated work of the muscles of the hand, the whole arm, and the correct coordination of the movements of the whole body. Mastering the skill of writing is a long and laborious process that is not easy for all children. Preparation for writing is one of the most difficult stages in preparing a child for systematic learning. This is due to the psychophysiological characteristics of a 5-6 year old child, on the one hand, and to the writing process itself, on the other hand.

According to the data of psychologists and physiologists, small muscles of the hand are poorly developed in children of this age, coordination of movements is imperfect, ossification of the wrists and phalanges of the fingers is not completed. Visual and motor analyzers, which are directly involved in the perception and reproduction of letters and their elements, are at different stages of development; at the very initial stages of learning to write, children do not see elements in letters. They cannot distinguish them from the whole letter, and they do not fully perceive the configuration of the letter, not noticing small changes in the elements of its structure.

Psychologists note that in children 5-6 years old, the ability to assess spatial differences, which determine the completeness and accuracy of perception and reproduction of letter shapes, is not sufficiently formed. In addition, children find it difficult to navigate in such spatial characteristics necessary for writing, such as the right and left sides, top - bottom, closer - further, under - above, near - inside, etc.

The process of writing itself is extremely difficult, requiring continuous tension and control. At the same time, technical skills are formed: proper handling of writing instruments, coordination of hand movements when writing, compliance with hygienic rules of writing; graphic skills: the correct image of letters, the observance when writing words of the same size of letters and their location on the working line, etc .; spelling skills: the designation of sounds with the corresponding letters, compliance with the actual spelling rules.

Thus, the process of writing requires from the child not only physical, intellectual, but also emotional efforts. All kinds of overloads and the overwork associated with them have the most negative impact on the mastery of graphic skills and, moreover, on the development of the child's body. Therefore, at preschool age, it is the preparation for writing that is important, and not teaching it. It is important to develop the mechanisms necessary for mastering writing, to create conditions for the child to accumulate motor and practical experience, and to develop manual skills.

The main attention of the teacher should be paid to the formation of the correct posture when writing: children are taught to sit, hold a pen, place the necessary items on the desk, and work independently. Also parents and teachers who pay due attention to exercises, games, various tasks for development fine motor skills and coordination of hand movements, solve two problems at once: firstly, they indirectly affect the general intellectual development of the child, and secondly, they prepare them to master the skill of writing, which in the future will help to avoid many problems of schooling.

The success of work on the formation of motor skills depends on its systematic and regularity. Classes to prepare the hand for writing are held 2 times a week, the duration of the class is 30 minutes. for children 5 - 7 years old.

Tasks should bring joy to the child, boredom and overwork should not be allowed.

Educational and thematicplanning.

Program.

A set of measures that promote the development of hands and manual skill.

Finger gymnastics.

Practice with plasticine.

Work with designers. Tightening nuts, screws.

Mosaic games. Drawing up pictures according to the model and independently inventing plots.

Cutting with scissors.

Drawing with various materials - pen, pencil, colored pencils, chalk, watercolor, etc.

Paper work. Folding (origami). Weaving. Applications.

Graphic exercises. Hatching.

Coloring pictures in coloring books.

Fingergymnastics.

Scientists came to the conclusion that the formation of speech areas is carried out under the influence of kinesthetic impulses from the hands, or rather from the fingers. It is necessary to stimulate the speech development of children by training the movements of the fingers. Performing various exercises with fingers, the child achieves a good development of fine motor skills of the hands, which not only has a beneficial effect on the development of speech (since this inductively stimulates speech centers), but also prepares the child for drawing and writing. The hands acquire good mobility, flexibility, stiffness of movements disappears, which will further facilitate the acquisition of writing skills. "Finger games" are very emotional and exciting. They seem to reflect the reality of the surrounding world - objects, animals, people, their activities, natural phenomena. During the "finger games" children, repeating the movements of adults, activate the motor skills of the hands. Thus, dexterity is developed, the ability to control one's movements, to concentrate attention on one type of activity.

"Finger games" is a staging of any rhymed stories, fairy tales with the help of fingers. Many games require the participation of both hands, which allows children to navigate in terms of "right", "left", "up", "down", etc.

These games are very important for the development of children's creativity. If a child has learned any one "finger game", he will definitely try to come up with a new staging. Children over 5 years old can decorate games with a variety of props - houses, cubes, small objects, etc. It is advisable to start each lesson in preparation for writing with "finger games" in order to stretch the fingers, activate the motor skills of the hands for the children to successfully complete a variety of graphic exercises. Time of holding 3 - 7 minutes.

Games with cereals, beads, buttons, small stones.

These games have an excellent tonic and healing effect. Children are invited to sort, guess with their eyes closed, roll between the thumb and forefinger, press alternately with all fingers of both hands to the table, while trying to make rotational movements. You can teach a child to roll with the fingers of one hand two walnuts or a pebble, with the fingers of one hand or a six-sided pencil between two palms. You can invite children to lay out letters, silhouettes of various objects from small objects: seeds, buttons, twigs, etc. All activities involving small items must be supervised by an adult.

Cutting outscissors.

The teacher pays special attention to mastering the basic techniques of cutting - the skills of cutting in a straight line, the ability to cut various shapes (rectangular, oval, round). The task is to bring children to a generalized understanding of how to cut out any objects. When explaining the task, it is necessary to teach children not only to passively master the process of cutting out, but also to encourage them to give a verbal description of the movements of the teacher's hands when showing the ways of cutting out. Getting symmetrical shapes when folding paper folded like an accordion, children should learn that they are not cutting out a whole shape, but half of it.

Older preschoolers begin to master the skills of silhouette cutting without preliminary drawing, preparing the contour line. When teaching silhouette cutting, the technique of tracing the contour of an object in the air is successfully used. The development of the ability to "see" an object in the air is facilitated by the systematically conducted games "Guess what I'm drawing?", "Guess, I'll guess" (children or a teacher outline an object in the air, guess). Before you start cutting out the silhouette, you should consider where, from what angle, in which direction of the sheet, to direct the scissors, i.e. learn to plan ahead.

The ability to confidently use scissors plays a special role in the development of manual skill. For preschoolers, this is difficult, it requires coordination of movements. Symmetrical cutting, cutting out various figures from old postcards, magazines is a useful and exciting activity for future first graders.

Drawing,coloring.

It is necessary to teach children to paint carefully, without going beyond the contours of the depicted objects, evenly applying the desired color. Coloring, as one of the easiest activities, is introduced to a large extent for the sake of children learning the hygiene rules necessary for writing. At the same time, it continues to be a means of developing coordinated actions of the visual and motor analyzers and strengthening locomotive system writing hand. The child, doing the work of coloring, unlike the work associated with writing letters, does not feel tired, he does it with pleasure, freely, although his hand does the same manipulations as when writing. Since this work does not make it difficult for the child, he can concentrate on the main task - the implementation of hygienic rules for writing.

education literacy kindergarten

Drawing with various materials (pen, pencil, colored pencils, chalk) requires varying degrees of pressure in order to leave a mark on the paper from the writing object. This also contributes to the development of manual skills.

WorkWithpaper. Origami. Weaving.

The development of precise movements and memory is helped by weaving rugs from paper strips, folding boats, figures of animals from paper. It is necessary to introduce children to paper processing tools, to show the techniques of folding and folding paper, to give initial information about the types of paper (writing, drawing, newsprint, wrapping).

Graphicexercises. Hatching.

Done on unlined paper. Help prepare the hand for writing. The development of fine motor skills is determined not only by the clarity and beauty of the image of the lines, but also by ease and freedom: hand movements should not be constrained, tense. Correctly observing graphic proportions, writing smoothly and symmetrically is important for developing a beautiful and clear handwriting. The child should try not to tear the pen from the paper and not interrupt the lines. When drawing straight lines, the clarity of the handwriting and the confidence of the movement of the hand are clearly visible. The ability to freely draw smooth lines from left to right is important in the formation of handwriting. The ability to write with an inclination from top to bottom and from bottom to top is necessary for the formation of handwriting. Graphic exercises also contribute to the development of accuracy of movements, attention and control over one's own actions.

Hatching is one of the most important exercises. By mastering the mechanism of writing, children develop such confidence in the stroke that when they start writing in notebooks, they will succeed as a person who has written a lot.

Hatching rules:

Hatch only in the specified direction.

Do not go beyond the contours of the figure.

Keep the lines parallel.

Do not bring the strokes together, the distance between them should be 0.5 cm.

Performing various exercises in preparation for writing, the child and the teacher must constantly remember and observe the hygienic rules of writing, bringing their implementation to automaticity. Compliance with hygiene rules will help the child to overcome the difficulties of the technical side of writing in the future.

Educationletter.

Working out correct posture, the inclined position of the notebook on the desk and the ability to hold a pencil and pen while writing and drawing. Preparatory exercises for the development of the eye, hand and small muscles of the fingers: tracing and hatching contours, connecting lines and shapes, drawing and coloring patterns and borders with a continuous movement of the hand. Line mastery. Preparation for writing the elements of letters.

Letter elements of letters: straight oblique short stick, straight oblique long stick, stick with a rounded bottom, long stick with a loop, sticks with a rounded top and bottom, semi-oval and oval.

By the end of the year, children should:

know and observe the hygienic rules of writing (landing, position of hands when writing, position of a pen, notebook);

navigate in a notebook, on a line, on a page;

perform hatching, observing the rules of hatching;

confidently use scissors;

make simple paper figures by folding.

Termsforimplementationprograms

School board.

Furniture that matches the growth of children.

Poster "Sit properly when writing."

A set of stencils.

Templates for cutting.

Beans, seeds, buttons.

Every child should have

Album with unlined paper

Coloring books

Narrow line notebook

Simple pencil.

Colour pencils.

The paper is white.

Colored paper.

References for the preparation of this work were used materials from the site http://www.prescool. km.ru/

Hand preparation lesson summary

to writing in the senior group.

"Beautiful Firebird"

Target: Formation of the skill of coordinating the movement of the hand when writing.

Tasks:

1. Formation of the habit of taking a rational position of the body when writing while sitting.

2. Formation of the skill to hold a pencil in the right hand without tension when making lines.

3. Formation of the skill to draw lines in one direction, observing the basic rules of continuous writing.

Equipment: sample; ballpoint pen with red ink; a piece of chalk; tables and chairs according to the height of children; applicator Kuznetsov; sharpened pencils of the M series; double shoulder landmarks with pencil attachments: flower + bee; notebooks; large drawing "Firebird".

Course progress.

1. Organizationalmoment.

Guys, today a guest will come to our lesson. And guess who, after listening to the riddle.

Burning like the sun

Dropped a feather.

Ivan raised a feather

surprised and said:

"Am I not dreaming!

The real one is (Firebird)"!

The Firebird came to visit us. She wants to see how you will play with fingers, pencils. We are starting to practice.

wellnessan exerciseforformationcorrectposture.

(Children get up around and perform an exercise.)

"Warm-Up Begins"

The warm-up begins.

Get up and straighten your back.

Leaned left and right

And they repeated it again. (Tilts to the side.)

We squat on the account,

One, two, three, four, five.

it the right job -

Train leg muscles. (Squats.)

And now hand jerks

We do it with you. (Jerking hands in front of the chest.)

2. Mainpart.

Guys, stand behind the chair, hold the back. Show your right hand, stretch it to the side. Now put it on your right shoulder. Again extended the right hand, put on the right shoulder. Good girls! Sit quietly at the table.

An exercise " fingerssay hello"

Guys, let our fingers say hello to each other first. An exercise performed first one hand, after - second, after - two simultaneously. tip big finger alternately touch - " hello" With each finger.

Hello pointer!

Hello average!

Hello, nameless!

What's up, little finger?

(Sounds like audio recording " galloping frisky horses" .)

I don't understand what that noise is? (These are horses.) Of course, these are horses. Take applicators. Let's remember an exercise " horses" . (Performance on the applicator).

Here are my helpers

Turn them however you want

On the road white, smooth

Fingers jump like horses.

Chok-chok-chok, chok-chok-chok.

A frisky herd jumps.

WorkoutarmsinworkWithpencil.

Guys, now we will play with our friend - a pencil.

a) Take a pencil, hold it between your palms and rub it . (Children roll over pencil between two palms.) Hear how he makes noise. Well done!

b) Take a pencil, twist with two fingers, three fingers.

c) Put your elbows on the table. Take the pencil by the tips with three fingers of your right hand and three fingers of your left hand, twist it back and forth. Put down the pencil, lower your hands, shake them.

3 . Fizminutka.

Are you tired?

Well, then everyone stood up together.

They clapped their hands,

They sank their feet.

Twisted, turned

And everyone sat down.

We close our eyes together

We count to five together.

We open, we blink

And we continue to work.

4. Continuationwork:

Formationskillslandings.

Fingers warmed up and now you can get to work. Once again, pay attention to your landing.

A desk is not a bed

And you can't lie on it.

You sit at your desk harmoniously

And behave with dignity.

5. IndependentWorkinnotebooks:

Guys, open your notebooks. Put the notebooks on the table correctly. (Children's tables are lined at an angle of 30 degrees). Good girls! In your notebook is a drawing of the Firebird's feather. Now we will draw straight paths with a simple pencil. You need to draw from top to bottom, leaving a narrow strip between the first and second tracks, without lifting the pencil from the paper.

Let's write in the air. “I find the top point (basting) and draw a straight path from top to bottom, skipping a narrow strip. We hold the pencil correctly in the“ pinch ”from the thumb, index and middle fingers of the right hand. Where should the tip of the pencil look? (On the right shoulder.) Show me the flower that flies to the bee Ready? (Yes.) Then we start to work.

6. Summing up.

Guys, come to me. We will evaluate your work - we will find the most beautiful wand; the most. Why do you think so? (The lines at the track are straight, even, the same.)

You have worked very diligently in class today. Well done! The Firebird wishes you all the best, further success in your studies. For your diligence, she will give you small surprises.

Theme: "In the footsteps of sunbeams"

Target: - develop graphic skills, coordination of movements and fine motor skills of the muscles of the hands, dexterity of body movements, hands and fingers;

- develop coherent speech;

- to consolidate the development of mental processes: attention, memory, thinking, imagination;

- educate perseverance, the ability to bring the work started to the end;

- Build friendships.

Equipment: a magnetic board, felt-tip pens, a printed large crossword puzzle and a small number of children, cards with encrypted words, cards with noisy letters.

movelessons The group is decorated with yellow balloons.

Today we are going to an unusual country. (speech therapist)

Somewhere behind the distant scarlet dawn, Behind the beautiful bright morning star, A magical, sunny country of bunnies, Where sunflowers bloom and spring lives.

Do you want to go there? Difficulties await us ahead, in order to overcome them we will need all the knowledge that we have accumulated.

Spring.

What time of the year are we now? (Children answer)

Spring is red, it brought us warmth. The spring sun smiled at us all, let's smile with you too.

Self-massage "Smile"

The frown lives here (stroking the forehead with the edge of the palms) The teaser lives here (stroking the wings of the nose with the fingers) The laugher lives here (massage movements of the chin) The horror story lives here.

It's a bib's nose. (stroking the tip of the nose) Where is your smile? (smile, pinch cheeks slightly)

1. Looking at the picture.

The picture is attached to a magnetic board. A spring plot is drawn on it: the sun is melting, streams are melting, snowdrops are blooming, a bear wakes up in a den, birds arrive from the south, etc.

2. Conversation on questions and drawing rays from the sun.

What did the spring sun smile at? - What did it reach with the rays? Where are the drops coming from? - Where did the birds come from? Where does the snowdrop come from? Is the stream flowing? - Where do the leaves bloom? Where do animals come out of after hibernation? - Where do kids let boats go?

What the spring sun rejoices at, we learned.

I think the fox cub will tell us what is needed in order to get to the country of "Sunny Bunnies".

Fox text:

"In order to know everything in the world, You need to read a lot.

To read a lot, You need to study the letters.

And when you recognize them, you will read everything in the world"

Guys, do we know the letters? Can we read? So, we will try to fulfill all the tasks of the inhabitants of the sunny country.

Let's follow in the footsteps of the sunbeams. (Yellow footprints are laid out for the group)

Look at the sunshine people. What are they doing here? (yellow men cut out of paper)

Letters are scattered, 2 arrows lie, one points to the left, the other to the right.

2. - The little people are confused in which direction the letters are written correctly. Let's help them. (Children agree).

Lay out the letters according to the arrows. They say which letters are written to the right and which to the left.

Helped the little men, said goodbye to them.

3. Children come to the meadow and see a bee. (a toy)

The bee asks to help her find the flowers from which it is necessary to collect nectar to make "Sunny Honey" for the inhabitants of the country.

Task: Learn the letter and collect the name of a flower that looks like the sun. ("noisy" letters - Dandelion).

Children say goodbye to the bee, move on and see a lot of yellow butterflies. They love them.

But butterflies live here. They have an unusual task for you, you need to be very careful.

4. Find letters among other characters. Write and read spring words.

(p% No. y8h @ e $ d)

stream, drops, ice drift, thawed patches, snowdrop, rain, (words according to the number of children)

Children write letters and read what words they got.

How beautiful it is here in the Sunny Country and everywhere we are met by kind people. Let's tell them a poem.

Fizminutka "Good morning"

"Good morning!" - the birds sang.

Good people, get out of bed! All the darkness hides in the corners, the sun rises and goes about business.

4. The sun has a lot to do and it decided to play with us with its rays.

Task: Write letters on the back and guess them. A child who will write a letter on the back of another, show a picture, write the letter with which the word begins. (Write with a magic ray).

Children go further and see: someone hid in the grass.

Who is hiding in the grass? Let's guess.

Task: "Collect a word from syllables"

3 syllable in the word - milk; 2 syllable in the word - soap; 1 syllable in the word - boxer.

Children guess the word and collect it from letters (Kolobok).

Task from the kolobok: "Solve the crossword puzzle"

A large crossword on the board and small crosswords on the tables for children. The children write the guessed words on their own.

They coped with the task. They approach the house of sun bunnies. A surprise is prepared.

Children say goodbye to bunnies and leave gifts as a keepsake.

"The Clothespin Game"

Add the missing parts using colored clothespins: bunny ears, sunflower and flower petals and leaves, bird wings, etc.

We had a fun trip to the "Land of Sunny Bunnies". We coped with all the tasks, friendship helped you in this. We will not forget the sunny inhabitants and their kindness.

The children all read the poem together.

In the morning, the Sun gives us a cheerful laugh, Sunny wonderful Bunnies for everyone.

Sunny Bunnies and mother's love protect childhood happiness and peace!

In memory of the Sunny Country, children give gifts to guests: yellow bunnies made of paper.

Used Books

1. Borodich A.M. Methods for the development of children's speech. - M.: Enlightenment, 1981. - 256 p.

2. Nevskaya L.N. Preparing children for literacy in kindergarten. - M., 1990

3. Sokhin F.A. Preparation for teaching literacy // Development of the speech of preschool children. asc. / Under the editorship of F.A. Sokhin. - M., 1984

4. Ushakova O.S. Methodology for the development of speech in preschool children. - M., 2003.

5. Koryakina L.V. Fun exercise sessions. // Preschool education. 1996 - No. 5

6. Kosinova E.M. "Gymnastics for fingers", - M .: "Eksmo", 2004.

7. Plutaeva E., Losev P. Development of fine motor skills in children aged 5-7 years. // Preschool education. 2005 - No. 5

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Features of preparing a child for learning to read and write, the formation of his understanding and mastery of speech. Basic terms and provisions of literacy. The development of the perception of phonemes in children of primary school age. The essence of the method of ascertaining experiment.

Introduction

1.1 Tasks and content of work in preparation for literacy

1.2 Methods of familiarization with the word and sentence in preparing preschoolers for literacy

1.3 Features of assimilation of the syllabic structure of the word in the preschool period

The system of work to prepare preschoolers 6-7 years old for literacy

2.1 Characteristics of the degree of practical readiness for literacy

Conclusion

Bibliography

Applications

Introduction

training literacy offer school

Relevance of the research problem: Mother tongue plays a unique role in the formation of a person's personality. Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a node in which various lines of mental development converge: thinking, imagination, memory, emotions.

Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full mastery of the native language in preschool childhood is necessary condition solving the problems of mental, aesthetic and moral education of children in the most sensitive period of development. The sooner the teaching of the native language is started, the freer the child will use it in the future.

Studies of psychologists, teachers, linguists (L.S. Vygotsky, S.L. Rubinshtein, D.B. Elkonin, A.V. Zaporozhets, A.A. Leontiev, L.V. Shcherba, A.A. Peshkovsky, A. N. Gvozdev, V. V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin, L. A. Penevskaya, A. M. Leushina, O. I. Solovieva, M.M. Konina) created the prerequisites for an integrated approach to solving the problems of speech development of children.

Among the many important tasks of educating and educating preschool children in kindergarten, teaching the native language, developing speech, speech communication is one of the main ones. In kindergarten, preschoolers, acquiring their native language, master the most important form of verbal communication - oral speech. Speech communication in its full form - speech understanding and active speech - develops gradually. Baby take over colloquial speech, and this causes some features of the assimilation of the means of his native language.

Knowledge of the native language is not only the ability to correctly construct a sentence, but also to talk about some event, phenomenon, describe it, about the sequence of events.

Such a story consists of a series of sentences. They, characterizing the essential aspects and properties of the described object, event, must be logically connected with each other and unfold in a certain sequence so that the listener fully and accurately understands the speaker. In this case, we will deal with coherent speech, i.e. with meaningful, logical, consistent speech, quite well understood in itself, which does not require additional questions and clarifications.

The word - as a grammatical unit - is a system of all its forms with their lexical and grammatical meanings. Observing the world around, the child fixes his knowledge about it not only in vocabulary, grammar, but also learns to analyze words and then read.

The problem of teaching literacy in kindergartens in Russia is not new. Until 1944, it was planned to teach children from 7 to 8 years of age to read and write. From 1944, when the school switched to teaching from the age of seven, and until 1962, the question of teaching preschool children to read and write was not raised in the kindergarten curriculum.

At the same time, psychological and pedagogical research (L.S. Vygotsky, D.B. Elkonin, L.I. Bozhovich, E.I. Tikheeva, Yu.I. Fausek, R.R. Sonina and others), the experience of kindergartens , family education showed the need and possibility of earlier teaching children to read and write. In the second half of the 50s. under the direction of A.P. Usova and A.I. Voskresenskaya carried out a large amount of experimental work in order to study the features, content and methods of teaching reading and writing to children of six years old. On its basis, the “Literacy Teaching” section was included in the “Kindergarten Education Program” (1962), which provided for the teaching of reading and writing to children of the group preparatory to school in an incomplete alphabet. During the approbation of the program, its content, for a number of reasons (lack of qualified personnel, shortcomings of the developed methodology, weak material base), underwent significant changes: first, teaching writing was excluded, and then reading.

At present, the process of preparation for teaching literacy to children of the senior and preparatory groups for school remains relevant and important.

The purpose of the work: to determine the complex of pedagogical conditions for communicative and speech development in teaching children to read and write.

Object of study: the process of preparing preschoolers for literacy.

Subject of study: the content and methodology of work in preparation for teaching literacy in a group preparatory to school.

Research objectives:

The study of psychological and pedagogical literature on the problem of speech readiness of children for school;

The study of the psychological and pedagogical foundations of the speech readiness of children for school;

Studying the basics of teaching children to read and write;

Carrying out practical work to study the problem of communicative and speech readiness of children for school in teaching literacy;

The put forward goals and objectives determined the choice of research methods:

-theoretical (analysis and generalization of scientific literature on the research problem),

-empirical (observation of the educational process, conversation, testing)

-mathematical methods for processing results.

The structure of the work: the course work consists of an introduction, two chapters, a conclusion and a bibliographic list.

1. Theoretical foundations for preparing preschoolers for literacy

1 Tasks and content of work in preparation for literacy

To determine the essence of preparation for teaching literacy, it is necessary, first of all, to understand what are the features of written speech and what is the main thing in the process of mastering reading and writing.

Reading and writing are types of speech activity, the basis for which is oral speech. This is a complex series of new associations, which is based on the already formed second signal system, joins it and develops it (B.G. Ananiev).

When determining the content of work on preparing for literacy, it is advisable to highlight the following areas:

familiarization of children with the word - isolating the word as an independent semantic unit from the flow of speech;

familiarization with the sentence - highlighting it as a semantic unit from speech;

familiarization with the verbal composition of the sentence - dividing the sentence into words and compiling sentences from words (2 - 4);

familiarization with the syllabic structure of the word - dividing words (of 2 - 3 syllables) into parts and composing words and syllables;

familiarization with the sound structure of words, the formation of skills in the sound analysis of words: determining the number, sequence of sounds (phonemes) and composing words with certain sounds, understanding the semantic role of the phoneme.

Of particular importance is the formation of an elementary awareness of someone else's and one's own speech, when speech itself, its elements, becomes the subject of attention and study of children.

The formation of speech reflection (awareness of one's own speech behavior, speech actions), the arbitrariness of speech is the most important aspect of preparing for teaching written speech. This quality is an integral part of the overall psychological readiness for school. The arbitrariness and consciousness of constructing a speech utterance are the psychological characteristics of written speech. Therefore, the development of arbitrariness and reflection of oral speech serves as the basis for the subsequent mastery of written speech.

Indicators of a certain level of speech awareness and readiness for literacy are the following skills: to focus one's attention on a verbal task; arbitrarily and deliberately build their statements; choose the most appropriate language means to perform a verbal task; think about options her decisions; evaluate the performance of a verbal task.

The formation of speech skills and awareness of the phenomena of language and speech are interrelated aspects of a single process of speech development. On the one hand, the improvement of speech skills and abilities is a condition for the subsequent awareness of the phenomena of the language, on the other hand, the conscious operation of the language, its elements is not isolated from the development of practical skills. Purposeful preparation for teaching literacy, the formation of elementary knowledge about speech increase the level of its arbitrariness and awareness, which, in turn, affects the overall speech development, increasing the speech culture of children.

Thus, a two-way connection is needed between the process of speech development in kindergarten and preparation for literacy.

In a preschool institution, special classes are held weekly in all age groups for teaching the native language and developing the speech of children, in which the tasks of forming different aspects of speech activity are solved in a complex.

In the middle group, children are introduced to the terms "word", "sound" practically, without definitions, i.e. learn to understand and use these words when doing exercises, in speech games. They are introduced to the fact that words consist of sounds, they sound different and similar, that the sounds in a word are pronounced in a certain sequence. Draw their attention to the duration of the sound of words (short and long).

The mechanisms of reading and writing in modern psychology are considered as processes of encoding and decoding oral speech. In oral speech, the meaning of each word is encoded in a certain complex of speech sounds. In written speech, a different code is used (it can be hieroglyphs, as in Chinese, or letters, as in Russian), correlated with oral speech. The transition from one code to another is called transcoding. Reading is the translation of an alphabetic code into the sound of words, and writing, on the contrary, is a recoding of oral speech.

D.B. Elkonin showed that the mechanism of reading is determined by the writing system in a particular language. For example, in hieroglyphic writing, semantic units (words, concepts) are encoded using special icons - hieroglyphs. There are as many of them as there are words-meanings in the language. With this writing system, learning to read comes down to memorizing the meanings of individual hieroglyphs.

Although this is a laborious and lengthy process, it is simple in its psychological nature: its main components are perception, memorization and recognition.

In syllabic systems of writing, the sign of a syllable is already associated with the sound form, the establishment of its meaning occurs through the analysis of the sound form of the word. Learning to read in this case is easier: the syllabic analysis of words required for transcoding does not present any particular difficulties, since the syllable is a natural pronunciation unit. When reading, the merging of syllables also does not cause difficulties. Learning to read includes: dividing words into syllables, memorizing the graphic sign of a syllable, recognizing its sound meaning by the graphic sign of a syllable, merging the sound forms of syllables into a word.

Russian writing is sound-letter. It accurately and subtly conveys the sound composition of the language and requires a different reading mechanism: the recoding process in it is provided by the sound-letter analysis of words. Therefore, the psychological mechanism of reading also changes: the initial stage of reading is the process of recreating the sound form of words according to their graphic (letter) model. Here, the learner to read acts with the sound side of the language and cannot understand what is being read without correct reproduction of the sound form of the word.

All the searches throughout the history of the methodology of teaching reading, notes D.B. Elkonin, were aimed at elucidating this mechanism for recreating the sound form of a word according to its letter model and the methods of its formation. As a result, the path of teaching literacy was determined: the path from the study of sound meanings to letters; way of analysis and synthesis of the sound side of speech.

Therefore, in the modern methodology, the sound analytical-synthetic method of teaching literacy is adopted. Its very name suggests that the basis of learning is the analysis and synthesis of the sound side of language and speech. In most cases, variants of the sound analytic-synthetic method are used today (the sound-syllabic method of V.G. Goretsky, V.A. Kiryushkin, A.F. Shanko; the method of D.B. Elkonin and others).

This method is based on the positional principle of reading, i.e., the pronunciation of a consonant phoneme when reading should be done taking into account the position of the vowel phoneme following it. For example, in the words small, chalk, crumpled, washed, mule, there is a consonant sound, and each time it is pronounced differently depending on what sound follows it.

When teaching literacy, this is manifested in the fact that students should:

)distinguish clearly all vowel and consonant phonemes;

)find vowel phonemes in words;

)focus on the vowel and determine the hardness or softness of the preceding consonant phoneme;

)learn consonant phonemes in combination with all vowels.

An analysis of the reading mechanism leads to the conclusion that children must acquire a broad orientation in the sound side of speech. It is necessary to pay great attention to the development of phonemic hearing. Phonemic hearing is the ability to perceive the sounds of human speech. Researchers of children's speech (A.N. Gvozdev, V.I. Beltyukov, N.Kh. Shvachkin, G.M. Lyamina and others) proved that phonemic hearing develops very early. Already by the age of two, children distinguish all the subtleties of their native speech, understand and react to words that differ in just one phoneme (bear - bowl).

However, primary phonemic hearing, sufficient for everyday communication, is not enough to master the skill of reading and writing. It is necessary to develop its higher forms, in which children could divide the flow of speech, words into their constituent sounds, establish the order of sounds in the word, i.e., analyze the sound structure of the word. Elkonin called these special actions to analyze the sound structure of words phonemic perception.

The actions of sound analysis, as studies have shown, do not arise spontaneously. The task of mastering these actions is set by an adult in front of a child in connection with teaching literacy, and the actions themselves are formed in the process of special education, in which children are taught the means of sound analysis. And primary phonemic hearing becomes a prerequisite for the development of its higher forms.

The development of phonemic hearing and phonemic perception has great importance to master reading and writing skills. Children with undeveloped phonemic hearing experience difficulties in mastering letters, read slowly, and make mistakes when writing. On the contrary, learning to read is more successful against the background of developed phonemic hearing. It has been established that the simultaneous development of phonemic hearing and learning to read and write have mutual inhibition (T.G. Egorov).

Orientation in the sound side of the word has a broader meaning than just preparation for mastering the beginnings of literacy. D.B. Elkonin believed that how the child will discover the sound reality of the language, the structure of the sound form of the word, depends on all the subsequent assimilation of the language - grammar and spelling associated with it.

Readiness for literacy also lies in a sufficient level of development of analytical and synthetic activities, since the initial stage of mastering the skills of reading and writing requires the ability to analyze, compare, synthesize and generalize language material.

Analytical-synthetic method:

D.B. Elkonin combined theoretical, experimental research and practical work. The point of practical connection of the theoretical and applied aspects of the scientific activity of D.B. Elkonin since the 50s of the twentieth century has become the task of primary literacy education.

The analytical-synthetic method of teaching literacy is developing, that is, learning is not limited to training reading skills, but contributes to the mental development of the child as a whole. The essence of the method is that the child, under the guidance of an adult, analyzes the sound composition of the word, and then synthesizes the original word from the sounds thus obtained. The method of writing-reading based on the results of the analysis, in essence, should contain a kind of hint of how a whole word is obtained from individual sounds.

All the searches throughout the history of the methodology of teaching reading, notes D.B. Elkonin, were aimed at elucidating the mechanism of recreating the sound form of a word according to its letter model and the methods of its formation. As a result, the path of teaching literacy was determined: the path from the study of sound meanings to letters; way of analysis and synthesis of the sound side of speech. Therefore, in the modern methodology, the sound analytical-synthetic method of teaching literacy is adopted, that is, it is based on the analysis and synthesis of the sound side of the word.

Stages of teaching literacy, reading

Formation of phonemic analysis of words and general orientation in the phonemic system of the language;

Mastering the system of vowel phonemes, their designation by letters and the formation of an orientation towards vowels and phonemes;

Mastering the system of consonant phonemes, their designation with letters and the formation of the main mechanism of reading.

At each stage, a certain action of the child himself is worked out:

on the first - a consistent intonationally emphasized pronunciation of the phonemes that make up the whole word;

on the second - transformation;

on the third - the transformation of the letter model of the word into another letter model. Each action is practiced in such a way that it gradually turns from an expanded one into a reduced mental action.

Method features:

At the stage of learning to read the word - D.B. Elkonin completes his psychological analysis of the reading process. This practically limits the technique of K.B. Durova. How does the transition to reading a whole word take place, what is the psychological mechanism of this phenomenon, how to competently build a teaching methodology after syllabic reading is formed - all these questions are answered by D.B. Elkonin and L.E. Foolish answer is not given. Until now, the psychological mechanisms of the formation of this skill and the ways of its formation are not completely clear.

Preparation for literacy is provided not only in older groups, it begins much earlier.

So, already in the second younger group, the ability to listen to the sound of a word is formed, children are introduced (in practical terms) to the terms “word”, “sound”.

In the middle group, children continue to be introduced to the terms "word", "sound" practically, without definitions, i.e. learn to understand and use these words when doing exercises, in speech games. They are introduced to the fact that words consist of sounds, they sound different and similar, that the sounds in a word are pronounced in a certain sequence. Draw their attention to the duration of the sound of words (short and long).

The child develops the ability to distinguish between hard and soft consonants by ear (without highlighting terms), to identify and pronounce the first sound in a word in isolation, to name words with a given sound. They are taught to highlight a sound in a word with a voice: to pronounce a given sound with a drawl (rrak), louder, clearer than it is usually pronounced, call it in isolation.

In the senior group they teach: to analyze words of various sound structures; highlight verbal stress and determine its place in the structure of the word; qualitatively characterize the distinguished sounds (vowels, hard consonant, soft consonant, stressed vowel, unstressed vowel); use the correct terms.

In the group preparatory to school, the work on mastering the basics of literacy is being completed. This includes teaching children to read and write. By the end of the year, children should: learn to read at a speed of 30-40 words per minute, write words in a notebook line, observing the type of connection of letters and the clear writing of their main elements; master the posture of the writer.

Analysis of the program shows that the main attention is paid to familiarization with the sound structure of the word, the formation of actions of sound analysis and the subsequent teaching of the beginnings of literacy.

In the RF Program, the content is much narrower. In the middle group, it is planned to develop phonemic hearing: distinguishing by ear and naming a word with a certain sound, in the older group, it is supposed to learn to determine the place of a sound in a word.

give children ideas about the sentence (without a grammatical definition);

exercise in making sentences of 2-4 words, in dividing simple sentences into words, indicating their sequence;

learn to divide two-syllable words into syllables, make words from syllables, divide into syllables three-syllable words with open syllables.

Consider the method of familiarizing preschoolers with a word and a sentence.

2 Methods of familiarization with the word and sentence in preparing preschoolers for literacy

Among the prerequisites important for mastering literacy is the child's awareness of speech reality and its elements: sounds, words. Awareness of linguistic reality is of great importance for the mental development of the individual as a whole, ensures the high efficiency of speech development and the success of the subsequent systematic study of the course of the native language. Awareness of speech reality, language generalizations (verbal and sound composition of speech) occurs in the process of practical mastery of the child various systems language already at preschool age. The reader operates with the sound side of the language, and reading is the process of recreating the sound form of a word according to its graphic (letter) model. Hence the need for preliminary acquaintance of children with the sounds of their native language.

Learning to read and write begins not when they try to make a child remember a letter, but when they say to him: Listen to how the titmouse sings! . All exercises are carried out in a playful, entertaining form with elements of competition, since game techniques and didactic games are the specifics of teaching preschoolers. Children learn by the number of claps or by a given syllable to come up with a word, select pictures whose names have a given sound or syllable.

Conducting classes with the use of visual aids and playing techniques makes it possible to maintain working capacity for 30 minutes even in children with unstable attention and a rapidly depleted nervous system. The program material is assimilated easier and faster, the vocabulary expands, the syllables, sound analysis and synthesis, the features of the lexical and grammatical structure of speech are more firmly assimilated, and independence of thinking is activated.

The methodology for conducting frontal classes involves an integrated approach in combination with visual and game techniques.

In the course of the lesson, the basic principle of education is realized - the principle of observing the triune task: education, development, training. The sequence in the work on familiarization with the sentence is similar to the sequence of familiarization with the word. First you need to extract the sentence from the flow of speech. For this purpose, a short story based on the picture is offered or compiled together with the children. (Appendix B).

The story is pronounced clearly, with intonational emphasis on each sentence. Questions are then asked for each proposal. The teacher offers to listen to the story again, reports that there are three sentences in it, that our speech consists of sentences, we speak in sentences; every sentence says something.

Then the children themselves make up sentences using pictures, toys. And every time the educator helps them to establish who or what the proposal is about, i.e. isolate the semantic side of the sentence.

In the future, children are trained to determine the number of sentences in the finished text. The text is pronounced with pauses, and the children indicate the sentences on the diagrams. Then the correctness of the task is checked.

To consolidate ideas about the proposal, such techniques are used as: inventing sentences with a given word; inventing a sentence that would begin with a certain word; drawing up a proposal for two pictures; drafting proposals for "live scenes".

The syntactic side of speech is improved, first of all, in the process of learning coherent speech and storytelling. Examining works of art, participating in a conversation about what they have read, the child communicates with an adult, answers a variety of questions that encourage the use of different parts of speech, various designs offers. Of particular importance are the so-called problematic issues(“Why?”, “Why?”, “How?”), Encouraging to establish causal, temporal and other significant relationships and dependencies and use complex sentences to designate them in speech. E.I. Tikheeva suggested, in addition, to use special exercises for the distribution and addition of sentences. These exercises are carried out in a group preparatory to school.

All these techniques are accompanied by the selection of sentences, their counting, analysis of semantic content. Mastering the word sentence prepares children for the analysis of the verbal composition of the sentence.

The method of familiarization with the verbal composition of sentences.

In the process of verbal communication, children pay attention, first of all, to the content, the meaning of what they hear in the speech of others and what they themselves say. When they get acquainted with the verbal composition of the sentence, they begin to realize not only the content of speech, but also its form.

The first classes, in which preschoolers learn to highlight words in a sentence and make sentences out of words, are conducted using visual aids - pictures, toys. In the future, more and more place is occupied by oral exercises and speech games.

A further complication of work on the verbal composition of a sentence is that children single out words in a four-word sentence, learn to name them sequentially and broken down, and also make sentences from a given number of words (two, three, four). The last form of work is very important, since the awareness, the arbitrariness of the composition of the proposal has a high level here.

From the very beginning, it is advisable to use diagrams. Children are explained that a sentence can be drawn to find out how many words it contains. The teacher draws lines on the board according to the number of words in the analyzed sentence and says: “One line means one word. There are three lines, so there are three words in the sentence. The first word is indicated not by a simple line, but by a line with a corner; a period is put at the end of the sentence.

Gradually, children develop the ability to analyze the composition of a sentence without relying on visual material. The mental action of analysis begins to take place in the inner plane.

The following methods are used throughout the training period:

-clear pronunciation of words with a pause;

-pronunciation of words under the claps;

-sequential naming of words in a sentence;

-in loud speech, to himself;

-pronunciation of words in rows;

-whisper analysis of the proposal;

-making sentences with a given word;

-drawing up proposals for a "live scene";

-jumping over a rope;

-tapping on a drum or tambourine as many times as there are words in a sentence.

Thus, special education helps preschoolers overcome the difficulties they experience when isolating words from sentences.

3 Features of the assimilation of the syllabic structure of the word in the preschool period

In the preschool years, an intensive mental development of the child takes place, he masters speech, gets acquainted with the richness of the sound, lexical and grammatical composition of the language. This is a period of intensive familiarization of the preschooler with the word - its semantic (the word denotes a certain object, phenomenon, action, quality) and phonetic or sound side (the word sounds, consists of sounds following in a certain sequence, has syllables, one of which is stressed). The process of examining the sound composition of a word for a preschool child is difficult because at the same time he needs to establish exactly what sounds are heard in the word, isolate them, determine the order of the sounds, their number. And, although the child’s oral speech is well developed by the end of preschool age, it is necessary to form in him such skills that would help him learn to analyze sound material and be aware of his speech activity.

Orientation in the sound side of the word prepares the child for literacy, written speech. The sounding word is not only a sound complex, but also a syllabic one. The sounds in a word when pronounced are interconnected and are part of the syllables from which words are formed. One syllable in the word stressed. In order for the child to correctly convey the sound side of the word in writing, without skipping or rearranging the letters in it, it is necessary to teach him to divide the word into syllables, to establish the place and sequence of sounds in it. That is why familiarity with syllabic analysis is an important step in teaching preschoolers to read and write both at the initial stages and for further mastering the grammar of their native language. “On how the child will discover the sound reality of the language, the structure of the sound form of the word, depends not only the assimilation of literacy, but also the entire subsequent assimilation of the language-grammar and the spelling associated with it,” emphasized D. B. Elkonin.

It is very important that children learn to divide words into syllables even before learning to read.

Experience shows that already four-year-old children cope with the task of dividing a word into parts with claps, and also master the graphic representation of dividing words into one, two, three parts well (children first get acquainted with the concept of "word", with its graphic image in the form of a strip). Five-year-old children form new words by building up syllables (fox, fox, fox), determine the number of syllables in a word, come up with words for a given first syllable. To compare short and long words, you can take, for example, such polysyllabic words (one, two difficult ones are easy to pick up): forklift, plumber, get out, tenth graders, excavator, larch, metallic, undisciplined, ask again, listen, opposite, traveler, radio receiver, seventy-five-year-old .

However, the main work to familiarize children with the syllabic structure of the word is carried out at the senior preschool age.

The following tasks are set:

Develop the ability to divide words into syllables (by ear, with the help of claps, etc.).

Develop the ability to determine the number of syllables in a word and their sequence. Introduce the concept of "beginning" and "end" of the word.

Learn to locate the stressed syllable in two-syllable and three-syllable words, transfer stress from one syllable to another (when forming a plural, for example, field-field).

Develop and consolidate the skill of composing a word from given syllables.

Develop the ability to select words for one given syllable, as well as find words starting with the last syllable of a given word

A number of games and exercises contribute to the successful implementation of these tasks. For example: "Guess who I'm calling" - the teacher offers to stand up those children whose names consist of as many syllables as he makes claps; "The postman brought a letter" - children receive envelopes with pictures and, on the instructions of a speech therapist, select those whose names consist of two, then three parts. The rest check the correctness of the answer by ear.

In the work on familiarizing preschoolers with the syllabic structure of a word, it is necessary to introduce them to the concepts of "beginning" and "end" of a word. On a graphic image of a word (strip), a speech therapist or teacher demonstrates the length of the word - pronounces the word and leads the pointer along the strip (kooroovaa). Then he asks which syllable is heard at the beginning of the word, at the end of the word.

Table 1 - Isolation of sound against the background of a word

Name of the gamePurposeEquipmentProgress of the game "Where is the sound?" Development of skills to determine where the sound is. Cards on which the words are written, where the sound being studied is in different positions (beginning, middle, end of the word) The teacher calls the words, and the children must determine where the given sound. “Where did the sound hide?” Development of the ability to establish the place of sound in a word. The educator has a set of subject pictures; and for children - a card divided into three squares, each square shows the place of the sound in the word. The teacher shows the picture. Children call the object that is depicted and use the card to indicate the place of the sound in the words. “Learn the sound” Development of the ability to find words with the sound being studied. Cards with words for the teacher. The teacher calls the words, and the children clap their hands if the word is sounded with the sound being studied. "Highlight the sound" Development of skills to highlight the first sound in a word. Card with a riddle, and on the back - a guess. The teacher makes a riddle. The child pronounces the word and highlights the first sound. If the child finds it difficult to guess the riddle, then the teacher shows the answer.

In order to develop the ability to compose and read words with similar syllabic structures, as well as the ability to select words for one given syllable, you can play the games "Point", "Guess the word", "Collect words".

"Guess the word" - a teacher or speech therapist calls the first syllable and offers the children to pick up the end of the word (you can use a picture). The same task is then used with the last syllable.

"Chain" - make a chain of words from cards, so that the next word starts with the last syllable of the previous one.

To teach children syllabic analysis, we offer the following games: “Make a word from syllables”, “Hot ball”, “Make a word”, “Picture is a basket”, “Half the word is yours”, etc.

In order to develop the ability to compose words from syllables, as well as to accumulate syllabic images in memory, you can use puzzle games or play the game "Shifters" - children have cards with syllables from which they need to first compose one word, then, rearranging the syllables, another.

There is a game that develops phonemic hearing, prepares the baby for learning to read. You can play it on the way to kindergarten or to the store. If the child is already familiar with letters, you can offer him a game of sounds. The adult calls the word, and the child answers with what sound it begins, what it ends with, what other sounds he hears. If the baby is doing well, you can ask him to pronounce the proposed words by sounds; come up with words in which, for example, the sound "a" is at the beginning, at the end or in the middle. You can switch roles with the child so that he himself gives the task and checks its implementation.

If a child knows the basics of reading, can read spells or syllables, but does not show enough interest in this activity, try using a game that stimulates his motivation. To do this, you need a magnetic alphabet or a pen and a piece of paper. In the absence of a child, write him a "letter" using a magnetic alphabet, for example, on a refrigerator, so that he can read it himself. The text can be anything: a message from the hero of a fairy tale, a message about a hidden hotel, etc. At first, the letter may contain two or three simple words, then five or seven.

For the development of the child's speech and the formation of interest in reading, it is necessary to remember that you need to use every opportunity to communicate with him; talk about him and his affairs, about what he saw or heard, about what he read, answer questions. Be sure to regularly read children's poems, stories, fairy tales, novels, riddles to the child. He should have enough materials at hand for reading and looking at pictures. Parents themselves should set examples of regular reading of books, newspapers, magazines. It is advisable to enroll the child in the children's library so that he can look through the books on the shelves and choose something.

Acquaintance with the beginning and end of the word precedes the work of familiarizing preschoolers with the concept of "stress" in the word. The ability to hear a stressed syllable, highlight the stress in a word is important not only for preparing children for learning to read and write, but also for subsequent language acquisition at school (for example, spelling unstressed vowels). The speech therapist draws the children's attention to the fact that the syllables in the words sound differently - one of the syllables is pronounced more slowly. When pronouncing the word "mama", he deliberately strengthens his voice and pronounces the first syllable more slowly, holding the pointer at the beginning of the graphic representation of the word and more abruptly - the second syllable. The pointer almost does not linger in the second half of the word, i.e. the touch of the pointer corresponds to the duration of the sound of syllables. After repeating the word several times, the speech therapist asks the children to pronounce it exactly the same way. Next, you can conduct several game exercises. Invite children to find the stress in their name, come up with two-syllable words with stress on the first syllable, on the second syllable.

"Relay race" - a speech therapist writes two-syllable words on the board in two columns. Children from each row come out and put stress on the words. For each correct answer, children receive a point.

"Riddles" - solve riddles, divide words into syllables, write down (compose from split letters) on the board, put stress.

Thus, by consistently complicating tasks, the teacher helps children to understand the syllabic structure of the word, forms elementary knowledge about the phonetic structure of the word in the preschooler, which makes it easier for children to master subsequent knowledge.

2. The system of work to prepare preschoolers for literacy

1 Characteristics of the degree of practical readiness for teaching literacy

A practical study took place from September to November 2013, to diagnose practical skills in preparation for teaching literacy, preschoolers were involved preparatory group in the amount of 7 people attending MDOU CRR Kindergarten "Krepysh".

Methods were taken as a basis - tests “Is the child ready for school?” N.G. Smolnikova, E.A. Smirnova.

The study took place in natural conditions, the children at the time of the study are healthy and organized.

For the study of speech skills, the following practical skills of readiness for school were chosen:

the ability to isolate individual words from the flow of speech

ability to divide words into syllables, select words in accordance with the scheme

the ability to determine the sequence of syllables in words

ability to highlight the stress in words

ability to formulate proposals

This methodological development defines the levels of speech skills:

High level - copes with the task independently (3 points);

Intermediate level - copes with the task with the help of an adult (2 points);

Low level - does not cope with the task (1 point).

For the diagnostics of practical skills, tasks are allocated:

Exercise 1.

Purpose: to determine the ability of children to divide guess words into syllables

Conducting research:

Children are offered riddles that need to be guessed, then divide the riddle words into syllables. Highlight an intonationally stressed syllable in these guess words.

Task 2

Purpose: Determine the number of words in the sentence and draw up schemes for the sentence.

Conducting research:

Red peanut eats watermelon.

Mila washed the doll with soap.

Task 3

Purpose: the ability to relate the proposal to the schemes.

Conducting research:

Anna is here. Here is Anton. Anna has a cat. Anton has perches. Olya has a chizh.

Task 4

Purpose: the ability to determine the beginning and end of a word, the sequence of syllables in words.

Conducting research:

Pin/gwin, beetroot/la, ved/ro, zi/ma, ra/bo/ta, hand/ka, slo/var

Task 5

Purpose: the ability to highlight the stress in words

Conducting research:

To form the syllabic structure of words and the skill of highlighting the stressed vowel, I conduct the game "Find the stressed syllable" (in monosyllabic, two-syllable and three-syllable words).

Children are offered a playing field with syllable-stressed schemes and subject pictures with 1-3 compound words. (A large card with subject pictures is cut along the lines).

The results of the study are shown in table 2.

Table 2.- The degree of practical readiness of children aged 6-7 years for learning to read and write

No. Name of the child Criteria and indicators Level Ability to distinguish individual words from the flow of speech Ability to divide words into syllables, select words in accordance with the scheme Ability to determine the sequence of syllables in words Ability to compose according to the scheme of a sentence Ability to highlight stress in words G.12112N7Katya Z.23111N

The analysis of the data obtained showed that two children had a high level, the guys found it difficult to draw up a sentence according to the scheme. Below the average level, two children showed, since it was problematic to highlight the stresses in words, they cope with the task with the help of a teacher. Three children showed a low level, it was difficult for the guys to give an answer for three tasks.

The results of the study of practical skills in preparing children for literacy will be entered in the diagram (Figure 1).

Analysis of the data obtained showed that three children had a low level, it was difficult for them to give an answer for three tasks. Three more showed an average level, since it was difficult for them to highlight the stresses in words, they cope with the task with the help of a teacher. And only one child, which is 20% of the total number of those studied, has a high level.

Figure 1.- The level of practical readiness of children 6-7 years old for learning to read and write

So, these methods made it possible to determine the levels of the ability to isolate individual words from the flow of speech, the ability to divide words into syllables, select words in accordance with the scheme, the ability to determine the sequence of syllables in words, the ability to highlight the stress in words, the ability to compose sentences according to the scheme. Particularly difficult for the children were the tasks of setting the stress and highlighting the stressed syllable. A group of children with whom individual work was carried out was identified.

Based on this, a work plan was drawn up to increase the level of preparation for literacy of children 6-7 years old, which includes:

Games; (Appendix B)

Exercises; (Appendix B)

Lessons; (Appendix D)

Advice for parents. (Appendix D)

The developed system of games for teaching literacy helps me to effectively solve the problems of this section of the program, build an interesting pedagogical process, based on the leading activity of a preschooler - a game.

The history of correspondence will be displayed here.

2.2 Methods of preparation for teaching literacy in the preparatory group for school

Preparation for teaching literacy should begin in the older group of kindergarten, since a five-year-old child has a special “flair” for the language. He has sensitivity and susceptibility to the sound side of speech. At an older age, this linguistic instinct weakens somewhat, the child, as it were, “loses” his linguistic abilities. All work to prepare children for literacy is focused on the school. When studying language units (sound, syllable, word, sentence), there is simultaneous preventive work to prevent dysgraphia.

For example, teaching writing is carried out according to the so-called analytical method. Therefore, a child who is learning to read and write, even before starting to write down a sentence, should be able to see individual words in it, catch the boundaries between them and determine the sound-syllabic composition of this word. If such an analysis of the speech flow is not available to the child, then this leads to errors in the letter. Children skip letters, insert extra letters: “tiger” - “tigar”.

Literacy is a rather difficult subject for preschoolers. It is very difficult for a five-six-year-old child to master abstract concepts that are not found in his practical world. The game comes to the rescue. In the game, often very complex things become understandable and accessible. The game does not arise by itself, the teacher must open the world of the game for the child, interest him. And only then, the child will obey certain rules, he will have a desire to learn a lot and achieve results.

The game situation requires from each person included in it a certain ability to communicate; promotes sensory and mental development, assimilation of the lexical and grammatical categories of the native language, and also helps to consolidate and enrich the acquired knowledge, on the basis of which speech capabilities develop. How a child is introduced to literacy at preschool age largely depends on his further success at school, not only in reading and writing, but also in mastering the Russian language as a whole.

Research scientists have established the optimal timing for the start of literacy. Preparation for teaching literacy should begin in the older group of kindergarten, since a five-year-old child has a special “flair” for the language. He has sensitivity and susceptibility to the sound side of speech. At an older age, this linguistic instinct weakens somewhat, the child, as it were, “loses” his linguistic abilities.

This topic has always been interesting for me, given its relevance and necessity.

Zaitsev's technique, or rather, the method of teaching reading by Nikolai Zaitsev, is based on the use of special cubes, the so-called "Zaitsev's Cubes", tables developed by the author of the methodology and audio recordings with singing columns and lines of tables to musical accompaniment.

Zaitsev's technique<#"justify">1.We purchase (or make our own) material for classes (cubes, tables, audio recordings), hang tables.

.We sing songs - chants, play cubes, write words (with cubes and on tables), reading comes by itself.

Advantages of the Zaitsev technique:

-Children can learn to read very easily and quickly, while reading fluently, without hesitation, without undue effort. At the same time, they usually do it with great interest and pleasure.

-If a child cannot master reading in any way, then classes using this technique can allow the child to quickly acquire the necessary skills and still start reading.

The technique is suitable for visually impaired, hearing impaired children, as well as for children and adults for whom Russian is not their native language.

-The technique develops certain skills of literate writing.

-The training system, developed by Nikolai Zaitsev, develops the senses of babies and trains the eye muscles.

-This is due to the fact that the tables are located in different places in the room, they are quite large and require active eye movement during operation. Also, classes with them are an excellent prevention of the development of scoliosis and other diseases of the spine. And songs and differently ringing cubes at the same time develop an ear for music and a sense of rhythm.

Cons of Zaitsev's technique

-Problems for children involved in this system may arise in elementary school. They have to learn to separate syllables into sounds, because the baby immediately learned warehouses, and did not make up from individual sounds. At the same time, the school curriculum is not designed for this. Children are taught the opposite - to go from sounds to syllables, which can cause some misunderstanding among children who have learned to read using Zaitsev's method.

-Some discrepancy between the colors used by Zaitsev and the school curriculum. In it, vowels are indicated in red, consonants in green and blue.

-Certain material and labor costs are required for the purchase and manufacture of Zaitsev's manuals (cubes and tables), which not every family can afford. Also, rather large tables will have to hang on the walls, which is not to everyone's liking, and some may not find a suitable place for them.

-Parents themselves have to "get used" to the technique in order to deal with it with their children. After all, they themselves were taught by the usual, traditional sound method. And if you don’t study with cubes, but simply give them to children, then they can play with them, but at the same time they will not learn to read.

-If the cubes are paper and not plastic, then they can be quickly dented, torn or soiled.

-It is possible that the child does not want to sing or play with cubes "as needed", but prefers, for example, to simply build towers out of them or break the cubes, trying to find out what is inside them. There will be no results from such activities.

Zaitsev's cubes allow you to teach a child to read at least from six months of age. But even a five-year-old is not too late to start. The system is not tied to a specific age.

If the child does not keep up with the pace of modern school programs, the Zaitsev system can become a kind of "ambulance". It is built in such a way that it is easy to understand and easy to work with. Moreover, the author himself claims that, for example, a four-year-old will begin to read after four lessons.

Ideally, cubes and tables should become a part of life, and the classes themselves should be invisible. Let each of them last only a few minutes - the result will not keep you waiting!

And time is saved at the same time - after all, everything happens as if in between times. And today's parents are busy people, they have no time to sit through the evenings with their children preparing lessons.

Conclusion

Being the most important means human communication, knowledge of reality, language serves as the main channel for familiarizing a person with the values ​​of spiritual culture, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful schooling.

The basis for teaching literacy is the general speech development of children. Therefore, in preparation for teaching literacy, the entire process of speech development of children in kindergarten is important: the development of coherent speech, a dictionary, the grammatical side of speech, the education of a sound culture of speech, preparation for learning to read and write.

Our work was focused on identifying the level of practical readiness of children aged 6-7 to learn to read and write. In connection with the goal: To determine the complex of pedagogical conditions for communicative and speech development in teaching children to read and write, the first chapter of our study considers the method of familiarization with the word and sentence in preparing preschoolers for teaching literacy. We presented the tasks and content of the work on preparing for literacy, determined the program content and tasks of preparing children for literacy. The second chapter discusses the methodology for preparing for teaching literacy in a group preparatory to school. As well as a characteristic of the degree of practical readiness for teaching literacy.

The work carried out allowed us to draw the following conclusions:

Orientation in the sound side of the word has a broader meaning than just preparation for mastering the beginnings of literacy.

The development of phonemic hearing, the formation of a broad orientation of children in linguistic reality, the skills of sound analysis and synthesis, as well as the development of a conscious attitude to language and speech is one of the main tasks of special preparation for teaching literacy.

The process of examining the sound composition of a word for a preschool child is difficult because at the same time he needs to establish exactly what sounds are heard in the word, isolate them, determine the order of the sounds, their number.

So, the purpose of the course work is fulfilled, we have solved the following tasks:

We studied the psychological and pedagogical literature on the problem of communicative and speech readiness of children for school;

We studied the psychological and pedagogical foundations of the communicative and speech readiness of children for school;

Studied the basics of teaching children to read and write;

Carried out practical work on the study as the basis of a differentiated approach in teaching literacy;

The conclusions on the research problem were also determined.

This work does not claim to be complete research. I see the prospects for further development of the issue under study in the development of methods that will allow us to prove the theoretical conclusions drawn in the work.

Bibliography

1. Alekseeva M.M. The development of the sound side of speech in preschool age The development of speech and speech communication of preschoolers. M., 2008.

2. Alekseeva M.M. Methods for the development of speech and teaching the native language of preschool children M.M. Alekseeva, V.I. Yashin. M., 2009. Ch. 6, § 1-3.

Gening M.G., German N.A. Teaching preschoolers correct speech. Cheboksary, 2008.

Gvozdev A.N. Assimilation by children of the sound side of the Russian language Reader on the theory and methodology of the development of speech of preschool children comp. MM. Alekseeva, V.I. Yashin. M., 2000. S. 302-311.

Gvozdev A.N. How preschool children observe the phenomena of language Questions of studying children's speech. M., 2008. S. 33-37.

Zhurova L.E. Literacy education in kindergarten. M., 2008.

Classes on the development of speech in kindergarten Ed. O.S.Ushakova. M., 2011.

Karpova S.N. Awareness of the verbal composition of speech by preschoolers. M.: Education, 2007.

Kudryavtseva E. The use of riddles in the didactic game (senior preschool age) Preschool education.2009. No. 4.

Maksakov A.I., Tumakova G.A. Learn by playing. M., 2008.

The program of education and training in kindergarten, ed. M.A. Vasilyeva, V.V. Gerbovoy, T.S. Komarova. M., 2006.

Preparatory school group in kindergarten. Ed. M.V. Zaluzhskaya. M.: Education, 2009.

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Annex A

Comparative analysis methodological approaches

TMC Tasks of teaching literacy Form of implementation Outcome "Program of education and training in kindergarten" to give an idea of ​​the proposal; exercise in making proposals; learn to divide words with open syllables; learn to form words from syllables; to teach to distinguish a sequence of sounds in simple words organized classes and daily activities distinguish between the concepts of “sound”, “syllable”, “sentence”; name in sequence words in a sentence, sounds and syllables in words; find words with a given sound in a sentence, determine the place of the sound in the word “Gifted child”, acquaintance with the sounding word, its length, mastering the methods of intonational sound isolation in the word; acquaintance with the syllable, the syllabic structure of the word, dividing the word into syllables; assimilation of the semantic function of sound; acquaintance with the concept of "related words" didactic games, plot game situations, exercises using visual material, toys, teaching reading on the material of the entire alphabet; dividing the sentence into words and compiling sentences from the letters of the split alphabet; familiarization with some grammar rules of the Russian language; the solution of some spelling tasks "Origins" to form the prerequisites for literacy in children; develop a single theme and rhythm of speech; introduce children to all the letters of the Russian alphabet; learn to conduct sound analysis of words; learning to read, classes, various types of independent children's activities, they know the letters of the Russian alphabet, they begin to read in a word or in syllables; conduct a sound analysis of the word; can write down their name "Development" learning the sound analysis of the word; mastering the mechanism of reading; learning to read; development of ideas about the proposalorganized classes; free activity orientate themselves in the sound reality of the language; know the sign system of the language; ready to master the letter "Kindergarten 2100" training in sound analysis of the composition of syllables and words; differentiation of the concepts of "sound" and "letter"; correlation of letters and sounds specially organized classes and daily activities highlight the sound at the beginning of the word; distinguish sounds and letters; recognize and name the letters of the Russian alphabet; combine sounds into syllables.

Annex B

Didactic games and literacy exercises

Differentiation of vowels and consonants.

Name of the gamePurposeEquipmentProgress of the game "Find a place" Consolidation of knowledge about vowels and consonants. Subject pictures; two circles: blue and red for each child. Children lay out the pictures under the blue or red circle, depending on which. The name of the picture begins with a vowel or consonant sound. “Who is more” Consolidation of knowledge about vowels and consonants. Children are divided into several groups. The teacher asks each group to choose one vowel or consonant sound. When a sound is selected, children recall the names of objects that begin with that sound. The group that named the most words wins. “Find an object” Consolidation of knowledge about vowel sounds. The teacher has subject pictures. The teacher has subject pictures on the table, the children go out one at a time and choose a picture in the name of which the first sound is a vowel. The child shows the card to the others, highlights the first sound, and the rest of the children check. "Lotto" Consolidation of knowledge about vowels and consonants. Lotto cards, divided into three squares, in each square there is a picture; blue and red stripes, which will need to cover subject pictures. Children receive a card and four stripes (2 blue and 2 red). Children name the picture, highlight the first sound, if it is a vowel, they cover it with a red strip, if it is a consonant, it is blue. Whoever closes all the objects faster and more correctly wins. “Find a place for the picture” Consolidation of knowledge about vowels and consonants. A house with pockets (blue and red); subject pictures. The teacher has a stack of subject pictures upside down on the table. Children one at a time go to the table, take one picture, name the object depicted on it, highlight the first sound, determine whether it is a vowel or a consonant, and then put the picture in the desired pocket (blue, red). The work continues until then. Until all the pictures are put in their places. “Train” Development of the ability to distinguish vowel sounds. Train with letters, subject pictures. The teacher says that one day the animals decided to go to the city, but they don’t know who to go in which car. You have to help them, highlight the vowel sound and put the animal in the car with this letter. “Who lives in the house” Development of the ability to determine the presence of sound in the word. House, a set of subject pictures. Only those animals live in the house whose names have a sound “ about". For the answer - a chip.

Definition of stressed syllable in words

CASTLE - CASTLE; FLOUR - FLOUR; ATLAS - ATLAS;

Name the pictures and divide their names into syllables.

Annex B

Literacy Preparation Exercises

Lesson 1

Software content.

-distinguish between hard and soft consonants, stressed and unstressed vowels.

Material:

Demo: board, pointer, five-sound word scheme, red, blue, green and black chips.

Lesson progress:

The teacher invites the children to remember what our speech consists of: it consists of words, words - of sounds and syllables. Sounds are different - vowels are stressed and unstressed, consonants are hard and soft. Sounds are indicated by chips of the corresponding colors (unstressed vowel - red chip, stressed - red and additionally black, hard consonant - blue, soft consonant - green).

Sound analysis of the word "book". Word diagram on the board. The teacher calls five children in turn, who perform sound analysis. Children determine the stressed vowel sound and its place in the word. Then they transfer the stress to the second syllable and pronounce the resulting word. Then they pronounce the normative version of the word.

The game "Name the words with the sound h." For example: seagull, mast, ball, reads, dream, Easter cake, etc. (the consonant sound h is always soft).

Lesson 2

Software content.

-development of the ability to perform sound analysis of words;

-characterize sounds.

-improving the ability to select words with a given sound.

Material:

Demo: board, pointer, five-sound word scheme, chips of red, green, black and blue flowers.

Handout: five-sound word schemes, pointers, red, blue, green and black chips, prize chips.

Lesson progress:

Sound analysis of the word "pen". Putting emphasis. Transferring the accent. Reading a word with a shift in stress. Reading the word is normative.

Game "Live Sounds". The word pen.

The game "Name the words with the sound y." For example: pit, cabin, swarm, etc.

Lesson 3

Software content.

-development of the ability to perform sound analysis of words;

-qualitatively characterize sounds, put stress.

-familiarity with the vowels A, Z (capital and lowercase), the rules for writing them after consonants.

-training in the ability to build a sound-letter model.

-development of the ability to select words for a three-, four-, five-sound model.

Material:

Demo: board, pointer, red, blue, green and black chips; cards with the letters A, Z in red (2 uppercase and 4 lowercase); chalk, three-, four-, five-sound word schemes, subject pictures depicting a ball, a forest, a whale, a saw, a vase, a top, a lamp, a desk, a pear.

Handout: red, blue, green and black chips; cards with the letters A, Z in red (2 uppercase and 4 lowercase), pointers.

Lesson progress:

Sound analysis of the word "ball". The teacher introduces the children to the lowercase letter a and the rule for writing it after a solid consonant sound: “If the sound I is heard after a solid consonant sound, then the letter a is written.” Children replace the red chip with the letter a.

The teacher introduces the children to the capital letter A, explains that the names of people, the names of animals, the names of cities, rivers, seas, etc. are written with a capital letter.

Sound analysis of the word "Anna". The teacher introduces the children to the lowercase letter I and the rule for writing it after a soft consonant sound: “If the sound I is heard after a soft consonant sound, then the letter I is written.” Children replace the red chip with the letter I.

Game "Choose a picture". There are subject pictures on the board, below - three-, four-, five-sound models of words. Children name pictures, correlate the number of sounds in them with diagrams and arrows connect pictures and diagrams.

Determining the number of words in a sentence and drawing up diagrams.

Anna is here. Here is Anton. Anna has a cat. Anton has perches.

The mole digs an underground passage. The mice sewed new pants for the bear.

Drawing up proposals according to the scheme:

The syllable structure of the word

"Toy store" - a speech therapist arranges toys and invites children to buy those with a certain number of syllables in their names.

"Let's send the animals to sail" - on the board are drawings of three boats with one, two and three pipes. Children have pictures with images of animals, in the name of which, respectively, one, two, three syllables.

"Silent" - children receive cards with dots (1, 2, 3). The speech therapist calls a word or shows a picture, the children raise the appropriate card (pictures can be used on a specific topic, for example, toys, vegetables, fruits, etc.).

"What's around us" - a speech therapist invites children to find objects around them with a certain number of syllables. For each correct word, the child receives a chip. The winner is determined by their number.

"Point" - a teacher or speech therapist has a card with the syllable -point-, children have cards with various syllables. Children are invited to add their own syllable to the word dot so that they get a new word (twig, tassel, etc.). The game is played like a competition. The row with the fastest correct words wins.

"Collect words" - children are given cards with syllables (ta, for, va, so, sli, tyk, hal, kluk). The speech therapist writes the syllable -va- on the board. Children take turns coming to the board and putting their card to the syllable to make a word and read it

Annex D

GCD for the development of speech Topic: "Division into syllables"

Program content:

Cultivate the skill of thinking.

To acquaint children with the concept of "s l about g.

Z. Give the concept that words consist of syllables.

Learn to pronounce a word by syllables, determining the number and sequence of syllables in a word.

Fixing the plural form of nouns.

Selection of definitions for words.

Equipment: A large cardboard Christmas tree with toys, a guide "Who will ride the train , ball, sets of strips for syllabic analysis.

Lesson progress

Organizing moment:

Girls call men's names, boys - women's.

Repetition:

There is a Christmas tree with toys in front of the children. You need to name the toys in the plural (fox, plane, dog, elephant) "Tell me about a lot of objects"

Main part

Pictures are exhibited, cut into two or three parts: sap-po-gi, sa-ni, table. The speech therapist invites children to assemble pictures from parts. It draws attention to the fact that only by folding two or three parts, we saw the whole object. The word is called in parts. And the picture in which the “table” is not cut. How many parts did we put together the word sa-po-gi, etc.

Riddles about a dog, a fox and an elephant:

a) A bird came from the forest

b) He is friends with the owner, guards the house,

Lives under the porch

And a ring tail.

c) There is a lot of power in him,

He is almost as tall as a house.

He has a huge nose

As if the nose has grown for a thousand years.

Animals go to visit, they need to be placed in 3 wagons.

The magic hammer will help us with this. The speech therapist pronounces words by tapping out syllables. Children count the number of strokes. Find the longest and most short word.

The concept of "s l about g" is introduced.

Conclusion: a syllable is a part of a word, the more syllables, the longer the word.

Children place animals in three wagons.

Elephant, 2 - fox, Z - dog.

The game "Guess what the word is.

There are 3 pictures on the board: catfish, sleigh, boots. The speech therapist taps out the syllabic pattern of the word, and the children recognize the intended word.

Ball game. Add a syllable to make a word:

li - /sa/, o - /sa/, y - /sy/, ve - /sy/, ko- /sy/

Bring the children to the conclusion that the syllable does not make sense, in itself does not mean anything.

The animals go to visit the fish. The name consists of one syllable. What kind of fish is this? (catfish).

Som prepared a treat for the guests from 2 syllables to the second, from one syllable to the first.

with y p to a sh a.

Selection of a definition for the word su p. (pea, rice, bean).

Laying out the scheme of the word soup, from the chips.

The game "Let's remove the toys from the Christmas tree.

Children take off toys and make up syllabic schemes of words.

An exercise. How many syllables are in your name?

Children stand up, whose name consists of 2, 3, 4 (parts) of syllables.

The lesson is over. What did we learn today?

At home: pick up words with a different number of syllables.

Theme "Sound G"

Learn to distinguish the sound G from a number of consonant sounds

Learn to identify the place of a sound in a word

Enrich the vocabulary on the topic "Poultry"

Develop connected speech

Develop attention and memory

Equipment: aprons, boxes with diagrams, pictures for the sound g, pictures of poultry.

Lesson progress

Orgmoment (orientation on a sheet of paper)

Main part

Cross naming of words with sounds t, d.

Listen to the text "Goose". Name the family. How do they vote?

Acquaintance with sound G. Characteristic, symbol.

4. "Clap if you hear 'ha'"

Select pictures and determine the place of the sound in the word. The game "What will we give to Galya."

Learning the text for physical education "Gusak"

Analysis of the direct syllable "ga", drawing up a diagram.

The formation of verbs from onomatopoeia (cackles, quacks ...)

Guess riddles, find clues (Agranovich, p. 72)

Lesson results.

At home: words with the sound G.

Topic: Letters L, l, sounds [l] [l "].

Purpose: Introduction to a new letter of the alphabet.

Learn to distinguish from words by ear and differentiate consonant sounds [l], [l "], recognize the graphic image of letters, form the skill of reading combinations of letters, syllables, words.

Develop speech, attention, logical thinking, phonemic awareness.

To cultivate interest in reading, a sense of camaraderie, self-discipline.

Equipment: image of the letter L.l; fox picture; Luke; reproduction of any icon; constructor; thread; plasticine; milk; iron; letters cut out of sandpaper.

I. Organizational moment (positive attitude).

II. Repetition of the material covered.

Name the letters that we met. (A, O, U, S, I).

***, collect the letter Y from the elements of the constructor.

***, lay out the letter O with a thread.

***, mold the letter U from plasticine

***, write the letter A with milk on paper and iron it.

***, recognize by touch the letter I, cut out of sandpaper.

What are these letters called? (vowels).

What can you say about them? (They stretch and sing)

Which letter is different from all? (S).

How? (It does not have a capital letter). 2. Ask a question to the children who completed tasks with letters.

Can you tell me what the letters look like?

A - to the hut;

O - on the wheel;

U - a branch;

Y - two sticks, the first with a belly;

And - a gate.

Let's open notebooks and print consonants: H, S, K, T.

What do you know about consonants? (They do not stretch and do not sing).

Printing syllables: ON, BUT, WELL, WE, NI.

Peer review of notebooks.

Reading syllables according to the table.

ANSAASKAAKTAATONSOOSKOOCTOOTUNSUUSKUUKTUUTYNSYYSKYKTYYTINSIIISKIIKTIIT

III. Fizkultminutka.

IV. Learning new material.

Today, we will get acquainted with a new consonant letter.

Game "Finish the phrase."

There are different animals in the zoo: red-haired ... FOX, strong ... LION, beautiful ... ELK, white-winged ... SWAN.

Topic message.

-What letter, shall we meet? (El).

-Place the image of the capital and lowercase letters on the board.

-Close your eyes. Type a new letter in the air.

-Stand up and show how you can draw a letter. (Spread legs shoulder width apart).

Guess the riddles:

A) Make everyone cry

Although he is not a fighter, but ... BOW

Change the word so that it has two syllables. (no bow)

Call the word, put the stress in it.

How to pronounce the first sound in the word onion hard or soft?

Make a diagram for the word BOW.

B) cunning cheat,

red head,

Fluffy tail - beauty.

Who is it? ... FOX.

Change the word so that it has not two, but one syllable.

How will the word sound? (LIS).

How to pronounce the first sound in this word hard or soft?

Make a diagram for the word LIS.

Sounds [l] [l "] are indicated by the letter l .. Fixing.

Reading words from the board:

Work on the meaning of words.

The game "Be careful!"

Answer the question with a word to the sound [l] or [l "].

What do you eat soup? (SPOON)

What are they digging for? (with a SHOVEL)

Where is the wolf? (IN THE FOREST)

Where is the cow? (IN THE MEADOW)

Where is the pig? (IN THE PUD)

Where are the bones? (IN LEMON)

What's in the salad? (ONION)

Where are the flowers? (ON LIPE).

Printing proposals in notebooks:

Nona has a bow.

How many words are in a sentence? Draw up a proposal.

Explain the meaning of the word onion (1-vegetable, 2-weapon).

The game "Clap your hands if you hear a new sound in the word."

Moon, air, floor, fox, frame, table, lily of the valley, house, chair, Julia, kids, cheese, shelf, watering can.

V. The result of the lesson.

What letter did you meet? What sounds does it mean?

Read only those words and syllables that contain the letter l.

On the desk:

LA LI KTO TUK

LAK LIK CAT KNOCK

LUCKY LICKY TOK

Work on the meaning of words:

VARNISH - solution for surface coating.

FACE - the image of the face on the icon (an obsolete word).

It is best to conduct classes with a group of 3-4 children who have difficulty in reading, in the form of fun competitions: who will complete the task more correctly and successfully? It is advisable to carry them out daily, options are also acceptable every other day and twice a day. The maximum duration of a lesson is 30 minutes, the minimum is 5-10 minutes. Reading lines, on the contrary, letter by letter. The written is read from right to left so that each word, starting with the last, is pronounced letter by letter in reverse order. This exercise develops the ability of a strict letter-by-letter analysis of each word (prediction is completely excluded), creates in the speech-motor system an installation for unusual, unexpected combinations of sounds and slows down the "emergence" of familiar cliches, forms the arbitrariness of the regulation of eye movements, and also creates the prerequisites for eliminating fairly common errors of "mirror" reading when, for example, the word ball is read as rush and the child does not notice the error.

Since the study revealed many reading errors associated with ignoring the ending, I suggest the following exercise.

Reading only the second half of the words. When reading, the first half of each word is ignored and only the last is voiced; for this name: - nie - lko - swarm - guilt - ov; the mental dividing line runs approximately in the middle of the word, absolute accuracy is not necessary. This exercise emphasizes for the child the end of the word as an essential part of it, which needs the same exact perception as the beginning, and forms the skill of its letter-by-letter analysis. It leads to a sharp decrease in extremely common errors, when only the beginning of a word is read correctly, and its end is either guessed or read with distortions. Reading dotted words. Cards are offered with words in which the letters are not written in full, but with the absence of some of their parts, however, in such a way that their reading is unambiguous. The child is told that important information for everyone was written on the ancient papyrus, but over time the papyrus became dilapidated and the written words were partially destroyed; it is necessary, in spite of this violation, to extract meaning from them. The degree of destruction of letters gradually increases each time. This exercise consolidates in the child's memory integral visual images of letters and their combinations, develops and improves the secondary zone of the occipital cortex of the left hemisphere (18th and 19th Brodmann fields), the normal functioning of which is the neuropsychological basis for the perception of verbal material. Reading lines with the upper half covered. A blank sheet is superimposed on the text so that the top of the line is covered and the bottom is open. You need to read only the lower parts of the letters.

After the first line is read, the blank sheet is pushed down to cover the top half of the second line, and so on. This exercise forms a strong game motivation that requires quick reading, fluent grasping of several words at once (having time to read the bottom line by all means while it is open), as well as reading not aloud, but to oneself (since this must be hidden), and in case of failure, it sets external supports (visible lower parts of letters), by which it is possible to clarify an incompletely seen word or correct a misread word. This exercise is also extremely important for the formation of verbal-logical memory (its volume, since it is necessary to hold several words at once, its strength, since the retained must be kept for several seconds, and its resistance to interference - such retention must be combined with reading another line).

Search in the text for given words. One or three words are given, which the child must find in the text as soon as possible. At first, these words are presented visually, later - by ear. It is desirable that these words occur several times in the text. Having found them, the child can underline or circle them. This exercise builds the ability to capture integral images of words and rely on them in the search task, and also develops verbal memory and improves its resistance to interference.

Filling in the gaps of words in a sentence with a hint of some of their letters. Here, the missing word is suggested by several letters that uniquely define it, for example: Never before has the queen screamed like that, been so angry. This exercise develops the ability to simultaneously combine the development of semantic hypotheses about the word being read with its strict letter-by-letter analysis.

Reading the text through the word. It should not be read as usual, about jumping over every second word. This exercise, firstly, introduces variety, revitalization into the reading process that has become boring for the child, secondly, creates in him a feeling of speed, increased reading speed, which is very important for strengthening his self-confidence, and thirdly, enhances voluntary attention in the process of reading, due to the need, in addition to reading, to regulate the choice of words to be read and, fourthly, it contributes to the development of the child's oculomotor activity due to the constant alternation of fast and slow eye movements.

Rapid repeated pronunciation of sentences. The child is given a sentence or a stanza of a poem and is encouraged to say it out loud many times in a row, without pauses and as quickly as possible. With a group of children, competitions are arranged as follows: each child must quickly pronounce a given sentence aloud 10 times, and the time spent on this is measured by a clock with a second hand. The one who finishes in the shortest time wins. We emphasize that in all cases it is important to observe the clarity of pronunciation of all words, avoiding tongue twisters with crumpled endings. This exercise develops and trains speech-motor reading operations, forms the possibility of their smooth, flawless flow at a fast pace, which drastically reduces the number of reading errors caused by hesitations and articulation failures.

The main approaches to the choice of methods of teaching reading:

Phonetic approach

Linguistic Method

Whole word method

Whole text method

Zaitsev's method.

Tags: Preparing preschoolers for literacy Diploma in Pedagogy

Section 8. Preparing children for literacy in kindergarten.

Topic 8.2. Teaching children literacy in the preparatory group.

Methods of familiarization with the letters of preschool children.

INTRODUCTION TO VOF LETTERS

One of the mandatory tasks of teaching literacy to children of the preparatory group is familiarization with the voiceletters:a, i, o, e, u, u, s, i, e, e and introduction of rulestheir spellings after consonants.

Children should not only know vowels, but also learn the rules thatvowelsa, o, u, s, uh are written after hardvowel sounds,a, i, e, u, i, e after soft consonants.

The solution of these problems is carried out in the context of work on the sound analysis of words, i.e. first, a sound analysis of the word is carried out, and then the children are introduced to the new letter, after which the chips are replaced with the corresponding letter. At the same time, a single principle of familiarizing children with each new letter is strictly observed.

Vowels are entered in pairs in the following sequence: a- i oh- yo, u- yu, s - and, uh-e.

Considerthis is an example of mastering a couple of lettersa- I.

Lay out the word Alla(pronounces the word, emphasizing the confluence of two consonants l, and tells the children that there are two sounds l). Students lay out red, blue, blue, red chips and then determine the stress - put a black chip over the first vowel a.

Name the vowel sounds of this word - (a, a).

Sound a can be marked with a letter. Shows a large, capital letter BUT and little-" a.

-- Consider it. What does it look like ?

A capital letter is placed at the beginning of words that denote names, surnames of people, city names, animal names.

Word Alla stands for the girl's name.

Replace the chips with the corresponding letters.

Students remove the first red chip and put a capital letter BUT, in place of the second red chip - a small letter.

Now the parsed word already looks like this: letter BUT(large), above it is a black chip, a blue chip, a blue chip, a letter a(small).

In the same lesson, children will learn that the lettera placed in words after solid consonants. For kidsit sounds like this: “If, after a solid consonant sound, a sound is hearda, then the letter a is put.

From now onspecial cash desks are given, in the pockets of which theyput in vowels(A, a). Later, cashiergradually filled with vowels as you recognizehanging out with them.

In the next lesson, children are introduced to the letterI. They learn the rule: “If after a soft consonantsound, the sound a is heard - the letter i is put.

In the future, the children sequentially get acquainted with the rest of the vowels and the rules: “If aftera solid consonant sound is heardabout - putletterabout, a sound is heardat "- put a lettery, heardsounds - put a letters, hearduh - put e. BUTif after a soft consonant sound a sound is heardabout - put a letteryo, if a sound is heardat - put a letterYu, hearduh - put a lettere. Soundand pos is heardle soft consonant and put the letterand.

The tasks of mastering vowels and related rules by children are solved on the material of the following words: Alla, ball, cat, maple, floor, mint, trumpet, five, salute,melon, key, beetle, lemon, Lucy, flax, Edik, river, Motherland,newspaper.

In the course of sound analysis, learning the rules for writing vowels after hard and soft consonants, children must independently use them when laying out the analyzed words.

INTRODUCTION TO THE IOTED FUNCTION OF VOUGHTSLETTERS

Mastering the rules for writing iotized vowelslettersi, yu, yo, e is offered to children so that they learn that these letters can represent two sounds:ya, yu, yo, ye. This problem is solved in the process of sound analysis onspecially chosen words:pit, tree, spinning top, raccoon. Yura, howls, sings, stakes, brothers, rise.

The teacher calls the child to the board and invites him, for example, to parse the word pit.

The child pronounces the word with intonational emphasis on the first sound and says that the first sound th - soft consonant, denotes it with a green chip. Then he pronounces the word with intonational emphasis on the second sound - a. The teacher offers sound a mark with a red chip and then tells the children that “if two sounds are heard in a word nearbyy, a, letter i is written". The child removes the chips denoting sounds y, a, and put a letter I. At this point, all the children get to work. After the word is laid out, the teacher offers to put an emphasis on it. Causes children to read the word in accordance with the stress, and repeat the rule for writing a letter I, when it means two sounds in a word (th,a).

So in the course of training, children will learn: "if in the word nexttwo sounds are heardy, u- a letter is writtenYu, if in layeryou hear two sounds nearbyand about - a letter is writtenyo, if sounds are heardth, uh - letter is writtene."

In this way, children will learn that the letters i, yu, yo, e can represent two sounds in words.

To consolidate the idea of ​​iotizedfunctions of vowels, children are offered sometime during the analysis to fix the sounds with chips, and thenreplace them with letters. Gradually, they cease to need the preliminary designation of iotized vowels with chips and immediately put the desired letter. However, here too it is necessary to use a technique that allows you to fix these tasks. Children are always asked to say how many sounds are in a word and which two sounds are denoted by one letter. Acquaintance with the iotized function of vowels is carried out in several classes, and consolidation is carried out throughout the school year.

Acquaintance with the consonants of the children of the preparatory group.

The program provides to introduce children to all consonants and letters b and b.

This problem is solved in line with work on sound analysis.

In Russian, each consonant letter, with rare exceptions, denotes two sounds (a hard and a soft consonant).

Based on this, familiarization with the consonant letteris carried out on verbal material selected fromthe introduction of a new letter and the sounds that it denotestea. For example, the letter em means in the word past sound mh, t. s. soft consonant, and sound m, i.e. hard consonant. The letter en in the word Nina stands for sound ny and sound n.

Each time children are introduced to a new letter, a certain course of work is maintained: word analyziruetsya; the sounds indicated by chips are called; bythe letters denoting them appear; look at the lettersare called children: tokens in the analyzedwords are replaced by letters; the rule of writing a capital letter is repeated; stress and wordread. If writing small and capital lettersdifferent, then children find similarities and differences in them.Name of consonants and lettersb, b given according torequirements of the modern Russian language: be, ve, de,zhe, ze, and short, ka, el, em, en, pe, sp, es, te, ef, ha, tse, che, sha, shcha, hard sign, soft sign.

For example: The teacher asks the children to lay out the word Nina.

Vowels are already familiar to children, so they must designate them with the corresponding letters, and sounds ny and I - respectively with chips (green and blue), i.e. the analyzed word looks like this: green chip, letter and, blue chip, letter a.

After that, the children are asked to name the sounds indicated by chips. (n, n).

And here the teacher says that these sounds are denoted by one consonant letter en.

Shows the letter en, large and small, and says that the capital letter is written in words that mean the name, surname, name of the city, the name of the animal.

Children consider letters, name them and put them into a word.

As a result of replacing chips with letters, a word is obtained entirely made up of letters: N, i, n, a (Nina).

Then the children put the stress (with a black chip) and read the word in accordance with it.

In order for children to learn that one consonant letter can represent two sounds (hard and soft consonant), they are given the task to name a few words, first with a hard consonant, then with its soft pair. This lesson should take 1-2 minutes.

In the course of acquaintance with consonants (zhe,sha, che, sha) special spelling rules are introducedcombinations:Zhi, shi, cha, chu, scha, schu.

The teacher explains that the letters and and sh denote only solid consonants, and in combination zhi, shi after the sounds and and sh a sound is heard s, and the letter is written and (machine, awl, livewow, knives...). The assimilation of these combinations presents a certain difficulty for children. They are accustomed to the fact that the letter and always written after soft consonants, I therefore combined zhi, shi they try to soften the sounds f, sh, pronounce instead of sound s sound and, despite the artificiality of such pronunciation. Or when laying out words with these combinations, children often put after and and sh, denoting only solid consonants, the letter s. In this case, it is necessary to recall the above rules.

In combinations cha, cha, chu, cha there are other difficulties. Children know that letters a and at are written only after solid consonants. Knowing that the letters h and sch always denote a soft consonant sound, put letters after them I and Yu.

In order to make it easier for children to master these combinations, it is proposed to make special tables. At the same time, letters are recommended sh and and write in blue, thereby emphasizing that they denote solid consonants, and letters h and sch- in green, because they represent soft consonants. Letters and, a, u should be written in red.

The introduced rules are fixed not only during sound analysis, but also in the course of learning to read, when these combinations occur in words.

Acquaintance with the letters ъ and ь signs.

After the children recognize several consonants (em, en, er, el, ge, ka, ze, es, de, te, zhe, sha), they are introduced to the letter b(soft sign) and its softening function. For this purpose, it is proposed to compose two words from letters that differ from each other by one consonant sound. For example, words a piece of chalk and stranded, that differ in sound eh and l. Children by ear differentiate well between hard and soft consonants, and therefore, when composing a word stranded they usually don't put a letter l, and replace it with a green chip. If you ask the children how to make a word in letters so that the last sound can be read softly, the children, knowing that the letters i, yo, yu,e, and indicate the softness of the consonant in front, try to put these letters behind the letter l. Reading the received words (grind, grind, grind, grind, grind) they make sure that none of the vowels produces the desired word (stranded)

. After that, the teacher "introduces" the rule that, in addition to letters i, yo, yu, e, i, which denotes the softness of consonants, there is also a beechwa - soft sign(b),which has no sound, but is put in order to show that the preceding consonantthe sound is soft. Children also learn that to indicate the softness of a consonant sound, a soft sign can be placed not only at the end, but also in the middle of a word.(coat, skates, money etc.).

With separating function of hard and soft signschildren should be introduced only when they knowall letters of the alphabet.

The separating function of the soft sign is introduced by comparing two words, for example, Kolya and stakes. Children make these words from letters. At the same time, as a rule, they "write" both words in the same way. (Kolya). In this case, the children are invited to lay out these words with the help of chips. At the same time, the difference in the sound composition of these words immediately becomes clear. If the word Kolya children lay out, putting blue, red, green and red chips, i.e. fix four sounds in a word, then when laying out a word stakes(and it is better to put it directly under the word Kolya) children see that after a soft consonant sound eh there are two more sounds - a soft consonant th and the vowel a, i.e. children discover that the sound composition of these words is different and that the letter i in the word Kolya denotes one sound - a, and in a word stakes- two sounds - ya. So it is impossible in a word stakes put right after the letter l the letter i (it turns out Kolya). And if you put after the letter l letter b, then it is she who will indicate to us that the letter l must be read softly, and then the letter i standing after the soft sign will be pronounced: ya - stakes.

The separating function of a hard sign is also revealed by comparing two words, for example, sat down,ate. Children learn the rule about the hard dividing mark, which has no sound and is set in order to separate the hard consonant sound from vowels. e, e, i, those which otherwise should suggest that the preceding consonant is read softly.

Teaching reading to older preschool children.

At the stage of learning to read, there are three importantsection of the methodology of teaching literacy - formingdevelopment of the method of inflection, the formation of syllabic reading, the formation of continuous reading.

1. Formation of the way of inflection

The formation of the method of inflection is aimed at teaching reading. The particular difficulty in learning to read in Russian is that there are fewer letters in our alphabet than sounds. Pairs of hard and soft consonants are usually written with the same letter. For example, words mother and methro start with the same letter em, but this letter is read differently - firmly in the word mother and softly in a word underground.

What indicates to the reader how this book should bewu read?

followed by a vowel. In this way, the reader must first look at the voicenew letter, then shift your eyes to the consonant and read.An experienced "reader", a person who has a good command of the skillreading, does it so fast that followthis process is nearly impossible. But a beginner to read the child must be specially trained in this action. It is this learning that occurs during the formation of the action of inflection.

How does it work in class?

To work on this part of the lesson, the children again receive gray or beige chips, that is, the same ones that they used in the older group before they introduced the distinction of sounds into vowels, hard and soft consonants. This is necessary so that the color of the chip cannot tell the child the qualitative characteristics of the consonant sound.

For example, children receive the task: lay out the word onion, using gray chips and vowels. After the task is completed (at this stage of learning, children cope with the analysis of a three-sound word quickly), they receive the following, main task: “Remove the letter y, replace it with a letter Yu and read what word came out. For the first time in the classroom, children see a laid out word in front of them, resulting from replacing one letter with another. How can they complete this task? How can they read the new word? There is only one way - to recreate the sound form of the word according to the model in front of them. But how to do it? The two extreme gray chips, meaning consonant sounds, remained unchanged. Only the letter has changed (instead of at became Yu). But children already know that the letter Yu stands for sound at after a soft consonant. This means that the first consonant sound in the new word must not be pronounced firmly, as it was in the word onion, and softly it turns out Luke. How could the children read this word? Focusing on the vowel and knowing the rules for writing vowels after hard and soft consonants. This is how, imperceptibly to themselves, children learn to focus on a vowel, that is, in essence, they learn to read. If the children are well trained in the previous stages, the formation of the inflection action is successful. But the importance of the formation of this action cannot be overestimated, because it is here that children learn to read.

The following chains of words are used to form the inflection method: onion- Luke- varnish; current- So- bale; cat- whale; steam- feast; floor - drank- sang; bull- tank - side; carried- nose- us; small- a piece of chalk- soaps- a piece of chalk- crumpled.

2. Formation of syllabic reading With the help of the “windows” manual, syllabic reading is formed in children. They read syllables with consonants m, n, r, l and all vowels. Here the orientation to the vowel continues.

Before the child is no longer a chip, but a letter. What makes him look at the vowel? The very principle of this benefit. In the first box, the consonant letter is the same (for example, m). But in the second window, the vowels change all the time (the child pulls the strip and each time a new letter appears). All the attention of the child is riveted to her, to the vowel. He reads the following series of syllables: ma, me, mo, me, mu, mu, we, mi,me, me.

You can’t train children in reading with a change in consonants when syllables of this type are obtained: ma, na, ra, la. It would seem, what's the difference - in both cases, the child reads the syllables: ma, me, mo, me, or ma, la, ra, na. However, the difference is fundamental. In the first case, the child is specifically taught to orient himself toward the vowel; in the second case, this orientation is destroyed.

Very often, when switching to reading through the "windows", you can observe how children orient themselves to the vowel letter that they learned in the inflection classes. Children move the strip with vowels and read like this: a- ma, i- me, oh- my- myo etc. In this case, you can specifically explain: a- so we will read the letter em firmly - ma; I- so we will read the letter em softly - me etc. l". As the reading skill is automated, the naming of the vowel before the syllable will gradually disappear.

It is very important to organize the reading in the "windows" correctly in the lesson. Allowances are distributed to all children of the group. The teacher explains the principle of work: “Put a strip in the first “window” so that the letter em is visible, and in the second “window” - a strip so that the letter is visible a. Who will read what happened? Called child reads ma. Then the teacher offers to move the strip with vowels so that the next vowel is visible (letter I). At the same time, he draws the attention of the children that the letter em still remains in the first “window”. Now the children have a syllable me and the called child reads it. Next, the children move the strip, in the second "window" all the other vowels appear in turn (o, e, u, u, s, i, uh, e).Summoned children read the resulting syllables: mo, me, mu, mu, we, mi, me, me. Continuing the work, the educator may offer to put any vowel in the second “window” and read the syllables by moving the strip either up or down. In other words, you can and should read syllables starting from a vowel.

When carrying out this work, the teacher must ensure that the children move the strip in accordance with the given instructions. They did it quickly and correctly. To read through the "windows" you need to call all the children. Moreover, each called child reads at least two syllables. Immediately, attention should be paid to ensure that children read loudly and clearly.

When reading syllables found in texts, the child must slightly rebuild his reading habit: here the movement of the strip with vowels no longer forces him to look at the vowel first, he must direct his reading himself. Therefore, when switching to reading texts, all children first begin to read syllables a little worse. This is natural, and will quickly pass, the children will read well and quickly enough in syllables.

3. Formation of continuous reading.

Having worked out the skill of syllabic reading, which is given a certain time in the system of classes, the teacher proceeds to teaching children continuous reading.

And this is where help comes in.accent, since it is the stress that connects, organizes the sound shell of the word into a single image, ensures the perception of the integrity of the word and its understanding. But in order for the stress to be used for a continuous reading of the word, it is necessary to teach children to put it in the read word. This is an important and absolutely necessary moment in teaching children the continuous reading of the word. In order to independently put down the stress in a readable word, the child must use the very method of isolating the word stress that was taught to him at the stage of forming the sound analysis of words. Children who are well trained to determine the place of stress in a word can easily cope with the task of placing stress in a read word. But this does not lead to continuous reading so quickly. Children continue to read the word syllable by syllable without using stress in any way. Therefore, it is necessary to teach children to use stress when reading: before reading a word aloud, the child must see the vowel over which the stress is placed. And read the word, highlighting the stressed vowel

How to build the course of children's educationfusedreading and what should I pay special attention to?

Let's look at this with an example lesson.

The teacher writes the word on the blackboard geese, calls the child and invites him to read the word, put the stress in it. At the same time, a child trained in syllabic reading acts as follows: reads a word syllable by syllable Gu-si- geese, then pronounce it with an accent (guusi) and calls the stressed vowel (y). Here the educator turns to the children and says: “Children, in the written word we will mark the stress with a badge” (an accent mark is put in chalk over the vowel y).

Then the children are given individual cards "on which the words are printed in two columns (geese, goat,puddle, sleigh, rose, winter, Masha, moon, porridge), and the teacher offers to put an emphasis on them with a simple pencil. At the same time, children's attention should be drawn to the organization of work: first, you need to put an emphasis on each word of the first column, then the second. It is also important to monitor the work of children, if necessary, explain and show again how to complete this task.

Children must first read each word aloud, and then identify the stressed vowel. Naturally, there is noise in the group. Children should be encouraged to work as quietly as possible so as not to disturb their comrades. You can't forbid them to say words in an undertone. As children master the ability to stress the word they read, this business noise disappears on its own.

After the children completed the task of putting stress in the printed words, the teacher, using the example of the word written on the board geese gives an example of reading using stress: “In this word, the stress is over y. It is necessary to read the word so that the stressed vowel sound is well heard - goose. I pulled the sound with my voice at and read the entire word. Then the teacher erases the emphasis on y, puts him over and and tells the children: “But if I made a mistake, I put an emphasis on the letter and, then the word would be read like this: geese. This is not true, but since the accent mark is above this letter, it means that it must be read that way. The teacher specifically points out that before reading the word, you need to look at which vowel the stress mark is above, and, while reading the word, highlight this vowel sound with your voice.

Then you should go with the children to reading from their cards, where they have already put stress on each word. To read each word, you need to call a new child. Thus, more than ten children can be exercised in reading. At the moment when the called child reads the word, it is important to pay attention to whether he reads in accordance with the stress. So that children do not hesitate to read the word in accordance with the incorrectly placed stress, they should not be reprimanded for their mistakes. If the child, for example, in the word sled put the accent on the letter and, you need to call him and say: “Sasha in the word sled put the accent on the letter and. Sasha, try to read it like that, what will happen? (sled). You read the way you put the emphasis. But where is the stress in the word? "saaani")(On the sound a- saani).

Thus, it is possible to accustom children to the fact that the word should be read in strict accordance with the marked stress.

In the lesson, when reading individual cards with stresses, it is important to turn to the group after reading each word: “Did everyone stress this letter?” If the teacher is tactful in correcting the mistakes of the children, they will not be shy to raise their hand in case of an incorrectly affixed stress. Each such error must be corrected as described above. And from lesson to lesson, it is necessary to demand from children: before reading a word, look at the vowel letter, which is stressed, and read, highlighting the sound with your voice. With strict observance of this requirement, children develop the skill of continuous reading, words.

For work, each child is offered cards with words in the following sequence:

No. 1 - geese, goat, puddle, sleigh, winter, rose, Masha, moon, porridge, fox.

No. 2 - frame, hand, hands, mountain, mountains, skis, knives, meat, water, sea.

No. 3 - cheese, ball, forest, row, honey, onion, house, hatch, whale, smoke,

No. 4 - circle, maple, elephant, brother, eye, bush, leaf, wolf, bridge, carp.

No. 5 - pear, eyes, firewood, school, stove, grass, book, time, trail, thunderstorm.

No. 6 - brand, spring, bridges, letter, pine, cat, stick, bump, bear, oar.

No. 7 - sofa, ball, house, market, plant, banana, lemon, garden, voice.

No. 8 - shovel, raspberry, car, pigeons, gold, frost, crow, mountain ash, lemons, birch.

At each lesson, children read texts, where they no longer put stress, but use the skills they learned earlier.

For teaching reading, a specially developedBotanical material that includes: syllables, words, single sentences or connected texts. Whole material is given with gradual complication. This complication is taking into account the mastery of reading skills by children.

In this regard, at the beginning, when the way of reading is being formed, children are mainly offered syllables and simple words, then more complex words and sentences are gradually introduced. As children master the skill of reading, the material changes not only in terms of its complexity, but also in terms of the use of diverse topics and diverse genres. Gradually, the volume of the proposed material also changes.

At the same time, the material offered to children in one lesson has segments of varying complexity within it. This is due to the fact that children, for various reasons, master the way of reading differently. Therefore, each child can be offered material of the complexity that corresponds to his reading skill.

One of the conditions for the lesson is the obligatory clear, loud reading of all children. If the text is short, it can be read twice in class. It is important to properly manage the reading process in the classroom. While the child is reading aloud, the whole group of children should follow the reading with a pointer and read to themselves at the same time.

In the course of teaching children to read, the educator must not only form the technical side of reading, but also provide conditions for the development of a full-fledged ponychildren's mania for reading content. R The solution of the designated task involves special work aimed at children's meaningful understanding of what they read. Replay plays a big role in this.nomu reading. It contributes to the improvement of reading skills, helps to comprehend what is read more deeply, creates a positive attitude towards the reading process itself. For repeated reading, two types of material can be used: columns of words and connected texts. This work can be carried out at various stages of training.

Great opportunities for clarifying reading comprehension are available in such types of work as retelling what was read, a table of contents to the text, working on the meaning of a word, and children's answers to questions about the content they read.

Working on the meaning of the read word allows not only to reveal its meaning, but is also of great importance for the development of children's vocabulary. For example, a child reads the word hay. The teacher asks: “How do you understand this word?” The child who read the word says: "Hay is cut and dried grass." If the child finds it difficult to answer, then the teacher addresses the question to the children. If they cannot explain what the given word means, then the educator himself reveals its meaning.

The children's answers to the questions posed by the educator on the read text help to clarify the understanding of the actual content, to identify the ability to establish cause-and-effect relationships and the ability to understand the subtext. For example, to the text "Splinter" (Lisa grew a rose. Liza washed the rose. She splintered her hand. Liza has a splinter.) You can ask the following questions: 1. What did Liza do? 2. Why did Lisa wash the rose? 3. What happened to Lisa? 4. Why did you put your hand in?

Such types of work as a retelling of what was read and a table of contents to the text is an opportunity to establish an understanding of the main idea that reflects the essence of the content read. The task of retelling the text can be complicated if children are asked to supplement it with content from personal experience, that is, to be creative about the idea that underlies the content they read.

The texts contain declarative, interrogative and exclamatory sentences. In this regard, the teacher should introduce the children to the terms: period, question and exclamation marks. The teacher explains to the children: if the sentence simply says something, then a period is put at the end of it; if something is asked in the sentence, then a question mark is put; if the sentence says something with an exclamation, then an exclamation point is put. After that, a sample reading of each type of sentence is given. Children gradually master expressive intonation, repeating after the teacher and practicing reading on their own.

Children will learn that before a comma, you need to lower and slightly pause your voice.

As the reading skill is mastered, children in their free time and at home can be offered to read books from the “We Read It Yourself” series. In the group, you need to make a small library of such books that children could use on their own. The educator should be interested in what the children are reading, and guide the reading of each child, help pick up a book to read, talk about what they read, monitor the careful use of books and in a timely manner, together with the children, put them in order, that is, instill in the child a love for the book.

Review questions

Name the structure of the lesson on teaching children with vowels.

Name the structure of the lesson for teaching children with consonants.

What forms of work are used in teaching children with letters?

What sections of the literacy teaching methodology can be distinguished at the stage of teaching reading?

Preparing children for literacy is a focused, systematic process of preparing children for reading and writing. But before starting to read, the child must learn to hear what sounds words consist of, that is, learn how to conduct a sound analysis and synthesis of words,master the sound culture speech. It turns out that between the ages of 2 and 5, children are very interested in learning the sound component of speech. You can take advantage of this interest and introduce the child to the wonderful world of sounds and thus lead him to reading.

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"Preparing Preschoolers for Literacy"

Preparing children for literacy is a focused, systematic process of preparing children for reading and writing. But before starting to read, the child must learn to hear what sounds words consist of, that is, learn how to conduct sound analysis and synthesis of words, master the sound culture of speech. It turns out that between the ages of 2 and 5, children are very interested in learning the sound component of speech. You can take advantage of this interest and introduce the child to the wonderful world of sounds and thus lead him to reading. A large number of children begin to learn to read under the guidance of incompetent mentors - relatives, older students, teachers. This must be feared, since some of them may not be familiar with the patterns of development of written speech, allow serious methodological errors. For example:

• They mix the concepts of "sound" and "letter", which complicates the processes of sound-letter analysis and synthesis;
• There is an arbitrary and chaotic acquaintance with letters without taking into account the patterns of development of their phonemic names.(sounds) and especially violations of this development in some children. Age and functional phonetic and phonemic deficiencies(deficiencies in sound pronunciation and discrimination of sounds)lead to distortion, substitutions, omissions of sounds when reading and complicate the perception of the text;
• The names of consonant letters are given to preschoolers in alphabetical transcription [BE, EM, KA, EL] ..., which can be allowed only after the child clearly distinguishes between the concepts of “sound” and “letter”. Such work is carried out in speech therapy groups and, of course, at school. Or the names of consonants are given with overtones [SE, KE] ... Both of these lead to the corresponding reproduction of the phonetic series of the read word [EMAEMA] or [MEAMEA] instead of the word MAMA, [SETEULE] instead of the word CHAIR;
• Orthoepic grammar is not used, the introduction of which into the process of sound-letter analysis allows reading according to the rules of orthoepy(TOoth - [ZUP], Lump - [KAMOK], LIVED - [LIFE]...)and prevents errors such as stunning-voicing, unstressed vowel positions, hardness-softness variations, etc.

With such preparation for teaching literacy, even children with developed phonemic hearing involuntarily experience a violation of the reading process, their reading interest drops sharply. Retraining such "readers" at school creates discomfort in literacy lessons and reduces their effectiveness.

Thus, observations of the natural interest of children in letters indicate the need for literacy training at an older preschool age. But this requires appropriate knowledge from preschool teachers and parents of children.

Let's remember:

1. Sounds we hear and speak.
2. Vowel sounds - these are sounds, during the pronunciation of which the air stream comes out freely, neither lips, nor teeth, nor tongue interfere with it, therefore vowel sounds can sing. They are singing(voice) can sing any tune. For vowel sounds, we came up with "houses" in which they will live. We decided that vowel sounds will live only in red houses(red circles or squares).
3. Consonants - these are sounds, during the pronunciation of which the air stream meets an obstacle. Either her lips, or her teeth, or her tongue prevent her from going out freely. Some of them can pull(sss, mmm,) but none of them can sing, but they want to sing. Therefore, they AGREE to be friends with vowels, with which they can also sing any melody(ma-ma-ma-...) . Therefore, these sounds are called CONSONANTS. For consonant sounds, we also came up with “houses”, we just decided that they would be solid blue for consonants(blue circles or squares), for soft consonants - green(green circles or squares).
4. Consonant hard sounds[P, B, T, D, M, K, G, ...] - they sound angry in words(firmly).
5. Consonant soft sounds[P-P", B-B", T-T", D-D", M-M "...] - in words they sound affectionately(softly).
6. Sounds [W, F, C] are always hard, they do not have a “soft” pair(no "affectionate" brothers).
7. Sounds [H, U, Y] are always soft, they do not have a “hard” pair(no "angry brothers").

To master the initial skills of reading and writing, a certain readiness of the sensorimotor and intellectual spheres of children is required. The most important component of the successful work of preschoolers in acquiring literacy isformation of phonemic perception. Since the preparation for teaching literacy is based on speech hearing, on phonemic perception and the skills of sound, and then sound-letter analysis, it becomes necessary to identify shortcomings in phonemic hearing in children and organize systematic work on its development. Children aged 3 to 5 years have hypersensitivity to the sound side of speech. In the future, such susceptibility is lost, which is why it is so important at this age to develop phonemic hearing and speech perception, and not immediately offer letters that refer to another linguistic reality - a sign system. That is, in preparation for learning to read and write, it is necessary to have a pre-letter, purely sound period of learning, which will go through a number of stages: from the ability to distinguish sounds(both verbal and non-verbal)to sound analysis and synthesis. That is, before starting to read, the child must learn to hear what sounds words consist of, conduct a sound analysis of words(name in order the sounds that make up the words). Children must comprehend a certain system of patterns of their native language, learn to hear sounds, distinguish vowels(percussion and unaccented), consonants (hard and soft), compare words by sound, find similarities and differences, divide words into syllables, make words from syllables, from sounds. Later, learn to divide the speech stream into sentences, sentences into words, and only after that get acquainted with the letters of the Russian alphabet, mastering the syllable-by-syllable, and then the continuous way of reading. Thus, work on preparing preschool children for learning to read and write should begin already with young children, with the development of their auditory attention and end with the formation of the initial skills of sound-letter analysis in children of older preschool age, that is, the initial teaching of reading and writing in block letters.

Formation sound activity of speech is one of the main tasks preschool education. However, a dynamic analysis of the practical situation in recent times indicates an annual increase in the number of preschoolers with speech disorders. And our kindergarten is no exception. In this regard, teachers face the question of creating optimal psychological and pedagogical conditions for the full-fledged competent speech development of children. The solution of the tasks is carried out through various activities with children, teachers and parents. Target for all participants in the pedagogical process is the same: the search for effective methods to improve the quality of the sound activity of children. Consistency in the actions of educators, narrow specialists and parents helps to raise the quality of work with maximum consideration of the individual characteristics of each child.

Conditioning for full development of children includes:

• security developing subject-spatial environment in the preschool educational institution;
• purposefulwork educators and narrow specialists on the speech (sound) activity of children in all types of activities;
• professional development the growth of teachers in the development of sound activity of preschoolers;
• study of the state of children's speech;
• participation of parents in the speech education of children.

In order to create an effective developing subject environment in a preschool institution in all age groups, it is recommended to issuecenters of sound-speech activity. Teachers should systematize the accumulated practical material for organizing sound-speech games:

• file cabinets and manuals for articulatory gymnastics, logorhythm, rhythm plastic,
• complexes of finger games,
• toys and game aids for the development of proper speech breathing,
• thematic albums, games to enrich the passive and active vocabulary,
• games for the formation of sound activity of children,
• material for the formation of a grammatically correct structure of speech, coherent speech,
• games for the development of phonemic hearing

An important condition for the formation of the sound side of children's speech isprofessionalism of teachers. Educators use a variety of methods and techniques, forms of work that stimulate the speech activity of children: problem situations, solving speech logical problems, mini-experiments on logical tasks, dramatization games, tongue twisters, tongue twisters, mnemotables, etc. Constantly improve the level of their skills.

Organization of work with parents, aimed at the formation of the correct speech education of the child in the family, is a necessary condition for creating a single speech space in the preschool educational institution. Increasing the pedagogical competence of parents in matters of the sound and speech development of the child, encouraging them to work on the general and speech development of the child in the family is carried out through:

• design of an information stand for parents about the age-related speech characteristics of children;
• consultations - “The influence of speech disorders on the formation of a child's personality” and others;
• holding competitions: “The best reader”, “Family tongue twister”, etc.;
• individual conversations with parents based on the results of a speech examination of children (speech therapist);
• counseling for parents of children with speech development(speech therapist);
• workshops for parents: showing articulation exercises for pronouncing certain sounds, games and exercises to consolidate the material covered (speech therapist).

The inclusion of parents in the pedagogical process is the most important condition for the full-fledged speech development.

Thus the creation optimal conditions for the sound activity of the child in the preschool educational institution ensures the continuity of pedagogical influence, success in mastering the sounds of the native language by children. And it is necessary to start preparing for literacy from a young age.